Action Research in Mathematics

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Action Research in Mathematics

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INTRODUCTION

One of the most main goals of education is to prepare the

students

to

be

globally

competitive

individual

for

the

Mathematics is required. Since, it is used throughout the world

as an essential partner/tool in many different fields, including

medicine, engineering, natural science, economics and etc. It

also has the largest scope among all the subject areas especially

if the student encountered problem solving activities in the

subjects.

Apparently, most of the students hate Mathematics because it

requires logical reasoning and deductive thinking from the basic

to the complex concepts of Mathematics.

Mathematics,

thus,

hinder

themselves

in

many

future

career

for the success of our career.

On the other hand, the competence in learning, how to learn

throughout

ones

life

in

this

changing

world

entails

the

vehicle for developing students logical thinking and higherorder cognitive skills. It is our way to our dream since it will

make us smarter and have a great advantaged to those who hate

Math. Students should really continue enhancing their Mathematics

skills.

Learning Mathematics is fun and exciting. Instead of mere

memorization

of

formulas

and

procedures

and

general

facts,

students continuous selfimprovement and learning.

The researcher believes that the result of this study would

serve an aid to know the level of performance encountered by the

students in solving complex numbers. Nevertheless, in knowing the

performance level of the students, it is possible to conclude

their difficulties encountered by the students. It also motivates

them that the problem solving involving complex numbers is easy

to understand.

This study aimed to determine the Level of Performance in

Complex Numbers of the Selected Dormers of MinSCAT Main.

Specifically, this sought to answer the following questions:

of the selected dormers of MinSCAT Main in terms of:

1.1 Addition

1.2 Subtraction

1.3 Multiplication

1.4 Division

2. Is

there

performance

significant

in

solving

difference

complex

on

numbers

the

of

the

level

of

selected

multiplication and division?

Statement of Hypothesis

1. There

is

no

significant

difference

on

the

level

of

of addition, subtraction, multiplication and division.

The

findings

of

this

study

bear

significance

to

the

administrators, teachers, students and future researchers.

The results of this study will serve as a guide of the

administrators in upgrading the quality of instruction.

Similarly, this will help teachers to easily determine the

performance of their students in different operations of complex

numbers.

It will also serve for the students as an aid to know their

level of performance in complex numbers. This will serve as their

guide to what extent they will excel to the topic and a basis for

their improvement throughout the learning process.

Lastly, this will serve as the reference of the future

researcher in pursuing the same field of the study and in seeking

for related information/studies needed on their research.

This study was focused on the level of performance of the in

solving

complex

numbers

in

terms

of

addition,

subtraction,

only second year college dormers of MinSCAT Main, 2015 2016 .

The indicator of the students abilities would be their scores

obtained in the given questionnaires.

Specifically,

this

study

is

only

limited

on

answering

The study was conducted in MinSCAT Main, Alcate, Victoria

last June October, 2015.

Definition of Terms

The following terms was operationally defined for further

understanding of the study.

1. Addition

is

the

process

of

combining

two

or

more

2. Complex Number is the topic used by the researcher. It

refers to the sum of a real number and an

imaginary

number.

3. Competency

Level

it

was

the

researcher

wants

to

executing different operations in complex numbers.

4. Division the reverse operation of multiplication

5. Imaginary numbers is a multiple of i, where i is the

square root of -1.

6. Mathematics is an exact science that deals which deals

with the study of numbers, figures and other mathematical

concepts.

7. Multiplication

is

adding

the

number

to

itself

in

8. Operation was applied in solving a certain problem.

9. Subtraction

is

an

operation

that

undergoes

to

the

Theoretical Framework

Logic

without

which

any

requires

theoretical

no

specific

framework,

and

thinking

is

positive

research

without

any

fantasy,

uncontrolled

imagination,

reverie.

Based

on

this

According to Jerome Bruners Constructivist Theory, as cited

by Hurst, the purpose of education is not to impart knowledge,

but instead to facilitate a childs thinking and problem solving

skills which can then be transferred to a range of situations.

Specifically, education should also develop symbolic thinking in

children.

problem

Also,

solving

curriculum

skills

should

through

the

foster

the

development

processes

of

inquiry

of

and

leads to the mastery of still more powerful ones.

On the other hand, Bandura noted on his theory the social

influences on learning and distinguished between learning and

performance, distinction behaviorists would not make. Learning is

the acquisition of some symbolic representation that serves to

guide

future

behavior.

The

future

behavior

may

or

may

not

learn new behaviors through observation of models and the results

of their own actions. Cognitive processes also play an important

According to Bandura, our self-efficacy, our beliefs about our

ability to perform a specific task, play a major role both in the

effort that we put forward and resulting learning. (Hannum, 2008)

Likewise,

cognitive

and

associative

learning

play

an

solving

because

these

processes

involve

continuous

learning

ability in some areas may greatly affect ones performance for

the learning cannot be connected from one idea to another.

Moreover, Bruner believed that the subject matter should be

represented in terms of the childs way of viewing the world and

advocated

teaching

by

organizing

concepts

and

learning

by

which people organize their views of themselves and others and

the world in which they live. Also, that intuitive and analytical

thinking should both be encouraged and rewarded.

Also,

Lewins

Theory

of

Learning,

as

cited

by

Ceraspe,

environment. He suggested that the development of an individual

was the product of the interaction between inborn predispositions

(nature)

and

life

experiences

(nurture).

The

behavior

of

an

of behavior. These intentions supposedly follow field principles

and

are

influenced

by

psychological

forces

such

as

how

the

Vygotsky thought that the social world played a primary role

in cognitive development. He saw language as a major tool not

only for communications but also for shaping individual thought.

He started cognition within a historical and cultural framework

because he believes that was the only way that cognition could be

understood. Vygotsky placed an emphasis on social and cultural

aspects of learning. Certain aspects of Vygotskys work have

influenced

education,

especially

his

concept

of

the

zone

of

Calderon (2004) cites that trial and error theory involves

that trying a series of solution using all available information

and techniques known until the correct solution to a problem is

found. Insight, understanding and systematic procedure are used

in trying to solve a problem especially in Mathematics.

Furthermore, the Theory of Cognitive Development proposed by

Jean

Piaget

focused

on

how

learners

interact

with

their

in

their

constructivist

application.

classroom

During

learn

this

concepts

application

while

process,

exploring

students

the learning experience, meaning is constructed and reconstructed

based on the previous experiences of the learner.

As teachers, there are specific things that they can do to

help pupils remember what they learn. One of these is to make

sure that the pupils see the relationship between the information

they learned and reduce memorization to a minimum.

10

Conceptual Model

On the basis of the forgoing theoretical framework, the

Conceptual Framework is shown in Figure 1.

Figure 1. Hypothesized difference among the variables of the

study.

Level of Performance in Complex Numbers

of the selected dormers of MinSCAT Main in terms of:

Addition,

Subtraction,

Multiplication, and

Division

performance in complex numbers of the selected dormers of MinSCAT

Main.

Specifically, as shown above, the major variable of the

study is the level of performance of the selected dormers in

complex

numbers.

These

are

measured

in

terms

of

addition,

This study tried to determine the significant difference in

solving complex numbers as performed by the respondents. This was

indicated by the double-headed arrow.

11

CHAPTER II

REVIEW OF RELATED LITERATURE

in books, articles and magazines and even in the internet about

the students level of performance are presented and reviewed.

The purpose is to show that the content and subject matter in

this study are supported by the authorities.

Related Literature

Dicdican (2007) stressed that pupils performance lies on

the expertise of the teacher, his effectiveness to attain the

objectives of the lesson, willingness to provide varied learning

activities for interactive or cooperative learning and initiative

to ask questions that develop critical thinking skills.

While, according to Zanzali (2006), the levels of content

mastery and the skills necessary to carry out certain standard

algorithms

are

satisfactory.

The

mastery

of

problem

solving

upgrade and thus help students to mastery the problem solving

skills should be planned and implemented. It is hoped that the

12

data

generated

by

this

research

can

contribute

towards

the

Also, according to him, there is a general agreement among

mathematics

educators

that

students

need

to

acquire

problem

and skills, and develop mathematical thinking and reasoning, to

see

the

interconnectedness

between

mathematics

and

other

the levels of problem solving ability amongst selected Malaysian

secondary school students. Research findings also showed that

students have fairly good command of basic knowledge and skills,

but

did

not

show

the

use

of

problem

solving

strategies

as

solving skills. Most of the students were unable to use correct

and suitable mathematical symbols and vocabulary in providing

reasons and explanations for certain problem-solving procedures.

It is hope that these findings will serve as a reference for

educators in improving the learning and teaching of mathematics

in general and problem solving instruction in particular.

Likewise, Jakimovik in 2010, problem-solving competencies of

the majority of students are of very low levels. Each year more

than half of students didnt even attempt to solve the problems,

and only a small percent of those who tried did it correctly. the

13

lack of understanding of these types of problems and very low

levels of strategic competence of the majority of the first year

students, prospective elementary school teachers. Approximately

93 %, 91 %, 94 % and 98 %, each year respectively, earned 0

points on the first problem, and 88 %, 89 %, 94% and 91%, each

year respectively, earned 0 points on the second problem. The

reasons behind the high percent of students who earned 0 points

on each problem are indeed complex and require a substantial in

depth investigation. A list of some of the possible related

factors, a set of goals of mathematics education for elementary

school

teachers

practicing

and

the

necessary

changes

mathematics

instruction

at

other

Fisico

in

planning

teacher

and

training

departments.

On

should

the

be

extensively

given

in

hand,

more

(2005)

opportunities

mathematical

and

suggested

to

expose

logical

that

pupils

and

engage

problem

solving

competitions help students make sound and logical conclusions

promote discipline as students to solve as many problems as

possible

being

in

held

the

and

process.

Today,

intensified

in

14

mathematics

the

competitions

elementary,

secondary

are

and

tertiary

levels

to

motivate

and

arouse

students

interest,

Furthermore, Knuth et. al. (2005) stated that a multiple

values response to the literal symbol interpretation task was

associated with success which is larger task that a relational

view

of

the

equal

sign

was

associated

with

success

on

the

student would use the recognize equivalence strategy in eight

grade was greater than the acquired relational understanding of

the equal sign in the sixth and seventh grade, suggesting it

matters when students acquire a relational understanding of the

equal sign. That teachers failed to see these connections is not

necessarily surprising, given these tasks are not ones typically

posed to students.

Related Studies

Berguera (2009) in her study entitled Level of Performance

in Solving number and Word Problems in Algebra of Second Year

Students in Selected National High Schools in Naujan South and

East District found out that student respondents from Naujan

South

have

better

performance

than

student

respondents

from

Naujan East in solving number problems while they have shown the

15

students should be given more exercises in solving both number

and word problems to enhance their abilities and master some

techniques

in

interpreting

mathematical

problems

to

further

Similarly, Castillo (2009) revealed in her study, Level of

Performance in Problem Solving in Mathematics of Grade Six Pupils

in

Selected

Public

Intermediate

Schools

in

Bongabong

South

have a good performance in problem solving achievement, however

there is still a need among the pupils to improve and increase

mean performance in mathematics. She recommended that the teacher

should exert more effort in improving the level of performance in

problem solving of pupils. They should assist pupils in problem

solving

difficulties

by

introducing

varied

activities

and

make

problem

solving

interesting,

allow

pupils

to

experience

should emphasize reading carefully and analytically in order to

understand the meanings of the word problems.

Perez (2010) in her study, Problem Solving Performance in

Algebra of Second Year Students in Three Selected National High

School in Naujan found out that the respondents from

16

three

schools

have

varying

levels

of

performance

in

solving

word

investment problem, and uniform motion problem since they have

different kinds of learning system.

Likewise,

based

on

the

finding

on

the

study

Level

of

dimensions among third year students in Two National High Schools

of Naujan West Ditrict conducted by Fababaer (2010), revealed

that student respondents in School A generally have demonstrated

a very high performance in area of rectangle, high in area of

square, low in triangle and very low in trapezoid. But they were

able to identify the given and formula to be used. While on

School B shown a very high performance in area of rectangle,

averge in square and very low in triangle and trapezoid.

Also,

rectangular

it

was

prism

concluded

and

volume

that

of

in

terms

triangular

of

volume

prism,

of

pyramid,

cylinder and sphere, the both School A and B got a low and very

low performance respectively.

Furthermore, in the study conducted by Montana (2011), the

Level of Performance in Signed Numbers, gender, dialect, family

income and organizational involvement do not affect the mastery

and

competency

level

of

the

students.

Also

the

educational

17

these

would

be

great

help

with

their

studies.

The

study

involving signed numbers is differing to each other.

Silmilarly, in the study, Gender Disparity in Mathematics

Performance of Selected Students at Mindoro State College of

Agriculture and Technology, Arenillo (2008) found out that the

male and female students have demonstrated varying levels of

performance in Mathematics across four year levels. Second year

students have shown invariably good performance. Generally, both

gender groups performed very satisfactorily in their mathematics

courses. Results further indicate that mathematics performance of

the students is not influenced by the gender except in the third

year

level

where

males

have

outperformed

the

females.

She

Technology faculty in Mathematics should engage their students in

more problem solving tasks to come up with empirical evidences of

the conceptual and procedural knowledge level of their students.

Results, in turn may give better dimensions of gender difference.

18

CHAPTER III

RESEARCH METHODOLOGY

research locale, respondents of the study, sampling technique,

research instrument, scoring and quantification, data gathering

procedure, data processing method and statistical treatment of

data employed in analyzing and interpreting data pertaining to

the variables of the study. This chapter presents the

Research Design

The descriptivecomparative method of research was employed

in this study to describe and compare the level of performance of

the students in solving complex numbers.

This research design describes systematically, factually,

accurately and objectively a phenomenon. Zulueta (2003) defined

this design as a method which considers two entities without

manipulating

their

values

but

rather

establishing

formal

can compare and conclude which of the two variables is better.

19

Research Locale

This

study

was

conducted

in

Mindoro

State

College

of

Mindoro. It was 15 km away from the town proper of Victoria.

Specifically, this school satisfied the criterion in the

selection of the research locale.

The respondents of the study were composed of 15 Second Year

College dormers of the given locale. The distribution of these

respondents was shown in Table I.

Table I. Distribution of the Respondents

Respondents

Population

Sample

Dormers

680

15

Sampling Technique

A systematic random sampling technique was used to determine

the number of the respondents of the study.

20

Research Instrument

The major instrument of the study used is a set of forty

(40) item test. This set of test was selfstructured and other

was

generated

from

the

lessons

in

complex

numbers.

This

is

Part I

scored as 10 points.

Part II contracts with subtracting complex numbers with 10

items scored as 10 points.

Part III deals with multiplying complex numbers with 10

items scored as 10 points.

Part IV contracts with dividing complex numbers with 10

items scored as 10 points.

21

The result of test obtained by the student respondents will

be described using the following:

Score

Description

910

Very High

78

High

56

Average

34

Low

1-2

Very Low

The

researcher

distributed

personally

the

set

of

test was explicitly stated to guide the students in answering the

test. It was also read and explained for the respondents to

answer properly. The researcher retrieved the materials and made

sure they were returned completely.

22

After the retrieval of the questionnaire, the researcher

tabulated and processed the data manually through the use of the

description in the scoring and quantification presented above.

Quantitative data were analyzed and the results were interpreted.

Data table was made to organize, summarize and analyze the data

on how variables differ with each other.

After tabulating the data gathered from the questionnaire,

they were analyzed and interpreted using Frequency and Percentage

Distribution, Mean and OneWay Analysis Of Variance.

The following statistical formulas were used in the study.

Formula:

where:

percentage

frequency

total number of respondents

23

2. Mean

Formula:

where:

= mean

= symbol for summation

X = nth individual observation

n = total number of observation

Table:

Source of

Variation

Degree of

Freedom

Sum of

Squares

Mean of

Squares

Between

Groups

Within

Groups

Total

Formula:

mean square within

24

F-ratio

Critical

Value

Results

sum of square within

degrees of freedom between

degrees of freedom within

25

CHAPTER IV

RESULTS AND DISCUSSION

generated based on the problems of the study.

the

level

of

performance

in

adding

complex

numbers

of

the

dormers.

It can be noted that 10 or 66.67% of the respondents got

scores between 9 to 10. Three or 20% obtained scores between 78.

Only 2 (or 13.33%) scored between 56.

Based

on

the

foregoing

results,

it

implies

that

the

numbers as shown by the computed mean of 8.57.

This can be denoted that the most of the respondents are

familiar with the rules of adding complex numbers in order to

arrive with the correct answers.

26

Table

1.1

Frequency

and

Percentage

distribution

of

the

addition.

Level of

Performance

Frequency

Percentage

Description

910

10

66.67

Very High

78

20

High

56

13.33

Average

34

Low

12

Very Low

Total

15

100

Mean: 8.57

Description: High

of the level of performance in subtracting complex numbers of the

dormers.

Most of the respondents (66.67% or 10 out of 15)fell within

910 brackets. There are three (or 20%) who got scores between 5

to 6. While, two (or 13.33 %) were scored between 78.

27

a high level of performance in subtracting complex numbers.

Specifically,

it

can

be

inferred

that

majority

of

the

respondents got the correct answer since they know the rules

involved in subtracting complex numbers.

Table

1.2

Frequency

and

Percentage

distribution

of

the

subtraction.

Level of

Performance

Frequency

Percentage

Description

910

10

66.67

Very High

78

13.33

High

56

20

Average

34

Low

12

Very Low

Total

15

100

Mean: 8.43

Description: High

28

Frequency

and

percentage

distribution

of

the

level

of

shown in Table 1.3.

Ten (10) or 66.67% of the respondents scored between 9 to

10. Twenty percent or three (3) of the respondents got scores

between 12. Two (or 33.33%) who got scores between 56.

The findings showed as indicated by the computed mean of

7.63 that the level of performance of the dormers in multiplying

complex number is high.

This suggests that the respondents have enough knowledge on

the rules concerning multiplication of complex numbers in order

to arrive with the correct answer.

29

Table

1.3

Frequency

and

Percentage

distribution

of

the

multiplication.

Level of

Performance

Frequency

Percentage

Description

910

10

66.67

Very High

78

13.33

High

56

Average

34

Low

12

20

Very Low

Total

15

100

Mean: 7.63

Description: High

Table

1.4

illustrates

the

frequency

and

percentage

numbers of the dormers.

Specifically, it can be seen that 10 (or 66.67%) out of the

15 respondents obtained scores between 7-8. Two (or 13.33%) who

30

got scores between 9-10 and also, between 56. Only 1 (or 6.67%)

was scored between 34.

Based on the findings, it entails that the respondents have

a high level of performance in dividing complex numbers as shown

by the computed mean of 7.23.

This can be meant that the most of the respondents managed

to get the correct answers because they were acquainted with the

rules in division of complex numbers.

Table

1.4

Frequency

and

Percentage

distribution

of

the

division.

Level of

Performance

Frequency

Percentage

Description

910

13.33

Very High

78

10

66.67

High

56

13.33

Average

34

6.67

Low

12

Very Low

Total

15

100

Mean: 7.23

Description: High

31

dormers

level of performance in complex numbers

Source of

Variation

Degree of

Freedom

Sum of

Squares

Mean of

Squares

Between

Groups

28.87

9.62

Within

Groups

56

238.7

Total

59

267.57

F-ratio

F

Critical

Value

Results

2.26

2.77

Not

Significant

4.26

of dormers in addition, subtraction, multiplication and division

of complex numbers.

As indicated, since the computed Fratio of 2.26 is less

than the tabular value of 2.77 at 0.05 level of significance

using the degrees of freedom (3,56), thus, the null hypothesis

was accepted. It means that there is no significant difference in

the level of performance in complex numbers of dormers.

32

in terms of adding, subtracting, multiplying and dividing complex

numbers were almost the same and do not differ with each other.

This may be due to the familiarity of the respondents on the

rules involved in the four fundamental operations used in complex

numbers. It is also possible that the students mastered the

complex numbers because it was taught to them by their teacher

effectively.

The findings affirm the study conducted by Dicdican (2007),

which found out that pupils performance lies on the expertise of

the teacher and his effectiveness to attain the objectives of the

lesson.

Likewise, it was upheld by Arenillo (2008) which revealed

that students have shown good performance in Mathematics.

Lastly, the result of the study denotes that dormers have a

high level of performance in complex numbers and they do not

differ significantly.

33

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This

chapter

presents

the

summary,

conclusions

and

Summary

Results showed that 10 or 66.67% of the respondents got

scores between 9 to 10. Three or 20% obtained scores between 78.

Only 2 (or 13.33%) scored between 56. The mean score was

8.57.

Most of the respondents which is 66.67% (or 10 out of 15)

fell within 910 brackets. There are three (or 20%) who got

scores between 5 to 6. While, two (or 13.33 %) were scored

between 78. The mean score was 8.43.

34

Of 15 respondents, ten (10) or 66.67% scored between 9 to

10. Twenty percent or three (3) of the respondents got scores

between 12. Two (or 33.33%) who got scores between 56. The

computed mean score was 7.63.

As shown in the results, 10 (or 66.67%) out of the 15

respondents obtained scores between 7-8. Two (or 13.33%) who got

scores between 9-10 and also, between 56. Only 1 (or 6.67%) was

scored between 34. 7.23 was the computed mean score.

dormers

There is no significant difference in the level of

performance in complex numbers of dormers since the computed

Fratio of 2.26 is less than the tabular value of 2.77 at 0.05

level of significance using the degrees of freedom (3,56).

35

Conclusion

The researcher has come up with the following conclusions

based on the findings of the study.

adding complex numbers because of their familiarity with the

rules in addition of complex numbers to arrive with the correct

answers.

in subtracting complex numbers because they were aware in the

rules employed in subtracting complex numbers.

the respondents is high because they have enough knowledge on the

rules concerning multiplication of complex numbers.

dividing complex numbers because they were acquainted with the

rules involved in dividing of complex numbers.

performance in complex number operations of the dormers.

36

Recommendations

Based on the findings and conclusions of the study, the

following are recommended:

rules in adding, subtracting, multiplying and dividing complex

numbers.

2. Teachers should give focus on making their students acquainted

on the rules employed in the four fundamental operations of

complex numbers.

3. Students should also be exposed to different operations and

must be equipped with the skills because four operations will

always be applied in everyday life.

4. Similar studies should be conducted about complex numbers to

verify the results of the study.

37

BIBLIOGRAPHY

38

BIBLIOGRAPHY

A. BOOKS

Dayrit, B. and Yap, A. (2002) Modern College Algebra (Revised

Edition 2002) Philippines: REX Book Store, Inc., Sampaloc,

Manila

Partible, Fe G. et. al. (2013) College Algebra (2013 Edition)

Philippines: MUTYA Publishing House, Inc., Malabon City

B. UNUBLISHED THESES

Montaa, M. D. (2011) Level of Performance in Signed Numbers

of the Second Year High School Students in Eastern Mindoro

College

Buergera, L. H. (2009) Level of Performance in Solving Number and

Word Problems in Algebra of Second Year Students in Selected

National High Schools in Naujan South and East Districts

Castillo, A. C. (2009) Level of Performance in Problem Solving in

Mathematics

of

Grade

Six

Pupils

in

Selected

Public

39

Second Year Students in Three Selected National High School

in Naujan

Fababaer, L. M. (2010) Level of Performance in Solving Word

Problems involving two and three dimensions among third year

students in Two National High Schools of Naujan West Ditrict

40

APPENDICES

41

APPENDIX A

RESEARCH INSTRUMENT

42

Name:

Date:

Dorm Number:

form a + bi.

I. Addition

1. (5+11i) + (7+4i) =

6. i + 7i + (4) =

2. 15 + (-2+3i) =

7. 25 + 4i =

3. (2+5i) + (6+7i) =

8. (2+3i) + (16)+7 =

4. (3+2i)+(45i)+(5+8i) =

9. 3 + (72i) =

5. (1511i)+(45i)+2i =

II. Subtraction

1. (1+6i) (8+2i) =

6.

2. (52i) (35i) =

7. 15 (3i21) =

3. (27i) (313i) =

8. 3

4. 4 (i+7) =

9. 25 6i (2i) =

5. 25 i =

43

4 + 7) (2+3i)=

7 4 )=

III. Multiplication

1. (7+2i)(2+7i) =

6. (4+7)(3i) =

2. 2i(5+6i) =

7. (i+7i)(4) =

3. (73i)(4+25) =

8. 3(7+4) =

4. 100 (38i) =

9. (256i)(4+2i) =

5. 6(5+i) =

10. (14+5i)(6+i) =

IV. Division

1.

2.

3.

4.

5.

(-4+2i)

25

(

24i)

3i

i

3i

7.

8.

i2 +2i+1

i+1

6.

-2

9.

10.

44

(-36)

2i

(

5

24i

3

i+3) i+1)

i+1

66i

11

APPENDIX B

CURRICULUM VITAE

45

CURRICULUM VITAE

Personal Data

Address: Poblacion III, Victoria, Oriental Mindoro

Birthdate: December 21, 1996

Age: 18

Civil Status: Single

Religion: Roman Catholic

Email Address: desiiiii21@gmail.com

Educational Attainment

Undergraduate Course

Bachelor of Secondary Education Major in Mathematics

Mindoro State College of Agriculture and Technology

Main Campus

Alcate, Victoria, Oriental Mindoro

46

Secondary

Aurelio Arago Memorial National High School

Main Campus

Leido, Victoria, Oriental Mindoro

S.Y. 2012 2013

Salutatorian

Academic Excellence in Mathematics Awardee

Most Outstanding Researcher Awardee

Active Girl Scouts of the Philippines Awardee

Elementary

Simon Gayutin Memorial Elementary School

Malayas, Poblacion III, Victoria, Oriental Mindoro

Salutatorian

47

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