CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

As smartphone becomes pervasive, extending into our classrooms,

educators are concerned that they are becoming a major distraction (Grinols and

Rajesh, 2014). Foreseeing the negative impact of this phenomena is just a waste

of time since it is almost unstoppable. Banning them may prove impractical if not

possible in the long run, instructors can take the opposite approach. They can

create ways to make smartphone usage contribute to the learning environment

(Grinols and Rajesh, 2014). In addition, managing this kind of problem should be

included and part of the curriculum and the concerned staff and faculty may take

efforts on how these technologies being use as a tool to achieve learning

environment (Carbonilla, Gorra and Bhati, 2016).

Smartphones give an exciting array of possibilities in the way that educators

use technology to teach mathematics. Mobile applications are considered an ideal

tool for learning since they provide learners with a new learning environment,

which enables learning mathematics to occur not only inside but outside the

classroom (Seo and Choi, 2014). Because learning with devices promises new
 2

opportunities and could improve the learning process (Kalinic et al, 2011 in Sad

and Goktas,

2014). Although, math whizzes would never trade anything for the feel of a good

scientific calculator, it’s also true that smartphone is capable of doing all the same

thing.

Malmath is a mobile application that solves a problem with a step by step

description and graph view. The application is much more than a calculator. In fact,

it is capable of giving an answers to a complex mathematical operations.

Educational methods are changing, embracing technology in a much more

natural way, although this in turn requires changes in learning methods from a

young age (Rosso, 2016). This leads to the query of the researcher that, do these

smartphone application can generate a positive impact on the students’

mathematical performance? Can the malmath application give an increasing

change of mathematical performance of education freshmen students of BISU-

Bilar?

Theoretical Background

This study is anchored on Fleming’s VARK model of learning styles. Based

on how we perceive information, it uses four sensory modes namely visual,

auditory, reading, and kinesthetic to determine the preferred learning styles

categories.

Visual. Learners will have a preference for seen or observed things, for

example: pictures, diagrams, demonstrations, displays, hand-outs or films. They

prefer to perform a new task after observing someone else do it first (Bates, 2015).
 3

Legal Basis
Theories
Article XIV, sec. 10 of
Fleming’s VARK the 1987 Philippine
learning style model Constitution
DepEd order No. 42, s.
2016

Freshmen Education Students of Bohol Island State

University- Bilar Campus

Teaching with the Use Conventional

of Malmath Teaching (Chalk-Talk)
application
(Control Group)
(Experimental Group)

Mathematics Achievement

Proposed Action Plan

Figure 1. Theoretical-Conceptual Framework of the Study

 4

Auditory. Learners will have a preference for listening to the spoken word

or for sound and noises. They will best be able to perform a new task after listening

instructions from the teacher (Bates, 2015).

Reading. Learners will be disappointed when you fail to give them a pile of

hand-outs. Their retention of verbal information given out during the lesson will be

limited and their real learning takes place when they later go through the hand-

outs. They will likely be the ones who want a list of books to read about the subject

(Bates, 2015).

Kinesthetic. Learners have preference for physical experiences including

touching, feeling, holding and doing. They will best be able to perform a new task

by going ahead trying it out, learning as they go. These are the people who like

practical hands-on experience (Bates, 2015).

In connection to this, the researcher will introduce an innovative strategy

that is suited to the visual and reading learners. The use of Malmath application

which is a visual and reading representation will be utilized in the classroom. It will

give a step-by-step solution on an equation that you wanted to find. The aid of

Malmath application in the classroom will help facilitate the learning of the

students.

The use of technology in education is legally supported by the 1987

Philippine Constitution, Article XIV, section 10 which states that, “Science and

Technology are essential for national development and progress. The state shall

give priority to research and development, invention, innovation and their

utilization; and to science and technology education, training, and services. It shall
 5

support indigenous, appropriate, and self-reliant scientific and technological

capabilities and their application to the country’s productive systems and national

life”.

This is also stipulated in DepEd order number 42, series of 2016, entitled

“Policy guidelines on daily lesson preparation for the K to 12 basic education

program”, paragraph 3. This states that, “these guidelines affirm the role of the K

to 12 teacher as a facilitator of learning. Preparing for lessons through the Daily

Lesson Log (DLL) or Detailed Lesson Plan (DLP) and provides teachers with

opportunity for reflection on what learners need to learn, how learners learn, and

how best to facilitate the learning process. These guidelines also empowers

teachers to carry out quality instruction that recognizes the diversity of learners

inside the classroom, is committed to learners’ success, allows the use of varied

instructional and formative assessment strategies including the use of information

and communications technologies (ICT’s), and enables the teacher to guide,

mentor, and support learners in developing and assessing their learning across

the curriculum.

Related Studies. Almost all of the students nowadays acquires

smartphones. These learners brings and uses smartphones in the classroom as a

tool for learning. In fact, in the study of Sung, Chang and Liu (2016), they found

out that 69.95% of learners using mobile device performed significantly better in

dependent variables related with cognitive achievement than not using mobile

devices. In addition, positive responses on using the mobile application were found

in language learning (Seo and Choi, 2014).

 6

In language, smartphones are proven beneficial in student learning. The

study of Bllaca, (2016) suggest that “using smartphone and other mobile learning

technologies one can benefit, as they offer language learning opportunities

everywhere”. This is due to their portal and connectivity ability. Mobile technologies

are perceived to be an effective tool in improving communication and learning

(Fozdar, B. I. and Kumar, L. S., 2007).

Kumar, A. and Kumaresan, S. claimed that “using a mathematical software

is easy to use and useful in both pure and applied mathematics courses”. Thus,

using a smartphone application in the subject mathematics in the modern world

will help to increase the students’ mathematical achievements.

As cited by Zengnin et.al (2011), in the study of Ross & bruce (2009), Reis

(2010), Tatar (2012), there is a positive impact of utilizing mathematical learning

software thus enhancing students learning and understanding. This was justified

in the study of Zengnin et.al. (2011) that students who had learned trigonometry

using Geogebra was significantly better compared to students who underwent the

constructivist instruction.

There are many applications around the app stores. The researcher

chooses the Malmath application because it is free and it does not require any

internet connection during the processing of the solution. Another reason on

selecting Malmath application is because, in the study of Bano, et.al (2017),

“entitled featured sentiment analysis for evaluating the mobile pedagogical

affordances of apps”, it gets most of the positive sentiment. In a count review of

10572, it has the highest sentiment of 91.2%, having an average review stars of
 7

4.5 and a score of A-, compared to other smartphone application in the domain of

mathematics.

With the theories, legal basis and the aid of Malmath application, it is hoped that

improvements will be observed in the students’ mathematical performance.

 8

THE PROBLEM

Statement of the Problem

The primary thrust of this study is to evaluate the effects of using Malmath

application on the Mathematics performance of the education freshmen students

of Bohol Island State University- Bilar Campus for school year 2018-2019 in their

Mathematics in the Modern World subject.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the experimental and control group in terms of

1.1 pre-test; and

1.2 post test?

2. Is there a significant mean difference between:

2.1 pre-test and post-test scores of the control group;

2.2 pre-test and post-test scores of the experimental group; and

2.3 pre-test and post-test scores of the control and experimental group?

3. What action plan could be developed as a result of the study?

Null Hypotheses

This study will to test the following null hypotheses:

1. there is no significant difference between the pre-test and post-test results of

the control group.

2. there is no significant difference between the pre-test and post-test results

of the experimental group.

 9

3. there is no significant difference between the pre-test and post-test results of

the control and experimental group.

Significance of the Study

The researcher is hoping that this study is important for the following

reasons:

Students. This study will make the students gain more confidence and

interest towards learning Mathematics since the Malmath application will provide

the correct and step by step solution on a given equation.

Teachers. This study will inspire the teachers to be more interested in

teaching Mathematics accompanied by smartphone application that will address

the needs of the individual learners who have different learning styles.

Administrator. This study will give sense to the administrator that there

should be some additional strategies and methodologies that shall be applied by

the teachers such as the use of smartphone application to ensure improvement of

the performance and positive attitude of the students towards the subject.

Scope and Limitation

This study will assess the effect of Malmath application on students’

mathematical performance in Mathematics in the Modern World. This will

determine if there are some changes or improvements on the students’

mathematical performance with the help of Malmath application to the

experimental group.

The topics that will be included in the study will be taken from the Bohol

Island State University unified syllabus in general education subject with a course
 10

description of Mathematics in the Modern World. The subject contains the following

topics: Mathematics in our world, Mathematical language and symbols, problem

solving and reasoning, data management, apportionment and voting, the

Mathematics of graphs, geometric design, linear programming, the mathematics

of finance and codes. The study will be conducted to the freshmen education

students.

The study will use the non-equivalent control group design which includes

the giving of pre-test and posttest to the control and experimental groups. To test

if both groups have comparable mental ability and gain the mental background of

the students’ mathematical performance, the researcher will use the t-test statistic.

The same lessons will be given to both experimental and control groups.

However, the experimental group is allowed to use smartphone during and after

the lesson to evaluate or solve an equation.

RESEARCH METHODOLOGY

Research Design

The study will utilize the quasi experimental design to assess the effect of

using Malmath on the academic performance of the students in Mathematics in the

modern world. The experimental group will be subjected to aided instruction using

the Malmath application while the other group will be exposed to the conventional

teaching.
 11

The experimental and control group will take the pretest that will serve as

basis for experimental equivalence. Posttest will be administered to the two groups

to determine the effects of such intervention to students’ academic performance.

Research Environment

The study will be conducted at Bohol Island State University (BISU)-Bilar

Campus located at Zamora, Bilar, Bohol. The school was established in the year

1912. The school has existed for 106 years already. It is a Higher Education

Institution (HEI) that offers different courses and focuses on agriculture related

courses. The school also offers education with the majors of Mathematics, English,

Filipino, Technology and Livelihood Education, and Elementary Education.

The school is one of the six satellite campuses of BISU System. The other

five are the following: BISU-Main Campus located at Tagbilaran City, BISU-

Balilihan, BISU-Calape, BISU-Candijay, and BISU-Clarin.

BISU-Bilar is chosen as the research environment since the researcher is

also teaching in the said school. It is also the only tertiary school in the municipality.

Research Participants

The respondents of the study will be the freshmen education students. As

of this time, there were 467 examinees for the entrance examination. The

researcher will use the random sampling technique to identify the majors that will

be aided with the application. The experimental group will be the groups that will

use the Malmath. The rest of the majors will be the control group.
 12

Education students will be the participants since the researcher belongs to

the college of education. And will take freshmen since all of them can have the

same subject.

Research Instrument

The researcher will use two sets of a teacher-made achievement test which

are similar to each other. One set of test will be used for pretest and the other for

posttest. The tests will be composed of 40 item-sentenced form problems.

Data Gathering Procedure

The data gathering procedure will undergo a series of steps. First the

researcher will ask permission from the dean to conduct the study. For the

dissemination of teaching load, the researcher will ask a favor from the dean to

handle all Mathematics in the modern World subject in the college of education.

Before the study will start, there will be a pretest to be given to both

experimental and control group. To ensure reliability, the researcher will be vigilant

enough in monitoring the students while answering to avoid cheating. Right after

the examination, the papers will be collected and checked by the researcher and

the scores of the students will be kept for statistical analysis. This will be done to

help the researcher to gain a profile of the students with regards to their mental

ability and to test if the mental ability of the students from both groups will be

comparable.

The researcher will apply the conventional method of both groups using the

direct instruction. The only difference of the experimental group to the control
 13

group is that they will be using the Malmath application to verify, clarify and better

understand the lesson. This will be done in the period of one month.

After the experiment, the posttest will be administered to both groups to

determine the change of the students’ mathematical performance. The result of

the posttest will be tallied, tabulated, and subjected to statistical analysis together

with the result of the pretest that will become the bases for interpretation.

Statistical Treatment

After all the data will be gathered, they will be analyzed and interpreted

through statistical techniques.

The mean and standard deviation will be used to determine the students’

score distribution. These values will tell the homogeneity of the groups that will be

used in the study. The formula for mean and standard deviation are as follows:

Mean,

∑𝒙
x=
𝒏

where:𝛴 = summation

x = scores

n = number of respondents

x = mean

Standard deviation,

∑(𝒙−𝒙)𝟐
s=√
𝒏−𝟏

where:𝛴 = summation
 14

x = scores

n = number of respondents

x = mean

s = standard deviation

To test the pre-post test mean gain of the control and experimental groups,

the t-test for correlated means will be used with the formula,

𝑑
t= 𝑠
√𝑛

where:d = mean of the difference of the scores

s = standard deviation

n = number of respondents

t = t-test for correlated means

To test the significant difference between the pretest and posttest results of

the control and experimental group, the t-test for independent mean will be used

given with the formula,

𝑥1 −𝑥2
t=
𝑠 2
𝑠 2
√ 1+ 2
𝑛1 𝑛2

where:𝑥1 = mean of the control group

𝑥2 = mean of the experimental group

𝑠1 = standard deviation of the control group

𝑠2 = standard deviation of the experimental group

𝑛1 = number of respondents of the control group

𝑛2 = number of respondents of the experimental group

 15

DEFINITION OF TERMS

To avoid misinterpretation, the following terms will be defined as used in

this research proposal:

Control Group. The group that will serve as the comparison for the

experimental group. It is the group that will only receive the conventional method

of teaching.

Experimental Group. The group that will be taught with the help of

Malmath application.

Mathematical Performance. It refers to the scores that the students will

obtain in the pretest and posttest.

Malmath. It is a smartphone application that will provide a step-by-step

solution upon arriving the desired answer from a given equation.

Posttest. A teacher made test that will be utilized at the completion of the

experimentation. This will be used to tell whether there will be some improvements

on the performance of the students aided with Malmath.

Pretest. A teacher made test that will be used to evaluate the students’

performance before the experimentation.

 16

BIBLIOGRAPHY

Bano, M., Kearney, M., & Zowghi, D. (2017). Featured based sentiment analysis
for evaluating the mobile pedagogical affordances of apps. Retrieved from
https://www.researchgate.net/publication/315738110

Bates, B. (2015). Learning theories simplified: … and how to apply them to

teaching. Retrieved from https://books.google.com.ph/books

Bernabe, J. G., Dilao, S. J., and Orines, F. B. (2009). Intermediate Algebra

textbook for second year. SD Publications, Inc.

Bllaca, N. (2016). Smartphone use in English Language Learning. Retrieved from

https://dspace.aab-edu.net/bitstream/handle/123456789/306/30-Nuhi-
Bllaca-Smartphone-use-in-English-Language-
Learning.pdf?sequence=1&isAllowed=y

Carbonilla Gorra, V., & Bhati, S. S. (2016). Students' perception on use of

technology in the classroom at higher education institutions in Philippines.
Retreived from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1878&context =buspapers

De Leon, H. (2011). Textbook on the Philippine Constitution. Manila: Res

Bookstore, Inc.

Fozdar, B. I., & Kumar, L. S. (2007). Mobile learning and student

retention. International Review of Research in Open and Distance
Learning, 8(2), 1-18.

Grinols, A. B., & Rajesh, R. (2014). Multitasking with smartphones in the college
classroom. Business and Professional Communication Quarterly, 77(1),
89-95. Retrieved from
https://pdfs.semanticscholar.org/ed71/ea405c51a35ceec
971593c4b3fb50cdba723.pdf

Harms, J. A. (2005). How to work word problems in Algebra: part II. Student
Learning Assistance Center (SLAC).

Kumar, A., & Kumaresan, S. (2008). Use of mathematical software for teaching
and learning mathematics. In Proceedings of ICME.

Rosso, R. (2016) Android apps to help you with math. Retrieved from
https://blog.en.uptodown.com/math-apps-android-help/
 17

Şad, S. N., & Göktaş, Ö. (2014). Preservice teachers' perceptions about using
mobile phones and laptops in education as mobile learning tools. British
Journal of Educational Technology, 45(4), 606-618.

SMMA/MCR, DO Policy Guidelines on Daily Lesson Preparation for the K to 12

BE Program 0392/June 3/14/15, 2016. Retrieved from
http://www.deped.gov.ph/orders/do-42-s-2016

Seo, W. H., & Choi, I. C. (2014). The Effect of Using a Smartphone Application on
Middle School StudentsEnglish Expression Learning and
Satisfaction. Multimedia-Assisted Language Learning, 17(1), 34-57.
Retrieved from http://journal.kamall.or.kr/wp-
content/uploads/2014/04/Seo+Choi_17_1_02.pdf

Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile
devices with teaching and learning on students' learning performance: A
meta-analysis and research synthesis. Computers & Education, 94, 252-
275. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0360131515300804

Zengin, Y., Furkan, H., & Kutluca, T. (2012). The effect of dynamic mathematics
software geogebra on student achievement in teaching of
trigonometry. Procedia-Social and Behavioral Sciences, 31, 183-187.
 18

APPENDICES
 19

APPENDIX A

LETTER-REQUEST TO THE DEAN

HOLY NAME UNIVERSITY

City of Tagbilaran

June 11, 2018

ROQUE A. BONGCAC, Ph.D.

Dean, College of Education
Holy Name University
City of Tagbilaran

Sir,

A good day to you!

The undersigned MAEd Math student of Holy Name Univesity, City of Tagbilaran
would like to ask permission to conduct an action research entitled, “Malmath in
Teaching Mathematics”, in partial fulfillment of the requirements of the degree of
Master of Arts in Education (MAEd).

I sincerely hope for your positive nod on my request.

Thank you very much.

Very respectfully,

VERNIE S. TALAGSA
Researcher

Noted:

ACE P. UY, MAED

Research Adviser
 20

LETTER-REQUEST OF PERMISSION TO THE CAMPUS DIRECTOR

HOLY NAME UNIVERSITY

City of Tagbilaran

June 11, 2018

Prof. Jose T. Travero
Campus Director
Bohol Island State University- Bilar Campus
Zamora, Bilar, Bohol

Sir:

A good day to you!

The undersigned MAEd Math student of Holy Name Univesity, City of Tagbilaran
would like to ask an approval to conduct an action research entitled, “Malmath in
Teaching Mathematics”, in partial fulfillment of the requirements of the degree of
Master of Arts in Education (MAEd). As a researcher, I assure you that I will abide
the institution’s regulations concerning its teachers’ and students’ participation of
any research study. Furthermore, the data gathered from the respondents as well
as their grades will be kept confidential.

I look forward for your favorable response.

Thank you very much.

Very respectfully,

VERNIE S. TALAGSA
Researcher

Noted: Recommending Approval:

ACE P. UY, MAED ROQUE A. BONGCAC, Ph.D.

Research Adviser Dean, College of Education, HNU

Approved:

PROF. JOSE T. TRAVERO

CAMPUS DIRECTOR
 21

LETTER-REQUEST OF PERMISSION TO THE

COLLEGE OF EDUCATION DEAN

HOLY NAME UNIVERSITY

City of Tagbilaran

June 10, 2018

LICINIA S. SANIEL, Ph. D

Dean, College of Education
Bohol Island State University- Bilar Campus
Zamora, Bilar, Bohol

Madam:

A good day to you!

The undersigned MAEd Math student of Holy Name Univesity, City of Tagbilaran
would like to ask permission to conduct an action research entitled, “Malmath in
Teaching Mathematics”, in partial fulfillment of the requirements of the degree of
Master of Arts in Education (MAEd) to your school. Rest assured that the data
gathered will be confidential.

I look forward for your favorable response.

Thank you very much.

Very respectfully,

VERNIE S. TALAGSA
Researcher

Noted: Recommending Approval:

ACE P. UY, MAED ROQUE A. BONGCAC, Ph.D.

Research Adviser Dean, College of Education, HNU

Approved:

LICINIA S. SANIEL, Ph. D

Dean, College of Education
 22

APENDIX B

QUESTIONAIRES

QUESTIONAIRE 1
Respondent number:
Name (Optional) : Date:

Solve each of the following problems.

1. Find two consecutive integers whose product is 56.
2. Find two consecutive odd integers whose product is 195.
3. John’s coin purse contains P27.75 in P0.25 and P1 coins. If there are 69
coins in all, how many P1 coins are there?
4. The sum of two numbers is 28. Their difference is 12. What are the two
numbers?
5. Two angles are complementary. The measure of the larger angle is 20
degrees more than the measure of the smaller angle. Give the measures of
the two angles.
6. A box contains 35 fruits consisting apples and oranges. There are seven
more apples then oranges. How many of each kind of fruits are there?
7. The sum of three number is 33. The first number is twice the third number.
The second number is one more than the first number. Determine the
numbers.
8. If the square of a number is added to three times the number, the sum is
108. Find the number.
9. A square piece of cardboard is to be used to form a box without a top cutting
off squares, 5 cm on a side from each corner and then folding up the sides.
If the volume of the box must be 320cm2, what must be the length of a side
of the cardboard?
10. One number is 5 greater than another number. If the sum of their squares
is 5 times the squares of the smaller number, what are the numbers?
11. If a number is added to its square, the result is 42. Find the number.
12. Find three consecutive integers such that the sum of the squares of the
second and the third exceeds the square of the first by 21.
21
13. A number less its reciprocal is 10. What is the number?
14. If the product of two consecutive even integers is decreased by 68, the
result is 100. Find the integers.
23
15. If a number is subtracted from twice its reciprocal, the result is 12. What is
the number?
 23

16. Susan’s father is 3 years more than twice as old as Susan. The product of
their ages in years is 560. How old is Susan?
17. There are 40 chairs in a classroom. The number of seats in each row is 3
more than the number of rows. How many seats are there in each row?
18. Ruel drove her motorbike from his home to the school and back with a total
distance of 120 km. his average speed returning was 3 kilometers per hour
slower than his average speed going to the school. If his total driving time
was 9 hours, what was his average speed in going to the province?
19. Jessie drives her scooter for 20 km at a certain speed. At a distance, she
increases her speed by 5km per hour and drives for an additional 20 km. If
the total trip taken is 1 hour, what is her original speed?
20. Josephine is 6 years older than Jonathan. Six years ago she was twice as
old as he. How old is each now?
21. There are two numbers whose sum is 54. One number is twice the other.
What are the numbers?
22. A tricycle starts from Albay and heads for Ilocos at 40kph. Two hours later
a Multicab leaves the same area for Ilocos traveling 60 kph. How long
before the Multicab overtakes the tricycle?
23. A mixture containing 6% salt solution is to be mixed with 2 liters of a mixture
which is 15% salt solution in order to obtain a solution which is 12% salt
solution. How much of the 6% solution must be used?
24. Think of a number. Double the number. Subtract 6 from the result and divide
the answer by 2. The quotient will be 20. What is the number?
25. There are three consecutive even numbers such that twice the first is 20
more than the second. Find the third number.
26. Joaquin’s mother is twice as old as Joaquin. In 20 years Joaquin will be two-
thirds as old as his mother. How old is his mother?
27. A service station checks Mrs. Grado’s radiator and finds it contains only
30% antifreeze. If the radiator hold 10 liters and is full, how much must be
drained off and replaced with pure antifreeze in order to bring it up to
required 50% antifreeze?
28. Tickets for the basketball games were P25 for general admission and P5
for kids. If there were six times as many general admissions sold as ther
were kids’ tickets, and total receipts were P77500, how many of each type
of ticket were sold?
29. A pool can be filled by an inlet pipe in 24 hours and emptied by an outlet
pipe in 28 hours. The keeper starts to fill the pool, but he forgets to close
the outlet pipe. Six hours later he remembers and closes the outlet. How
long does it take altogether to fill the pool?
30. The square root of the sum of the square of a number increased by 5 added
to the number is equal to 5. Find the number.
31. The square root of the sum of the square of the number and 6 is equal to
the number decreased by 3. Find the number.
 24

32. The square root of the difference between a number and 5 added to the
square of the number is equal to 5.
33. The formula on finding the volume of a right circular cylinder is V=𝜋𝑟 2 ℎ. Find
the radius of a right cylinder with the volume 150 cubic centimeters and the
height of 12 centimeters.
34. The square root of 5 more than twice a number is 7. Find the number.
35. The square root of twice a certain number is subtracted from the number
and the result is 4. Find the number.
36. If 4 is subtracted from a number, the result is equal to the square root of 2
more than the number. Find the number.
37. Two is the quotient of the square root of 1 more than a number divided by
1 greater than the number. What is the number?
38. A tank can be filled by one pipe in 30 minutes and emptied by another in 50
minutes. If both pipes are open, how long will it take to fill the tank?
39. A boy can do a piece of work 15 days and his father can do it in 10 days.
How long will it takes them to do the work together?
40. The fifth, tenth, and fifteenth parts of a number together make 11. Find the
number.
 25

QUESTIONAIRE 2
Respondent number:
Name (Optional) : Date:

Solve each of the following problems.

1. Find two consecutive numbers whose product is 20.
2. Find two consecutive even integers whose product is 168.
3. Robert’s coin purse contains P31.75 in P0.25 and P1 coins. If there are 82
coins in all, how many P1 coins are there?
4. The sum of two numbers is 25. The larger number is 1 more than twice the
smaller number. Determine the two numbers.
5. Two angles are supplementary. The measure of the larger angle is 20
degrees more than the measure of the smaller angle. Give the measures of
the two angles.
6. There are 25 fruits in a box consisting of bananas and papayas. There are
five more bananas than papayas. How many of each kind of fruits are there?
7. In an election, the total number of votes was 220. Rex got 23 less votes
than Nova. Nova got 12 more votes than Edwin. How many votes did each
receive?
8. If the cube of a number is added to two times the number, the sum is 12.
Find the number.
9. Martha had a square patio. After expanding the length by 1.5m and the
width by .5m, the area became 20m 2. What was the original length of the
patio?
10. One number is 4 greater than another number. If the sum of their squares
is the square of the sum of larger number and 4, what are the numbers?
11. If twice of a number is added to its square, the sum is 8. What is the
number?
12. Find three consecutive even integers such that the sum of the squares of
the second and the third exceeds the square of the first by 48.
8
13. A number less its reciprocal is 3. What is the number?
14. If the product of two consecutive odd integers is decreased by 3, the result
is 12. Find the integers.
−23
15. If a number is subtracted from twice its reciprocal, the result is 5 . What is
the number?
16. Mike’s mother is 5 years more than twice as old as him. The product of their
ages is 663. How old is Mike?
17. In a theater, there are 1200 seats. The number of seats in each row is 10
less than the number of rows. How many seats are there in each row?
 26

18. Rose drove her car from her home to the province and back with a total
distance of 120 km. her average speed returning was 3 kilometers per hour
slower than her average speed going to the province. If her total driving time
was 9 hours, what was her average speed in going to the province?
19. Joel drives his car for 20 km at a certain speed. At a distance, he increases
his speed by 5 km per hour and drives for an additional 20 km. If the total
trip taken is 1 hour, what is his original speed?
20. Rex is 8 years older than Kim. Eight years ago he was twice as old as she.
How old is each now?
21. There are two numbers whose sum is 36. One number is trice the other.
What are the numbers?
22. Mario a motorcycle rider is having a round trip in Bohol. He started traveling
from Tagbilaran with a speed of 50 kph. 30 minutes later. Max follows Mario
with an average speed of 65 kph. How long before Max catches Mario?
23. A mixture containing 8% sugar solution is to be mixed with 3 liters of a
mixture which is 15% sugar solution in order to obtain a solution which is
10% sugar solution. How much of the 8% solution must be used?
24. Think of a number. Triple the number. Subtract 7 from the result and divide
the answer by 2. The quotient will be 13. What is the number?
25. There are three consecutive odd numbers such that twice the first is 31
more than the third. Find the second number.
26. Joulo’s mother is twice as old as Joulo. In 20 years Joulo will be two-thirds
as old as his mother. How old is his mother?
27. A service station checks Mr. Unajan’s radiator and finds it contains only 20%
antifreeze. If the radiator hold 10 liters and is full, how much must be drained
off and replaced with pure antifreeze in order to bring it up to required 50%
antifreeze?
28. Tickets for the basketball games were P15 for general admission and P5
for kids. If there were 4 times as many general admissions sold as there
were kids’ tickets, and total receipts were P11700, how many of each type
of ticket were sold?
29. A pool can be filled by an inlet pipe in 20 hours and emptied by an outlet
pipe in 26 hours. The keeper starts to fill the pool, but he forgets to close
the outlet pipe. Five hours later he remembers and closes the outlet. How
long does it take altogether to fill the pool?
30. The square root of the sum of the number increased by 5 added to the
square of the number is equal to 5. Find the number.
31. The square root of the sum of the square of a number and 9 is equal to the
number increased by 1. Find the number.
32. The square root of the difference between a number and 2 added to the
square of the number is equal to 1.
 27

33. The formula on finding the volume of a right circular cylinder is V=𝜋𝑟 2 ℎ. Find
the radius of a right cylinder with the volume 120 cubic centimeters and the
height of 15 centimeters.
34. The square root of 4 more than trice a number is 8. Find the number.
35. The square root of trice a certain number is subtracted from the number and
the result is 18. Find the number.
36. If 54 is subtracted from a number, the result is equal to the square root of 2
more than the number. Find the number.
37. If the square root of 2 less than 6 times a number is divided by 2 less than
the number, the quotient is 2. Find the number.
38. A tank can be filled by one pipe in 20 minutes and emptied by another in 60
minutes. If both pipes are open, how long will it take to fill the tank?
39. A boy can do a piece of work 10 days and his father can do it in 4 days.
How long will it takes them to do the work together?
40. The fifth, fifteenth, and fiftieth parts of a number together make 43. Find the
number.
 28

CURRICULUM VITAE

Personal Background

Name : VERNIE SALUDO TALAGSA

Address : Roxas, Bilar, Bohol

Birth Date : January 22, 1993

Birth Place : Cansumbol, Bilar, Bohol

Parents : Marcelo Gamil Talagsa

:Presentacion Sugue Talagsa

Spouse : Jonna Mae Logroño – Talagsa

Son : Jyrique Logroño Talagsa

Educational Background

Elementary : Camapagao Elementray School

Campagao, Bilar, Bohol

2004 – 2005

Secondary : Central Visayas State College of Agriculture, Forestry and

Technology (CVSCAFT)

Zamora, Bilar, Bohol

2008 – 2009

Tertiary : Bohol Island State University

Zamora, Bilar, Bohol

Bachelor in Secondary Education

Major in Mathematics
 29

2012 – 2013

Graduate Studies : Holy Name University

City of Tagbilaran

Master of Arts in Education

Major in Mathematics

March 2019

Eligibility

Licensure Examination for Teachers - September 2013

Working Experience

Bohol Island State University

Bilar, Bohol

Instructor I (Temporary-permanent)

August 2015 – Present

Habitat Bohol Eco Park

Bilar, Bohol

Tourist Guide

November 10, 2010 – August 14, 2015