Model Research Report

i
PERFORMANCE IN BASIC MATHEMATICS AND GEOMETRY:

ITS RELATIONSHIP TO THE LEVEL OF COMPETENCE OF
CONSTRUCTION SECTOR STUDENTS OF TESDA-API
An Undergraduate Thesis
COLLEGE OF TEACHER EDUCATION

CAGAYAN STATE UNIVERSITY
Aparri Campus
In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION
MAJOR IN SCIENCE
S.Y. 2020-2021
ROMMEL G. BALOLOY
NARGLORIC C. UTANES
NIXON C. LORENZO
WILBERT T. FERNANDO
CAGAYAN STATE UNIVERSITY-Aparri Campus 1
College of Teacher Education
Bachelor of Secondary Education – Major in Science
CHAPTER 1
INTRODUCTION
Rationale of the Study
The education system is greatly affected by the CoViD-19 outbreak. Being the
first and foremost a health crisis. Many countries have decided to close schools, colleges
and universities. Policy makers are torn between closing schools and reducing contact to
save lives and keeping them open by allowing workers to work and maintaining the
economy. The severe short-term disruption is felt by many families around the world:
home schooling is not only a massive shock to parents’ productivity, but also to
children’s social life and learning. Teaching is moving online, on an untested and
unprecedented scale as well as students’ assessments. Importantly, these interruptions
will not just be a short-term issue, but can also have long-term consequences for the
affected cohorts and are likely to increase inequality (Burgess & Sievertsen, 2020).
But despite this, many departments and institutions are still adamant to continue
delivering quality basic education to all. Different modalities has been introduced to
facilitate the teaching and learning process like online learning, modular distance learning
and television or radio based learning. Remote learning, as they call it, offers variety of
distance learning modalities. They defined distance learning modality as the modality
where learning takes place between the teacher and the learners who are geographically
remote from each other during instruction. This modality has three types: Modular
Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based
Instruction.
The sectors of technical and vocational education and training, like Technical
Education and Skills Development Authority (TESDA), were not spared from the effect
of this pandemic. Since it was still unsure if it can continue its operation in a way that it
operates during the pre-COVID-19 time, it issued TESDA Circular No. 062 series of
2020 or the Guidelines in Implementing Flexible Learning in TVET on May 19, 2020 as
it affirms the necessity to adapt to a new normal state in providing skills training and
certification. These flexible learning modalities ranged from online learning, limited face-
to-face sessions, modular learning and blended learning.
However, both trainees and trainers claim that TVET cannot be learned by pure
modular learning. They were more acclimated with the face-to-face classes in which
instruction is more on demonstration of skills, hands-on activities and on-the-spot
coaching. With flexible learning modalities, students are left no choice but to rely on their
own experience, prior knowledge and prior technical skills to understand the content of
their learning materials. For instance, in the Mathematics-related unit competency for
Construction Sector qualifications “Performing mensuration and calculations”,
understanding of the content presented in the learning modules depend largely on the
students’ mathematical ability and level of understanding of Mathematics concepts.
Some students even ask, “Why is there Mathematics in their lessons as TVET
students?” This is due to their perception that TESDA studies are all about technical
skills without taking in consideration that basic mathematical skills and knowledge is also
applicable to their chosen qualifications. For instance, the Construction Sector of the
TESDA-Aparri Polytechnic Institute (TESDA-API) offers the qualifications Plumbing
NC II, Masonry NC II, Tile Setting NC II, Carpentry NC II and Technical Drafting NC
II. These qualifications are expected to feed the human resource or manpower needs of
the construction industry which stands out as one of the largest and most vibrant
industries in the country. Davis (2011) stated that construction management professionals
use construction-related Mathematics skills daily in many aspects of their work. These
Mathematics skills include adding and subtracting lengths, finding areas and volumes and
changing from one unit of measurement to another. Achieve, Inc. (2008) also believed
that construction workers rely on their knowledge of Mathematics at every stage of the
construction process. From pouring the foundation to raising the roof, Mathematics is an
integral to building a home or other properties. As their concluding citation, James
Thomas believed that “Everyone on a highway construction crew needs good Math skills
to correctly calculate quantities, measurements, supply orders… Pretty much every aspect
of construction involves some level of Math skills.”
These cited literatures imply the importance of Mathematics competence in
acquiring technical skills in construction. However, crucial to this role of Mathematics is
the fact that TVET students usually are not Mathematically-inclined. Balualua (2019)
concluded that the level of college Mathematics readiness of those in Technical
Vocational and Livelihood tracks are significantly lower than their academic track
counterparts. This is corroborated by the study of Dela Cruz (2020) that Senior High
School students who are planning to enroll in TESDA qualifications have significantly
lower Mathematics performance as compared to those who want to go to college.
With the flexible learning modality, most TVET students will find it difficult to
absorb and retain the concepts they learn from their learning modules which are mostly
self-learning. Critical question is that “How can you learn something Mathematics-
related if you do not possess the necessary mathematical competence?” Specifically: (1)
How can a plumber calculate the needed horsepower of a water pump corresponding to a
certain length of plumbing? (2) How can a mason estimate the cost of cement, coarse and
fine aggregates he needs to finish a wall? (3) How can a tile setter compute the needed
tiles and adhesives for a certain floor area? (4) How can a carpenter construct hanging
shelves with hexagonal spaces? (5) How can a draftsman draw an accurate and realistic
house plan? Will these specific instances be carried out by a construction-affiliated
individual if he/she lacks competence in Mathematics?
These prompts the researcher to investigate the usefulness and advantages of
developing mathematical competence among TESDA students, at least along Basic
Mathematics and Geometry, in their skills performance along their chosen qualifications.
The ultimate role of research is to produce benchmark data and empirical evidence as
basis for policy revisions. This study, therefore, as it aims to investigate the relationship
between the level of competence in Basic Mathematics and Geometry of Construction
Sector students and their performance in their respective qualifications, is expected to
suggest policy recommendations geared towards curriculum improvement pertaining to
Mathematics instruction in TESDA based on the results of this study. Specifically, the
following TVET individuals will be benefitted. TESDA students or trainees particularly
of the Construction Sector will be given the opportunity and information as to how
Mathematics is very important and essential in learning the technical skills required in
their respective qualifications. Intervention programs for them can be conceptualized and
implemented to remediate them on the learning gaps they have along Basic Mathematics
and Geometry. TESDA trainers particularly of the Construction Sector will be informed
on the relevance of Mathematics to the acquisition of technical skills among their
students or trainees. Trainings or re-tooling could be provided for them to enhance their
training methodologies along Mathematics-related competencies of TESDA
qualifications. Curriculum planners and administrators of TESDA will be provided with
benchmark data as basis on revising or improving the curriculum of TESDA particularly
on unit competencies and qualifications that are Mathematics-related. These revisions
could be along instructional material development, competency calibrations and teacher
training among others. Future researchers will be given insights on the future and similar
researches based on the results of this study. It will serve as valuable and reliable
reference to future researchers who wish to conduct future studies along the importance
of basic knowledge on academic subjects like Mathematics to the TESDA qualifications.
Statement of the Problem
This study aims to investigate the relationship between the level of competence in
Basic Mathematics and Geometry of Construction Sector students of TESDA-API and

their performance in their respective enrolled qualifications. Specifically, it will seek
answers to the following queries.
1. What is the profile of the students in the Construction Sector of TESDA-API in
terms of the following variables?
a. Age
b. Sex
c. Civil status
d. Month family income
e. Parents’ educational attainment
f. Academic status before entering TESDA
g. Other NC held
h. Work experience
2. What is the level of performance of the students in the Construction Sector of
TESDA-API in Basic Mathematics and Geometry?
3. What is the level of competence of the students in the Construction Sector of
TESDA-API?
4. Is there a significant difference between the level of performance in Basic
Mathematics and Geometry of the students in the Construction Sector of TESDA-
API when grouped according to the NCII qualifications they are taking?
5. Is there a significant relationship between the level of performance of the students
in the Construction Sector of TESDA-API in Basic Mathematics and Geometry
and their profile?

6. Is there a significant relationship between the level of competence of the students
in the Construction Sector of TESDA-API and the following variables?
a. Profile
b. Level of performance of the students in Basic Mathematics and Geometry
Hypotheses
This study will test the following hypotheses:
1. There is no significant difference between the level of performance in Basic
Mathematics and Geometry of the students in the Construction Sector of TESDA-
API when grouped according to the NCII qualifications they are taking.
2. There is no significant relationship between the level of performance of the
students in the Construction Sector of TESDA-API in Basic Mathematics and
Geometry and their profile.
3. There is no significant relationship between the level of competence of the
students in the Construction Sector of TESDA-API and their profile and level of
performance of the students in Basic Mathematics and Geometry.
Framework of the Study
The following discussions present theories, principles, concepts, research
findings, insights, generalizations and ideas which aided the researcher in the
methodological and analytic design and which formed the basis for evolving the
framework of this study. It is sub-divided into four sub-topics clustering relevant related
literatures and studies: (1) Philosophical and Legal Bases of TESDA; (2) The
Construction Sector of TESDA; (3) Mathematics and Technical-Vocational Skills; and,
(4) Theories and Concepts Relevant to the Present Study.
Philosophical and Legal Bases of TESDA
A key element in the supply of competitive labor and the challenge of sustaining
it lies on training for labor competencies and business expertise. These, in partnership
with both private and public institutions, will, or should, result to a knowledgeable labor
force. The existence of a competitive labor force is the foundation through which
business industries are sustained, developed, and enhanced. However, given the
multifaceted effects of a globalized economic regime to labor and industrial
competencies, our understanding of work and organizations has been permanently
altered.
The 1987 Constitution has also specified the Government’s role in promoting
technical education and skills development, the educational mandate made references to
“vocational efficiency,” “citizenship and vocational training to adult citizens and out-of-
school youth,” and “(providing) adult citizens, the disabled, and out-of-school youth with
training in civics, vocational efficiency and other skills” (Center for Research and Special
Studies, 1998). Adhering to this provision, a landmark legislation was enacted in August
25, 1994 by President Fidel V. Ramos. The Technical Education and Skills Development
Authority (TESDA) was created through Republic Act No. 7796, otherwise known as the
TESDA Act of 1994. This Act aims to encourage the full participation of and mobilize
the industry, labor, local government and technical-vocational institutions in the skills
development of the country’s human resources.
In its Declaration of Policy, it has enshrined the State’s policy to provide relevant,
accessible, high quality and efficient technical education and skills development in
support of the development of high-quality Filipino middle-level manpower responsive to
and in accordance with Philippine development goals and priorities […] and encourage
active participation of various concerned sectors, particularly private enterprises, being
direct participants in and immediate beneficiaries of a trained and skilled work force, in
providing technical education and skills development opportunities. The term “middle-
level manpower” refers to: (1) Those who have acquired practical skills and knowledge
through formal or non-formal education and training equivalent to at least a secondary
education but preferably a post-secondary education with a corresponding degree or
diploma, or; (2) Skilled workers who have become highly competent in their trade or
craft as attested by industry.
Its goals and objectives are the following: (a) Promote and strengthen the quality
of technical education and skills development programs to attain international
competitiveness; (b) Focus technical education and skills development on meeting the
changing demands for quality middle-level manpower; (c) Encourage critical and creative
thinking by disseminating the scientific and technical knowledge base of middle-level
manpower development programs; (d) Recognize and encourage the complementary

roles of public and private institutions in technical education and skills development and
training systems, and; (e) Inculcate desirable values through the development of moral
character with emphasis on work ethic, self-discipline, self-reliance and nationalism.
However, the deskilling of jobs has highly impacted labor competencies due to
the proliferation of technological advancements across various fields of industries.
Machines have steadily replaced manual laborers in the performance and consistency of
work output. The only competency needed for laborers is the facility of operating
complex machineries which gave way to the dissolution of practical skill application of
workers. Globalization has also affected small industries that failed to adapt with the
rapid advances in production which eventually led to the closing down of local factories
and the loss of job of thousands of laborers. DOLE (2011), in its 2011-2016 Plan,
itemizes its efforts to improve access to employment opportunities through: (1) Adopting
reforms in employment facilitation; (2) Addressing the job and skill mismatch problem
by promoting better coordination between employers, academe and the government, and
by strengthening both public and private sector labor market information and exchange
institutions, especially at the local levels, and; (3) Enhancing human capital through
education and training.
Under the third intervention, in which TESDA is high involved, the following
strategies will be adopted:
 Promote demand-driven and quality assured education and training, effective
skills assessment and certification systems and career advocacy especially in key
employment generating areas as identified in the PDP;

 Strengthen the national licensing, competency assessment and certification
systems to promote worker acceptance and industry recognition;
 Promote continuing professional education (CPE) to sustain and strengthen
competencies;
 Improve levels of competencies of trainers and assessors in skills development;
 Enhance mobility of students between higher education and middle-level skills
development based on the Philippine National Qualification Framework (PNQF);
 Expand the Ladderized Education Program to cover applicable degree programs;
 Ensure emphasis on generic competencies including trainability, work ethics, ICT
literacy, critical thinking and problem-solving skills and good communication
skills to produce globally competent and flexible workforce with positive work
values responding to highly demanded critical skills, especially in the growth
corridors;
 Sustain scholarship funding support and strengthen advocacy for technical /
vocational education and training, apprenticeship, learnership and dual training;
 Implement education and training programs directed to create supply of workers
for hard to fill occupations;
 Encourage LGUs and industry to directly participate in the delivery of technical-
vocational education and training and skills development services;
 Negotiate arrangements with destination countries to invest in Filipino human
resource development;
 Develop green skills standard setting and certification as well as capacity building
for employers and workers;
 Harness industry tripartite councils for human resource development initiatives;
 Strengthen partnerships with institutions demonstrating sterling records in
technical-vocational education and in the placement of their graduates, and;
 Ensure impact assessment and broad-based stakeholder consultation prior to entry
to agreements or arrangements on movement of natural persons and mutual
recognition of professionals and skilled workers.
Overall, TESDA formulates manpower and skills plans, sets appropriate skills
standards and tests, coordinates and monitors manpower policies and programs and
provide policy directions and guidelines for resource allocation for TVET institutions in
both private and public sectors. Today, it has evolved into an organization that is
responsive, effective and efficient in delivering myriad services to its clients. To
accomplish it multi-pronged mission, the TESDA Board has been formulating strategies
and programs geared towards yielding the highest impact on manpower development in
various areas, industry sectors and institutions. (tesda.gov.ph, 2021)
The Construction Sector of TESDA
The Construction Sector of the TESDA-API offers the five qualifications: (1)
Plumbing NCII; (2) Masonry NC II; (3) Tile Setting NC II; (4) Carpentry NC II; and, (5)
Technical Drafting NC II. These qualifications are expected to feed the human resource
or manpower needs of the construction industry which stands out as one of the largest
and most vibrant industries in the country. Basically, to qualify as trainee for Electrical
Installation & Maintenance NC II, a candidate must have completed at least 10 yrs. basic
education or an ALS certificate of achievement with Grade 10 equivalent holder and
must be able to communicate both orally and in writing and perform basic mathematical
computation.
The Units of Competency comprising these Qualifications include three clusters.
The Basic Competencies and Common Competencies include the following:

Tile Technical
Plumbing Masonry Carpentry
Competencies NC II NC II
Setting
NC II
Drafting
NC II NC II
Basic
 Participate in workplace communication X X X X X
 Work in a team environment X X X X X
 Solve/address general workplace problems X X X
 Develop career and life decisions X X X
 Contribute to workplace innovation X X X
 Present relevant information X X X
 Practice occupational safety and health policies and procedures X X X X X
 Exercise efficient and effective sustainable practices in the X X X
workplace
 Practice entrepreneurial skills in the workplace X X X
 Practice career professionalism X X
Common
 Prepare construction materials and tools X X X X
 Observe procedures, specifications and manuals of instruction X X X X
 Perform mensuration and calculations X X X X X
 Maintain tools and equipment X X X X
 Interpret technical drawings and plans X
 Apply quality standards X
 Operate personal computer X
The Plumbing NCII Qualification consists of competencies that a person must
achieve in installing multiple units of plumbing system with multi-point hot- and cold-
water lines for medium-rise buildings. It also includes plumbing repair and maintenance
work. Aside from the Basic and Common competencies which are taken within 18 hours
and 24 hours respectively, a Plumbing NC II student will also tackle the Core
competencies of the qualification in 160 hours which are as follows:
 Prepare estimation of materials for multiple plumbing units
 Perform multiple plumbing units installation and assemblies
 Conduct pipe leak testing
 Perform plumbing repair and maintenance work
All in all, after the 202-hour training and undergoing assessment process, a person who
has achieved this Qualification is competent to be employed as Plumber II.
Masonry NC II Qualification consists of competencies that a person must achieve
that will enable to lay concrete hollow block for structure and plaster wall surfaces. Aside
from the Basic and Common competencies which are taken within 37 hours and 24 hours
respectively, a Masonry NC II student will also tackle the Core competencies of the
qualification in 120 hours which are as follows:
 Lay concrete hollow block for structure
 Plaster wall surface
has achieved this Qualification is competent to be employed as rough mason.
Tile Setting NC II consists of competencies that a person must achieve to enable
him / her to lay tiles on plain and curved surfaces for walls, floors and other application
and repair of tiles on plain and curved surfaces. Aside from the Basic and Common
competencies which are taken within 37 hours and 24 hours respectively, a Tile Setting
NC II student will also tackle the Core competencies of the qualification in 56 hours
which are as follows:
 Lay tiles on plain and curved surfaces for walls, floors and other application
 Repair of tiles on plain and curved surfaces
has achieved this Qualification is competent to be employed as tile setter.
Carpentry NC II consists of competencies on rough and finishing carpentry that a
person must achieve in fabrication and installation of wooden materials and basic roof
assembly. Aside from the Basic and Common competencies which are taken within 37
hours and 24 hours respectively, a Carpentry NC II student will also tackle the Core
competencies of the qualification in 240 hours which are as follows:
 Layout reference lines
 Fabricate, install and remove wooden formworks
 Install wooden door jamb, window frame and panels
 Install ceiling and wall frames and panels
 Fabricate and install wooden stairs
 Install wooden floor supports and panels
 Fabricate and install roofing system
 Fabricate and install wooden cabinet
has achieved this Qualification is competent to be employed as rough and finishing
carpenter.
Technical Drafting NC II consists of competencies that a person must achieve to
enable him / her to draft architectural layout and detail (structural, electrical/electronic,
sanitary/plumbing, and mechanical) drawings using both CAD system and manual
drafting methods. Aside from the Basic and Common competencies which are taken
within 18 hours and 36 hours respectively, a Technical Drafting NC II student will also
tackle the Core competencies of the qualification in 94 hours which are as follows:
 Draft architectural layout and details
 Prepare computer-aided drawings
 Draft structural layout and details
 Draft electrical and electronic layout and details
 Draft sanitary and plumbing layout and details
 Draft mechanical layout and details
has achieved this Qualification is competent to be employed as draftsman or CAD
operator.
The delivery of knowledge requirements for the basic, common and core units of
competency specifically in the areas of mathematics, science/technology,
communication/language and other academic subjects are contextualized. To this end,
TVET providers must develop a Contextual Learning Matrix (CLM) to accompany their
curricula. Parallel to this, the delivery of training shall adhere to the design of the
curriculum and guided by the principles of competency-based TVET:

a) Course design is based on competency standards set by the industry or recognized
industry sector; (Learning system is driven by competencies written to industry
standards)
b) Training delivery is learner-centered and should accommodate individualized and
self-paced learning strategies;
c) Training can be done on an actual workplace setting, simulation of a workplace
and/or through adoption of modern technology.
d) Assessment is based in the collection of evidence of the performance of work to
the industry required standards;
e) Assessment of competency takes the trainee’s knowledge and attitude into
account but requires evidence of actual performance of the competency as the
primary source of evidence.
f) Training program allows for recognition of prior learning (RPL) or current
competencies;
g) Training completion is based on satisfactory performance of all specified
competencies.
To ensure quality of instruction, TESDA also prescribed minimum specifications
pertaining to recommended list of tools, equipment and materials adequate enough to be
used by 25 trainees. It also specified space requirement & their sizes of areas for lecture,
laboratory, learning resource, tool room or storage, wash, toilet or locker room and for
facilities/equipment/circulation. Trainers are also prudently selected.

Qualifications Workshop Area Trainer’s Qualifications

Plumbing 180 sq. m.  Holder of National TVET Trainers Certificate Level I -Plumbing NC II or
NC II higher NC Level
 Preferably a Registered Master Plumber;
 Preferably with a minimum of 3 years relevant industry experience (plumbing
works; Certified by the employer or Registered Master Plumber) in all of the
following:
 Prepare estimation of materials for multiple plumbing units
 Perform multiple units of plumbing installation and assemblies
 Conduct pipe leak testing
 Perform plumbing repair and maintenance works
 Must have completed the 40-Hour Construction Safety Training Course
(COSH) as per Department Order No. 13 s. 1998, Guidelines Governing
Occupational Safety and Health in the Construction Industry conducted by
OSHC and DOLE accredited Safety Training Organizations
Masonry 668 sq. m.  Holder of National TVET Trainer Certificate Level I (NTTC Level I) in
NC II MASONRY NC II
 Must have completed the 40-Hour Construction Occupational Safety and Health
(COSH) per Department Order No. 13 s. 1998, Guidelines Governing
 Must have at least two (2) years industry experience in Civil works and one (1)
year teaching experience in Masonry
Tile Setting 438 sq. m.  Holder of National TVET Trainer Certificate Level I (NTTC Level I) in Tile
NC II Setting NC II
 Must have completed the 40-Hour Construction Occupational Safety and Health
 Must have at least two (2) years industry experience in Civil Works and one (1)
year teaching experience in Tile Setting
Carpentry 438 sq. m.  Holder of National TVET Trainer Certificate Level I (NTTC Level I) in
NC II CARPENTRY NC II
 Must have completed the 40-Hour Construction Safety Training Course
 Must have at least two (2) years industry experience in Civil Works and one (1)
year teaching experience in Carpentry
Technical 236 sq. m.  Must be a holder of Technical Drafting NC II
Drafting  Must have undergone training on Training Methodology II (TM II)
NC II  Must be physically and mentally fit
 Must have at least 5 years job/industry experience*
 Must be a civil service eligible (for government position or appropriate
professional license issued by the Professional Regulatory Commission)
Institutional assessment is undertaken by trainees to determine their achievement
of units of competency. A certificate of achievement is issued for each unit of
competency. The result of the institutional assessment may be considered as evidence for
the assessment for national certification. As a matter of policy, graduates of programs
registered with TESDA under this training regulation are required to undergo mandatory
national competency assessment upon completion of the program. Competency
Assessment is the process of collecting evidence and making judgments whether
competency has been achieved. The purpose of assessment is to confirm that an
individual can perform to the standards expected at the workplace as expressed in
relevant competency standards. The assessment process is based on evidence or
information gathered to prove achievement of competencies. The process may be applied
to an employable unit(s) of competency in partial fulfillment of the requirements of the
national qualification.
Assessment shall focus on the core units of competency. The basic and common
units shall be integrated or assessed concurrently with the core units. To attain the
National Qualification of NC II, the candidate must demonstrate competence in all the
unit competencies. Successful candidates shall be awarded a National Certificate II
signed by the TESDA Director General.
Mathematics and Technical-Vocational Skills
Mathematics is considered as one of the most important basic skills, however,
most employees and those entering the work market fail to successfully deploy
mathematical knowledge in their work (Zeynivandnezhad et al., 2012). Knowledge of
mathematics is a prerequisite for achieving many of the goals of the program specific
subjects. Skolverket (2000) also believe that both in everyday and vocational life, there is
an increasing need to understand the meaning of and be able to communicate on issues
with a mathematical content. The power of mathematics as a tool for understanding and
modelling reality becomes evident when the subject is applied to areas that are familiar to
pupils. Upper secondary school mathematics should thus be linked to the study
orientation chosen in such a way that it enriches both the subject of mathematics and
subjects specific to a course. The aims of the mathematics curriculum indicate a
progression and extension from “to solve concrete problems in their immediate
environment” to “solve problems that occur regularly in the home and society, which is
needed as a foundation for further education” and further to “formulate, analyze and
solve mathematical problems of importance for everyday life and their chosen study
orientation”.
There are major difficulties faced by the students in learning mathematics in
technical and vocational education both in secondary and post-secondary schools.
Balualua (2019) concluded that the level of college Mathematics readiness of those in
Technical Vocational and Livelihood tracks are significantly lower than their academic
track counterparts. This is corroborated by the study of Dela Cruz (2020) that Senior
High School students who are planning to enroll in TESDA qualifications have
significantly lower Mathematics performance as compared to those who want to go to
college. For many of the students in this study, learning mathematics was perceived as
separate from their vocational learning.
However, when learning mathematics was connected to students’ vocational
development, values and culture then the subject generally became more relevant,
meaningful and coherent. Although students retained a narrow focus on their vocational
area (Hodgson & Spours, 2008) and only identified a limited utilitarian purpose for
mathematics (Ernest, 2004), their acceptance of Functional Mathematics as a
vocationally-relevant subject represented a shift in perspective that had a positive effect
on their engagement with mathematics.
Ozdemir and Ozdemir (2017) also studies the vocational high school students’
perceptions of success in Mathematics. Among 165 vocational high school students, 61
of them believed that they were successful, 93 believed that they were unsuccessful and
11 students were hesitant. Reasons why students believed they are successful or
unsuccessful were collected under five salient themes as follows: (i) reasons arising from
students themselves; (ii) reasons arising from students’ perceptions of maths course//their
maths abilities, (iii) reasons arising from maths teacher, (iv) reasons arising from
students’ educational background, (v) reasons arising from the milieu.
Mathematics in vocational and technical education is referred to as just numeracy
and considered as literacy (Buckingham, 1998). In developing vocational mathematics
curriculum, many goals need to be considered including changing of workplace and the
new work order, the nature of the mathematical skills required in modern workplaces, the
combination of curriculum, teaching, and environments that facilitate the transfer
(Bakker, et al., 2006; FitzSimons & Godden, 2002; Kent, Bakker, Hoyles, & Noss, 2011).
Mathematics skills, according to technical and vocational education, are suggested for the
presentation of the mathematics content. It means presenting the mathematics content that
are needed in a work place. Rusmar and Mustakim’s (2017) study also shows that,
teaching mathematics in TVET institution should be more contextual, it means, it should
be more practices in the process of learning, in order to increase their understanding in

the mathematics itself. As Linberg (2011) said, the teacher in TVET should build a bridge
to relate the learning to other subjects or students’ daily life. Moreover, Lucas (2012),
also stated that one of questions that should be asked by teachers in vocational pedagogy
is “How is the teaching methods influenced by context?” Based on the statements above,
it can be concluded that teaching mathematics for TVET students should be more
contextual to increase their higher order thinking, so that, their learning achievement
could be more satisfied the students.
Theories and Concepts Relevant to the Present Study
Education and training for productive employment is vital for economic and
social development in Asia and Pacific, a region where the Philippines belong. Technical
and vocational education and training is viewed as a tool for productivity enhancement
and poverty reduction in the region (Pavlova, 2014). However, despite that TVET
focuses on the development of technical skills, the academic aspect of learning which
focuses on the development of the 3Rs (reading, writing and arithmetic) is still relevant
part of TVET curricula (Dalby and Noyes, 2015).
This study is anchored on that notion. Specifically, it views the importance of
mathematical competence as an academic tool to understand concepts related to the
acquisition of necessary technical skills in construction sector. As such, the theoretical
underpinnings of this study is based on the educational philosophy of essentialism, the
Bruner’s scaffolding theory and the Bloom’s taxonomy of learning domains.

William C. Bagley’s essentialism tries to instill all students with the most
essential or basic academic knowledge and skills and character development. The
foundation of essentialist curriculum is based on traditional disciplines such as math,
natural science, history, foreign language and literature (edupedia, 2018). This study
hypothesize that the competence in Basic Mathematics and Geometry is essential in
understanding the concepts in construction.
However, as TVET students, like those who are in TESDA are mostly
mathematically-challenged individuals. In this notion that Jerome Bruner’s scaffolding
theory is also important in this study. It posits that since children students start to learn
new concepts or relearn old ones, they need help from teachers and other adults in the
form of active support (Wheeler, 2014). This supports the idea that TVET is highly
successful when taught in face-to-face modality where there is much time and
opportunity for direct instruction or coaching, skills demonstration and on-the-spot
feedback.
Finally, although the curriculum of TESDA is much different from academic or
formal education, the applicability of the Bloom’s taxonomy of learning domains can still
be relevant. Often referred to as KSA (knowledge [cognitive], skills [psychomotor] and
attitudes [affective]), these three domains have been regarded as the goals of learning
process (Bloom et al., 1956). Acquiring technical skills is not that purely skills
(psychomotor), one must also learn the basic concepts (cognitive) that is relevant to it, as
well as the attitudes (affective) necessary in the workplace etiquette.

From these aforementioned theoretical groundworks, the paradigm of the study,
as presented in Figure 1, was constructed using the independent variables to dependent
variables (IV-DV) model. It considers the profile of the students of the Construction
Sector of TESDA-API as the primary independent variables of the study. Fore mostly,
two major variables are the concern of the study. The first one is the level of performance
of the students in Basic Mathematics and Geometry which is considered as the
independent variable. The second is the sole dependent variable of this study is the level
of competence of the students in their respective enrolled qualifications.
Figure 1. Paradigm of the study showing the relationship of the independent and
dependent variables of the study
Furthermore, the lines connecting the three clusters of variables imply the two
correlational measures that the study is interested in: (1) correlation between profile and
level of performance in Basic Mathematics and Geometry; and (2) correlation between
the independent variables and the dependent variable.
Definition of Terms
To give light on how the relevant terms are used in the context of this study, the
following terms are operationally defined.
Academic status before entering TESDA refers to the academic activity of the
respondent before deciding to enroll in TESDA-API.
Age refers to to the length or number of years of existence of the person as a
living individual since birth.
Civil status refers to the marital status of the respondent.
Construction Sector refer to the department of TESDA-API that offers
qualifications related to construction such as plumbing, masonry, tile setting, carpentry
and technical drafting.
Level of performance in Basic Mathematics and Geometry refers to the level to
which the score of the respondent (on a researcher-made competency test along Basic
Mathematics and Geometry) fall.
Monthly family income refers to the monthly total income earned by the working
members of the household where a person belongs.

Other NC held refers to national certificates issued by TESDA to the respondent
prior to enrolment on the current qualification he is in.
Parents’ educational attainment refers to the level of education attained by the
parents of the respondent ranging from elementary undergraduate to graduate education.
Level of competemce refers to the rating of the respondent along the competencies
set for his/her enrolled qualifications. The quantification will be modified to create a
more varied level of performance.
Sex refers to the biological gender of the students, whether male or female.
TESDA-API refers to where this study is situated which is one of the institutions
affiliated to TESDA and offers different qualifications including in the Construction
Sector which offers Plumbing NC II, Masonry NC II, Tile Setting NC II, Carpentry NC II
and Technical Drafting NC II.
Work experience refers to the formal and informal jobs that the respondent had
been employed into at present or in the past.

CHAPTER 2
METHODOLOGY
Research Design
This study will employ quantitative research design particularly descriptive-
correlational design to attain its general objectives. It will describe the profile of the
Construction Sector students of TESDA-API and measure their level of competence in
Basic Mathematics and Geometry. It will also quantify their performance in their
respective enrolled qualifications. Furthermore, it will investigate the relationship
between the aforementioned variables, hence, correlational in nature.
Participants of the Study
This study will be situated in one of the institution affiliated to Technical
Education and Skills Development Authority, the Aparri Polytechnic Institute, also
known as the TESDA-API. The institution is established on August 24, 1994 which
offers various technical short-term courses on construction, electronics, electrical,
tourism, food and beverage services and others. At present, it is manned by 36 trainers
and 14 administrative staff and offers 28 qualifications to its clienteles. It can be located
at Maura, Aparri, Cagayan, more than a kilometer from the town proper. Aparri is known
for its famous Aramang Festival which is characterized by two-week-long celebration.

This study will involve the students who are enrolled under the qualifications in
the Construction Sector of TESDA-API during the School Year 2021-2022. Total
enumeration will be used to ensure that the data to be collected will be comprehensive
and accurate representative of the characteristics of the target population of the study. It
will cover those who are enrolled in the following qualifications under Construction
Sector:
Qualifications Number of Students
Plumbing NC II 25
Masonry NC II 25
Tile Setting NC II 25
Carpentry NC II 25
Technical Drafting NC II 25
TOTAL 125
The Construction Sector was chosen as the target population of the study since in
these aforementioned qualifications that Basic Mathematics and Geometry are more
highly applicable as compared to the other qualifications based on the analysis of the list
of competencies.
Instrumentation
When the study will be approved by the panel of thesis examiners of CSU-Aparri
Graduate School, permission to collect data from the target respondents will be sought
from the head of TESDA-API. Upon approval, the researcher will coordinate and
arrange schedules with the trainers responsible of the target respondents for the collection
of needed data.
Due to restrictions brought about by the COVID-19 pandemic, the data will be not
be collected simultaneously from the respondents but by schedule instead to ensure that
social distancing as well as following of standard health protocols will be properly
monitored. This will not affect the validity of the data since the testing environment will
be controlled and strictly monitored. The researcher will also use different sets of the Part
II of the research questionnaire to ensure that leakage will not be possible. The Part III of
the research questionnaire will be obtained through documentary analysis wherein these
will be accessed through the trainers of each qualification.
This study will utilize researcher-made questionnaire to collect necessary data for
the study. It comprise of three parts:
1. Profile survey questionnaire that will elicit the demographic profile of the
students in terms of age, sex, civil status, monthly family income, parents’
educational attainment, academic status before entering TESDA, other NC held,
and work experience. It consists of supply type, multiple choice and multiple
response items.
2. Multiple-choice test for level of performance in Basic Mathematics and
Geometry will measure the first major variable of the study. It will consist of a
50-item multiple choice test covering basic concepts, calculations, mensuration
and relevant applications of Basic Mathematics and Geometry. A Table of
Specification (Appendix B) was constructed to ensure its content validity. It shall
likewise be subjected to evaluation by Mathematics teachers.
3. Documentary Analysis of the Institutional Assessment Results which
quantifies the level of competence of the students along the competencies set for
his/her enrolled qualifications. The quantification will be modified to create a
more varied level of performance. There are three components of the institutional
assessment: (1) written examination, (2) skills demonstration, and (3) character
interview.
Statistical Treatment
Descriptive statistical tools like frequencies, percentages, ranks, means and
standard deviations will be used to describe the profile of the respondents, their level of
competence in Basic Mathematics and Geometry and their performance in their
respective enrolled qualifications.
Scores, as quantification of the level of performance of the students in Basic
Mathematics and Geometry will be further categorized using the following categories:
Score Adjectival Value
41 to 50 Very high
31 to 40 High
21 to 30 Somewhat high
11 to 20 Low
1 to 10 Very low
The level of competence of the students in their respective qualifications will be
quantified by the formula
𝑆𝑐𝑜𝑟𝑒
𝑃𝑒𝑟𝑓𝑜𝑟𝑚𝑎𝑛𝑐𝑒 = × 100
𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑃𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑆𝑐𝑜𝑟𝑒
and will be categorized as follows:
Performance Adjectival Value
86 or above Excellent
76 to 85 Above average
66 to 75 Average
56 to 65 Low average
Below 55 Poor
One-way Analysis of Variance will be used to compare the level of competence in
Basic Mathematics and Geometry of the students when they are grouped according to
their enrolled qualifications while bivariate correlation analysis using Pearson r,
Spearman rho or Chi-square will be used, whichever is appropriate, to test relationship

between the variables involved in this study. All hypotheses will be tested at 0.05 level of
significance.
LITERATURE CITED
Achieve, Inc. (2008). Mathematics at work: Construction. https://www.achieve.org

Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2006). Improving work processes by
making the invisible visible. Journal of Education and Work, 19(4), 343-361.
Balualua, R. (2019). College Mathematics readiness of senior high school students of
Gonzaga district. (Unpublished Master’s Thesis) Master of Science in Teaching
Mathematics. Cagayan State University-Aparri Campus.
Buckingham, E. (1998). Generic numeracies of the shop floor: Numeracy for decision
making. Literacy and Numeracy Studies, 8(1), 81-97.
Burgess, S. & Sievertsen, H. (2020). Schools, skills, and learning: The impact of
COVID-19 on education. V OX EU Research-based policy analysis and
commentary from leading economist.
Dalby, D. & Noyes, A. (2015). Connecting mathematics teaching with vocational
leaning. Adults Learning Mathematics: An International Journal, 10 (1).
Davis, K. (2011). A survey of construction-related math skills in an introductory-level
construction management course. American Society for Engineering Education.
Dela Cruz, R. (2020). Priority tracks and strands and Mathematics performance of
senior high school students of Buguey district. (Unpublished Master’s Thesis)
Master of Science in Teaching Mathematics. Cagayan State University-Aparri
Campus.
edupedia. (2018). What is essentialism?. Online article retrieved from
https://theadvocate.org/edupedia
Ernest, P. (2004). Relevance versus Utility. In B. Clarke, D. M. Clarke, G. Emanuaelson,
B. Johansson, D. Lambin, F. Lester, A. Wallby & K. Wallby (Eds.), International
Perspectives on Learning and Teaching Mathematics (pp. 313-327). Goteborg:
National Center for Mathematics Education
FitzSimons, G. E., & Godden, G. L. (2002). Review of research on adults learning
mathematics. Perspectives on Adults Learning Mathematics, 13-45.
Hodgson, A., & Spours, K. (2008). Education and training 14-19: curriculum,
qualifications and organization. London: Sage.
Linberg, L & Grevholm, B. (2011). Mathematics in vocational education: Revisiting a
developmental research project, Analysis of one development research project
about the integration of mathematics in vocational subjects in upper secondary
education in Sweden. Adults Learning Mathematics: An International Journal,

6(1)
Lindberg, L. & Grevholm, B. (2011). Mathematics in vocational education: Revisiting a
developmental research project. Adults Learning Mathematics: An International
Journal, 6(1)
Lucas, B.& Spencer, E. & Claxton, G. (2012). How To Teach Vocational Education: A
Theory of Vocational Education. Center for World Learning. The University of
Winchester.
Ozdemir, H. & Ozdemir, N. (2017). Vocational high school students’ perceptions of
success in mathematics. International Electronic Journal of Mathematics
Education, 12 (3).
Pavlova, M. (2014). TVET as an important factor in country’s economic development.
SpringerPlus Vol. 3, Suppl 1 K3. doi:10.1186/2193-1801-3-S1-K3
Rusmar, I. & Mustakim. (2017). Teaching Mathematics in technical vocational
education (TVET). Proceedings of the 1st International Conference on Innovative
Pedagogy.
Skolverket (2000). SKOLFS 2000:5 Skolverkets föreskrifter om kursplaner och
betygskriterier för kurser I ämnet matematik i gymnasieskolan och inom
gymnasial vuxen utbildning. Stockholm: Skolverket.
Technical Education and Skills Development Authority. (2020). TESDA Circular No.
062 s. 2020: Guidelines in Implementing Flexible Learning in TVET.
Wheeler, S. (2014). Learning theories: Jerome Bruner on the scaffolding of learning.
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i

PERFORMANCE IN BASIC MATHEMATICS AND GEOMETRY:

COLLEGE OF TEACHER EDUCATION

In Partial Fulfillment of the Requirements for the Degree

Rationale of the Study

unprecedented scale as well as students’ assessments. Importantly, these interruptions

Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based

to-face sessions, modular learning and blended learning.

instruction is more on demonstration of skills, hands-on activities and on-the-spot

Construction Sector qualifications “Performing mensuration and calculations”,

students’ mathematical ability and level of understanding of Mathematics concepts.

TESDA-Aparri Polytechnic Institute (TESDA-API) offers the qualifications Plumbing

integral to building a home or other properties. As their concluding citation, James

of construction involves some level of Math skills.”

These cited literatures imply the importance of Mathematics competence in

acquiring technical skills in construction. However, crucial to this role of Mathematics is

concluded that the level of college Mathematics readiness of those in Technical

lower Mathematics performance as compared to those who want to go to college.

house plan? Will these specific instances be carried out by a construction-affiliated

individual if he/she lacks competence in Mathematics?

These prompts the researcher to investigate the usefulness and advantages of

developing mathematical competence among TESDA students, at least along Basic

between the level of competence in Basic Mathematics and Geometry of Construction

Sector students and their performance in their respective qualifications, is expected to

suggest policy recommendations geared towards curriculum improvement pertaining to

following TVET individuals will be benefitted. TESDA students or trainees particularly

on the relevance of Mathematics to the acquisition of technical skills among their

training methodologies along Mathematics-related competencies of TESDA

qualifications. Curriculum planners and administrators of TESDA will be provided with

benchmark data as basis on revising or improving the curriculum of TESDA particularly

on unit competencies and qualifications that are Mathematics-related. These revisions

could be along instructional material development, competency calibrations and teacher

of basic knowledge on academic subjects like Mathematics to the TESDA qualifications.

Statement of the Problem

Basic Mathematics and Geometry of Construction Sector students of TESDA-API and

their performance in their respective enrolled qualifications. Specifically, it will seek

answers to the following queries.

1. What is the profile of the students in the Construction Sector of TESDA-API in

terms of the following variables?

d. Month family income

e. Parents’ educational attainment

f. Academic status before entering TESDA

2. What is the level of performance of the students in the Construction Sector of

TESDA-API in Basic Mathematics and Geometry?

3. What is the level of competence of the students in the Construction Sector of

4. Is there a significant difference between the level of performance in Basic

Mathematics and Geometry of the students in the Construction Sector of TESDA-

5. Is there a significant relationship between the level of performance of the students

in the Construction Sector of TESDA-API in Basic Mathematics and Geometry

and their profile?

6. Is there a significant relationship between the level of competence of the students

in the Construction Sector of TESDA-API and the following variables?

b. Level of performance of the students in Basic Mathematics and Geometry

This study will test the following hypotheses:

1. There is no significant difference between the level of performance in Basic

Mathematics and Geometry of the students in the Construction Sector of TESDA-

2. There is no significant relationship between the level of performance of the

students in the Construction Sector of TESDA-API in Basic Mathematics and

Geometry and their profile.

3. There is no significant relationship between the level of competence of the