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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics competitions always played important role of identifying and

supporting mathematical talents for a country, building the national pool of

mathematically gifted students and preparing the best among them for international

Olympiad (Lam, 2012).

Nowadays, Mathematics competitions form an immense and vibrant global

network today. This network has many roles. First, competitions help identify students

with higher abilities in Mathematics. Second, competitions motivate these students to

develop their talents and to seek professional realization in Science. Third, competitions

have positive impact on education and on educational institutions. Last, a significant part

of the classical mathematical heritage known as “Elementary Mathematics” is preserved,

kept alive and developed through the network of competition need to evolve in order to

meet the demands of the new century (Kenderov, 2006).

Indeed, Mathematics competitions are appealing to students with excellent

mathematical ability. The preparation for Mathematics competitions take a long period of

time and laborious in the part of the parents, teachers and most especially the students. To

solve one problem, one must exhaust all mathematical knowledge acquired and must

employ a lot of techniques, strategies and cleverness. Students need such challenging

opportunities to stretch their limits and further academic achievement.

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The training for any Mathematical competition is never easy. Asian countries like

Singapore and Japan often lead in international Mathematics competition. In Japan, drills

are common practice of teaching Mathematics among children. As early as 7 years old

children are taught the multiplication table jingle; some also attend after-school Math

program like abacus schools. These are on top of the four 45-minute lesson per week

allotted by the Japanese Government.

Suffice it to say, Mathematics competition and the preparation for the students

build a specific thinking that is not possible to gain following the standard school

curriculum and teaching methods (Tsankov, 2013). In the Philippines, mathematical

competitions have been the means to determine the most talented mathematical students.

Metrobank - MTAP –DepEd Math Challenge (MMC) is one of the most venerable and

well publicized contests in the country whose objective is to contribute to improving the

quality of Mathematics education in the Philippines. (http;//www.mtap.org.ph/). The

coverage of Metrobank MTAP – DepEd – Math Challenge Competition follows strictly

the current and approved DepEd K to 12 Education Curriculum for elementary and

secondary, per grade level.

MTAP primarily aims to encourage students all over the country to take up

Mathematics. The contest questions are timed (problems are supposed to be answered

within 15 seconds to one minute), and require mental Mathematics more than non-routine

problem solving (Lee-Chua, 2016).

In the Philippines, most MTAP winners attend after-school Math program like;

Kumon, Aloha, E.nopi Math and MTAP Saturday class on top of their regular
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Mathematics class. (http://mtapncrprivate.blogspot.com/2008/01/2008-metrobank-mtap-

dep-ed-math.html).

In this regard, this study was conducted in order to describe the Metrobank –

MTAP – DepEd Math Challenge Division winners at the Alaminos City National High

School. Particularly, it described the winners’ motivations and preparations. This study

also described the winners’ difficulties and the assistance they received from their

coaches which were contributory and significant in winning the contest. Teachers and

school administrators can use the result of this study as a basis to design a training

program that will help strengthen and enhance the training of their pupil’s success most

especially the non-winning participating schools.

Statement of the Problem

This study aimed to describe the Metrobank – MTAP – DepEd-Alaminos Math

Challenge winners at the Alaminos City National High School, school year 2016-2017.

Specifically, it sought answers to the following questions:

1. What motivates the winners to join the competition?

2. How did they prepare to win the contest for the competition?

3. What difficulties did they encounter to become a winner?

4. How were the winners assisted by their coaches?

5. What are the implications of the study to mathematical instructions?

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Significance of the Study

The data generated by this study will serve as a guide to teachers in identifying

the qualities of successful academic competitors.

To School Administrators, the data will serve as a guide in giving necessary

assistance and support to their contestant’s necessary for their success in any academic or

co – curricular competition.

To the Trainers and Coaches, the data will serve as the basis in designing a

training schedule or program necessary in the success of their students in any academic

competition.

To the Mathematically Gifted and Aspiring Students, the data will serve as the

basis to improve their capabilities in order to observe their performance in Mathematics

competitions such as the Metrobank – MTAP – DepEd Math Challenge.

To the Parents, the result may help them to understand better the condition of a

Math Challenge contestant and to give support necessary for their children’s growth and

well – being.

To the School Guidance Counselor, the data will serve as a basis to assist

student – contestants by providing them coping mechanisms.

To the Future Researchers, the findings of the study will serve as an invaluable

source of inputs or data on Mathematics Challenge. The research localized data may also

be compared with available findings from studies conducted with different sets of

respondents and in other locales. Moreover, the study could point toward new directions

for further research on the subject of Mathematical Challenge.

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Scope and Delimitation of the Study

This study endeavored to figure out the Division winners’ of Metrobank MTAP –

Deped Math Challenge from the Alaminos City National High School during the school

year 2016-2017.

It also elicited the inspirations that can be drawn from their coaches, as well as

the implications of the study to mathematical instructions.

This study was delimited to the five (5) winners of the Metrobank – MTAP –

DepEd Math Challenge Division winners from Grade 7 to Grade 10 at the Alaminos City

National High School, school year 2016-2017. The participants belong to the first,

second, and third ranks.

The discussion of this study was based on the responses of each case.

Commonalities and differences of the responses drawn from the three cases served as

basis for the grouping or coding of the responses.

Definition of Terms

The following terms are defined for classification purposes.

After-Class Math Program. This refers to additional Mathematics program

attached by the Math Challenge winners on top of the basis Mathematics class

recommended by DepEd. Such may include Kumon, E.nopi and MTG Saturday class

program.

Assistance. This refer to the help extended by the Mathematics coaches among

the Math Challenge contestants such as prevision of learning materials, managing of

training schedule and support.

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Challenges. These are series of Mathematics questions with varying difficulties

needed to be answered by Metrobank – Math – DepEd Math Challenge contestants to

determine the finest contestant.

Character Traits. These refer to the attitude, feeling or way of thinking

possessed by the Math Challenge winners in their preparation for the Math Challenge

such as diligence, mathematical competence, determination, mental toughness, good

listening skills and confidence in intelligence.

Co-curricular activity. These complements learning experiences of the students

in the school connected with academic and were organized to help the student have a

better understanding of Mathematics. In this study, it refers to Metrobank – MTAP –

DepEd Math Challenge.

Coach. This refers to the teacher or trainer who trains the Math Challenge

contestant.

Competition. It refers to all Mathematics contests participated in the Math

Challenge Division winners such include the local, regional, national and international.

Contestants. It refers to a pupil or student who takes part in the Math Challenge.

DepEd. It refers to the Department of Education, executive department of the

Philippines) responsible in formulating, implementing, and coordinating policies, plans,

programs and projects in the areas of formal and non-formal basic education. It

supervises the competition from the Elimination Rounds to the Regional Finals and

shoulder expenses incidental from sources to be determined by the participating parties.

DepEd is also responsible for settling all questions, including protests, which may arise in

the course of the competition from the Elimination to the Division Level.
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Difficulties. This refers to the hardships or problems experienced by the Math

Challenge winners such as kiss of meal time patter, lack of sleep, headache, anxiety and

fatigue.

Extrinsic Motivation. It refers to a behavior of a Math Challenge contestant that

is driven by external rewards such as cash, popularity, grades, and acknowledgement.

Feedback. It refers to a helpful information or criticism given by the Mathematics

coach to a Math Challenge contestant to improve his or her performance.

Gifted. It refers to the Math Challenge winners with great special talent or ability

in Mathematics.

Math Challenge. This refers to Metrobank – DepEd – Math Challenge

Competitions (MMC).

Mathematical Competency. This refers to the winners’ mathematical skill and

ability such as mathematical fluency, computational automaticity, speed or quickness and

accuracy in Solving Math Challenge questions.

Mathematical Instructions. Analyzing the importance of responsibility of

learning.

MBFI. It refers to Metrobank Foundation, a foundation engaged in social

development projects in the Philippines and other parts of Asia that implements various

programs in education, visual arts and healthcare. It serves as the major sponsor and

implementer of Math Challenge involved in all aspects and phases of the competition,

including supervision of the National Finals and Awarding Ceremonies.

MTAP. It refers to Mathematics Teachers of the Philippines. It was organized to

serve as an appropriate venue when Mathematics teachers can come together, interact
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with one another and share each other’s expertise in the pursuit of excellence in

Mathematics education.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of some related literature and studies, which are

systematically identified, located, and analyzed documents containing information related

to the present research problem. The presentation of these literature and studies provided

knowledge on nature of mathematical learning and competition.

Related Literature

Mathematics competition

Success in Mathematics competition is never magic. Several practices are

perceived to contribute to success in Mathematics competition.

Acheampong (2013) shows some of the measure they embarked upon in the past

that ensured success in the prestigious National Mathematics and Science quiz at Ghana.

According to him, having a positive attitude was the key to learning Mathematics. All can

learn something if they put effort into it. His past experience in Mathematics taught him

that the key to learning Mathematics is positive attitude. He suggested additional tips on

how to learn Mathematics like taking advantage of every tutoring opportunity, practicing

as many math problems as possible, and becoming friends with Mathematics teachers.

Many are excellent in Mathematics, but only a few stay on top. The champion

mindset distinguishes a potential Mathematics contest winner among the rest of the

contestants. They have traits as good problem solvers like: mental toughness, composed

of confidence, focus and perseverance.

According to Tucker (2015), academic competition has its downfalls if it leads to

high stress and anxiety, especially in younger students who are not equipped to handle
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the pressure. Academic competitions can be disadvantageous for students when they lead

to fear, anxiety and disappointment. Students might worry that they will not measure up

or will disappoint their teachers or parents. Some students feel so much pressure to

succeed at academic competitions that they put everything else on hold. They give up

extracurricular activities, sports, musical interests, and drama or community events to

focus solely on academic challenges. A competition can be negative when it leads to

unbalanced living or forces students to give up their other interests and sacrifice their

other passions.

The given literatures are substantial to the present study because they discussed

how certain variables and factors influenced the students’ attitude towards learning

Mathematics. Moreover, they gave light in understanding the difficulties encountered by

Mathematics contestants. These were necessary to understand how Mathematics

contestants developed their talents, how they prepared and the difficulties they needed to

combat during Mathematics competitions.

Related Studies

A. Foreign

The study of Garn and Jolly (2013) used a self-determination theory lens to

investigate high ability learners’ motivational experiences among fifteen high ability

youth involved in a summer learning camp for gifted students. Two major themes

emerged from the qualitative data analysis: (a) The Fun Factors of Learning and (b) The

Rewards and Pressures of Good Grades. Fun learning experiences (i.e., intrinsic

motivations, identified regulation) occurred when parents and teachers tailored learning
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activities to personalized interest and goals. Likewise, learning choices helped increase

intrinsic motivation and identified regulation. Motivational experiences were decreased

when parents exerted high levels of pressure on academic outcomes (e.g., grades):

therefore, interjected regulation could be especially relevant in understanding motivation

in high ability learners. This study was significant to the present study focused only on

the academic outcomes which makes it different to present study.

Motivation plays an important role in achieving high level of performance. The

Cognitive Evaluation Theory suggests two motivation systems: Intrinsic and extrinsic

that corresponds to two kinds of motivators. Intrinsic motivators tend to be higher on the

Maslow hierarchy of needs, such as self-actualization. Many studies had also known that

students with higher intrinsic motivation were more persistent in demonstrating high

level of overall achievement in school. The study of Grant (2008), verified that intrinsic

motivation was a powerful factor in performance, persistence to learn, and productivity.

This was also true to the study of Shernoff, et.al, (2014) which concluded that students

are more likely to experience a state of deep task immersion and peak performance if

they were intrinsically motivated. Intrinsic or extrinsic motivators, one or the other of

these may be a more powerful motivator for a certain individual since not everyone could

be motivated by the same things.

B. Local

Bondoc (2015) determined the factors related to the academic performance and

behavior in class of the Grade 8 students in Mabalacat National High School. Factors that

were correlated to the academic performance and behavior were school environment,
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school facilities and equipment, teachers’ personality, teachers’ performance and home

condition affected their academic performance and behavior in class.

This study was significant to the present study because it revealed the factors that

affected the students’ performance in class. However, this study did not focus on

Mathematics as subject either Mathematics contests which make it different from the

present study.

Lapitan (2013) correlated the academic performance and the study habits of

multi-grade pupils in Camiling East District. Findings revealed that, out of 9 predictors of

study habits, eight were very significant to academic performance. These were

concentration in study, organizing time, acquisition of vocabulary, memorizing detains

and factual information, taking test and note – taking. The habit of reading and

comprehension as predictor of study habits was not significant to academic performance.

Saul (2008) conducted a research to find out the correlation between students’

performance and MTAP Program. He administered pre-test and post-test to the MTAP

participants. The result of the tests revealed the significant differences between the pre-

test and post-test of the respondents with a mean difference of -7.39. This could indicate

that the MTAP program was effective in improving the performance of respondents due

to the additional knowledge on the different Mathematics concepts learned from the

program. It was recommended that parents may be encouraged to allow their children to

attend MTAP Saturday Mathematics Program.

The local studies of Salvadora (2012) and Saul (2008) were significant to the

present study because they made use of the MTAP Saturday Mathematics Program as a

dependent variable affecting the student performance in Mathematics.

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All local and foreign studies cited in this study provided the researcher substantial and

essential concepts that established the framework of this study

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Chapter 3

METHODS OF THE STUDY AND SOURCES OF DATA

This chapter describes the research methodology which was used in this study.

Included in this part is the discussion of research design, working design, participants of

the study, reliability and validity of instruments, and the instruments used in gathering

data.

Research Design

This study is a qualitative research that employed case study research as its design

to characterize and describe the Math Challenge Division winners. This method also

paved way to determine the lesson drawn from the different cases.

Case study excels at bringing to an understanding of a complex issue or object

and can extend experience or add strength to what is already known through previous

research. Case studies emphasize detailed contextual analysis of a limited number of

events or conditions and their relationship (Sicat, 2009).

Case studies stimulate the question of the “how” and “why” type which often lead

to productive research programs.

A case study method is appropriate design to use if the aim of the study is to have

a deeper, more thorough and more comprehensive understanding of the individual or

group. It is also useful when the investigators wish to capture the processes which explain

the characteristics and behavior of a person, group or institution under investigation. The

case study method involves a historical study of its part, determining the present
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condition and knowing the environmental factors which individually affect its

development. Each case investigated is independent of the other.

Working Design

This case study aimed to describe the Metrobank – DepEd Math Challenge

Division winners at the Alaminos City National High School during the school year

2016-2017.

The study started with the selection of case participants from the Metrobank –

MTAP – DepEd Math Challenge Division Team Final result. This was done to pinpoint

the top winners who won in the Metrobank – MTAP – DepEd Math Challenge Division

level 2016-2017 in Alaminos City National High School.

Purposive sampling was used in this study, this is considered as one of the types

of non – probability sampling. It is a sample selected in non – random manner based on

member characteristics as relevant to the research problem. In this design, the researchers

selected the respondents who best met the qualifications of their study.

Interview method was used. It wasdone in a natural setting to maintain openness.

Narrative description was preferred by the researchers to avoid missing out significant

data. Interview with each case participant was done in their respective schools and

residences, depending on their availability. The coaches were also interviewed for

clarification of vital questions. The researcher used an interview guide.

Analyses of the cases were derived based on theories and findings presented in

the literature and studies. Discussion was focused on the theories and studies.
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Participants of the Study

The participants of this study are the top winners of the Metrobank – MTAP –

DepEd Math Challenge Division Team winners from the Alaminos City National High

School during the school year 2016-2017.

Reliability and Validity of Research Instruments

Reliability in qualitative research as in this work concerns with accuracy and

comprehensiveness of observations and inferences. It is a measure of extent to which

what is recorded and coded as data actually occurred in the setting or site and reflects the

experiences of participants to be studied. It also goes on to check the accuracy of

interpretations and conclusions (Valdez, 2005).

Thus, to ascertain the research data, the researchers went back to the sources to

check that the reduction at hand does not omit, under-present, or exaggerate the facts of

the narratives. This means is called member checking. In member checking, the

researcher made use of the participants to check and determine the accuracy of the

accounts and the report done by the researchers. The photos, field-notesevidences were

also made available.

In this study, the primary instrument which is the interview guide was shown to

the research adviser before the proposal oral defense and to the pool of research experts --

panel members -- during the proposal defense for independent validation.

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Data-Gathering Procedure

In order for the researcher to gather the needed data, a permit to conduct a study

was handed down to the principal of the Alaminos City National High School, and to the

MTAP coaches of Alaminos City National High School.

Interview with the cases was made in their school and houses based on their

availability. The coaches were interviewed for clarification and vital questions to give the

study more credibility.

Treatment of Data

The responses of each case were analyzed. Commonality and differences of the

response drawn from the winners’ case became the basis for grouping the

cases’descriptions.
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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION DATA

This chapter presents, analyzes and interprets the data gathered in the study. Each

case started with (1) the motivation of Metrobank – MTAP – DepEd Math Challenge

winners, (2) the preparation of the winners (3) the difficulties of the winners, (4) the

assistance of the winner’s coach and (5) lesson that can be drawn from their cases.

Likewise, a synthesis of all the cases was made to show in general the description of

Metrobank – MTAP – DepEd Math Challenge winners.

Case 1- The Math Warrior Competitor

Case 1 was a son of an OFW and a teacher. He was the second among three

children in their family. According to him making his parents proud and self-fulfillment

were his motivation in winning. He believed that his parents had a great influence in his

love for Mathematics. He started to be a MTAP contestant when he was in Grade 5. He is

now in grade 10 at Alaminos City National High School.

Case 1 was motivated by his teacher to try harder and win in the contest. In

addition, his family motivates him to excel and win the contest. What he likes most about

winning is to gain honor and prestige not only for him and for his family but for his

school also. He described the role of math in his life as a challenge that gives lesson to

overcome future circumstances. According to him, math serves as a stair in his life that

provides him a pathway to his goals and dreams.

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Two months is their annual training in preparing for the contest. Case 1 together

with his partner attended after – class MTAP review such as; Saturday class. The

program taught him techniques, strategies and short – cut method in solving problems.

MTAP review helped him to won on the contest by giving him difficult equations and

formulas. He used the Math books as his resources. According to him, he manages his

time between study and training by having a schedule for his study and training. He

always makes that he can attend MTAP review every Saturday.

Thus, the best training practice for him is constant, correct practice makes perfect

as what he said. He possessed a character called determination. Determination to win,

strive harder, to be patient and to be a hard-working student. Before the contest, there is a

ritual he considered that is very helpful in his performance in the competition. For him,

the best formula to win is five times determination plus the sum twice effort and correct

practice multiplied by the sum of knowledge and skills is equal to victory.

Case 1 described his coach as friendly. According to him, his coach provided him

with questionnaires and books as learning resources. His coach accompanied him during

training until the contest. Their school provided them an allowance during contests. He

implied the best math practices in learning mathematics like; keep trying harder and be

determined.

Case 2 – The Mathematically Hardworking STEM Student

Case 2 was the eldest child of a hardworking driver and a housewife. He is known

as the Valedictorian of Alaminos City National High School during his Junior High

School days. He did his best in the Math Challenge contest to bring glory and pride to his
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school and family. He was motivated by his family and friends. His parents supported

and helped him in his preparation for the Math Challenge. For him, Math is everywhere,

every time, and every day. All the things that he is doing include Mathematics.

Case 2 was a Grade 11 Senior High School Student taking up Science,

Technology, Engineering and Mathematics. He had been a Math Challenge contestant

since Grade 4. The preparation for his contest is approximately a month. According to

him, the longer the time for training, the higher the probability that you will win since

you will have a broader range of topics to review. When he was in Junior High School,

he used to attend MTAP Saturday class and it enlightens him a lot especially to the

concepts that are not taught in his class. He used MTAP reviewers, Math books and

teacher-made questionnaires in his review.

The best training practices that he did is to review alone at home and continuously

practicing and solving until he comes up with the correct answer. Curiosity and eagerness

to learn are the characters he possessed in winning the contest. Case 2 admitted that he

experienced difficulty in his academic performance and training schedule as the contest

approached. Case 2 described his relationship to his coach. According to him, their

relationship is casual only, they are not that close. Despite of his causal relationship to his

coach, he was being guided throughout the contests and sometimes his coach serves as a

spiritual adviser.

Case 3 – The Inquisitive Math Competitor

Case 3 was the eldest of two children. His father was a seafarer while his mother

is a teacher. He had been a Math Challenge contestant since grade 1.

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Case 3 greatest motivation is his passion in mathematics. He treats mathematics

as a part of his life. Something was missing if he does not answer any math problems in a

day. He always brings the best of him in every competition. Winning makes him happy

because he feels like he has proven something he can do.

Case 3 was attending an after – class Math program specifically MTAP in their

division since grade 1. He usually allots more than one month for the preparation in the

contest. He used MTAP previous test papers and mathematics books as references.

Whenever he encounters a new mathematical concept, he surely checks to surf in the

internet. According to him to have an effective review for the contest you have to

consider your mood. He still takes priority of school requirements sometimes before he

proceeds to review. His discussion with his coach was his best training practice for a

reason that he learned a lot compared to when he is alone. He is thirsty for new

knowledge when it comes to math. He possesses an inquisitive trait whenever he

encounters a new math concept, he eagerly finds for an explanation for it. For him he

doesn’t have a distinct Math skill, he just knows how to answer math problems easily.

Whenever, in a contest he always asks for God’s guidance and wisdom. For him the best

formula to win is giving all what you’ve got and enjoy what you are doing.

Case 3 usually sacrifice his time to hang-out with his friends and sometimes

encounter conflict with his requirements when he is reviewing. But he doesn’t feel any

negative effects on it in his whole life. Whenever there is a contest he feels worried but

he turns it as a motivation to review well and be excellent in competitions. His family

helps him in his difficulties. They gave his desires and needs during competitions.

According to him, his ready to take the challenge given for his family.
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Case 3 describes his coach as a n approachable one. He usually gets along with

his coaches. His coach helps him to get ready in competitions. His coach sometimes

provides them snacks and they stay beside them. His school provide them financial

assistance, facilities such as libraries, books, reviewers, and such. The biggest contribute

of their school to them is the acknowledgement they give for their winnings.

According to him, learning references is a great necessity such as the internet. It

will greatly help them to understand mathematical concepts. For him books are also a

great companion. To improve mathematics instructions, he suggested the use of

multimedia materials for learning mathematics such as videos, hands-on learning and

such.

Case 4 – The Enthusiastic Math Competitor

Case 4 was a daughter of a seafarer and insurance agent. She had been a Math

Challenge contestant since grade 4. Her motivations were her family, friends and her

eagerness to develop her skills in mathematics. Her life revolves in mathematics. All her

activities involve mathematics.

Case 4 allots 2 months in preparing for the contest. She was enrolled in after –

class math program. Most of her training was self-study. The number one learning

resources that she used in her training is math books. For her the best training practice

was solving equations and math problems. Stubbornness and determination is what she

possesses to win in competition. Praying is her number one weapon when she’s in a

competition. For her the best formula to win is to train and practice solving math

problems as well as reading books.

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Case 4 doesn’t see any harmful effects of trainings in her health, social life,

academic performance or emotional well-being rather see it as very useful. She has

difficulties in managing her time when it comes on her studies and practice. Her math

teacher helps her whenever she encounters difficulties. Case 4 treat her coach as a coach.

Her coach helps her to review. Her school biggest contribution to her is financial support.

According to Case 4 the best math practices that she can imply in learning

mathematics is simply reviewing and studying.

Case 5 – A Diligent Math Competitor

Case 5 was a daughter of a businessman and a sales manager. She had been a

math challenge contestant since grade 3.

Case 5 greatest motivation was by representing her grade level and school. She

feels honored and glad when she wins. According to her, her previous winnings becomes

her motivation to strive more to continue in representing their school. Math serves as her

greatest inspiration in learning.

Case 5 attended an after-class math program for her to have an extra knowledge in

accordance to math. She prepares 2-3 weeks before the contest to be ready for the

upcoming contest. As her learning resources she used algebra and Olympiad book. She

spends her free time in training. For her the best training is meeting new people and

sharing ideas and learning’s with each other. According to her sportsmanship and

teamwork were the best traits to win in a competition. For her the best formula to win is

to pray for God’s guidance and a positive mind.

Case 5 does not undergo any struggles while training. She does not find it harmful

in her health, social life, academic performance, or emotional well-being. She finds
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difficulty while reviewing because sometimes she cannot understand some math

problems. In order for her to understand some math problems his math teacher assisted

her. Her family is not mathematically inclined that is why she really thanks God for

giving her the talent. She manages her time by reviewing and studying her other school

stuff and math problems.

Case 5 describes her coach as industrious. Her coach helps her in solving math

problems if she encounters a difficult one. Her coach explains and gives her a problem

solving to hone her skills in math. Her school community gives her motivation and the

coaches are a big help for giving enough knowledge that she can used in competing.

According to Case 5 teaching math in an enjoyable way is the best math practice

that she can imply in learning mathematics. The best strategy for her is not to make

things complicated. It should be simple so it would be easy to understand.

This study presented the summary of motivation, preparation, difficulties, coach

assistance and lessons that can be drawn from their cases. These variables were the focus

of the study. In order to understand and produce successful Mathematics competition, this

study summarized the variables that made the subject successful in Mathematics

competition

1. Motivation of the Math Challenge Winners

All Math Challenge winners were motivated by the following motivators:

achievement, compensating coach’s effort (All Cases), feeling determined and

compassionate (Case 1), bringing pride (Cases 2 and 3), gaining new experience (Cases
 25

1,4 and 5), making teachers and parents proud and happy (Cases 2 and 3), reward (Cases

2 and 3).

Among all the motivators mentioned, all five (5) cases wanted to achieve in

winning the contest and compensating coach’s effort and to make their parents proud. As

revealed in this study, making their parents proud, to have an achievement and

compensating coach’s effort were the leading sources of motivation why Math Challenge

winners succeeded in the contest. The cases were 1, 2, 3, 4 and 5.

Case 1 was motivated by self - determination, bringing privilege to his school and

making his parents proud. Case 2 was motivated by giving glory and pride to his school.

He did his best in Math Challenge because he wanted to make his parents happy and

proud. Making his parents proud motivated Case 3. Case 4 was motivated by the desires

to elevate the quality of life and making her parents proud. Case 5 gave her best in Math

Challenge to make her parents proud also. She wanted to win because she felt that her

hard works paid-off.

2. Preparation of Winners

Several researches became the basis in grouping the responses of the Math

Challenge winners in order to describe their preparations. These are as follows: parental

support, hereditary attributes, after-class Math program, early exposure to Mathematics

competition, training schedule, learning resources and attitude towards Mathematics.

A. Parental Support

Parental support contributes a lot to a child’s overall success. This was true to all

cases where either one or combination of the given parental support was perceived:
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supported in the training, provided learning resources, trained them, motivated them,

encouraged them, provided them moral support, helped them in complying with school

requirements while preparing, and supported them in their after-class Math program.

Case 1 was supported by his parents in the training. He was assisted by his parents

during the contest itself to show their support. Case 2 was motivated extrinsically by his

parents. He was rewarded by his parents in this achievement. He was grateful to his

parents who have the biggest influence in his love for Mathematics. Case 3 was

encouraged by his parents to review. He considered his review with his co-contestant as

his best training practice.

B. After-Class Math Program

Based on the data analysis, five (5) out of 5 cases attended after-class Math

program, particularly Saturday Classes. They were as follows: five (5) attended Saturday

Classes.

After-class Math program was significant in achieving mathematical automaticity

and computational fluency. This was proven by Kim and Davidenko (2006) who

examined the effect of a systematic computation program on Mathematics competency.

Factors for achieving Mathematics automaticity were found to be prompt feedback,

consistent practice, an individualized `program, and incremental progress. By practicing

the program, students were exposed to a diverse range of questions, developed new

Mathematics strategies, reduced their usage of finger counting, and developed

independence as well as a habit of checking answers.

 27

In, Singapore, the emergence of preparatory lesson organized by various schools

to prepare their students for the Mathematics competitions had brought students’

involvement in the various mathematical competitions. This was because of the because

of the heavy Mathematics content and limited curriculum time, Mathematics enrichment

lessons provided students the opportunity to learn Mathematics content beyond the

curriculum, Lam (2012).

Attendance to after-class Math program requires additional budget to the family’s

expenses and only well-off families can afford the expenses of these programs. This was

true to Hsieh and Kuo (2016) findings who investigated the differences between

mathematically talented and non-mathematically talented students. According to him,

mathematically talented students differed from non-mathematically talented students in

terms of situational aspect, such as having better family backgrounds and attendance to

cram schools after class from the non-mathematically talented.

C. Early Exposure to Math Competition

Nguyen et.al (2016) found that early numeracy abilities were the strongest

predictors of later Mathematics achievement. Results highlight the significance of

preschool Mathematics knowledge for future academic achievement. Cho and Lin (2010)

in their study cited that Olympian talents in Mathematics were recognized in an early age.

Based on the data analysis, the mathematical skills of the Math Challenge winners had

been recognized since they were in early grades and became as active Math Challenge

competitors since then.

 28

Aside from their early exposure, some Math Challenge winners were exposed to a

variety of Mathematics competitions that strengthened their mathematical competencies.

Muratori (2016) said that participation in competitions was found to be the most

influential in identifying students’ interest, in guiding students’ talent development, and

in keeping them on the right track.

D. Training Schedule

Based on the data analysis, the Math Challenge winners had similar and close

patterns in the training schedule. Most of them took advantage of the training time with

their coach after class, which usually lasted in a minimum of 1 month to 2 months in

maximum before the contest.

Case 1 and 3 trained in an approximately 1 month before the contest proper and

extended it at home. Case 2, 4 and 5 trained 2 months for their annual training and

extended it at home. They were trained for an almost a month before the contest proper.

More time was spent learning Mathematics in Chinese-Filipino schools. Students

in Chinese-Filipino schools had two math classes per day: one conducted in English, the

other in Chinese. They were presented with the same concepts, but taught in different

ways and different languages, which augmented learning (Lee-Chua, 2016).

This was true to two (2) cases in this study. Cases 1 and 3 have two Mathematics

classes in their school curriculum. They have “general mathematics” and “pre-calculus”.

According to Case 1 and 3, they were taught of shortcuts and techniques in doing

calculations and computations in their two math subjects which largely contributed in

developing their mathematical skills.

 29

E. Learning Resources

Based on the data analysis, the Math Challenge winners had similar and close

patterns in the learning resources they used in their preparation. These were MTAP

questionnaires and Mathematics books such as Algebra and Olympiad book. Only one

used internet as learning resources. MTAP questionnaires and Mathematics books were

used by all cases.

It was obvious that Math Challenge winners used mathematics books. This was

because books are one of the important tools we have. Also using MTAP questionnaires

is great way to train their skill in mathematics. Familiarization of questions that were

likely to arise during the competition was the main focus of the winners.

F. Character Traits

Based on the analysis of data, the common character trait shown by the Math

Challenge winners in their preparation for the Math Challenge competition were as

follows: curiosity, eagerness to learn, determination, inquisitive, stubbornness,

sportsmanship, teamwork, positive thinker, competitive and faith in God.

The common character traits shown by the Math Challenge winners in their

preparation for the Math Challenge competition were as follows: determination,

eagerness to learn and longing for new knowledge.

These are the common character traits shown by the Math Challenge winners in

their preparations for the Math Challenge competition in order to reach their goals.

Failure is not an option for elite athletes that are mentally tough, they are expected to do
 30

things which stretch them all the time. Tough minded athletes acknowledge the

discomfort zone, are part of the champion mindset.

3. Difficulties of Math Challenge Winners

Based on the analysis of the data, all Math Challenge winners encountered either

one or a combination of the following difficulties: fatigue, limited bonding with friends,

sleeping due to late review, and catching up with lessons and requirements missed.

Whereas, memorizing formulas are true only to cases 4 and 5..

Fatigue, limited bonding with friends and sleeping due to late review were the

leading difficulties encountered by Math Challenge winners.

Case 1 experienced fatigue. Case 2 experienced difficulty in sleep schedule. He

struggles in deciding between his and his partner’s answer was to be taken. Case 3

struggled also in his sleep schedule. Some of these were experienced by Case 4 while

Case 5 experiencing a difficulty same with Case 1.

Osturk and Debalak (2008) asserted the importance of adult supervision and

support in any academic competition. According to them, if the adults want the children

to gain the greatest benefit from the competition, they must accompany the students along

the way. Students should be able to see the adults as their source of motivation and

inspiration, as well as the one to rely on in times of difficulty during the competitive

process. In essence, the supervising adult was the essential connection to the beneficial

features of academic competitions and the children’s experience.

In this study, five (5) out of 5 cases asserted that they were assisted by an adult in

dealing with their difficulties. These supervising adults included a combination of either a
 31

mother, either parents, teachers, or coach. On the other hand, Case 1 was assisted by her

sister. Case 2 had received assistance to his classmates, same with Case 3.

4. Assistance of Winner’s Coach

Based on the analysis of cases, all Math Challenge winners were assisted by their

coaches through the one or the combination of following: managed the schedule of

training until competition, provided learning materials, taught them techniques and

shortcuts that enhanced their mathematical skill, excused them from other subjects

affected by the training and subject teachers concerned, gave them advises, moral

support, encouragement and motivation, and provide their personal money as allowance.

Salvadora (2012) recommended that in order to win in various Mathematics

competitions there should be a closer supervision by the Mathematics Teachers/ Coaches,

Mathematics Area Chairman, Department Heads and School Heads.

5. Inspiration Drawn from the Cases

Based on the analysis of cases, the researcher had drawn the following inspiration

among the cases for everybody to learn.

Practice Makes Progress. According to Markan (2015) getting good at

Mathematics contests is basically about practice. Practice leads to significant advantage

in any competition. Math Challenge contest questions are tied and require mental math

more than non-routine problem solving (Lee-Chua, 2016). Math Challenge is a

competition that requires mathematical fluency. According to Gojak, 2012,

computational fluency refers to having efficient and accurate methods for computing.

Math Challenge competition requires “speed and accuracy”. Perfecting their talents was
 32

perceived by all the five (5) cases in this study who practiced so hard in order to be

victorious in the MMC. Some of them even went far beyond enrolling to after-class Math

program to attain mathematical advantage. Success in Mathematics Competition was the

sum of small efforts of solving repeated every day and they would surely succeed if they

were capable and willing.

No Pain – No Gain. The training undergone by the Math Challenge winners in

this study was not easy. The struggles experienced by the Math Challenge winners were

revealed. There are varieties of difficulties before, during and even after the competition.

This is true in all five (5) cases in this study. MMC is a painful journey, but victory is

sweet. A statement of Dr. Eden, former deputy leader of IMO Philippines verifies how

difficult a Mathematics competition can be. Their stellar performance in the 2016 IMO,

he said “It hasn’t been easy. We struggled. We faced many challenges. But we still gave

it our all (Lee-Chua, 2016). No Pain, No Gain is an exercise motto that promises greater

value rewards for the price of hard and even painful work. Under this conception

competitive professionals, such as athletes and artists, are required to endure pain and

pressure to achieve professional excellence. One has to commit his undertakings to the

Lord and everything will be established.

6. Implications of the Study to Educational Management

There is more to learn outside the four corners of the classroom. Mathematics

competitions have been proven as the venue of achieving not only mathematical skills,

but the holistic development of students in general. This study established the awareness

of the journey of successful Mathematics contestants for all educational managers and

teachers.
 33

Mathematics competition serves as a venue in identifying and developing

mathematical talents. This case analysis revealed the most Math Challenge winners were

motivated by the desire to make their parents happy and proud. The degree of motivation

was associated with high level of performance. Through the leadership of the school

head, teachers may see the importance of parents as a source of motivation for Math

Challenge contestants aspiring to win.

In terms of preparation, the study revealed the importance of the following

findings: that most Math Challenge winners received parental support, that most of them

were sons and daughters of parents whose professions were related to Mathematics and

Science, that most of them attended after-class Math programs; that all the Math

Challenge winners were exposed to Mathematics competition at an early age; that the

Math Challenge winners got to train for one to two hours on a daily basis which usually

lasted to a minimum of 1 week to the maximum of 2 months; learning resources and

attitude towards Mathematics. All these were perceived as a contributory to their

winnings. The heightened awareness in the preparation of the Math Challenge winners

could give the school management the basis in strengthening their training and

preparation for the Math Challenge competition.

In the awareness of the difficulties experienced by the Math Challenge winners,

the school head may get deeply involved in the training of Math Challenge contestants

and see the importance of establishing a strong parent-school relationship. Hence,

assistance of parents, teachers and coaches among the Math Challenge contestants in

school and at home may be solicited for the benefit of these future Math Challenge

contestants.
 34

The assistance extended by coaches heightened the awareness on the support

needed by Math Challenge winners. Hence, it can help teachers and educational

managers to establish school guidelines in the training program, grading system, rewards

and incentives of student contestants. Such procedure could be of highest payoffs on the

contestant’s performance in the Metrobank – MTAP – DepEd Math Challenge.

 35

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONs AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, implications and

recommendations of the study.

Summary of Findings

The study aimed to describe the Metrobank – MTAP – DepEd-Alaminos Math

Challenge winners in the Alaminos City National High School. It determined the

motivations of the Math Challenge winners, their preparation in order to win, the

difficulties they encountered, the assistance they received from their coaches and the

inspirations that can be drawn from their experiences.

1. Motivation of the Math Challenge Winners

Several studies prove that the degree of motivation could be associated with high

level of efforts and task performance.

From the data analysis, all Math Challenge winners were motivated by the

following motivators: compensating coach’s effort, and making their parents proud.

Some cases were feeling determined and compassionate (Case 1), bringing pride (Cases 2

and 3), gaining new experience (Cases 1,4 and 5), making teachers proud (Cases 2 and

3), making their teachers and parents happy (Cases 2 and 3) and reward (Cases 2 and 3).

The leading motivation of Math Challenge winners was to make their parents

proud. This was true to three (3) out of five (5) cases in this study. These were cases 1,2,

and 3.
 36

2. Preparation of Winners

Several researches became the basis in grouping the responses of the Math

Challenge winners in order to describe their preparations.

A. Parental Support

All cases were given parental support in the following: in the training, providing

learning resources, motivating them, and some were providing them moral support

(Cases 2 and 3), helping them in complying with school requirements while preparing

(Cases 2 and 3), and supporting them in their after-class Math program (Cases 1,4 and

5).training or tutoring them (Cases 1,3,4 and 5).

Math Challenge winners influenced and supported by their parents whose

professions were either related to the field of Mathematics such as business, enterprise

and finance and Science. This was true to two (2) out of 5 cases (Cases 1 and 3).

The family structure of the Math Challenge winners encouraged parental role.

Most Math Challenge winners were from big-sized family. This was true to three (3) out

of 5 cases: had two siblings (Cases 1), had three siblings (Cases 2, 4 and 5).

Most Math Challenge winners were first born. This was true to three (3) out of 5

cases (Cases 2, 3, 4, and 5).

B. After-Class Math Programs

After-class Math program is significant in achieving mathematical automaticity

and computational fluency.

All cases attended after-class Math program, particularly MTAP Saturday classes.
 37

C. Early Exposure to Math Competitions

One factor contributory to winning in Math Olympiad is the early exposure to

rigorous problem solving (Lee-Chua, 2016).

All the Math Challenge winners were exposed to the Math Challenge competition at an

early age. Five (5) out of 5 cases started joining Math Challenge when they were in grade

4.

D. Training Schedule

Most Math Challenge winners’ training time with their coach lasted for one to

two-hours on a daily basis in a minimum of 1 week to a maximum of 2 months before the

competition.

Two (2) out of 5 cases (Cases 1 and 3) attended trainings during school break

which lasted for two months as preparation for international Math competitions.

Three (3) out of 5 cases (Cases 3, 4 and 5) had a Math elective on top of their regular

Math subject.

E. Learning Resources

MTAP reviewer or MTAP, Mathematics books and Teacher – made

questionnaires were used by all cases.

F. Character Traits

The common character traits shown by all Math Challenge winners in their

preparation for the Math Challenge competition were as follows: diligence, mathematics

competence, positive attitude, mental toughness, competitiveness, high motivation and

 38

faith in God. Some were confidence in intelligence (Cases 1 and 3) determination (Case

1), love math (Cases 1,4 and 5) and good listening skills (Cases 2 and 3).

The common character traits shown by all Math Challenge winners in their

preparation were diligence a, mathematical competence, positive attitude, mental

toughness, competitiveness, high motivation and faith in God.

3. Difficulties of Winners

All Math Challenge winners encountered either one or a combination of the

following difficulties: fatigue, limited bonding time with friends, sleeping due to late

review and catching up with lessons; and, some were requirements missed (Cases 2 and

3) and memorizing formulas (Cases 4 and 5),

Fatigue, limited bonding time with friends and sleeping due to late review were

the leading difficulties encountered by the Math Challenge winners.

4. Assistance of Winner’s Coach

The cases needs were assisted by their coaches through the one or the

combination of the following: managed the schedule of training until competition,

provided learning materials, taught them techniques and shortcuts that enhanced their

mathematical skills, excused them from other subjects affected by the training and

subject teachers concerned, gave them advises, moral support, encouragement and

motivation, provide the their personal money as allowance and prayed for their success.

These are the most common assistance of winner’s coach.

 39

5. Inspirations Drawn from the Cases

The following were the inspirations drawn by the researcher from the study for

everybody to learn: (1) Poverty is not a hindrance to success, (2) Practice makes perfect,

(3) No Pain – No Gain, (4) No Guts – No Glory, (5) Try and try, until you succeed and

(6) Put God first and you will never be the last.

6. Implications of the Study to Educational Management

Through the leadership of the school head, teachers may see the importance of

parents as a source of motivation for Math Challenge contestants aspiring to win.

The heightened awareness in the preparation of Math Challenge winners could

give the school management the basis in strengthening their training and preparation for

Math Challenge competition.

Moreover, school heads must encourage their teachers to tap pupils or students

who have potentials in joining the Mathematics competitions. This is to provide equal

opportunity to students who may not have the financial resources, but still are

intellectually excellent and assets to the Academe.

In the awareness of the difficulties experienced by the Math Challenge winners,

the school head may get deeply involved in the training of Math Challenge contestants

and see the importance of establishing a strong parent-school relationship. Hence,

assistance of parents, teachers and coaches among the Math Challenge contestants in

school and at home may be solicited for the benefit of future Math Challenge contestants.

The assistance extended by the coaches could heighten the awareness of the

support needed by Math Challenge winners. Hence, it can help teachers and educational
 40

managers establish school guidelines in the training program, gradingsystem, rewards and

incentives of student contestants. Such procedure could provide highest payoffs on the

contestants in order to express fully their potential.

A closer supervision by the Mathematics Teacher or Coaches, Mathematics Area

Chairman, Department Heads and School Heads is necessary in order for Math

contestants to win in contests.

Conclusions

The following conclusions were derived from the findings generated in this case

study:

1. The Math Challenge winners were motivated by the following motivations:

Feeling determined, self-fulfillment, inner-happiness, awards, rewards, honors,

achievement, recognition, bringing glory and pride, gaining new experiences, proving

self – worth and making teachers and parents proud and happy. Foremost among these

motivators was to make their parents proud.

2. As for preparation, the Math Challenge winners were described by the

following:

Most Math Challenge winners were supported by their parents in their preparation

through the following: supported in their training, provided of learning resources. Trained

them, motivated them, encouraged them, provide them moral support, helped them in

complying with school requirements while preparing, and supported them in their after-

class Math program. The realization of parental role was possible in the family processes
 41

and family structure of the Math Challenge winners. Most parents of Math Challenge

winners were in the field of Mathematics and Science.

3. Contributory to the winnings of the Math Challenge winners is the assistance

of their coach.

All Math Challenge winners were assisted by their coaches through the one or the

combination of the following: managed the schedule of training until competition and

provided learning materials, taught them techniques and shortcuts that enhance their

mathematical skills, gave them advises, moral support, encouragement and motivation,

excused them from other subjects affected by the training and subject teachers concerned,

provided them their personal money as allowance and prayed for their success.

Recommendations

Based on the findings and conclusions, the following recommendations are

hereby presented.

1. To School Administrators

1.1 The school administrators should initiate a training-workshop and forum

and invite those math achievers last year to discuss about the strategies and

techniques on how to be a mathematically inclined and to develop their

mathematics competence.

1.2 School heads can also plan or organize school activities or programs that

engage students to take risk in joining different math competitions.

 42

2. To the trainers and coaches

2.1 They can organize or plan activity regarding mathematics to hone the

skills of those aspiring math competitors.

2.2 They should explore and utilize a range of strategies and techniques that

would

establish non-threatening yet motivating situations when teaching lessons.

3. To the Mathematically Gifted and Aspiring Students

3.1 They must enhance more their skills and ability to solve and mentally

analyze a problem.

3.2 They can ask permission to the principal to conduct a tutorial for those

who are willing to join Mathematics Activities.

4. To the Parents

4.1 They must show full support to their child in joining different math

competitions.

4.2 Parents are also advised to motivate their child to join math programs and

to reward good performers.

4.3 Parents of Math Challenge contestants should see the importance of their

role in the success of their mathematically talented children. Thus, their

support among their children in Math Challenge is greatly advised.

5. To the School Guidance Counselor

5.1 The School Guidance Counselor is advised to provide assistance in coping

mechanisms to the Mathematics competitors and aspiring students.

 43

6. To the Future Researchers

6.1 They must engage the study in different organizations and clubs in order

to help those who want to be mathematically inclined.

 44

REFERENCES

http://mtap.org.ph/who-we-are/history-of-mtap

Verhoeff, T. The Role of Competitions in Education. Retrieved from

http://olympiads.win.tue.nl/ioi/ioi97/ffutwrld/competit.html

Starr, L. (2010, July 21). MATH COMPETITIONS. Retrieved from

http://www.educationworld.com/a_curr/curr145.shtml

Basan, J. (2010, June 23). Math Tutorial. Retrieved from

http://www.smartparenting.com.ph/

Mathnasium. (2015, March 27). After School Math Activities and Their

Importance. Retrieved from

https://mathnasium.ae/after-school-math-activities-importance/

Parsley, D. (2016). Supporting Mathematics Learning Outside the Regular School

Day in Afterschool and Summers. Retrieved from

http://www.expandinglearning.org/expandingminds/article/supporting-

mathematics-learning-outside-regular-school-day-afterschool-and

https://www.metrobank.com.ph/Business_profile.asp

Acula, D. (2007). Factors Related to Students' Learning Difficulties in

Mathematics. Retrieved from

https://ejournals.ph/article.php?id=9194

Acharya, B.D. (2016). Factors Affecting Dif

ficulties in Learning Mathematics by

Mathematics Learners. Retrived from

 45

APPENDICES
 46

Appendix A

LETTER OF REQUEST TO THE SCHOOL PRINCIPAL – ACNHS

Region I
Alaminos City Division
Alaminos City National High School
SENIOR HIGH SCHOOL DEPARTMENT
Science, Technology, Engineering and Mathematics
Alaminos City, Pangasinan

August 21, 2017

RICARDO D. ADVIENTO

Office of the School Principal

Alaminos City National High School
Alaminos City

Sir:

We, the Science, Technology, Engineering and Mathematics (STEM) Strand students of Alaminos
City National High School, are presently working on our research study entitled “Case Study on Division
Math Challenge Winners of Alaminos City National High School.”

In this regard, we have the honor to request permission from your good office to conduct interview
among the 2016-2017 Metrobank – MTAP – Math Challenge Division Winners in our school in order to
gather pertinent data needed for our study.

Rest assured that whatever information gathered will be kept confidential.

We thank you for the opportunity that your permission offers and appreciate your contribution to
the realization of this study.

Sincerely yours,

(Sgd. )LOVERLY V. BERNABE

(Sgd. )XYRAH A. RABANILLO
Researchers

Noted:

(Sgd.)ROSENDO C. BERNABE, Jr., MAEd

Research Adviser
Approved:

(Sgd.) RICARDO D. ADVIENTO

Principal II
Acting Principal IV, Office of the Principal IV
 47

Appendix B

LETTER OF REQUEST TO THE GRADE 7 COACH

Region I
Alaminos City Division
Alaminos City National High School
SENIOR HIGH SCHOOL DEPARTMENT
Science, Technology, Engineering and Mathematics
Alaminos City, Pangasinan

August 21, 2017

MR. RUBEN PACIS
Division Math Challenge Coach
This School

Sir:

We, the Science, Technology, Engineering and Mathematics (STEM) Strand students of Alaminos
City National High School, are presently working on our research study entitled “Case Study on Division
Math Challenge Winners of Alaminos City National High School.”

In this regard, we have the honor to request permission from your good office to conduct interview
among the 2016-2017 Metrobank – MTAP – Math Challenge Division Winners in our school in order to
gather pertinent data needed for our study.

Rest assured that whatever information gathered will be kept confidential.

We thank you for the opportunity that your permission offers and appreciate your contribution to
the realization of this study.

Sincerely yours,

(Sgd. )LOVERLY V. BERNABE

(Sgd. )XYRAH A. RABANILLO
Researchers

Noted:

(Sgd.)ROSENDO C. BERNABE, Jr., MAEd

Research Adviser
Approved:

(Sgd.) RICARDO D. ADVIENTO

Principal II
Acting Principal IV, Office of the Principal IV
 48

Appendix C

LETTER OF REQUEST TO THE GRADE 8 COACH

Region I
Alaminos City Division
Alaminos City National High School
SENIOR HIGH SCHOOL DEPARTMENT
Science, Technology, Engineering and Mathematics
Alaminos City, Pangasinan

August 21, 2017

MR. ORLANDO ASTO
Division Math Challenge Coach
This School

Sir:

We, the Science, Technology, Engineering and Mathematics (STEM) Strand students of Alaminos
City National High School, are presently working on our research study entitled “Case Study on Division
Math Challenge Winners of Alaminos City National High School.”

In this regard, we have the honor to request permission from your good office to conduct interview
among the 2016-2017 Metrobank – MTAP – Math Challenge Division Winners in our school in order to
gather pertinent data needed for our study.

Rest assured that whatever information gathered will be kept confidential.

We thank you for the opportunity that your permission offers and appreciate your contribution to
the realization of this study.

Sincerely yours,

(Sgd. )LOVERLY V. BERNABE

(Sgd. )XYRAH A. RABANILLO
Researchers

Noted:

(Sgd.)ROSENDO C. BERNABE, Jr., MAEd

Research Adviser

Approved:

(Sgd.) RICARDO D. ADVIENTO

Principal II
Acting Principal IV
Office of the Principal IV
 49

Appendix D

LETTER OF REQUEST TO THE GRADE 9 COACH

Region I
Alaminos City Division
Alaminos City National High School
SENIOR HIGH SCHOOL DEPARTMENT
Science, Technology, Engineering and Mathematics
Alaminos City, Pangasinan

August 21, 2017

MRS. ALICIA DAMASCO
Division Math Challenge Coach
This School

Sir:

We, the Science, Technology, Engineering and Mathematics (STEM) Strand students of Alaminos
City National High School, are presently working on our research study entitled “Case Study on Division
Math Challenge Winners of Alaminos City National High School.”

In this regard, we have the honor to request permission from your good office to conduct interview
among the 2016-2017 Metrobank – MTAP – Math Challenge Division Winners in our school in order to
gather pertinent data needed for our study.

Rest assured that whatever information gathered will be kept confidential.

We thank you for the opportunity that your permission offers and appreciate your contribution to
the realization of this study.

Sincerely yours,

(Sgd. )LOVERLY V. BERNABE

(Sgd. )XYRAH A. RABANILLO
Researchers

Noted:

(Sgd.)ROSENDO C. BERNABE, Jr., MAEd

Research Adviser

Approved:

(Sgd.) RICARDO D. ADVIENTO

Principal II
Acting Principal IV
Office of the Principal IV
 50

Appendix E

LETTER OF REQUEST TO THE GRADE 10 COACH

Region I
Alaminos City Division
Alaminos City National High School
SENIOR HIGH SCHOOL DEPARTMENT
Science, Technology, Engineering and Mathematics
Alaminos City, Pangasinan

August 21, 2017

DR. CRISTY GRACE W. BAUTISTA
Division Math Challenge Coach
This School

Madam:

We, the Science, Technology, Engineering and Mathematics (STEM) Strand students of Alaminos
City National High School, are presently working on our research study entitled “Case Study on Division
Math Challenge Winners of Alaminos City National High School.”

In this regard, we have the honor to request permission from your good office to conduct interview
among the 2016-2017 Metrobank – MTAP – Math Challenge Division Winners in our school in order to
gather pertinent data needed for our study.

Rest assured that whatever information gathered will be kept confidential.

We thank you for the opportunity that your permission offers and appreciate your contribution to
the realization of this study.

Sincerely yours,

(Sgd. )LOVERLY V. BERNABE

(Sgd. )XYRAH A. RABANILLO
Researchers

Noted:

(Sgd.)ROSENDO C. BERNABE, Jr., MAEd

Research Adviser
Approved:

(Sgd.) RICARDO D. ADVIENTO

Principal II
Acting Principal IV
Office of the Principal IV
 51

Appendix F

INTERVIEW GUIDE FOR MATH CHALLEGE DIVISION WINNERS OF

ALAMINOS CITY NATIONAL HIGH SCHOOL COACHES
(For the Coaches)

Region I
Alaminos City Division
Alaminos City National High School
SENIOR HIGH SCHOOL DEPARTMENT
Science, Technology, Engineering and Mathematics
Alaminos City, Pangasinan

Name:
_______________________________________________________________________
School:
_______________________________________________________________________

1. How will you describe your winning contestant?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

2. How did you motivate him/her to win?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

3. How long did you prepare for the contest?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

4. How did you manage the schedule of his/her training?

 52

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

5. What learning resources did you utilize in the training?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

6. What rituals do you find contributory to your winnings?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

7. What is your best training practice?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

8. What are the difficulties encountered by your contestant in the duration of

his/her training?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

9. How did you assist the contestant?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

10. What kind of support does your school community provide you and your
math contestant?
 53

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

11. Do you have policies that are intended to help student – competition?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
 54

Appendix G

INTERVIEW GUIDE FOR MATH CHALLENGE DIVISION WINNERS OF

ALAMINOS CITY NATIONAL HIGH SCHOOL

(For the Contestants)

Region I
Alaminos City Division
Alaminos City National High School
SENIOR HIGH SCHOOL DEPARTMENT
Science, Technology, Engineering and Mathematics
Alaminos City, Pangasinan

BASIC PROFILE:

Name:
________________________________________________________________________
Name of School:
_______________________________________________________________
Grade Level:
___________________________________________________________________
Gender:
_______________________________________________________________________
Birth Order:
___________________________________________________________________
Family size:
___________________________________________________________________
Father’s Occupation:
____________________________________________________________
Mother’s Occupation:
___________________________________________________________
What grade did you start as an MTAP contestant?
_____________________________________
How many Mathematics subjects do you have?
_______________________________________
 55

WHAT MOTIVATES THE WINNERS?

1. What motivates you to win?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

2. What do you like most about winning?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

3. Describe the role of Math in your life.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________

HOW DID THEY PREPARE TO WIN THE CONTEST?

1. How long do you prepare for the contest? How length of your training helped you
win?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

2. What after – class Math program do you attend? How this program helped you to
win?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

3. What type of learning resources do you use in your practice or training?

 56

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

4. How do you manage your time between study and training?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

5. What do you think are your best training practice?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

6. What character do you possess helped you most in winning?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

7. Do you have distinct Math skills?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

8. Is there ritual you consider helpful in your performance in the competition?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

9. What do you think is the best formula to win?

 57

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

WHAT DIFFICULTIES DID THEY ENCOUNTER TO BECOME WINNERS?

1. Did the trainings become harmful to your health, social life, academic
performance, or emotional well-being? How?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

2. What are your difficulties before, during, and after the competition?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

3. Is there anyone who helps you with your difficulties? If none, how do you
manage these difficulties to be the best in Math?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

HOW WERE THE WINNERS ASSISTED BY THEIR COACHES?

1. Describe your relationship with your coaches.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

2. In what way did your coach help you in your training?

_____________________________________________________________________
_____________________________________________________________________
____________
 58

3. What other support does your school community provide you contributory to your
winnings?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

WHAT ARE THE IMPLICATIONS OF THE STUDY TOMATHEMATICAL

INSTRUCTIONS?

1. What are the best math practices that you can imply in learning mathematics?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

2. What strategies you can suggest for improving mathematics instruction?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
 59

Interview Photos

Case 1- The Math Warrior Competitor

Case 2 – The Mathematically Hardworking

STEM Student
 60

Case 3 – The Inquisitive Math

Competitor

Case 4 – The Enthusiastic Math

Competitor
 61

Case 5 – A Diligent Math

Competitor
 62

CURRICULUM VITAE

LOVERLY VINLUAN BERNABE

Science, Technology, Engineering and Mathematics Student
Alaminos City National High School
Sto. Rosario, Brgy. Lucap, Alaminos City, Pangasinan
09478561707
lovelovebern@gmail.com

__ PERSONAL INFORMATION __________________

Date of Birth : April 13, 2000

Place of Birth : Alaminos City, Pangasinan
Parents : RoleverCamba Bernabe
Lorena Vinluan Bernabe

______________________ EDUCATIONAL BACKGROUND__________________

Senior High School: ALAMINOS CITY NATIONAL HIGH SCHOOL

Science, Technology, Engineering and Mathematics
San Jose Drive, Alaminos City, Pangasinan

Junior High School: ALAMINOS CITY NATIONAL HIGH SCHOOL

Science, Technology and Engineering
San Jose Drive, Alaminos City, Pangasinan
2015 – 2016

Elementary: ALAMINOS CENTRAL SCHOOL

Poblacion, Alaminos City, Pangasinan
2011 – 2012
 63

CURRICULUM VITAE

XYRAH ADVIENTO RABANILLO

Science, Technology, Engineering and Mathematics Student
Alaminos City National High School
#352 Rabanillo St. CabatuanAlaminos City, Pangasinan
09186405750
xyrahrabanillo@gmail.com

_________________________PERSONAL INFORMATION __________________

Date of Birth : December 14, 1999

Place of Birth : Alaminos City, Pangasinan
Parents : Constantino Rabanillo
Mary Grace Rabanillo

______________________ EDUCATIONAL BACKGROUND__________________

Senior High School: ALAMINOS CITY NATIONAL HIGH SCHOOL

Science, Technology, Engineering and Mathematics
San Jose Drive, Alaminos City, Pangasinan

Junior High School: ALAMINOS CITY NATIONAL HIGH SCHOOL

Science, Technology and Engineering
San Jose Drive, Alaminos City, Pangasinan
2015 – 2016

Elementary: CABATUAN ELEMENTARY SCHOOL

Cabatuan, Alaminos City, Pangasinan
2011 – 2012