**AUTHORS:** Mike M. Ravelo, Lamuel T. Parreño

**DATE COMPLETED:** March 5, 2015

**KEYWORDS:**

**ABSTRACT**

* This study was conducted to determine the level of knowledge in graphing linear equations of the third year AdDU high school students in the school year 2013-2014. The descriptive-correlational method of research was used. The respondents were the 468 third year students of Ateneo de Davao High School. The researchers utilized a 30-item test questionnaire and a 55-item survey questionnaire. The test questionnaire was used to determine the level of knowledge of the students while the survey questionnaire was used to identify the contributing factors to the level of knowledge in graphing linear equations of the third year students and it required ranking of specific contributing factors, ranging from “1” as most contributing factor up to “5”, the least contributing factor. The questionnaires were administered on the respondents using the MOODLE account of the University.*

* The results of this study revealed that the mean of the mathematics grades of the third year high school students was higher when they were in the second year level compared to the mean when they were in the first year level. It was also showed that the level of knowledge in graphing linear equations of the third year AdDU high school students was high above average (HhAA).*

* Moreover, the findings of this study showed that on personal concerns, the most contributing factors to the level of knowledge in graphing linear equations belonged to “attitude towards mathematics” while the least contributing factors were attributed directly to “the student.” On peer concerns, the most contributing factors to the level of knowledge in graphing linear equations were described as “relationship among peers” while the least contributing factors were “the kind of influence within the peer group.” On other school concerns, the most contributing factors to the level of knowledge in graphing linear equations were identified as “the tasks” while the least contributing factors were the “relationship between the students and teacher.” On family concerns, the most contributing factors to the level of knowledge in graphing linear equations were related to “finances” while the least contributing factors were the “relationship among the members of the family.”*

* Interestingly, the results further showed that the most contributing factor to the level of knowledge in graphing linear equations was the grandparents, i.e. being the ones who sent them to school while the least contributing factor was being asked by friends to bully a schoolmate. Of the four types of concerns, the most contributing factors to the level of knowledge in graphing linear equations belonged to family concerns while the least contributing factors belonged to peer concerns.*

* The results also showed that there was no significant relationship between the level of knowledge in graphing linear equations on the four types of contributing factors namely personal concerns, peer concerns, other school concerns, and family concerns.*

*The above-mentioned findings led to the following conclusions:*

*The mathematics grades of the third year high school students were higher during their second year than those during their first year in high school.**Third year AdDU high school students’ level of knowledge in graphing linear equations was high above average.**Family concerns was described as the most contributing factor to the level of knowledge in graphing linear equations while peer concerns was the least contributing factor.**Third year AdDU high school students’ level of knowledge in graphing linear equations was independent from personal concerns, i.e. the relationship between them was statistically not significant.**Third year AdDU high school students’ level of knowledge in graphing linear equations was likewise independent from peer concerns, i.e. the relationship between them was statistically not significant.**Third year AdDU high school students’ level of knowledge in graphing linear equations was again independent from other school concerns, i.e. the relationship between them was statistically not significant.**Finally, third year AdDU high school students’ level of knowledge in graphing linear equations was independent from family concerns, i.e. the relationship between them was statistically not significant.*

*Based on findings and conclusions, it is recommended that:*

*The third year AdDU students be given supplementary materials on how to graph linear equations before they reach the third quarter lessons of school year 2014 – 2015.**The third year AdDU high school students take the same survey and test questionnaires after being given the enhancement activities and after the third quarter lessons of school year 2014 – 2015.**The number of worksheets relating to graphing linear equations which will be given to the high school students of Ateneo de Davao University shall be increased.**The high school mathematics faculty continue giving the students engaging activities.**The high school mathematics faculty continue having professional learning communities and continue exploring differentiated activities.**The Mathematics Department of the high school unit of Ateneo de Davao University shall make a yearly review and evaluation on the scope and sequence of all grade/year levels.**The high school administration shall conduct a survey on what the high school mathematics faculty need for professional and personal development.**The high school administration provide more school activities that will strengthen the collaboration and partnership of school and clients.**The high school community fully understand the administration, faculty and staff due to the demands of K to 12 Basic Education Curriculum.**This action research serve as baseline data to conduct further research which may include equations of higher degree.*

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