CHAPTER 1

INTRODUCTION

Licensure examination as a key measure of quality control for entry into most
professional careers is of global importance nowadays. It is a mark of professionalism that is
recognized by the government and by the public to lead the standards of excellence, rules of
behavior, and guidelines of recruitment. It is one of the prime movers considered regarding the
Philippine’s economic and social development wherein the teachers are the entities responsible
for the development of learners. Hence, the government has a function to regulate the eminence
of the teaching profession by requiring aspiring teachers to pass the licensure examination before
engaging in the scenery. However, passing this examination is an exceptional undertaking to deal
with. Based on the previous Licensure Examination for Teachers (LET) figures and actual
observations in the Philippine schools, poor quality of education graduates has been observed
(Manila Bulletin, 2013).

In the case of University of Science and Technology of Southern Philippines (USTP), it

has been observed that the LET performance of the BSED graduates for the past years is low.
This is based on the certifications of LET results obtained from the Professional Regulation
Commission (PRC). 

In the year 2015 on the month of March there are 34 graduates who took the LET exam
and 61.76% of the takers passed and the school garnered a national passing rate of 31.63%, while
on September there are 121 graduates who took the LET exam and has a passing rate 66.12%
and a national passing rate of 41.75%.

On the year 2016 on the month of March there are a total of 21 takers and has a passing
rate of 76.19% with a national passing rate of 35.43% while on the month of September there are
total of 151 takers and has a passing rate of 39.74% with a national passing rate of 33.78%.

On the year 2017 on the month of March there are a total of 39 takers and has a passing
rate of 43.59% with a national passing rate of 25.46%, while on the month of September there
are total of 228 takers and has a passing rate of 50% with a national passing rate of 46.37%.

On the year 2018 on the month of March there are total of 42 takers and has a passing
rate of 66.67% with a national passing rate of 29.91%, while on September there are total of 300
takers and has a passing rate of 58.67% with a national passing rate of 48.03%.

Lastly, on the year 2019 on the month of March there are total of 81 takers with a passing
rate of 44.44% with a national passing rate of 25.95%, while on the month of September there
are total of 371 takers with a passing rate of 45.82% with a passing rate 39.68%.
 As mentioned above, the university’s passing rate is always higher than the national
passing rate. However, these figures are still low and this has been a pressing concern of the
College of Science and Technology Education (CSTE). The University of Science and
Technology of Southern Philippines (USTP) mandated that the College of Science and
Technology Education (CSTE) should have Learning Continuity Review Program (LCRP) for
Bachelor of Education students as a simplified, comprehensive exam given at the end of each
academic year. Learning Continuity Review Program (LCRP) is also known as LET Mock Test.
The Licensure Examination for Teachers is one of the standardized tests that are taken by the
graduate students of education. A standardized test is any form of test that requires all test takers
to answer the same questions and is primarily associated with large-scale tests, e.g.,
Fundamentals of Engineering Exam, Bar Examination, Board Examination, and Licensure
Examination for Teachers etc. Hence, LET Mock Test is considered a standardized test as
practice test before taking the actual Licensure Examination for Teachers (LET).

In the Licensure Examination for Teachers it is not a simple matter. It requires

knowledge and background as they must obtain a rating of at least 75% in the three areas of
General Education and Professional Education for BEED graduates, and General Education,
Professional Education and their Specialization for BSED graduates to pass the licensure
examination. In the case of the Bachelor of Secondary Mathematics Education they are tested
along three components in the LET, namely General Education, Professional Education, and
Field of Specialization with corresponding weights of 20%, 40%, and 40%, respectively.

In the field of specialization exactly forty percent of the Licensure Examination for
Teachers is taken from the major of the graduates and in Bachelor of Secondary Mathematics
Education mostly the exam will be out of the foundation of math which are set, function,
geometrical figure, number, etc. Research has shown that in order for students to be successful at
learning higher-order mathematical concepts and skills, they must possess the automaticity of
basic math facts (Wong & Evans, 2007). Automaticity is defined as the ability to deliver a
correct answer immediately from memory without conscious thought, as opposed to relying on
calculation (Stickney et al., 2012). By doing so, there is a lacking question whether the students
of USTP-BSMATHED have automaticity or not?

The study of Williams (2014) claimed that automaticity is important in student

mathematics learning as measured with standardized mathematics assessments. Since, students
would show improvement on their scores on a nationally standardized test, if a desired level of
automatic recall of basic math facts is achieved and that is according to Robinson (1999). There
are four basic mathematical functions that are addition, subtraction, multiplication and division
by an automatic recall of these functions it is crucial in learning higher-level of mathematics
concept. In some research it has shown that automaticity is a building block for mastering
higher-level math concepts and it is a significant predictor of performance on standardized tests
(Sholes, 2018).
 This has led the researchers to look into the factors that could possibly affect the LET
performance of the graduates aside from automaticity. The study of Pascua, et al., (2011) entitled
Determinants of L.E.T. Performance of the Teacher Education Graduates in a State Universities
they mentioned different kinds of factors that affect the L.E.T. performance of graduate students
such as Academic performance, Students’ profile (e.g., gender, year level and age) and etc.

The purpose of this study is to correlate the level automaticity on foundation mathematics
concepts of the teacher education students when grouped according to age, gender, year level and
general point average (GPA) in Mathematics and the relationship between the level of
automaticity on foundation mathematics concepts of the teacher education students and their
mathematics performance in the LET mock test. If there is a correlation between these variables
then the students, theoretically, will effortlessly pass the LET mock test and efficiently computes
in higher level of mathematics.

THEORETICAL FRAMEWORK

This study is anchored from the theoretical support of the Determinants of L.E.T.
Performance of the Teacher Education Graduates in a State University by Arce and Belen (2011)
they found a substantial correlation between pre-board and LET outcomes. A pre-board test
prepares you for the board exam and serves as a form of review for all of the classes you've taken
over the semester. In some other institutions pre-board is also referred as LET mock test.
Essentially, LET mock test is important to recognize the student’s weaknesses during the said
exam and to test also their automaticity especially on the field of Mathematics.

Miller and Keefe (2020) confirmed in their study that there is indeed a relationship
between automaticity and preparedness of the preservice teachers in their professional careers.
Automaticity is define as an unintentional or automatic processes that happen without reason or
understanding, and that only take a small amount of cognitive energy to carry out which is in
complete contrast to controlled processes (Sherman et al., 2008). The concept of automaticity is
critical for the general success of students in mathematics. Complex mathematics and problem-
solving objectives require skill and competence in basic computation (Woodward, 2006). Not
only does automaticity help with general math, information-processing, theory supports the view
that automaticity in math facts is fundamental to success in many areas of higher mathematics
(Woodward, 2006). High automaticity in math facts will result in higher test scores (Williams,
2014). Without this ability to retrieve facts directly, students are likely to experience high
cognitive loads and produce work that is inaccurate.

Figure 1 shows the framework of this study. This emphasizes the independent variable of
the study which is the automaticity of the students in basic math facts and the dependent variable
which is the LCRP results of the students. Moreover, the researchers intend to show the
relationship between the two variables.

Independent Variable
Automaticity
Learning Continuity Review Program
Dependent
Variable

SIGNIFICANCE OF THE STUDY

The results of this study will be beneficial to the following:

Teacher Education Students. This study will assist them in determining whether the
automaticity in foundation mathematics concepts would be useful to them as they take the
Licensure Examination for Teachers in the future. This will exhort them to improve their mastery
of the foundational math concepts, thus developing their in-depth math applications. 

Educators. This study would show that the automaticity on foundation mathematics concepts
have a significant relationship to the performance in LET, it may indicate that more appropriate
and effective teaching practices and learning strategies be incorporated at all grade levels
especially among the aspiring educators.

School and Administration. This study will provide baseline data to school administrators
regarding the importance of automaticity in foundation math concepts on the performance of
students in the LET. This could provide them valuable insight on the kind of training they could
provide to their teachers so as to promote the importance of mathematical foundations to their
students.
Future Researchers. This study would help them to further understand the importance of
automaticity in the foundation mathematics concept to teacher education students. The results of
this study will serve as a basis for other studies to be conducted in the future.

STATEMENT OF THE PROBLEM

This study is specifically focused on the level of automaticity on foundation mathematics

concepts and the level of mathematics performanced according age, gender, year level ae in the
LET mock test of the teacher education students when grouped GPA in mathematics from the
Bachelor of Secondary Education Major in Mathematics in USTP-CDO.

Specifically, this study will address the following questions:

Research Questions:

1. What is the profile of the respondents in terms of:

1.1. AGE
1.2. GENDER
1.3. YEAR LEVEL
2. What is the level of automaticity on foundation mathematics concepts of the teacher
education students?
3. What is the level of the automaticity on foundation mathematics concepts of the teacher
education students when grouped according to:
3.1. AGE
3.2. GENDER
3.3. YEAR LEVEL
3.4. GPA IN MATHEMATICS
4. What is the mathematics performance of the teacher education students in the LET mock
test?
5. Is there a significant correlation between the level of automaticity on foundational
mathematics concepts of the teacher education students and their mathematics performance
in the LET mock test?
  SCOPE AND DELIMITATIONS

This study’s intent is to assess the level of automaticity on foundation mathematics

concepts of the teacher education students when grouped according age, gender, year level and
GPA in mathematics. And to correlates the Level of Automaticity on Foundation Mathematics
Concepts on the Mathematics performance in a LET mock test in of selected teacher education
students.

The level of automaticity of the students in this study will be measured by a timed probe
of single/two-skills (four basic operations with integers) problems. (Although basic math facts
include addition, subtraction, multiplication, and division, this probe will include integers’.)

Afterwards, the researchers will then collect the participants’ most recent Learning
Continuity Review Program (LCRP) results as the dependent variable. This will focus mainly on
the Bachelor of Secondary Education Major in Mathematics (BSEDMATH) students in USTP-
CDO.

The other teacher education students who do not belong to the BSEDMATH program are
not covered in this study.

DEFINITION OF TERMS

Automaticity. It refers to the ability to get things done without having to think about the low-
level details, enabling it to become a behavior pattern or automatic response pattern. It is
generally the outcome of repetition, practice, and learning.

Correlation. It refers to the process of creating a link or relationship between two or more
variables.

Learning Continuity Review Program (LCRP). It refers to a simplified, comprehensive exam

given to the USTP students at the end of each school year.

Licensure Examination for Teachers (LET). It refers to a test of teachers' total knowledge and
competency that provides a solid structure against which prospective teachers' practice may be
assessed and proved, as well as access to ongoing development and growth.

Math Probe. It refers to a quick-to-administer diagnostic exam that is meant to identify student
misunderstandings about a mathematical subject.
Mathematical Application. It refers primarily to extending students' mathematics abilities and
knowledge in both familiar and unfamiliar situations.

Mathematical Foundation. It refers to the study of the philosophical and logical and
algorithmic foundation of mathematics, or, in a larger sense, the mathematical analysis of what
underpins the philosophical views concerning the nature of mathematics.

Mathematical Skills. It refers to skills that are viewed as a distinct category that encompasses
both verbal (number knowledge, counting, calculation, and reasoning) and nonverbal
components (math notation, reasoning in time and space, and computation).

Mock Test. It refers to a practice examination that's identical to the main exam. The questions
are all in the same format, and you have the same amount of time to complete them. Taking a
mock test will give you a good sense of what to expect on the final exam. In this study, the
researchers will consider results from LCRP as a LET Mock Test.

Online Quiz Platform. These are online platforms that are used to conduct quiz or exam
through the internet.

CHAPTER 2

REVIEW OF RELATED LITERATURE

Automaticity on Foundation Mathematics Concepts

Mathematics is considered to be a major factor in all aspects of modern society with the
root of mathematical capability stemming directly from classroom activity (McLean, 2015).
Students’ performance in mathematics is consistently given attention in different countries
because it is regarded as the main subject, which is significant for the growth and development
of the nation (Capuno, et. al, 2019). The knowledge and skills of students in mathematics are
essential in their daily lives in overcoming the difficulties that one may face (Mohamed
&Waheed, 2011). That is why there is an emphasis on the lessons that should be taught in
mathematics in schools at different levels around the world than any other subject (Orton &
Frobisher, 2004). However, in standardized national examinations, results revealed that students
perform lower than the expected level. This underachievement in mathematics is not just a
problem in a few countries but has become every nation’s concern in the past years (OECD,
2003). The Philippines is one of those countries, which have concerns in mathematics
achievement specifically in high school.

Teachers are often at a loss to understand why a large number of their students enter math
classrooms lacking the necessary skills to achieve current grade level expectations. The reason in
many cases can be attributed to a student’s limited level of proficiency, or a complete lack
thereof, of basic math fact computational skills. This observation has been cited by numerous
researchers (Wong & Evans, 2007) who argue that successful mastery and automaticity of math
facts form the foundation for future achievements in mathematics.

Sholes (2018) defined automaticity as the ability to perform skilled tasks quickly and
effortlessly without occupying the mind with the low-level details required to do it. Automaticity
is attained through learning, repetition, and practice. In math, students have attained automaticity
(also known as math fact fluency) when they can easily retrieve basic facts from their long-term
memory in all four operations (+, −, ×, ÷) without conscious effort or attention (Sholes, 2018).

According to Stickney et. al (2012), the concept of automaticity is critical for the general
success of students in mathematics. Research has shown that automaticity is a building block for
mastering higher-level math concepts and it is a significant predictor of performance on
standardized tests (Sholes, 2018). The study of Robinson (1999) showed that if a desired level of
automatic recall of basic facts is achieved, students would show improved scores on a nationally
standardized test.

Baker and Cuevas, A. J. (2018) stated that automaticity in basic math facts is important
for mathematics students. Ankucic (2019) provided three reasons why automaticity is important:
(1) it’s a predictor of performance success in mathematics tests, (2) it reduces cognitive load (the
amount of work a students’ brain has to do), and (3) it increases the accuracy of students’
calculations. He added that when automaticity is achieved at the desired developmental stage in a
child’s life, they are more likely to have continued success in mathematics.

Developing automaticity is a building block for the success of students in the math
classroom. Just as students cannot read with understanding without first learning the correct
process for sounding out words and memorizing their sight words, math students cannot “read”
math without learning their basic math facts (Baker & Cuevas, 2018).

Hasselbring, cited by Scholastic Research (2012), states that a student’s inability to

automatically recall math facts can inhibit class participation and performance, affect problem
solving capabilities, negatively impact general life skills and, moreover, serves as a predictor of
overall math performance on standardized tests. The researchers Axtell, McCallum, Mee Bell
and Poncy, as cited in the work of Amy Bystrom (2010), wrote, “The need for higher levels of
math competence has increased in this technology-based world, and a lack of knowledge,
understanding, and skill development can close doors for students,” (Bystrom, 2010).

Most cognitive scientists now believe that as basic skills are practiced more, their
execution requires less cognitive processing capacity, or attention, and becomes automatic. This
is the concept of automaticity (Hasselbring& et.al 2007). If automaticity is considered to be a
key component to overall math achievement, then it is important that we come to understand
automaticity, how it is attained, and what steps can be taken to aid in its acquisition. Researchers
and cognitive psychologists alike have indicated that the human brain has fixed limitations of
brain attention and memory capacities needed for problem solving (Lehner & Schools, 2008;
Woodward, 2006). By freeing up memory and attention limitations with automatic recall of parts
of a task, we are then able to attend to more complex math tasks (Whitehurst, 2003). It has been
demonstrated that students who struggle to recall less than 30 correct math facts per minute,
typically struggle with more complex math skills and concepts. Conversely, students who reach
automaticity at a rate of between 30- and 40-correct problems per minute are much more apt to
be successful in mastering higher-order mathematical skills and concepts.

With automaticity, students’ answers are generated more quickly and no longer
dependent on procedural strategies, instead coming from direct retrieval, without need for
conscious thought (Stickney, Sharp, & Kenyon, 2012).

The Importance of Automaticity on Licensure Examination for Teachers

         The ability to process information automatically is an important aspect of many everyday
skills (Logan 2006). Research has shown that automaticity is a building block for mastering
higher-level math concepts and it is a significant predictor of performance on standardized tests
(Sholes, 2018). A standardized test is any form of test that requires all test takers to answer the
same questions and is primarily associated with large-scale tests. Examples of standardized tests
include the Fundamentals of Engineering Exam, Bar Examination, Board Examination and
among others (Techthought, 2012). 

The results of the study of Williams (2014) shows that automaticity is important in
student mathematics learning as measured with standardized mathematics assessments. As
students improved their automaticity of basic mathematics facts, their test scores improved.
Another claim is that the study of Robinson (1999) showed that if a desired level of automatic
recall of basic facts is achieved, students would show improved scores on a nationally
standardized test. Miller and Keefe (2020) established in their study that there is a relationship
between automaticity and preparedness of the preservice teachers in their professional careers. 

Teacher Education Students’ Performance and Its Importance on Licensure Examination

for Teachers in the Philippines

The Licensure Examinationfor Teachers (LET) is the assessment required of all

applicants for registration as professional teachers as mandated by RA 7836.  In the Philippines,
Republic Act No. 7836, known as Professionalization Act for teachers, is implemented to
strengthen, regulate and supervise the practice of teaching profession by prescribing a license to
teachers certified by the Professional Regulation Commission (PRC).
 The Licensure Test for Teachers (LET) is the only national assessment in the Philippines
which can be used to evaluate the quality of teacher education outputs. The licensing goal is to
persuade the public that the instructor meets those levels of competence (CSC, 1996). The
preparation of future teachers for both elementary and secondary educational sectors is a relevant
function assigned to pre-service educators of Teacher Educational Institutions (TEI’s).

It is given twice a year in places and dates determined by the Board of Professional
Teachers. The examination for secondary levels consists of three (3) parts, namely:  general
education, professional education and field of specialization, whereas, Licensure Examination
for Teachers (LET) for elementary level covers only the general education and professional
education courses.

The Philippine Business for Education (PBEd) made a comparison of the LET
performance of different private and public teacher education institutions between 2009-2013
and 2014 and came about with the following list of top performing schools: Category A ( 1,000
and above takers) 1) University of the Philippines – Diliman (97%); 2) University of Santo
Tomas (94%); 3) Philippine Normal University – Manila (93%); 4) Xavier University (90%);
and 5) Saint Louis University (87%); Category B (500-999 takers) 1) De La Salle University
(99%); 2) University of Saint La Salle (86%); 3) Ateneo de Naga University (85%); 4) Bohol
Island State University (85%); and 5) University of Southeastern Philippines – Tagum (85%);
Category C (250-499 takers) 1) Silliman University (90%) and 2) Saint Bridget’s College
(84%). Philippine Business for Education (PBEd) monitors the performance of TEIs in the
licensure examination to continuously improve the quality of teacher education in the country.

The Professional Regulation Commission (PRC) released the latest result of Licensure
Examination for Teachers (LET) which was September 2019 where 28,973 elementary teachers
out of 92,440 examinees (31.34%) and 54,179 secondary teachers out of 136,523 examinees
(39.68%) successfully passed the exam.

According to Educational Testing Service (2004) Licensure Examination for Teachers is

very important in the field of education for the reason that this helps define the quality of
teachers. The standard of teachers determines the strength of aneducational system, in general,
and the education of children, in particular. Thus, it is a big responsibility for teacher education
institutions to provide a sufficient supply of the best graduates to the profession
(Sermona&Fajardo, 2019). 

The success of a candidate in a professional examination means so much to the individual

and the institution granting him or her degree. It enables the individual to legally practice his
profession while at the institution; performance in licensure examinations reflects the quality of
education that it has provided to its graduates (Doronilla, 1995; Salana, 1995; Hilario, 2003).

Licensure Examination for Teachers (LET) Mock Test

 All applicants for registration as professional teachers shall be required to undergo a
written examination which shall be given at least once a year in such places and dates as the
Board may determine upon approval by the Commission. A valid certificate of registration and a
valid professional license from the Commission are required before any person is allowed to
practice as a professional teacher in the Philippines, except as otherwise allowed under this Act.”
(R.A. 7836, Art III Sec. 13).

According to Aquino &Balila (2015) passing the Licensure Examination for Teachers is
not a simple matter. It requires adequate preparation and readiness. More importantly, it requires
good knowledge and background as they must obtain a rating of at least 75% in the three areas of
General Education and Professional Education for BEED graduates, and General Education,
Professional Education and their Specialization for BSED graduates to pass the licensure
examination.

The mock/practice test is given to pre-service teachers before they take the Licensure
Examination for Teachers (Delosa, 2016). As said by Hossan& Islam (2020) mock tests as an
active learning technique to empower students on their own learning through identification of
conceptual weakness, reinforcement of understanding and hence, to improve their overall
learning and class performance.

Regarding mock tests, one can consider them as a kind of examination under similar
conditions as the final exam, but usually shorter (Romero, 2016). Mock examinations can
provide information to students and administrators on whether or not the students are ready to
take an external examination, they provide information on students’ areas of strength and
weaknesses, and can serve as a practice in taking tests under full examination conditions based
on (Montemayor, 2009).

CHAPTER 3

RESEARCH METHODOLOGY

This chapter discusses the methods to be used in this study to gather data. This includes
the research design, research setting, the respondent, the instrument, data gathering procedure
and the statistical treatment to analyze the data.

Research Design

This study seeks to determine the level of automaticity on foundation mathematics

concepts of the teacher education students when grouped according age, gender, year level and
GPA in mathematics; and the relationship between the level of automaticity on foundation
mathematics concepts of the teacher education students and their mathematics performance in
the LET mock test.

In a study by Bailey, Sabbagh, Loiselle, Boileau, and McVey (2010), a quantitative

correlational design is very useful in relating relationships among the studied variables. A
correlational research study not only describes what exists between variables, but systematically
investigates relationships between two or more variables of interest (Porter & Carter, 2000).
Thus, a quantitative correlational research design would be the most appropriate research design
for this study.

Research Setting and Participants

        This study was conducted at the University of Science and Technology of Southern
Philippines – Cagayan de Oro Campus (USTP-CDO). It is situated at Claro M. Recto Avenue,
Lapasan, Cagayan de Oro City. USTP offers excellent education and training to students to meet
competitive worldwide standards. It has various undergraduate and graduate programs which
students may choose in accordance to their own interest, skills, and passion. One of the
undergraduate programs offered by the university is Secondary Education Major in Science,
Mathematics, and also Technology and Livelihood Education (TLE). The participants were
teacher education students from the Bachelor of Secondary Major in Mathematics
(BSEDMATH) program.

Research Instrument

The instrument used in this correlational study consisted of two parts.

The first part was a four-question Google form survey questionnaire created by the
researcher to collect data on the respondents profile such as age, gender, year level, and Math
grades obtained in college courses.

The second part was the main instrument for gathering the data was a multiple-skills
(four basic operations with integers) math time probe created by the researcher. The researcher
created this math probe because no suitable existing probes were found for this particular
situation. Most standardized test assess only four basic operation (instead of four basic operation
with integers) as well as other probes, were computerized assessments (unsuitable for this study),
or computer-generated worksheets from the internet origins (insufficient in quantity of problems
presented per page). The probe designed for this study consisted of a one-minute timed test with
80 single/two-digit vertical four basic operations with integers. The instrument was pretest to
establish its validity and reliability.
 For this study, the combination of math probe and Google form survey was an expedient
way to determine automaticity and profile of respondents (age, gender, year level, and Math
grades obtained in college courses). Because timed math fact tests are common classroom
diagnostic tools used in elementary and middle schools, the format should have been familiar to
the students. Furthermore, because the probe and survey were both short, they provided a
convenient and efficient

Data Gathering Procedure

A Random Sampling procedure using Microsoft Excel software was used to select the
participants for this study. Considering the current situation of the COVID-19 pandemic, an
online quiz platform called EDMODO was used to conduct the math probe, and a Google survey
was used to gather the profile of respondents rather than face-to-face instruction.

The participants were informed of what data the researchers were trying to gather from
them, and they were also given clear instructions and guidelines on how to answer the math
probe. They were told that the automaticity of foundation math concepts was being studied, so
they should work quickly, completing each problem. They were given one minute to complete as
many of the problems on the probe as they could. The participants were assured that their results
and performance on the test would be anonymous.

The number of correct problems per minute (ppm) from the completed timed math probe
was recorded for each participant. These data are the independent variables, indicating the level
of automaticity in the foundation mathematics concepts of the participants.

The researchers collected the participants’ most recent Learning Continuity Review
Program (LCRP) results (from the CSTE-USTP LCRP FOCAL person) as the dependent
variable to correlate how the level of automaticity on foundation mathematics concepts
influences the performance of the teacher education students on the LET Mock Test.

Statistical Treatment of the Data

The following statistical tools will be use in this study:

Frequency and percentage will be use to analyze the respondents' profiles, such as
gender, age, and year level.
 Mean and standard deviation will be use to analyze mathematics performance of the
teacher education students in the LET mock test. It will also use to analyze teacher education
students' level of automaticity on foundation mathematics concepts when they were grouped by
gender, age, year level, and GPA in mathematics.

Three-way Analysis of Variance (ANOVA) test will be use to determine the influence
that independent variables (age, gender, and year level) have on the dependent variable
(automaticity).

Pearson’s Correlation will be use in analyzing the two variables in this study. For the
independent variable, the performance of the students in the timed math probe will be recorded,
and for the dependent variable, their most recent LCRP results will be gathered. The researchers
were to measure the relationship between these two variables and thereby determine the
influence of the automaticity level of the students in foundation mathematics concepts on their
performance in the LET mock test (LCRP).