Table 2: Percentage distribution of average test scores in

Mathematics SY: 2005-2006

| Below | Average | Proficient | Advanced |

1 | 31 | 51 | 18 | 0 |

2 | 43 | 47 | 10 | 0 |

3 | 9 | 34 | 44 | 13 |

4 | 40 | 45 | 15 | 0 |

5 | 38 | 50 | 12 | 0 |

6 | 39 | 43 | 17 | 1 |

7 | 41 | 43 | 15 | 1 |

8 | 45 | 41 | 13 | 1 |

Mean | 35.75 | 44.25 | 18 | 2.00 |

Table 2 shows that out of 8 schools, school number 8 has the highest percentage of students who were below the average mathematics scores. This means that all the other 7 schools have to improve their strategy in teaching numbers, counting, and problem solving.

Conversely, school numbers 2, 4, 5, 6, and 7 have high percentage on ‘below average mathematics’ scores. This means that almost one fourth of the students’ population were poor in mathematics. So, these institutions of learning must have to do supplementary workshops for students to learn the techniques of critical thinking.

Very noticeable among others is the accomplishment of school number 3 with the highest advance scores in mathematics proficiency and advanced scores for the School Year 2005 to 2006. Nonetheless, it is also a remarkable observation that majority of the schools have only above 10% in proficiency scores in mathematics.

Invariably, there was very minimal number of students who turned out to be excellent in mathematics, and these were in the school called

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