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OF THE PHILIPPINES - MARAGONDON CAMPUS

S.Y. 2010 - 2011

A Thesis Presented to

Prof. Cherry E. Angeles

Polytechnic University of the Philippines

Maragondon Campus

Maragondon, Cavite

In Partial Fulfilment of the

Requirements for the Degree of

Bachelor of Science in Secondary Education

By:

Lhay Abegail M. Dela Cruz

Aiza A. Lontoc

Marinette C. Lontoc

Kenneth Lyn T. Mojica

March 2011

CERTIFICATION

This thesis entitled “Correlates of Academic Performance in (MT123) College Algebra of BSE Students of Polytechnic University of the Philippines- Maragondon Campus S.Y. 2010 - 2011” prepared and submitted by Lhay Abegail M. Dela Cruz, Aiza A. Lontoc, Marinette C. Lontoc and Kenneth Lyn T. Mojica in partial fulfilment of the requirements in MT450-Mathematics Research II (Thesis Writing) has been examined and is recommended for Oral Examination.

PROF.CHERRY E. ANGELES

Adviser

-------------------------------------------------

APPROVAL SHEET

Approved by the Panel of Examiners on Oral Examination

ENGR. MARILOU H. TIGCAL

Chairman

JIMMY Y. PANGANIBAN ROSALIA P. PINLAC Member Member

__________________________ Date

Accepted in Partial Fulfillment of the Requirements in MT450-Math Research II

PROF.CHERRY E. ANGELES

Instructor

__________________________ Date

ABSTRACT

RESEARCH TITLE: CORRELATES OF ACADEMIC PERFORMANCE IN (MT123) COLLEGE ALGEBRA OF BSE STUDENTS OF POLYTECHNIC UNIVERSITY OF THE PHILIPPINES – MARAGONDON CAMPUS

S.Y. 2010 – 2011

RESEARCHERS: Lhay Abegail M. Dela Cruz

Aiza A. Lontoc

Marinette C. Lontoc Kenneth Lyn T. Mojica

ADVISER: Prof. Cherry E. Angeles

TYPE OF RESEARCH: Descriptive Research

Statement of the Problem This research looked into the correlates of the subjects’ academic performance in College Algebra (MT 123). The main intent was to find out the degree of relationship and to identify which among the independent variables contributed the most in the subjects’ academic performance in College Algebra. Specifically, it sought to answer the following questions: 1. What is the profile of the subjects in terms of the following: 2.1. High School General Weighted Average? 2.2. Fourth Year High School Grade in Mathematics? 2.3. PUPCET Overall Score? 2.4. Numerical Ability in PUPCET? 2. What is the academic performance of Bachelor of Science in Secondary Education students in College Algebra? 3. Is there a significant relationship between the academic performance in College Algebra and independent variables in terms of: 4.5. High School General Weighted Average? 4.6. Fourth Year High School Grade in Mathematics? 4.7. PUPCET Over-all Score? 4.8. Numerical Ability in PUPCET?

Hypotheses This study tested the following null hypotheses: 1. There is no significant relationship between the students’ high school general weighted average and academic performance in College Algebra. 2. There is no significant relationship between the students’ fourth year high school grades in Mathematics and academic performance in College Algebra. 3. There is no significant relationship between the students’ PUPCET overall scores and academic performance in College Algebra. 4. There is no significant relationship between the students’ numerical ability in PUPCET and academic performance in College Algebra.

Methodology

The researchers used the descriptive method of research. Out of one hundred forty four (144) BSE students of Polytechnic University of the Philippines-Maragondon Campus, one hundred twenty two (122) freshmen and sophomores were the subjects. These were based from school years 2009-2010 and 2010-2011. Documentary analysis was utilized. In the analysis of the data, frequency, mean, percentage and Pearson product- moment coefficient of correlation were used.

Findings

1. Profile of the Subjects

1.1. In terms of the subjects’ high school general weighted average, two (2) or 1.64% obtained excellent grades, sixty four (64) or 52.46% obtained very good grades, fifty five (55) or 45.08% obtained good grade, and one (1) or 0.82% obtained a satisfactory grade.

In its entirety, the subjects’ mean was described as “Very Good”, based on the computed mean of 87.63. Result revealed that the subjects performed well during their fourth year high school as evident in their academic grades from satisfactory to excellent.

1.2. In terms of the subjects’ fourth year high school grades in Mathematics, five(5) or 4.10% obtained excellent grades, fifty five (55) or 45.08% obtained very good grades, fifty nine (59) or 43.36% obtained good grades, and three (3) or 2.46% obtained satisfactory grades.

In its entirety, the subjects’ mean was described as “Good”, based on the computed mean of 87.22. The result revealed that most of the subjects were good in Mathematics.

1.3. In terms of the subjects’ overall scores in PUPCET, ten (10) or 8.2% obtained above average grade, ninety eight (98) or 80.33% obtained the average grade and fourteen (14) or 11.47% obtained below average.

The grades showed an overall mean or average of 92.26. The result revealed that most of the subjects obtained an average grade.

1.4. In terms of the subjects’ PUPCET numerical ability, twenty one (21) or 17.21% obtained above average, seventy nine (79) or 64.75% obtained average grade and twenty two (22) or 18.03% obtained below average grade.

The grades showed an overall mean or average of 25.72. The result revealed that more than half of the subjects obtained an average grade.

2. Academic Performance in College Algebra

2.1. The subjects’ final grade in College Algebra showed, four (4) or 3.28% obtained very good grade, twelve (12) or 9.84% obtained good grade, fifty two (52) or 42.62% obtained satisfactory grade, forty four (44) or 36.06% were rated as passing and ten (10) or 8.2% were rated as failure.

The grades showed an overall mean or average of 2.87. The result revealed that less than half of the subjects obtained a satisfactory grade.

3. Correlates of Academic Performance in College Algebra (MT 123)

3.1. The findings showed that high school general weighted average is significantly related to the academic performance in College Algebra. This is supported by the correlation coefficient of -0.25 and a computed t-value of 2.83 which is greater than the critical value of t in the table of 1.98 at 5% level of significance and 2.62 at 1% level of significance with 120 degrees of freedom.

3.2. The findings showed that fourth year high school grade in Mathematics is significantly related to the academic performance in College Algebra. This is supported by the correlation coefficient of -0.31 and a computed t-value of 3.57 which is greater than the critical value of t in the table of 1.98 at 5% level of significance, 2.62 at 1% level of significance and 3.37 at 0.1% level of significance with 120 degrees of freedom.

3.3. The findings showed that the PUPCET overall score is significantly related to the academic performance in College Algebra. This is supported by the correlation coefficient of -0.18 and a computed t-value of 2 which is greater than the critical value of t in the table of 1.98 at 5% level of significance with 120 degrees of freedom.

3.4. The findings showed that the PUPCET numerical ability and academic performance in College Algebra is significantly related to the academic performance in College Algebra. This is supported by the correlation coefficient of -0.29 and a computed t-value of 3.32 which is greater than the critical value of t in the table of 1.98 at 5% level of significance and 2.62 at 1% level of significance with 120 degrees of freedom.

Conclusion From the foregoing findings and observations, the following conclusions were drawn: 1. There is significant relationship between the students’ high school general weighted average and academic performance in College Algebra at 1% level of significance. 2. There is significant relationship between the students’ fourth year high school grades in Mathematics and academic performance in College Algebra at 0.1% level of significance. 3. There is significant relationship between the students’ PUPCET overall scores and academic performance in College Algebra at 5% level of significance. 4. There is significant relationship between the students’ numerical ability in PUPCET and academic performance in College Algebra at 1% level of significance.

Recommendations On the basis of foregoing findings and conclusions, the researchers have formulated the following recommendations: 1. For school administrators: The school must highly consider the high school general weighted average, high school grade in Mathematics, PUPCET overall scores and PUPCET numerical ability in accepting and selecting freshman student s in PUP. 2. For the teachers: 2.1. The Mathematics teacher should create more plans and programs for the development of the students’ mathematical ability. 2.2. The Mathematics teacher in high school should integrate life like situations on the exercises that will be given to their students on every lesson. 2.3. The teacher can use the mathematical background of the students as basis in providing appropriate techniques and instructional materials to make teaching more effective and more rewarding experience. 3. For the students: The students should exert much effort in studying Mathematics. This will provide them strong foundation in Mathematics that will make studying College Algebra easier. 4. For the parents: The parents should understand the necessity of developing the mathematical ability of their children. 5. For future researchers: 5.1. Conduct research that will find the relationship of other independent variables in the academic performance in College Algebra. 5.2. Conduct a study using other academic variables and non academic variables that may influence the academic performance in College Algebra.

5.3. Include the other courses in the university since all the courses require College Algebra (MT 123) in the curriculum.

ACKNOWLEDGMENT

The researchers would like to acknowledge humbly the warm support and valuable assistance given by the following persons resulting to the completion of this research paper.

To Prof. Angeles, their Research adviser, for her meaningful thoughts, encouragement, moral support and expert guidance throughout the study;

To Prof. de Leon and Prof. Lizyl Rebusquillo, for correcting their mistakes and helping them in various ways;

Their thanks is also extended to the former Campus Registrar, Prof. Denise A. Abril, for allowing them to gather the pertinent data that the researchers needed;

To Prof. Esguerra, for his expert advice and suggestions on the statistical treatment;

To their families who are very supportive, affectionate and who generously gave them allowances;

To many unnamed friends, for their shared support and inspiration;

And lastly, to whom they offer the outcome of their efforts and hard work, to Lord Almighty, who gave them talent, courage, skill and patience to finish this paper. No words can express how lucky the researchers are to finish this study. To God be the glory! DEDICATION

To our families, to our research adviser, Prof. Cherry E. Angeles, to Prof. Raymundo Esguerra, to Prof. Laura De Leon, to Prof. Lizly R. Rebusquillo, to all BSE - III, and to those persons who serve as inspirations…

With love,

Lhay Abegail

Aiza

Marinette

Kenneth Lyn

TABLE OF CONTENTS

Page

TITLE PAGE ………………………….. i

CERTIFICATION AND APPROVAL SHEET………………… ii

ABSTRACT …………………………….. iii ACKNOWLEDGMENT …………………………….. xi

DEDICATION …………………………….. xii

THE PROBLEM AND ITS BACKGROUND Introduction …………………………….. 1 Background of the Study …………………………….. 2 Theoretical Framework …………………………….. 4 Conceptual Framework …………………………….. 5

Statement of the Problem …………………………….. 6

Hypotheses …………………………….. 7

Scope and Limitation …………………………….. 8

Significance of the Study …………………………….. 8

Definition of Terms …………………………….. 9

REVIEW OF RELATED LITERATURE Foreign Literature …………………………….. 11 Local Literature …………………………….. 13 Foreign Studies …………………………….. 18 Local Studies …………………………….. 24

RESEARCH METHODOLOGY Research Method …………………………….. 31 Population Frame …………………………….. 31 Subjects/Respondents of the Study…………………... 32 Research Instrument …………………………….. 32 Data Gathering Procedure …………………………….. 33 Statistical Treatment of Data…………………………… 33

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 36

SUMMARY, CONCLUSION AND RECOMMENDATION 47

BIBLIOGRAPHY …………………………….. 54

APPENDICES

A. Referral …………………………….. 61 B. Letter to the Registrar …………………………….. 62

C. Verbal Description …………………………….. 63

D. Subjects’ Raw/Primary Data ……………………….. 64

E. Subjects’ Profile and Academic Performance In College Algebra (MT123)………………………..... 66

F. Computations of Pearson r F-1 High School GWA and Academic Performance In College Algebra ……………………………….. 68

F-2 Fourth Year High School Mathematics

Grades and Academic Performance in

College Algebra ……………………………….. 70

F-3 PUPCET Overall Score and Academic Performance In College Algebra ……………………………….. 72

F-4 PUPCET Numerical Ability vs. Academic Performance In College Algebra ……………………………….. 74

G. Computations of Value of t …………………………… 76

H. Certificate from the Editor …………………………… .. 77

I. Curriculum Vitae ……………………………….. 78 J. Documentation ……………………………….. 82