thesis (chapters 1,2,3)

8/12/2019 Thesis (Chapters 1,2,3)

http://slidepdf.com/reader/full/thesis-chapters-123 1/26

Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Taguig Campus

General Santos Avenue, Bicutan, Taguig City

A Research Paper on the Topic:

THE EFFECTS OF SECONDARY LEVEL TEACHING TO THE ACADEMIC

PERFORMANCE IN COLLEGE ALGEBRA OF M.E., E.C.E.,

AND A.M. FRESHMEN STUDENTS OF PUP-T

S.Y. 2014-2015

Submitted By:

Deloria, Dayanara Ysabel N.

Fernandez, Sim-David D.

Montiano, Rosalinda O.

BSAM III-I



CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

To be able to achieve one’s goal, one must learn, or in other words, a step -by-

step gaining of knowledge. Learning in different ways that may lead an individual to

success. As we all know, the greatest factor that helps an individual to learn is the

school. The school serves as the main gate of an individual to success. Of course, a

school wouldn’t be complete without a teacher. The teacher whom the students will

listen to when they are studying. And it is in the teacher’s choice of choosing the

strategy on how he/she will share and teach his/her students. The type of strategy that a

teacher will choose would be a factor to get the students interest in studying.

When a student is studying or in the process of gaining knowledge, there will be

a time that he will find some of his subjects to be difficult. It is not new to us that one of

those subjects is Mathematics. As we all know, Mathematics plays a huge role in our

life. It exists everywhere whether we like or not. We need it to be able to do even the

simplest computations that is needed in our daily life. So as a student that is learning,

he is intend to study Mathematics. Learning Mathematics is like building a pyramid.

“One needs a good base. A student without a good foundation in lower Mathematics

finds it difficult to understand higher Mathematics.” Many high school and college

students are unwilling to study higher Mathematics because they are convinced they

just can’t do Math. The idea has originated early in their Elementary schooling when



they are given the impression that a certain people can do Math and certain people

simply cannot. And that is what most of the schools tries to avoid of, in which is the

main goal of Mathematics Education, to equip the students with a working knowledge

and skills which will prepare them to live intelligently and enhance their thinking ability.

For better performance of students in school, especially in college level, teachers

should guide the students according to the right approach in teaching well the strategies

and techniques regarding Mathematics Education. The interest and performance of the

students in college level Mathematics subject, or specifically, in College Algebra which

is commonly being taught in different kinds of courses even those that is not related in

Math, maybe influenced or affected by several factors of teachin Mathematics in high

school such as the approach of the students towards the subject, strategies and

techniques in teaching well the subject, and the learning environment including the type

of school such as National/Public high schools, Science high schools, and the Private

high schools (International, Catholic, Montessori, etc.). Creating and maintaining an

environment in which students participate eagerly and actively in classroom activities

can be a challenging task especially for the high school teachers. The interest of the

students in Mathematics should be stimulated and maintained. This is the most

problems the teacher encounters.

It has been observed that in majority, students who came from Science and

Private schools get better grades than those who came from Public high schools.

Students who came from schools that are well-facilitated also seem to get better grades

compared to those whose schools were not. In order to establish whether there is a



significant relationship between the achievement grades in College Algebra and these

factors, this study is created.

Knowing the effect of these factors to the achieving grade in College Algebra

may help the teachers in their choice of instructional materials and strategies. It is

necessary to find out the variables that influence the performance in College Algebra so

that the goals general education may be achieved.

BACKGROUND OF THE STUDY

Mathematics achievement has shown that the students from each major level of

Education in Asia seemed to outperform their counterparts. Many studies have

examined students’ thinking about school and their attitude toward Mathematics.

Mathematics performance involves a complex interaction of factors on school outcome.

Although the relationship between mathematics performance and students factor has

been studied widely, it is important to explore the factors that contribute students’

mathematics performance.

The researchers conduct a research entitled: ―The Effect of Secondary Level

Teaching to the Academic Performance in College Algebra of Applied Mathematics,

Mechanical Engineering and Electronic Communication Engineering freshmen students

of Polytechnic University of the Philippines – Taguig Campus.‖ In order to know the

condition of the students who came to different school during their high school years.

The researchers chose the Applied Mathematics, Mechanical Engineering and

Electronic Communication Engineering freshmen college students of the Polytechnic



University of the Philippines - Taguig Campus school year 2014-2015 to be their

respondents. The researchers used the simple random sampling technique in selecting

their respondents.

THEORETICAL FRAMEWORK

The Learner-Centered Psychological Principles of Learning (from

http://www.sp.uconn.edu/~myoung/KEYS/14prins.html, April 12, 2012) emphasize major

factors to student-centered instruction as cognitive and metacognitive, motivational and

emotional. According to the Cognitive and Metacognitive Factors, teachers play a major

role in the child’s learning. Culture can influence many aspects of learning and

education, such as motivation, learning, and ways of thinking. Technology and

instructional practices need to be appropriate for children’s level of knowledge, ability

and learning strategies. The classroom environment, especially whether or not it is

nurturing, can significantly influence learning.

Motivational and Emotional Factors emphasize that intrinsic motivation is

enhanced when children perceive tasks as interesting, personally relevant, meaningful,

at an appropriate level for the child’s ability, and on which they believe they can

succeed.

Roldan (1975) gives significance to the role of Mathematics especially in the

world’s technological and scientific progress is now acknowledged in almost all sectors.

This subject offers and derives its rewards in intellectual satisfaction. It prepares the



individual for his vocation in life. Even the most ordinary occupation, Mathematics

cannot be done away with.

Based in neoclassical economic analyses as applied to institutions like public

education (and known as Public Choice theory or, in education, ―market theory‖) — a

school’s institutional environment, or sector, shapes its organizational structure and the

external incentives that drive its internal productive processes. Public schools are input-

oriented organizations, accountable to bureaucracies, not to consumers, so they lack

structural incentives to innovate, improve, or respond to demands for quality from the

groups that they serve (Chubb & Moe, 1990; Coleman, 1997). Thus, it is believed,

students stuck in the public sector should be given the opportunity to switch to the

higher performing schools in the private sector. Indeed, not only are private schools free

of much of the bureaucracy and regulation that inhibit performance in the public sector,

but they are not shielded from competition as public schools are.

Item response theory (IRT) attempts to model student ability using question level

performance instead of aggregate test level performance. Instead of assuming all

questions contribute equally to our understanding of a student’s abilities, IRT provides a

more nuanced view on the information each question provides about a student.

Workman (2012, April 12) said that attitude can alter every aspect of a person's

life, including their education. Student attitudes on learning determine their ability and

willingness to learn. If negative attitudes are not altered, a student is unlikely to continue

his education beyond what is required. Changing students' negative attitudes towards



learning is a process that involves determining the factors driving the attitude and using

this information to bring about change.

CONCEPTUAL FRAMEWORK

The concept of this study was focused on the effect of secondary level teaching

to the academic performance in College Algebra of Applied Mathematics, Mechanical

Engineering and Electronic Communication Engineering freshmen students of

Polytechnic University of the Philippines – Taguig Campus.

The figure shows the IPO model. The input box has the external or raw data that

will be the baseline of the study. It will serve as the guideline throughout the entire

research process. The second box shows the performance of the study or how the

study will go. It is the process system that will generate the operation of the study. The

INPUT

Respondents (The Freshmen

College Studentsof P.U.P-

Taguig)

PROCESS

Survey (Descriptive)

Data Gathering

Chi-square test Data or

Statistical

Interpretation

OUTPUT

The effect ofsecondary levelteaching to theacademic

performance incollege algebraof AM, ME,ECE freshmen

students of PUP-Taguig Campus.



following contents are found in this section: Survey (Descriptive), Data Gathering, Chi-

square test, and Data or Statistical Interpretation. While the third box shows the output.

It is the result of processing the input. It is also the final steps and shows the result of

the study.

STATEMENT OF THE PROBLEM

The researchers’ attempt to determine the effects of secondary level teaching to

the academic performance in college algebra among Bachelor of Science in Applied

Mathematics, Mechanical Engineering and Electronics Communication Engineering

students of Polytechnic University of the Philippines-Taguig Campus for the school year

2014-2015.

Specifically, the study sought to answer to the following questions:

• Descriptive Type:

What is the Demographic Profile of the respondents in terms of:

• Age

• Gender

• Course

• Secondary school type (National, Science, Private High School)

• Inferential Type:



• Is a there a significant relationship between the past school the

respondents’ came from to the academic performance in college algebra of the

freshmen students?

• Is there a significant relationship between academic performances

of the students to the course they took up in Polytechnic University of the

Philippines?

RESEARCH QUESTIONS

The study provided answers to the following Questions

• What is the relationship on the secondary level teaching to the

academic performance in college algebra among Bachelor of Science in Applied

Mathematics, Mechanical Engineering and Electronics Communication

Engineering students of Polytechnic University of the Philippines-Taguig

Campus?

• What is the relationship between the Excellency of the students to

the course they took up in Polytechnic University of the Philippines in Taguig

City.



HYPOTHESES

Based on the aforementioned problems, the following hypotheses were

formulated:

• There is no significant relationship on the secondary level teaching

to the academic performance in college algebra among Bachelor of Science in

Applied Mathematics, Mechanical Engineering and Electronics Communication

Engineering students of Polytechnic University of the Philippines-Taguig

Campus.

• There is no significant relationship between the Excellency of the

students to the course they took up in Polytechnic University of the Philippines in

Taguig City.

SIGNIFICANCE OF THE STUDY

A study of the academic performance in mathematics will show the extent to

which students have learned the basic concepts and processes in mathematics.

Findings of this study would serve as a guide for the improvement of academic

performance of College of Science students in the Polytechnic University of the

Philippines-Taguig Campus.

To the Professors. They will have ideas on the effects of the way teachers teach in

secondary level related to academic performance of the students. They would also



encourage improving their teaching process and techniques for the sake of the learners.

They would have ideas on how to provide students with the ideal learning process.

To the Parents. They would motivate their children for the improvement of their

academic performance. They would know the factors affecting the performance of their

children and it can serves as their guide in building towards success of their children.

To the Students. They would become aware that achievement in school is very

important in their future. They would also be motivated and inspired by the findings to

achieve more on the cause of their study.

To the Community. This study provides them the idea on how their consciousness and

responsive involvement to the various academic and non-academic programs of the

school enrich students’ academic performance.

To the Future Researchers. This study can serve as their reference and can give

additional information as basis for comparison with the studies they wish to investigate

further.

SCOPE AND DELIMITATION

The main aim of the study is to analyze the relationship of academic

performance to … it also aimed to know the significant difference between variables.

The study is limited to 50+ freshmen Applied Mathematics, Mechanical Engineering and

Electronics Communication Engineering students who specialized is much more on



math at Polytechnic University of the Philippines-Taguig Campus during the first

semester of the school year 2014-2015.

The respondents of the study are male and female students who were selected

randomly. The respondents were given questionnaire that sought to elicit their profiles

and answers to questions being asked for three specific areas such as. Since the

respondents are drawn from freshmen Applied Mathematics, Mechanical Engineering

and Electronics Communication Engineering students of Polytechnic University of the

Philippines-Taguig Campus the findings are enclosed only for this particular group.

DEFINITION OF TERMS USED IN THE STUDY

To make this study research clear and understandable, The Researchers integrated the

definition of terms.

Chi-square Distribution - a probability density function that gives the distribution of the

sum of the squares of a number of independent random variables each with a normal

distribution with zero mean and unit variance, that has the property that the sum of two

or more random variables with such a distribution also has one, and that is widely used

in testing statistical hypotheses especially about the theoretical and observed values of

a quantity and about population variances and standard deviations.

Public schools - Schools which are funded by the government and administered by

government appointees whose teachers and other staff are paid by the government.



Private schools-schools which are established funded and managed by the private

sectors.

Academic performance - measurement of academic performance and progress of

individual pupils.



Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

FOREIGN

According to the article ―Factors Affecting Private versus Public School

Decisions‖

, public primary schools are schools that are provided by state funding. More

than ninety percent of the primary school children today in Rwanda attend public

primary schools. Private primary schools are primary schools which are funded by

private persons (parents) or private institution (e.g. Churches). Clearly, there are many

more public schools that provide education to Rwandese pupils than their counterparts

private.

Availability and Adequacy of Educational Resources. On the availability and adequacy

of school resources, it is obvious that in Rwanda as in any other third world country,

private schools are more favored than public ones. Considering the relationship

between educational resources and students' academic performance, teacher's

qualification and adequate facilities may be determinants of assessing academic

performance of students. Hence the availability or non-availability of facilities and their

adequacy in schools have an effect on the academic performance of pupils in primary

schools of Rwanda. This is in agreement with some educationalists who believe that

teaching materials facilitate teaching and learning activities, which result in effective



teaching and improve academic performance. The school is an essentially human

organization; because it has human operatives, clients and products, hence students'

performance has positive relationship with the quality of teachers. The importance of

adequate staffing of a school is clearing demonstrated by the way parents continue to

drift from one school to another in search of school with better -qualified teachers. For

efficient educational management, facilities help the school to determine the number of

pupils to be accommodated, number of teachers and non-teaching personnel to be

employed and the cost determination for the efficient management of the system.

The school climate is determined by the resources, especially class rooms under which

the teachers and pupils operate which influences attitude in teaching and learning. Un-

conducive classroom creates stress on teachers and pupils resulting in negative attitude

toward school and learning by pupils. Facilities below approved standard could also

lead to reduction in quality of teaching and learning in schools causing poor pupils'

academic performance.

The school environment affects academic achievement of pupils. Facilities such as,

desks, seats, chalkboard, teaching aids, and cupboard are ingredients for effective

teaching and learning. A good education policy or programmed to guarantee quality

outputs, it must be serviced optimally with appropriate trained and motivated teaching

staff, adequately supplied with necessary facilities and equipment.

In other words, a good school must have adequate resources which may be divided into

three categories: Financial resources, human resources and physical (material)

resources.



The human resources are teachers and the non-teaching staff, and physical resources

mean facilities including classrooms, desks, toilets, offices, books and teaching aids; all

these resources cannot be acquired without financial resources.

Because public schools are required to admit all students, the students attending them

paint a picture of the community they come from. As such, there is often a diverse

mixture of backgrounds present in public schools. Private schools tend to be more

homogenous due to the admission and selection process and the type of student that

will apply to take part in a private school based on its reputation. One common reason

for sending a child to private school is the smaller class sizes. Private schools can

afford to keep class sizes small, thus providing more frequent interaction and attention

on the teacher-student level which is a desirable feature. When the law says that all

children have the right to be educated, this includes students with special needs. Public

schools offer education programs for those who are physically or mentally handicapped

in some fashion and provide teachers who are qualified to work with these needs. As

mentioned before, private schools can admit or deny an applicant based on their own

criteria, and this includes special educational needs. Although there are some private

schools intended solely for those with these needs, many private schools do not accept

special education cases.

As stated above, when looking at public or private schools, the following factors come

into play: Academic reputation and college preparation, school size and class size,

safety reputation, special programs, costs, religious and moral instruction, location,

ideology.



Academic Reputation and College Preparation. Academic reputation plays a big role

when considering private versus public schools. Unfortunately for most families, children

must go to the public school that their home is zoned in. Usually there is a perceived or

statistically supported issue with a public school's academic record that flags a parent's

concern and willingness to move their child into a private school. Private schools usually

have a more rigorous academic reputation but this depends upon the country and the

education level. For example, in Rwanda, private primary schools have a more rigorous

academic reputation than public ones while there is an opposite phenomenon at

secondary school level. However, there is exception in lower catholic seminaries

because they have a more rigorous academic reputation as their students are the best

performers at O' and A-level leaving examinations. In fact, students who are enrolled in

private secondary schools are those who have failed the PLE as those who succeed are

immediately admitted into public secondary schools. For the lower catholic seminaries,

students are chosen among the best pupils before the PLE are passed.

LOCAL

In the article written by Costoy (2003) entitled "Students Attitude Towards Mathematics

in Relation to their Performance in Arithmetic Computation Skills and Problem-Solving",

students' attitude towards Mathematics significantly differed among students taking

different courses. But performance in arithmetic computations skills and problem solving

significantly differ among students taking different courses as well as on the type of

school from they graduated. There was a slight relationship existing between the



students' attitude towards Mathematics and performance in arithmetic skills and

problem solving.

According to Sanchez, man has the potential learning but the rate of learning differ from

the different individuals. Some people learn more and faster than the others because of

some interacting factors such as physical, social, mental, and emotional factors that

affect the learning process.

Environmental conditions also affect learning. Schools facilities like good ventilation,

comfortable chairs or desks, proper lighting conditions, wide green lawns and

playgrounds provide a better background for learning than crowded "seat-shop"

classroom.

RELATED STUDIES

FOREIGN

According to the study of Augustine Kara, ―Teacher Factors Influencing Student’s

Academic Achievement In Secondary Schools In Nyandarua County, Kenya‖ , This

study investigated the relationship between selected teachers’ demographic

characteristics and classroom instructional practices and students’ academic

achievement in selected secondary schools in Nyandarua County. One hundred and

fifty three teachers selected randomly from eighteen schools in three districts in the

County participated in the study. The schools were categorized as above average,

average, and below average based on their aggregate performance in Kenya Certificate

of Secondary Education (KCSE) in the last three years. In each category, two schools



per district were selected. Data were collected using a questionnaire developed by the

researchers.

Linear regression and One-way ANOVA were used to test the relationship between the

selected variables and performance in KCSE at p<.05. The study found that teachers’

age, gender, professional qualifications and teaching experience were not significantly

related to academic achievement. Teachers’ job group had significant and positive

relationship with students’ academic achievement in secondary schools. Teachers’

weekly teaching workload, administration of students’ classroom assignments,

evaluation of students’ Continuous Assessment Test (CATs) results, provision of

individualized attention to weak students, time of completion of Form Four syllabus and

setting performance targets for KCSE significantly affected students’ academic

achievement.

This study analyzed the effects of selected teacher background characteristics and

classroom instructional practices on academic achievement in secondary schools in

Nyandarua County. The study found that teachers’ gender did not significantly affect

academic achievement. The finding concurs with Akiri (2008) who concluded that there

was no significant relationship between teachers’ gender and academic achievement.

Contrary to Adeyemi (2010); Yala and Wanjohi (2011) findings that teachers’

experience and professional qualifications were the prime predictors of students ’

academic achievement, the study found that teachers’ educational level and teaching

experience were not statistically significant in explaining students’ academic

achievement. The findings therefore suggest that additional professional qualifications

beyond first degree do not necessarily lead to improved competence of teaching at



secondary school level. It is therefore not surprising that Ravkin et al (2005) had

concluded that there was no evidence that a master ’s degree raises teacher

effectiveness at secondary school level. The study found that a teacher ’s job group

significantly affected students’ academic achievement.

Schools with a substantial number of teachers employed by BOG registered lower

mean grades compared to schools with teachers employed by the Teachers’ Service

Commission (TSC). This may be explained by the fact that BOG teachers have no

security of tenure and may be teaching in schools as they seek other jobs thereby

affecting their commitment towards teaching. The implication of this finding is that there

is need for the government to employ teachers on a permanent basis in order to

improve the quality of education being offered. It was also noted that teachers in job

group L registered lower mean scores compared to job group K, M and N. A significant

number of teachers were also in job group L. Promotion to job group M from L is

through a competitive process involving vetting and rigorous interviews. Teachers in job

group L may therefore be registering lower productivity due to lack of career growth.

Teachers’ workload had a significant effect on academic achievement. Schools where

teacher had 25 lessons or less registered higher mean scores compared to schools

where teachers had 26 lessons or more. The finding agrees with Nwwikina and

Nwanekezi cited in Osagie and Okafor (2012) who concluded that teachers’ workload

was one of the factors that inhibited students’ academic achievement. The findings

point to the negative impact of increased workload for teachers on the teaching –

learning process. Assignments have been cited as a critical ingredient in the teaching

and learning process as they serve as a diagnostic tool for teaching and learning



process (Oredein and Oloyede, 2007). The study found that the number of assignments

that a teacher gave students, teachers ensuring that students completed the

assignments and timely marking of the assignments significantly affected academic

achievement. The findings therefore suggest on the need for teachers to regularly give

students assignments and be firm on them to complete the assignments. Moreover,

school administrators must regularly supervise teachers work and ensure that students ’

assignments are marked.

Teacher evaluation of CATs for students was also statistically significant in academic

achievement. The finding concurs with Black and Williams cited in Kapambwe (2010)

who concluded that use of formative assessment had a powerful impact on students’

academic achievement. Continuous Assessment Tests (CATs) are a powerful

diagnostic tool that enables students to understand the areas in which they are having

difficulty and to concentrate their efforts in those areas. CATs also allow teachers to

monitor the impact of their lessons on students’ understanding. Using the results of

CATs, teachers can modify their pedagogical strategies to include the construction of

remedial activities for students who are not working at the expected grade level and the

creation of enrichment activities for students who are working at or above the expected

grade level. Timely completion of Form Four syllabus significantly affected academic

achievement. Schools where teachers completed the syllabus three months before the

examinations had higher grades compared to schools where teachers completed the

syllabus in time for or a month to KCSE. The finding concurs with Etsy (2005) who

found that teacher inability to complete the syllabi significantly contributed to low

academic achievement among students. Teachers setting performance targets for



KCSE also significantly affected academic achievement. The finding concurs with

Alderman (2008) who contended that setting performance goals has a positive impact

on teacher motivation and performance. The set targets provide a tool for teachers to

evaluate where their students are and where they want them to go in terms of academic

achievement.

The study concluded that teachers’ age, gender, professional qualifications and

professional experience did not have significant effect on academic achievement in

secondary schools in Nyandarua County. However, teachers’ job group and workload

significantly affected academic achievement. The study also concluded that the

frequency of issuing assignments, teachers ensuring that students completed

assignments and timely marking of the assignments significantly affected academic

achievement. Further, teachers evaluating students’ CATs results and providing

individualized learner attention to weak students have an impact on academic

achievement. Timely completion of Form Four syllabus and setting performance targets

for KCSE performance were also statistically significant in predicting academic

achievement. Teacher background characteristics and classroom instructional practices

therefore do make a difference in students’ academic achievement

.

LOCAL

Based on the study of Gallecanao, the factors considered most closely associated with

students' difficulty in learning Mathematics were mainly personal factors such as lack of



textbooks and other learning aid, lack of self-confidence, poor training in analytic or

logical thinking and poor study habits.

In this study, Chavez cited that the causes of difficulties in Mathematics could be

attributed for the students ' attitudes or feeling towards MAthematics and different

factors suchas intellectual, personality, constitutional, and environmental,. Other causes

of difficulty in learning Mathematics were the students' attitude toward the subject and

the factors related to home, teacher and researcher materials or facilities and

curriculum.

Gagto (2001) stated that their performance is somewhat related to their performance in

College Algebra. The students should be aware of the importance of the non-

Mathematics subjects. It is also recommended that students are encouraged to

participate in Mathematics organization and join Mathematics competition to arouse

their interest thereby resulting to good attitude towards Mathematics.



CHAPTER III:

METHODOLOGY

This chapter contains the design and procedures fall into throughout the conduct of the

study. It presents the research design, selection of respondents, instrumentation,

materials and the steps.

RESEARCH DESIGN

In conducting this study, the researchers used descriptive-quantitative research

since it involves the collection of two or more sets of data from a group of subjects with

attempt to determine the effects of secondary level teaching to the academic

performance in college algebra among Bachelor of Science in Applied Mathematics,

Mechanical Engineering and Electronics Communication Engineering students of

Polytechnic University of the Philippines-Taguig Campus for the school year 2014-2015.

Descriptive studies are usually the best methods for collecting information that will

demonstrate relationships and describe the world as it exists. These types of studies

are often done before an experiment to know what specific things to manipulate and

include in an experiment. Bickman and Rog (1998) suggest that descriptive studies can

answer questions such as ―what is‖ or ―what was.‖ Experiments can typically answer

―why‖ or ―how.‖ Descriptive research is used to obtain information concerning the

current status of the phenomena to describe "what exists" with respect to variables or

conditions in a situation. The methods involved range from the survey which describes



the status quo, the correlation study which investigates the relationship between

variables, to developmental studies which seek to determine changes over time.

Quantitative research deals in numbers, logic and the objective, focusing on logic,

numbers, and unchanging static data and detailed, convergent reasoning rather than

divergent reasoning.

THE RESPONDENTS

The respondents of the study are the Freshmen Students of Polytechnic University of

the Philippines - Taguig Campus who’s taking up courses that is related to mathematics

especially in college algebra.

INSTRUMENTATION

The primary data-collection instrument used for this study is survey questionnaire. The

questionnaire was constructed by the researchers. The questionnaire was composed of

two main sections: a profile and the survey proper. The profile contains demographic

characteristics of the respondents such as age, gender, course, and secondary school’s

they came from.

The survey proper determines the capability level of each respondent to analyze some

various mathematical problems. The questions were structured using basic calculation.

In this survey type, irregular number of choices is provided for every question or

statement. Multiple choice questionnaires require a unique way of organizing, learning,



and recalling your material. Multiple choice questions require a specific, learnable type

of thinking that is independent of the subject material and how well you know it. In this

study, the researchers will ask only one answer from the three possible answers.

STEPS

For this study, the researchers contemplate for printed materials like books and

previous thesis which were related to the study to provide explanation of the basic and

essential concepts of the subject.

The researchers gathered data and information using descriptive questionnaire

to the freshmen college students of Polytechnic University of the Philippine – Taguig

Campus.

Surveys were conducted for further information about the subject. Copies of the

questionnaires were distributed, in order to get related and necessary information to

each freshmen college students. These questionnaires focus primarily on the age,

gender, course, and secondary schools’ the respondents’ came from. Data gathered

were processed and analyzed using chi-square test.

thesis (chapters 1,2,3)

Documents