algebra competency

ALGEBRA COMPETENCY OF FIRST YEAR COLLEGE STUDENTS INCENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

SCHOOL YEAR 2011 – 2012

DE MESA, GENARO JR. N., IMPERIO ROWENA S. & VILLIAMINA JOCELYN A.

ABSTRACT

Research Advisers: PROF. NELIA B. ARIMADOGLORIA B. OSEA, Ph.D.EDEN C. PAZ, Ph.D.

This study generally aimed to determine the competency level in Algebra of First Year College Students in Central Bicol State University of Agriculture School Year 2011 – 2012. Specifically, the study aimed to: 1. determine the competency level in Algebra of First Year College Students along the following: (a) knowledge (b) comprehension (c) application (d) analyis. 2. identify to which learning competencies are the students strong and weak. 3. determine if there is a significant relationship among the four learning competencies in Algebra: knowledge, comprehension, application and analysis.

The respondents of this study are the first year college in Central Bicol State University of Agriculture for the second semester, school year 2011 – 2012. Stratified Random Sampling Technique with proportional allocation to each course was used in identifying the samples of the study.

This study employed descriptive-correlational method in an attempt to determine the competency level in Algebra of first year college students along the following: knowledge, comprehension, application and analysis and also to determine if there is significant relationship among the four learning competencies. The competency level in algebra was measured through the interpretation of the test results from the teacher-made test that was used as instrument of the study. Pearson Product-Moment Correlation Coefficient (r) was used as statistical tool in determining whether there is significant relationship among the four learning competencies.

Findings of the study revealed that the competency level in Algebra of first year college students along knowledge, application, and analysis were failed while the competency level in algebra of the first year college students along comprehension passed, the first year college students were found weak in the four learning competencies, and there was a significant relationship among the four learning competencies: knowledge, comprehension, application, and analysis.

Recommendations of the study were conduct of enhancement activities e.g. SRA in Mathematics in college level; Mathematics teachers to adopt innovative – teaching strategies; develop instructional materials that would enhance students proficiency in Mathematics; future studies that would determine students competency level in other areas of Mathematics; replication of this study to the first year college students in other campuses of the university.

Page 2 of 8 CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE




METHODOLOGY

This study employed descriptive-correlational method in an attempt to determine the competency level in Algebra of first year college students along the following: knowledge, comprehension, application and analysis and also to determine if there is significant relationship among the four learning competencies.

This competency level in algebra was measured through the interpretation of the test results from the teacher-made test that was given.

RESEARCH DESIGNThis study used descriptive-correlational method since the design is to collect data in

order to test hypotheses and to answer research questions of the subjects of the study.

RESEARCH LOCALEThis study focused on the Competency Level in Algebra of First Year College students in

Central Bicol State University of Agriculture, main campus.The school is situated at Barangay San Jose, Municipality of Pili, Province of Camarines

Sur. It is bisected by the national highway, on the east by the Pili Airport and on the west by the Philippine National Railways.

PRESPONDENTS OF THE STUDY

The specific respondents of this study were the first year college students of Bachelor of Secondary Education (BSE), Bachelor of Elementary Education (BEED), Bachelor of Science in Agriculture (BSA), Bachelor of Science in Agri-Ecotourism Management (BSAETM) Bachelor of Science in Food and Technology (BSFT), Pre-Veterinary Medicine (Pre-Vet), Bachelor of Agricultural Technology (BAT), Bachelor of Science in Agricultural Engineering (BSAEN), Bachelor of Science in Agri-Business (BSAB), Bachelor of Arts in English (AB Eng), Bachelor of Science in Environmental Science (BSES), Bachelor of Science in Agro-Forestry (BSAF), Bachelor of Science in Biology (BS Bio), and Bachelor of Science in Mathematics (BS Math) in Central Bicol State University of Agriculture for the second semester, school year 2011 – 2012.

Stratified Random Sampling was used in identifying the respondents of the study.



SAMPLE SIZE DETERMINATION

The Slovin’s formula was used in determining the total samples needed in the study.Slovin’s Formula:

n= N

1+Ne ²

where: n = sample size N = population size e = desired margin of error (percent allowance to commit an error because the sample is

used instead of the population)

The table below shows the result of the Stratified Random Sampling Technique with proportional allocation.

Table 1. Proportional allocation to each course.

COURSE N nA 251 60B 160 38C 318 77D 170 41E 70 17F 65 15G 40 10H 41 10I 38 9J 34 8K 29 7L 20 5M 15 4N 11 3

TOTAL 1,262 304

INSTRUMENTATION

The research instrument that was used in this study is the teacher-made test that was administered to the identified samples. This teacher-made test is an 80-item test from the different topics in Algebra measuring each of the four learning competencies, namely;




knowledge, comprehension, application and analysis. Each learning competency is composed of 20 items.

PROCEDURE OF INVESTIGATION

For the objectives of the study to be attained, the 80-item competency test was used and was constructed exclusive for this study. The test was evaluated by the experts in the field and was pre-tested to determine the effectiveness and reliability of each item in the test.

After which, the researchers provided letter that was approved by the President of this University seeking permission to conduct a competency test in Algebra to the first year college students. The competency test in Algebra was given to the respondents as indicated in the letter observing the conditions that safeguard the reliability of the test and that maintain the conditions for the test administration.

METHODS OF DATA ANALYSIS

The data was obtained from the respondents and it was checked, analyzed and interpreted.

The researchers used measure of central tendency (mean) in determining the competency level in algebra along knowledge, comprehension, application, and analysis.The formula in finding the mean is:

X = Σxn

where: X = mean Σ = symbol for “summation”x = individual score

n = total no. of scores

Pearson Product-Moment Correlation Coefficient (r) was used as statistical tool in determining whether there is significant relationship among the four learning competencies.

The Pearson Product-Moment Correlation Coefficient (r) is a linear correlation necessary to find out the degree of association of two sets of variables, X and Y.

Pearson Product-Moment Correlation Coefficient (r) formula:rxy = N∑ XY−¿¿¿

where:N represents the number of pairs of data∑ denotes the summation of the items indicated∑X denotes the sum of all X scores


∑X2 indicates that each X score should be squared and then those squares summedALGEBRA COMPETENCY OF FIRST YEAR COLLEGE STUDENTS IN

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURESCHOOL YEAR 2011 – 2012

(∑X)2 indicates that the X scores should be summed and the total squared∑Y denotes the sum of all y-scores∑Y2 indicates that each Y score should be squared and then those squares summed

(∑Y)2indicates that the Y scores should be summed and the total squared∑XY indicates that each X score should be first multiplied by its corresponding Y score

and the product (XY) summed

FINDINGS

Based on the result of the competency test, it was found out that the computed grand mean of the transmuted value of the test scores of the first year college students along knowledge competency was 73.27, comprehension, 75.34, application, 72.10, and analysis which was 68.39. The computed grand mean of 73.27, 72.10, and 68.39 for knowledge, application, and analysis competency respectively was interpreted as failed while the computed grand mean of 75.34 for the comprehension learning competency was interpreted as passed.

Based on the computed grand mean from all the learning comptencies, it failed to reach the 85% - 100% requirement to be considered as students’ strong learning competency. Hence, the students were weak along the four learning competencies in Algebra.

Based on the findings of data analysis in terms of Pearson correlation, the p value or the critical value of 0.532 is obtained from the Table of Critical Values of Pearson r with 12 degrees of freedom at 5% level of significance. The computed r value or rxy for knowledge – comprehension is 0.864, knowledge – application, 0.856, knowledge – analysis, 0.745, comprehension – application, 0.931, comprehension – analysis, 0.646, and application – analysis which is 0.746. The r values are greater than the p value or critical value. Hence, it can be concluded that there is significant correlation between the two variables: (knowledge – comprehension), (knowledge – application), (knowledge – analysis), (comprehension – application), (comprehension – analysis), (application – analysis).

CONCLUSIONS

The following are the conclusion drawn from the findings of the study:

1. That the competency level in Algebra of first year college students along knowledge, application, and analysis is failed while the competency level in algebra of the first year college students along comprehension is passed.2. That the first year college students are weak in the four learning competencies.3. That there is a significant relationship among the four learning competencies: knowledge, comprehension, application, and analysis.




RECOMMENDATIONS

In the light of the findings and conclusions of the study, it was recommended that:

1. Enhancement activities in Mathematics e.g. SRA in Mathematics in college level and other learning activities in Algebra are needed to strengthen the areas needing improvement.2. Mathematics teachers need to adopt innovative teaching strategies, methods and approaches in teaching Algebra.3. Develop instructional materials, workbook that would enhance student’s proficiency in Mathematics.4. A similar study should be conducted to consider students’ competency level in other areas of Mathematics.5. Replication of this study to other campuses of this university to validate the current findings and to reveal whether different study conditions or data gathering methods yield similar results.

BIBLIOGRAPHY

Balingbing, Ma. Gina R., “The Proficiency Level in College Algebra of the Ligao Community College Students, Ligao City”, March 2010.

Olivares, Jose D., “Correlates of the Proficiency Level in Grade Six Math of First Year Students of Nabua National High School”, March 2002.

Gastilo, Daniel A., “The Academic Performance in Mathematics of the Grade V Pupils in Nabua East District for School Year 1999 – 2000”, 2001.

C.W. Schminke, “Teaching the Child Mathematics”, 2nd Edition. (New York, USA: Holt, Rinehart and Winston Inc., 1978), pp.55.

Morco, Ofelia M., “Teaching – Learning Materials in High School Mathematics.” Lecture delivered during the short term training course on Improvisation of Teaching Learning Materials in Mathematics, Bicol University, Legazpi City, January 12 – 14, 1996.

Carrido, Sonia R., “Correlates Affecting Problem Solving Skills in Mathematics of Second Year Students of Basud National High School, Division of Camarines Norte.” (Unpublished Master’s Thesis University of Saint Anthony, Iriga City. 2000).

Salvadora, Efren M., “The Performance in Basic Mathematics of Third Year Students of Government and Non-government Secondary Schools of Iriga City”, (Unpublished Master’s Thesis) University of Northeastern Philippines, Iriga City, 2004.

Paler – Calmorin, Laurentina, “Educational Research Measurement and Evaluation” (2nd Edition), National Books Store, 1994.




http://www.ets.org/Media/Research/pdf/RR-09-42.pdf

http://wiki.answers.com/Q/What_is_the_definition_of_the_word_competencies

http://www.nied.edu.na/images/Performance%20of%20Students%20in%20Mathematics%20in%20Grade%207%20okahandja_district.pdf

http://www.answers.com/topic/law-of-readiness

http://wiki.answers.com/Q/What_are_the_abilities_involved_in_Thorndike%27s_Law_of_Readiness#ixzz1VNi0OMvO

http://www.preservearticles.com/201101033844/law-of-readiness.htmlhttp://www.umich.edu/~exphysio/MVS250/PearsonCorr.dochttp://reading.uoregon.edu/big_ideas/comp/comp_what.php

http://www.sil.org/lingualinks/literacy/ReferenceMaterials/glossaryofliteracyterms/WhatIsComprehension.htm

http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/blooms.html

http://www.preservearticles.com/201101033844/law-of-readiness.html


http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/blooms.html



http://reading.uoregon.edu/big_ideas/comp/comp_what.php

http://www.preservearticles.com/201101033844/law-of-readiness.html

http://www.answers.com/topic/law-of-readiness

http://wiki.answers.com/Q/What_is_the_definition_of_the_word_competencies