ASSESSMENT OF PSYCHOLOGICAL TEST RESULTS OF FRESHMEN EDUCATION STUDENTS (original) (raw)
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Researchers World : Journal of Arts, Science and Commerce, 2016
Alternative Learning System Accreditation and Equivalency (ALS A&E) program in the Philippines provides educational opportunities to every Out-of-School-Youths (OSYs), school leavers and adults, non-attendees of the formal school system, OSYs who are visually impaired, learners at home, non-passers of the previous A & E test and others which include unemployed or employed OSY adults, workers, housewives, maids, driver, and other Indigenous Peoples (IPs). The study determined the profile and performance level in Mathematics of the A&E test passers in the province of Sorsogon, Fiscal Years 2012 to 2014. The respondents were 52 A&E test passers in the province. This descriptive correlation method of research used survey questionnaire, unstructured interview and documents to gather the needed data. Profile of the respondents such as age, sex, grade level during the test, status of enrolment, and family income were correlated to their performance level in mathematics using chi-square test. The results imply that most of the A & E test passers were in Grade V during the test, male adults belonging to the poorest families and did not enroll after passing the test. The age of the A & E test passers was significantly related to their performance level in Mathematics.
Mathematics Performance of Students in a Philippine State University
International Electronic Journal of Mathematics Education, 2020
Teaching and understanding mathematics is a significant concern in any educational system. Largish efforts are made by various researchers to find out the causes of students' performance in the subject. Despite every one of these endeavors issues still, endure. The researchers used a descriptive-correlational design to gather data through an adopted survey tool for study habits and attitudes. The study was conducted at the Cebu Technological University San Francisco Campus, Cebu, Philippines. The respondents were the 52 Education students who were enrolled in the mathematics program; they answered the survey of study habits and attitudes. The gathered data were treated using frequency, simple percentage, weighted mean, Pearson r, and t-test. It was found out that there is a significant positive high correlation between the study orientations of the students considering their academic performance in terms of their Graded Point Average (GPA) in Mathematics subjects. It was concluded that the study orientations of students differ. The researchers recommend conducting a further study on the effectiveness of the developed research-based study strategies.
The study aimed to identify the factors that affect the achievements of students in Mathematics and to determine the relationship between the students' achievements and individual, instructional, classroom management and evaluation factors. The 239 Bachelor of Elementary Education (BEEd) students were the subjects of the study. The descriptive-correlational design was used. Data were subjected to statistical analyses using t-test, Pearson r and multiple regression. Findings reveal that 1) achievements of students in Math Courses (Fundamental Mathematics and Contemporary Mathematics) is poor; 2)students perform low in both subjects; 3) mathematics achievements are highly correlated to individual and instructional factors and moderately correlated to classroom management and evaluation factors; 4) individual factor and instructional factor greatly affect achievements in fundamental math; 6) instructional factor is the number one predictor of achievement in contemporary math; 7) instructional factor is the factor that affects most the achievements of students in Mathematics.
Self-concept in mathematics can be defined as student ratings of their skills, ability, enjoyment, and interest in mathematics is seen as an essential factor in their achievement in math. This study assessed the self-concept and academic performance in Math of the Grade 10 students of a public national high school, Cebu, Philippines. The study employed descriptive correlational research. One hundred eighty-three respondents were asked to answer a survey questionnaire in order to measure their self-concept. Their academic performances were assessed using their grades in Math. The assembled information was dealt with measurably utilizing recurrence, percentage, weighted mean, t-test, and Pearson r. Results revealed that they had a moderate level of selfconcept towards learning Mathematics. No gender difference was found on the self-concept of the respondents, but there was a significant relationship between self-concept and the respondents' academic performance in Mathematics. Hence, a Math performance enhancement plan is highly recommended for adoption and evaluation.
Formatif: Jurnal Ilmiah Pendidikan MIPA, 2023
This study examined the correlation between mathematics performance and academic achievement of junior high school learners in a government-run laboratory high school institution in Leyte and compared the mathematics performance and academic achievement of male and female learners. The study employed the quantitative method using correlational and comparative research designs to analyze the secondary data. It encompassed the records of 1,500 learners obtained through the convenience sampling technique. Pearson's correlation coefficient and the Ttest for two independent samples were utilized in analyzing the gathered data. Findings revealed a positive and highly significant correlation between the learners' mathematics performance and academic achievement, indicating that high school learners who are adept in mathematics tend to succeed and perform better in their academic courses. Whereas low performance in mathematics correspondingly connotes low achievement in overall intellectual abilities. No significant difference was found between male and female learners, suggesting that both genders of learners can succeed academically. The study concludes that mathematics performance and academic achievement go hand in hand, while gender does not affect the learners' ability to excel in mathematics. Effectively, secondary learning institutions must provide mathematics learners with learning opportunities during Mathematics classes and classroom activities regardless of gender. Teachers must help learners understand how to solve problems and think critically, expose them to real-world applications, and build their confidence and motivation to excel academically.
University of Bohol Multidisciplinary Research Journal, 2016
The Asian Psychological Services and Assessment, Inc. (APSA) is an institution conducting a diagnostic test of core subjects that includes Mathematics. Taking into account the importance of the subject, the researchers conducted a study on students’ performance in Math. The study sought to find if the Mathematics grade is a correlator of APSA rating by testing the relationship between the final grade and APSA diagnostic test results. The researchers employed the quantitative method using documentary analysis on the existing records as to academic performance and APSA result. The subjects of the study were the 587 students of University of Bohol High School across the four grade levels. The data obtained were then subjected to statistical treatments using coefficient of correlation, t-test, and analysis of variance. Results revealed that there was a significant correlation between the grades and APSA results in Mathematics, while APSA results in the four levels varied significantly. This means that students with low final grades in Math are likely to obtain low performance in APSA. The variance in the APSA results among the four levels implied that the trend differs - distributions of proficiency were different in the four levels.
Cognitive Skills in Basic Mathematics of College Freshmen in the Philippines
Journal of Applied Mathematics and Physics, 2022
Many students consider mathematics as the most dreaded subject in their curriculum, so much so that the term "math phobia" or "math anxiety" is practically a part of clinical psychological literature. This symptom is widespread and students suffer mental disturbances when facing mathematical activity because understanding mathematics is a great task for them. This paper described the students' cognitive skills performance in Basic Mathematics based on the following logical operations: Classification, Seriation, Logical Multiplication, Compensation, Ratio and Proportional Thinking, Probability Thinking and Correlation Thinking as it serves a critical element of teaching and learning, that is determining the current position of the learners' mathematical capacity. Its implications for mathematics education were also revealed. A descriptive quantitative design was used in this study. The study included 1011 first-year college students from six state universities in the Philippines who were enrolled in the Bachelor of Science of Secondary Education Program during the first semester of the Academic Year 2019-2020. This study made use of the teacher-made test called the Test on Logical Operations. Findings revealed that the cognitive skills achievement of the first year BSE students from different state universities in the Philippines falls under the category of late concrete operational stage. As a result, students are unable to perform the logical operational skills expected of their age. At their age level, they are expected to be under the formal operational stage based on Piaget's stages of cognitive development. These findings revealed a weak mathematical education foundation among students which requires immediate attention. This reality should be recognized by educational planners and implementers when making curricular and other instructional decisions.
Asian Journal of Multidisciplinary Studies, 2018
Cognitive ability predicts mathematics performance. However, there are other factors like study habits and psycho-sociological characteristics which also influence students’ performance. With these factors, this study aspires to obtain a structural model that best fit college mathematics performance. The study was conducted using descriptive - correlational method. Employing convenience sampling, a total of 278 second year to fourth year BSED students of the selected state colleges and universities in the Davao region were subjected to study. Descriptive statistics was used to determine the respondents’ cognitive ability level, psycho-sociological level, level of study habits, and college mathematics performance. The structural equation modeling (SEM) was then employed to test the structural model fit of the variables. Results show that the respondents have very satisfactory cognitive ability level based on high school GPA and college admission test. Their psycho-sociological and study habits levels were both slightly high. Their college mathematics performances were also in very satisfactory level. A structural equation model that best fit mathematics performance was determined. The latent variables - cognitive ability, psycho-sociological factors, and study habits have direct effects to the mathematics performance. It confirmed that college mathematics performance is not only influenced by cognitive ability but also by psycho-sociological characteristics and study habits of the students. It concludes that enhancing psycho-sociological characteristics and study habits of the students will also improve their college mathematics performance. For further research on mathematics performance, inclusion of other non-cognitive factors in the structural model is recommended.
2018
: The aim of this current research was to know the relationship between students’ scores from the school-based assessment and their readiness, motivation, and national examination scores. The method of this research was survey. The study involved 364 students from some of senior high schools in Ngawi. The data were analyzed using path analysis. There were four students who were considered outliers and should therefore be excluded in the study, resulting in the final data from 360 students. The results of this research showed that there was a direct relationship between students’ scores from the school-based assessment with students’ motivation and their scores in national examination, but there was no relationship between the school-based scores with students’ readiness. In addition, there was an indirect relationship between motivation and school-based scores with readiness. The research also indicated that there was a negative correlation between school-based scores with readiness...
2019
This preliminary study was conducted to determine a possible correlation between the entrance exam results of students under the College of Computing and Information Technologies (CCIT) – National University, Manila, Philippines, and their accumulated GWA and the number of units earned. A total of 213 student entrance exam results from 2012 to 2015 were used as data. The entrance exam results were divided into two sections as there was the old and new instrument used. The old instrument consisted of three areas namely, General Information, Mental Alertness, and Comprehension, whereas, the new instrument which was implemented in 2015 includes four areas namely, English, Math, Science, and Aptitude. Simple linear regression and Pearson Correlation using Stata were used to predict whether the academic performance of the students can be predicted through the entrance exam results and whether an association exists between the two variables. The test revealed that both instruments could s...