PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY

Nalsian, Calasiao, Pangasinan, Philippines, 2418

ISO 9001:2015 CERTIFIED, Member: Philippine Association of Colleges and Universities (PACU), Philippine Association of Maritime Institutions
(PAMI)
SYLLABUS FOR BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY (BSIT)
(Effective School Year 2018-2019)
DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)
(Quantitative Methods)

PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s professional growth and development.
VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge, attitudes, values, and skills and who are
globally competitive in their chosen profession ever ready to render quality services.
MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced research oriented learning environment that
develops critical and creative thinking for maximum development of individual’s talents and capabilities.
INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally, emotionally, socially, spiritually and
morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in life.
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values who are mature, productive, self-
reliant, responsible and self-disciplined citizens.
SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower needed for the economic development in
the national and international levels.
CORE VALUES
P Professionalism
H High Spirituality
I Integrity
L Love of Humanity
C Compassionate and Competent
S Solidarity
T Transformative
Issue Date June, 2019 Prepared by: Reviewed by: Recommended by: Approved by:
________________________ __________________________ __________________________ __________________________
Revision College of Computer Studies Gwen Joy C. Tandoc, MIT Engr. Charo G. Almonte, MIT Engr. Raul B. Gironella, DMin
3
Status Instructor Department Head College Dean VP for Academic Affairs/QAM
Revision
June, 2019
Date

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 COLLEGE OF COMPUTER STUDIES
MISSION STATEMENT
In line with the Philippine College of Science and Technology Vision, Mission, and Objectives, the College of Computer Studies is strongly committed to direct and operate its
program through the following objectives.
GENERAL OBJECTIVES
To produce globally competitive Computer Science and Information Technology graduates with quality professional skills and competencies that are imbued with high moral
character in the practice of the profession within national and international standards.
SPECIFIC OBJECTIVES
The above goal will be achieved through the following specific objectives:
1. To enhance the training of the students on the theoretical skills in computer science and information technology.
2. To provide the students with adequate knowledge and technical skills in the conduct of research oriented application of theories and principles in dealing with laboratory
problems and exercises, computer system and design, program software and projects.
3. To equip students with social awareness and concern with a high sense of responsibility in the conduct of research and adoption of current and new technology to
render quality services.
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY
INSTITUTIONAL OUTCOMES
A graduate of Philippine College of Science and Technology should:
1. Exercise leadership in the practice of the profession;
2. Demonstrate professional and social responsibilities;
3. Pursue lifelong learning for continuous development; and
4. Possesses creativity and critical thinking skills to become globally competitive guided with values of integrity and honesty
PROGRAM OUTCOMES (PO’s)
A Bachelor of Science in Computer Science graduates of PhilCST should be able to:
1. Apply knowledge of computing, science, and mathematics appropriate to the discipline.
2. Understand best practices and standards and their applications.
3. Analyzed complex problems, and identify and define the computing requirements appropriate to its solution.
4. Identify and analyze user needs and take them into account in the selection.creation, evaluation and administration of computer-based systems.
5. Design, implement, and evaluate computer-based systems, processes, components, or programs to meet desired needs and requirements under various constraints.
6. Integrate IT-based solutions into the user environment effectively.
7. Apply knowledge through the use of current techniques, skills, tools and practices necessary for the IT profession.
8. Function effectively as a member or leader of a development team recognizing the different roles within a team to accomplish a common goal.
9. Assist in the creation of an IT project plan.
10. Communicate effectively with the computing community and width society at large about complex computing activities through logical writing, presentations, and
clear instructions.
11. Analyze the global impact of computing information technology on individuals, organizations and society.
12. Understand professional, ethical, legal, security and social issues and responsibilities in the utilization of information technology.
13. Recognize the need for and engage in planning self-learning and improving performance as a foundation for continuing professional development.

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COURSE CODE : MS102
COURSE DESCRIPTIVE TITLE : Quantitative Methods PREREQUISITE : None
LECTURE CONTACT LABORATORY CONTACT
COURSE CREDITS : 3 Units : 3 hours : None
HOURS / WEEK HOURS / WEEK
This course provides tools and techniques that are widely applied in a variety of fields in business such as corporate
management, investment banking, consulting, information technology, finance, economics and marketing. This concentration
COURSE DESCRIPTION : focuses on applied problem-solving methodologies where quantitative models are built and used to facilitate the decision-
making process. In addition, the courses in this concentration are designed to offer a fine balance between depth and breadth,
relevance and rigor, critical and analytical thinking.
After completion of the course, the student should be able to:
CO1: Use appropriate mathematical tools for decision making.
COURSE OUTCOME/S
: CO2: Implement mathematical methods in IT solutions to problems.

PROGRAM OUTCOMES ADDRESSED INTRODUCTORY ENABLING DEMONSTRATIVE

PO2 Understand best practices and standards and their applications X
Analyzed complex problems, and identify and define the computing
PO3 X
requirements appropriate to its solution
PO6 Integrate IT-based solutions into the user environment effectively. X
D
TEACHING / LEARNING ASSESSMENT (METHOD/TASK) REFERENCES / EQUIPMENT /
LEARNING OUTCOMES (LO’s) TOPICS
ACTIVITIES (TLA’s) (AT’s) MATERIALS USED

1. State the objectives, Orientation; discussion of Prelim Recitation #1A which will Professional Ethics and Values
activities, and course goals and expected cover topics discussed in the Education Detailed Teaching
requirements of the outcomes; discussion of orientation1 Syllabus and Instructional
course. course policies, grading Guide; Student Handbook
system

 Identify some of the key 1. Understanding Quantitative
elements of problem Information
solving 1.1 Quantitative Approach.
 Demonstrate a 1.1.1 Problem solving
knowledge of data 1.1.2 Methodology
sources including those 1.1.3 Models
that are Internet based 1.1.3 Measurement
1.1.4 Scoring models
Instructor's Activities  Prelim Assignment #1 –  Jon Curwin, Roger
 Discuss the structural Research what is the Slater and David
approach to problem- importance of quantitative Eadson, Quantitative
solving methods and benefits of Methods For Business
 Contrast quantitative Decisions, 7th edition
quantitative methods.
and qualitative  Quantitative Methods
 Prelim Quiz #1 Quiz on
approaches Professor David
quantitative approach
Targett

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 Explain the difference 1.2 Managing Data.  Solve real problems  Prelim Quiz 2:  Teaching Aids:
between random and 1.2.1 Issues of data collection and use these models Quiz regarding managing data Whiteboard, Pentel
quota survey design 1.2.2 Published sources to look for improved  Prelim Quiz 3 – Quiz pen, multimedia
methodologies 1.2.3 Internet sources solutions. regarding survey presentation
1.2.4 A census or a sample  Discuss the issues of methods  SPSS and Excel
1.2.5 Market research data collection Software
 Demosnstrate the
 Check-Up Examination-
difference between
Multiple- Choice and Problem
1.3 Survey Methods. random and quota
Solving Examination which
1.3.1 Probability sampling survey design
covers topics 1, 1.2 and 1.3
1.3.2 Non-probability sampling methodologies
1.3.2 Survey design  Time Allotment
1.3.3 Questionnaire design Students' Activities
9 hours lecture
 Explain structural
approach to
problem-solving
 Discussion questions
 Exercises questions
 Online collaboration

 Construct appropriate 2. Describing Data Instructor's Activities  Prelim Quiz #4 Quiz on  Jon Curwin, Roger
tables for different types 2.1 Presentation of Data.  Discuss main tables, presentation of data Slater and David
of data. 2.1.1 Raw data charts and diagrams  Graded Recitation on Eadson, Quantitative
 Explain the relationship 2.1.2 Tabulation of data that are used for measures of location Methods For Business
between the measures of 2.1.3 Presentation of categorical presenting data, and  Prelim Assignment # 2 - Decisions, 7th edition
location. data  Quantitative Methods
to give a critical Common examples of
 Use the concept of 2.1.4 Presentation of continuous Professor David
awareness of when measures of statistical
variability to better data Targett
understand survey data. 2.1.5 Graphical representation they might be useful dispersion
 Teaching Aids:
 Understand the concept  Discuss the  Prelim Quiz #5 Quiz on
Whiteboard, Pentel
of index numbers. 2.2 Measures of Location. relationship between index of numbers
pen, multimedia
2.2.1 Raw data the measures of
presentation
2.2.2 Tabulated (ungrouped) location
SPSS Software
discrete data  Solve problems
 Construct appropriate 2.2.3 Tabulated (grouped) involving weighted
tables for different types continuous data means
of data. 2.2.4 Other measures of
location
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 Explain the relationship 2.2.5 Relationships between  Solve problems  Preliminary Examination-
between the measures of averages involving mean, Multiple- Choice and
location. median, quartiles and Problem Solving
 Use the concept of 2.4. Measures of Dispersion mode for grouped Examination which covers
variability to better 2.4.1 Measures data measures of location,
understand survey data. 2.4.2 Raw data
 Solve problems measure of dispersion and
 Understand the concept 2.4.3 Tabulated data
involving mean, index numbers.
of an index number 2.4.4 Grouped data
2.4.5 Relative measures of median, quartiles and
dispersion mode for raw data
2.4.6 Variability in sample data Students' Activities  Time Allotment
 Explain how to 9 hours lecture
2.5 Index Numbers. interpret index
2.5.1 Interpretation of an index numbers
number  Discussion questions
2.5.2 Construction of index  Exercises questions
numbers  Online collaboration
2.5.3 Weighting of index
numbers

PRELIMINARY EXAMINATION

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 Solve a range of problems 3. Measuring Uncertainty Instructor's Activities  Midterm Assignment #1 –Basic  Jon Curwin, Roger
involving probability 3.1. Probability  Discuss the concept Concept and definition of Slater and David
3.1.1 Basic relationships in of probability probability Eadson, Quantitative
probability  Solve a range of  Midterm Quiz #1 – Quiz on Methods For Business
3.1.2 Probability trees problems involving Basic relationships in Decisions, 7th edition
3.1.3 Expected values probability probability
 Quantitative Methods
3.1.4 Decision trees  Discuss conditional  Midterm Recitation #1 – Venn
Professor David
3.1.5 Bayes’ theorem probability Diagram
Targett
 Discuss mutually  Midterm Quiz #2 – Mutually
 Teaching Aids:
exclusive events and exclusive events
Whiteboard, Pentel
 Describe a uniform 3.2 Discrete Probability independent events  Midterm Quiz #3 – Non-
pen, multimedia
distribution Distribution. mutually exclusive events
presentation
3.2.1 Probability distributions  Midterm Quiz #4 – Discrete
SPSS Software
3.2.2 Discrete probability probability distributions
distributions  Midterm Quiz #5 – Standard
Normal distribution

Students' Activities
 Apply the Normal 3.3 The Normal Distribution.  Construct a  Middterm Examination –
distribution to discrete 3.3.1 Characteristics of the probability tree Multiple- Choice and Problem
data Normal distribution  Solve problems in Solving Examination on Basic
3.3.2 Standard Normal standard Normal relationships in probability,
distribution distribution Probability distributions and
3.3.3 Combinations of variables  Discussion questions Normal Distribution
3.3.4 Normal approximations  Exercises questions
 Online collaboration

 Time Allotment
18 hours lec

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 Determine confidence 4. Using Statistical Inference
intervals for the 4.1 Samples, Estimation and
difference between Confidence Intervals.
sample means and 4.1.1 Statistical inference
sample percentages 4.1.2 Sampling Distributions
 Understand and apply the 4.1.3 Estimation – inference
concept of a significance test about a population
 Understand when it is more 4.1.4 Confidence interval for the
appropriate to use a non-
population mean
parametric test
4.1.5 Confidence interval for a
population percentage
4.1.6 Difference between
means of independent samples
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MIDTERM EXAMINATION
Instructor's Activities  Final Quiz #1 – Samples,  Jon Curwin, Roger
 Discuss a confidence Estimation and Confidence Slater and David
interval for a sample Intervals Eadson, Quantitative
mean and percentage  Final Quiz #2 – Sampling Methods For Business
 Solve population Distributions
Decisions, 7th edition
parameters  Final assignment # 1 -
 Quantitative Methods
 Discuss t-distribution Difference between means
of independent samples Professor David
 Discuss confidence
 Final assignment # 2 - Targett
intervals for the
Significance testing using  Teaching Aids:
difference between
confidence intervals Whiteboard, Pentel
sample means and
pen, multimedia
sample percentages
presentation
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 Describe the link between 4.1.7 Finite population Students' Activities  Final Quiz #3 – t-  SPSS Software
regression and correlation correction factor  Discuss Normal distribution
 Understand the 4.1.8 t-distribution distributed  Final assignment # 3 -
assumptions and populations Finite population
problems associated with  Recitation on central correction factor
regression analysis 4.2. Significance Testing limit theorem
 State the factors which 4.2.1 Significance testing using  Discussion questions  Time Allotment
make up a time series confidence intervals  Exercises questions 9 hours lec
4.2.2 Hypothesis testing for  Online collaboration
single large samples
4.2.3 One-sided significance
tests
4.2.4 Types of error
4.2.5 Hypothesis testing with
two large samples
4.2.6 Hypothesis testing with
small samples

4.3. Non-Parametric Tests.

4.3.1 Chi-squared tests

 Describe the link between 5. Relating Variables Instructor's Activities

regression and correlation and Predicting Outcomes  Discuss Correlation
 Understand the 5.1. Correlation and Simple and Simple
assumptions and Regression Analysis Regression Analysis
problems associated with 5.1.1 Measuring linear  Solve population
regression analysis association parameters
 State the factors which 5.1.2 Regression analysis  Discuss t-distribution
make up a time series 5.1.3 Simple linear regression  Discuss confidence
5.1.4 Predictions from the intervals for the
regression line difference between
5.1.5 Regression analysis using sample means and
Excel sample percentages
5.1.6 Interpretation  Discuss the factors
5.1.7 Non-linear relationships which make up a time
series

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 5.2. Multiple Regression Students' Activities  Final Examination –  Jon Curwin, Roger
Analysis.  state the factors Multiple- Choice Slater and David
5.2.1 Multiple regression model which make up a time Examination and problem Eadson, Quantitative
5.2.2 Effects of adding variables series solving examination on Methods For Business
5.2.3 Investigating the  Discussion questions Correlation and Simple Decisions, 7th edition
assumptions  Exercises questions Regression Analysis,  Quantitative Methods
5.2.4 Analysis of a multiple  Online collaboration Multiple Regression Professor David
regression model
Analysis and Time Series. Targett
5.2.5 Using multiple regression
 Teaching Aids:
models
 Time Allotment Whiteboard, Pentel
pen, multimedia
5.3. Time Series.
9 hrs lec presentation
5.3.1 Time series models
 SPSS Software
5.3.2 Predictions
5.3.3 Developing models for
short-term forecasts

Conduct/Perform Course Outcome Assessment CS101

FINAL EXAMINATION

The final course grade will be computed according to the following formula:

1. The passing standard shall be the grade of 50%. To get the percentile grade, the number of correct answers called raw score shall be divided by the total number
of test points and multiplied by 100. Percentage (%) is used in determining and expressing a student’s raw scores in all assessments. The table below shows a
sample of the range of percentage marks and their corresponding equivalents.
2. The five point grading scale is use to indicate the result of the assessment as shown below.

PERCENTAGE GRADE LETTER GRADE DESCRIPTIVE RATING FIVE POINT GRADING REMARKS
90% – 100% A Excellent 1.0 Meets minimum competence with exceptional score
80% – 89% B Very Good 1.5 Meets minimum competence with over and above average score
70% – 79% C Good 2.0 Meets minimum competence with above average score
60% – 69% D Satisfactory 2.5 Meets minimum competence with average score
50% – 59% E Passed 3.0 Meets minimum competence
0% – 49% F Failed 5.0 Does not meet the minimum competence

COURSE POLICIES: (Requirements)

A. Attendance Procedure: Attendance will be taken at the beginning of each class using the CLASS CARD which is issued to each student upon enrolment. Students
are expected to attend every class. Students are responsible for all material covered during any absence and assignments must be completed by the due date
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 for credit. The absence of more than twenty percent of the required number of meetings in lectures and/or laboratory will result in a “DROPPED” grade (DRP).
Missed exams will require proof of extenuating circumstances for any make-up consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell phone to discuss how you will keep up
with the coursework assignments and complete the Laboratory Experiments.
C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts and formulae of the assigned chapter.
During the discussion, a quiz about the basic concepts of each chapter will be given. The student is expected to read one chapter and solve the assigned problems
each week. This will require an average of five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading
and the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and applications of the material
covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example, to misrepresent another person’s
words or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and paste material from another document or from the internet, to accept
help on a test or to obtain advanced information or confidential test materials, or to act in a way that might harm another student’s chance for academic
success. When the instructor believes that a student has failed to maintain academic honesty, he or she may be given an “F” grade, either for the assignment,
laboratory report, quiz, examination, or the course depending upon the severity of the offense.
CORRECTIVE ACTIONS: (Remedial Assessment)
1. Any student that fails on category 1 assessment (written assessments) is not allowed to take remedial assessment unless there is a valid reason such as sickness
which must be supported by a medical certificate. The remedial assessment if proven valid must be given as soon as possible (at least one week after the
students have submitted the supporting documents).
2. Any student that fails on category 2 assessment (practical assessment) is subject for remedial assessment after one week of the first assessment.

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