INTRODUCTION

The effects of no erasure policy pertains to how the students react or whether or

not it is has positive and negative feedback. According to Dale Turner, “It is the highest

form of self-respect to admit our errors and mistakes and make amends for them. To

make a mistake is only an error in judgment, but to adhere to it when it is discovered

shows infirmity of character.” Normally, especially when solving difficult mathematical

problems, students commit mistakes or errors when simplifying such equations but as

engineering students, minimizing inaccuracy is a must. One’s ability to commit mistakes

often can be controlled through the exercise of discipline.

The study is about how the policy affects the students in their math classes;

whether or not the students agree on the implementation of this policy and if they

approve the continuation of this program. This study does not pertain to students alone,

it also involves the teachers, who are the ones who implemented the policy. It also

features the teachers’ definition of this policy, whether or not the teacher agrees on this

practice, what are their stand concerning this rule, their students’ reaction, feedback and

results, and whether or not will they continue to carry out this policy for the upcoming

academic years.

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 In order to answer such inquiries, the researchers would like to conduct this

study out of the desire to uncover and know the different underlying reasons, factors,

and outcomes this policy to the students and as well as to the teachers. To know the

benefits and to help the students understand why this policy was implemented. Also,

this study highlights the point of view of the students and of the teachers about this

policy and how it affects their academic and real life.

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 DISCUSSION

Engineering is the application of science and mathematics. A degree in specializes

in solving problems which will be encountered in the following years. But, an

engineering student comes across thousands of mathematical problems in a form of

examination. Examinations are done and policies are imposed. This reason leads the

way for the researchers to conduct a study towards “No Erasure Policy” in math

classes.

This study is limited to the students enrolled to section Z1 and the selected math

teachers of Cebu Institute of Technology University. This utilizes the descriptive way

method. The Questionnaires were the main instruments of data collection supported by

verification with the respondents which further enriched the study.

Results show that most of the math teacher respondents seldom give examinations

and majority of them conduct “No Erasure Policy” in their classes. They conduct this

policy mostly in major examnations. The researchers include their own respond and

opinion towards the policy.

“My definition of No Erasure Policy is no erasure, no corrections, and no

superimposition on final answers. I agree having this policy because it trains the

students for future Board Exam. These policies affect my student’s examination scores

for those who are careless and unsure of their answers. My reason for conducting this

policy is to train students.” (Engr. Puracan, Karla Jane)

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 “I don’t agree with this policy, maybe in the future. But I have not done this in this

current semester. No Erasure policy does not necessarily affects my student’s

examination scores. I would like to impose no erasure policies on seatworks and

assignments since the students are given ample time and resources to answer

questions.” (Engr. Ferraren, Joselito U.)

“’My definition of No Erasure policy is no erasure on multiple choice items, no

superimposition, no alternation. I don’t agree having this policy because I myself make a

lot of errors and I know students do as well. But implementing would help them be more

accurate and precise when answering. No Erasure Policy affects my students

examination score. (Sir Sardan)

“For me the definition of No Erasure Policy is that final answer and final solutions

must have no erasures. I definitely agree with this policy. The beginning of the semester

it will affect my student’s examination score. Usually after the first quiz, later on they’ll

get used to it. The reason of conducting this policy, base on experienced as an

Electrical Engineer (Practitioner). It’s very important for a student to practice and follow

this very basic policy because in the field, Engineers have no room for mistakes. “No

Erasure Policy” enhances the students to harness their decision making skills. When

they are going to erase a decision and when not to. The problem is, when one has

made a decision already, he would not have a chance to change it almost all the time.

Facing the consequence shall be the last resort. Practicing the “No Erasure Policy” as

early freshmen year is one of the best tools an instructor can give to his students for

them to become Competitive Technologians and well equipped Engineers in the coming

years. (Engr. Sulima, Norman)

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 Majority of the teacher respondents have implemented the “No Erasure Policy” to

their examinations. Teachers who agreed that implementing this policy would help the

students to be more accurate and precise, and would train the students for their future

board exam. Teachers who disagreed said that they themselves commit errors and that

students commit as well. Results show that the policy affects students examination

scores according to the math teachers. Teachers’ reason for implementing this policy

stated the importance and the discipline of the policy.

The study shows that most of the student respondents often commit erasures during

math examinations. The math courses they have enrolled in always impose “No Erasure

Policy” during examinations. Based on the student responds, imposing the policy affects

their examination scores.

Result shows the students’ rate on the must factor of the “No Erasure Policy”

considered it moderate based on the majority number of respondents. Most of the

respondents claim that the policy contributed and negatively affected their academic

performance.

Most of the student respondents claim that “No Erasure Policy” is helpful and

relevant for an engineering student. They assume it as a disciplinary action and serves

as a training for the future board exam. Some respondents who does not agree believe

that it is natural for people to make mistakes.

The study shows that only less than a quarter of the students resist in imposing the

“No Erasure Policy”, which means majority of the student respondents insist to continue

this policy for the succeeding years.

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 CONCLUSION

For every policy, there is that certain goal and this goal can only be achieved by

following this policy. Obeying rules and policies is simply more than necessary. It was

found out that majority of the students are in favour and chose to have this “No Erasure

Policy” in Math classes for the succeeding years which means most of them believes

that it is truly necessary to have and observe policies.

Based from the data gathered, presented below is the response of the students

to whether have this “No Erasure Policy” for the succeeding years or not.

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Figure 1. The students’ stand on having this policy for the succeeding years

According to the graph, more than 75% of the class agreed to have this policy for

the succeeding years as a student. Many have said that this policy serves as training

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for a student to be more accurate and precise in decision-making. This also serves as

an early practice and a preparatory for future major examinations like Board Exam.

Nowadays, policies are often misinterpreted by some people. Misinterpretation

caused by their difficulties dealing with such policies. The study was able to ascertain

that most of the students always have erasures in their examinations, least in major

exams and most in seatworks and quizzes.

The figure below shows how often students commit erasures in their

examinations.

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Figure 2. The frequency (%) of having erasures during exams made by students

The graph shows how often students commit erasures during examinations.

None of them said never which is quite odd because this just proved that all of them

commit mistakes. Most of the students answered always which means majority have

difficulties following this policy.

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 In the field of academe, policies were never gone. Based on the data gathered, it

was discovered that “No Erasure Policy” creates a big difference and a huge impact to

the academic performance of a student. It was found out that majority of the class said

that the policy often affects their scores in examinations. When the students were

asked if the policy has a contribution to their academic performance, it was also found

out that at a rate of 1-5 with 5 as the highest, most of the students answered 3. When it

comes to the relevance of this policy for an engineering student, most of them said yes

which would mean “No Erasure Policy” is indeed helpful and relevant especially for an

engineering student.

The graphs below show how “No Erasure Policy” influences their academic

performance as a student.

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Figure 3. The rate in which “No Erasure Policy” affects students’ in their academe

The chart shows that the superiority of the class’ academic performance is often

affected by “No Erasure Policy”.

A policy is a temporary creed liable to be changed, but while it holds good, it has

got to be pursued with apostolic zeal (Mahatma Gandhi). Students display a need of

time for adjustments, a perfect time to make stable and certain decisions. When the

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need of time to adjust become so long, students will have a difficult time facing rules

and disciplines which may result to distraction and disappointment, then the time will

come where this converts into hatred to everything about the subject which is mainly the

root of having low grades.

Based on the findings of the study, it reveals that majority of the students are not

always, but often affected by “No Erasure Policy”, which proves that this policy takes a

big part in their whole life as a student. This is evident in the researchers’ study and

basically approved that “No Erasure Policy” does have an effect to the academic

performance of a student.

BIBLIOGRAPHY

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Olletron Mike. Mathematics Teacher’s Handbook. 80 Maiden Lane, Suite 704, New
York, NY 10038, 2009, pp. 21-33; 35-38

Hetherington E. Mavis; Parke Ross D.; Gauvian Mary. Child Psychology. Avenue of the
Americas, New York, NY, 10020, 2006, pp. 17-19; 41.

MathScape; Seeing and Thinking Mathematically. Avenue of the Americas, New York,
NY, 10020, 1998, pp. 13-20.

Shaughnessy John J.; Zechmeister Eugene B.; Zechmeister Jeanne S. Research

Methods in Psychology. 1221 Avenue of the Americas, New York, NY, 11211, 2003, pp.
332-340.

https://www.vocabulary.com/dictionary/examination

https://www.enotes.com/homework-help/what-meaning-mathemathics-131187

https://dictionary.cambridge.org/dictionary/english/policy

APPENDIX

FOR STUDENTS

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 Course Requirement in ENG012

No Erasure Policy in Math Classes

I.

Never Seldom Often Always

1. How often do
you have erasures
during Math
exams?
2. Does your Math
Courses apply “No
Erasure Policy?”
3. Does “No
Erasure Policy”
affect your exam
scores?

II .

1. What is your Midterm Grade for this semester?

_____ 5.0-4.5 _____4.0-3.5

_____4.5-4.0 _____3.5-3.0 _____3.0-below

2. Do you consider “No Erasure Policy” as a must? Rate from 1-5.

_____

3. Do you think this policy has a contribution to your academic performance? Rate from 1-5.

_____

4. Do you think “No Erasure Policy” is helpful and relevant for an engineering student? State your
reason.
_____________________________________________________________________________________
_____________________________________________________________________________________

5. Do you want this policy to continue for the succeeding years as a student? State your reason.

Yes _____ No______

_____________________________________________________________________________________
_____________________________________________________________________________________

FOR TEACHERS
Course Requirement in ENG012

No Erasure Policy in Math Classes

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This questionnaire serves as information for the researcher’s data in conducting the research paper.

As an introduction, the researcher would like to know what specific Math courses you are handling. Put a () in
the box that corresponds to your answer.

Math 111

Math 112

Math 113

Math 114

Math 115

1. How often do you give examinations/activities in your class?

_____Always _____Seldom _____Often _____Never

2. Do you conduct “No Erasure Policy” in your class?

_____Yes _____No

3. On what type of exams do you conduct this policy?

_____Seatwork _____Major Exam _____Quizzes

4. How long does your examination/quiz usually last?

_____1hr-45min _____30min-20min

_____45min-30min _____ 20min-10min

5. What is your definition of No Erasure Policy?

_______________________________________________________________________________

_______________________________________________________________________________

6. What is your position/stand upon having this “No Erasure Policy in Math Classes”? Are you in favor of
implementing this policy in your class?
_____________________________________________________________________________

_____________________________________________________________________________

7. Does no erasure affect your student’s examination score?

_____________________________________________________________________________

______________________________________________________________________________

8. What is your reason for conducting the No Erasure Policy?

___________________________________________________________________

CURRICULUM VITAE

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PERSONAL BACKGROUND

Name : Gell Mark T. Credo

Address : CRCI Compound, Barangay Apas,
Cebu City Cebu City
Date of Birth : September 12, 1998
Sex : Male
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary
Bachelor of Science in Industrial Engineering – First Year
Cebu Institute of Technology- University
N. Bacalso Avenue, Cebu City
2015 - Present

Secondary
Apas National High School
Omega Street, Apas, Cebu City
2014 - 2015
Primary
Barrio Luz Elementary School
Archbishop Reyes Avenue, Cebu City
2010 - 2011
PERSONAL BACKGROUND

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Name : Christhel May Pueblas
Address : 1575 Sudlon, Lahug, Cebu City
Date of Birth : May 20, 1998
Sex : Female
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary
Bachelor of Science in Chemical Engineering – First Year
Cebu Institute of Technology- University
N. Bacalso Avenue, Cebu City
2015 - Present

Secondary
: Apas National High School
: Omega Street, Apas, Cebu City
: 2014-2015
Primary
: OPRRA Elementary School
: OPRRA Kalunasan, Cebu City
: 2010-2011

PERSONAL BACKGROUND

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Name : Roda Gayle P. Rañada
Address : CCC Compound, Don Andres Soriano,
Toledo Toledo City
Date of Birth : July 12, 1998
Sex : Female
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary
Bachelor of Science in Chemical Engineering – First Year
Cebu Institute of Technology- University
N. Bacalso Avenue, Cebu City
2015 - Present

Secondary
De La Salle Andres Soriano Memorial College
Don Andres Soriano, Toledo City
2014 - 2015

Primary
Pardo Elementary School
Kinasang-an Pardo, Cebu City
2010 - 2011

PERSONAL BACKGROUND

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Name : Christine Jean C. Rico
Address : Ramona Village, Dumlog, Talisay City
Date of Birth : September 26, 1998
Sex : Female
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary
Bachelor of Science in Chemical Engineering – First Year
Cebu Institute of Technology- University
N. Bacalso Avenue, Cebu City
2015 - Present
Secondary
Talisay City National High School
Poblacion, Talisay City, Cebu
2014 - 2015

Primary
Talisay City Central School
Poblacion, Talisay City, Cebu
2010 - 2011

PERSONAL BACKGROUND

Name : Claire Therese A. Talandron

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Address : Ecology, Tangke 2, Naga City
Date of Birth : March 18, 1999
Sex : Female
Civil Status : Single
Religion : Baptist

EDUCATIONAL BACKGROUND

Tertiary
Bachelor of Science in Chemical Engineering – First Year
Cebu Institute of Technology- University
N. Bacalso Avenue, Cebu City
2015 – Present

Secondary
Exceed Learning Center
South Poblacion, City of Naga
2014 - 2015

Primary
Naga City Central School
Ecology, Tangke 2, Naga City
2010 - 2011

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