Luna Colleges, Inc.

Lopez Jaena St., Amistad Tayug, Philippines

THE IMPACT OF REVIEW CENTERS

ON THE COLLEGE EXAMINEE’S

CONFIDENCE

Requirement for

ADVANCE EDUCATIONAL STATISTICS

Submitted by

APRIL ROSE V. SALVADOR

Semester

2020-2021

Submitted to

PROFESSOR PRIMA R. SILVESTRE

APRIL ROSE V. SALVADOR

 CHAPTER I

This chapter presents the introduction, background study, theoretical framework,

conceptual framework, statement of the problem, objective, significance of the study, and

definition of terms.

Introduction

Accomplishing students’ dreams by achieving their aspired degrees in order to be a

successful individual mostly depends on the universities that they are going to for college, but all

of these would be far from the inevitable if they would fail to pass one thing—College Entrance

Tests.

College Entrance Tests (CETs) are one of the important and principal things that most of

the Senior High School students prioritize for they serve as the key to enter the most elite and

prestigious universities in the country. These examinations are used to determine a high-school

graduate’s preparation for a course of studies in college.

The requirement of College Entrance Tests started in 1972 during the regime of late

president Ferdinand Marcos when the Presidential Decree No. 146 was passed to maintain the

highest quality of education by requiring all high school graduates to pass the National College

Entrance Examination (NCEE) before enrolling to any post-secondary degree program. But

afterwards, the prerequisite of all high school graduates to pass the said test was abolished and

enhanced by only applying to students who plan to enter colleges or universities with

examinations now in the form of CETs.

With these tests being vital factors that will determine students’ potential academic

success in college, and with the pioneering batch of the Senior High School entering the

APRIL ROSE V. SALVADOR

country’s top universities after successfully finishing the K-12, these place burden and pressure

upon the current grade 12 students of the academic year 2020-2021, including those in the Early

Christian College of Arts and Technology Incorporated. However, with planning and

preparation, there is no need for these tests to be a pressure-inducing experience by boosting the

confidence of the students in passing CETs.

Background Study

Enrolling in review centers has been a trend for the past years for they are institutions

known to help students in passing some of the country’s hardest entrance tests such as the

University of the Philippines College Admission Test (UPCAT), Ateneo College Entrance Test

(ACET), DLSU College Admission Test (DCAT) and University of Sto. Tomas Entrance Test

(USTET) by helping them recall and review the important lessons they had in high school for the

past six years.

According to Association for Psychological Science (APS), many students are being left

behind by an educational system that is in crisis. They have been developing and evaluating the

efficacy of the modern methods for more than 100 years and some effective techniques are

underutilized. These effective and easy-to-learn techniques are what most review centers can

provide and most schools cannot.

With CETs being taken by most of the grade 12 students, and with the increasing trend of

enrolling in review centers, the researcher conducted this study in order to find out how enrolling

in review centers affected the confidence of the grade 12 students of Early Christian College of

Arts and Technology Incorporated in the Academic Year 2020-2021 in taking CETs. The

researcher came up with the idea to conduct the study for it will be beneficial to Early Christian

APRIL ROSE V. SALVADOR

College of Arts and Technology Incorporated’s grade 12 students in improving their chances in

passing in the country’s top universities.

Theoretical Framework

This presents the theory used as a guide and as a support of the research study.

Review centers are intended to refresh and enhance the knowledge, competencies and

skills of students through helping them remember their lessons by teaching them efficient

techniques and by giving them helpful tips to answer examination questions (Dr. Casiple, 2014).

In a way, these equip and help students increase their preparation in taking College Entrance

Tests (CETs). But did enrolling in review centers really had to do something with a student’s

confidence in taking such examinations?

Albert Bandura, a Canadian psychologist, developed Social Cognitive Theory in 1977.

He enhanced this theory and renamed it into “Social Learning Theory (SLT)” on 1986 to better

describe and explain how we learn and behave from our social experiences.

SLT posits that people learn from one another and from the environment via observation,

imitation, and modeling. The theory serves as a “bridge” between behavioral learning theory

(which assumes that learning is based on responses to environmental stimuli) and cognitive

learning theory (which believes that learning is influenced by psychological factors) because it

encompasses learning, memory, and motivation from social interactions and from the

environment.

This led Bandura in proving that humans are active information processors for they

acquire knowledge and behavior through social and observational learning, and that for their

APRIL ROSE V. SALVADOR

learning to efficiently occur, it has to achieve four requirements: attention, retention,

reproduction, and motivation.

These four requirements are what review centers can provide. They are giving

information through mnemonics that are easier to remember and mostly grab the attention of the

reviewees. They are repeating the lessons and the basics until the reviewees get used to it,

resulting into retention of information. They are reproducing the observed learning by letting

the students demonstrate and practice it through answering assessment tests, practical tests, and

simulations. And they are providing motivation by giving rewards or praise when students show

improvement. With review centers achieving these four requirements of learning, it is indeed that

somehow, they create an effect in the confidence of college entrance examinees.

Confidence is defined as the belief in one's self and one's ability to succeed and is the

feeling of certainty of yourself and your abilities in a realistic and secure way. Possessing this

belief and feeling will really be beneficial especially in taking examinations like the CETs.

If review centers fulfill the four requirements of learning and provide students with an

environment and a social interaction with their teachers and their classmates where they can both

learn from, therefore they increase the reviewees’ beliefs and certainty in their selves and in their

abilities to succeed or in other words, their confidence.

Hence, Albert Bandura’s Social Cognitive Theory was a helpful theoretical framework

for this study and can be used as a basis and as a guide to accurately find out how enrolling in

review centers affected the confidence of the grade 12 students of Early Christian College of

Arts and Technology Incorporated in the academic year 2020-2021 in taking CETs.

Significance of the Study

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 The study concentrated on explaining and finding out how enrolling in review centers

would affect the confidence of the grade 12 students of Early Christian College of Arts and

Technology Incorporated in Academic Year 2020-2021 in taking various College Entrance Tests

(CETs). Furthermore, the results of the research will be advantageous to the following:

Respondents. The grade 12 students of Early Christian College of Arts and Technology

Incorporated, who were also the respondents of the study, will be the most advantageous with the

results of this research for they will have an understanding about how much positive or negative

enrolling in review centers can affect their confidence in taking CETs that can help increase their

chances of passing in their desired universities.

Other Students. Just like the respondents, other students will also be benefited as they

will know the importance and insignificance of enrolling in review centers as it plays a vital role

in succeeding in their aspired universities.

Teachers/Educators. The findings of this research can help teachers to know what parts

of their teaching methods can be improved and motivate them to find out what are the effective

techniques that they can use to help their students boost their confidence in taking CETs.

Parents. Most of the students’ enrollment fees for review centers are mainly provided by

their parents, and they would be benefited to the findings of this research for they would know if

enrolling in review centers is really worth it in increasing their child’s confidence in taking

CETs.

School Administration. The whole administration of Early Christian College of Arts and

Technology Incorporated, can use the findings of this study as basis on how they could enhance

APRIL ROSE V. SALVADOR

their lesson plans and the training of their employees to be able to help more in increasing the

confidence of the grade 12 students in taking CETs.

Other Schools. Just like the administration of Early Christian College of Arts and

Technology Incorporated, other schools may also use this as basis on how they can further

improve and raise the level of their teaching to help their students increase their confidence in

taking entrance examinations.

Review Centers. The research will be beneficial to review centers because they can use

the findings of this study as bases to know what areas should they focus on and improve more to

help the college entrance examinees boost their confidence in taking CETs.

Department of Education. Even the DepEd will be advantageous to the findings of this

study for they can use it as a reference on how they should change or adjust the lessons in the K-

12 Curriculum to have a positive effect on the students’ possessed knowledge that will be useful

in taking CETs.

Future Researchers. The results of the study will be favorable and helpful as a reference

material and as a model or example for future researchers who will conduct a research that is

related to the topic of this study.

Conceptual Framework

This part visually shows the series of steps that the researcher conducted in discovering

the answer to the dilemma of the study.

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 INPUT PROCESS
Evaluation of Their
Demographic Profiles Confidence in Taking CETs
of Grade 12 Students Assessment of Their
Who Took Review Demographic Profiles
Centers Survey
Gathering of Data
Data Analysis
Tabulation of Gathered
Data Analysis
OUTPUT
Effects of Enrolling in
Review Centers on College
Entrance Examinees’
Confidence
Recommendations and
Suggestions for the
Improvement of Enhancing
Grade 12 Students’
Confidence in Taking
CETs

Figure 1. Process in Finding Out How Review Centers Affect College Entrance

Examinees’ Confidence

The main concern of this study was to explore the effects of enrolling in review centers in

college entrance examinees’ confidence. The conceptual paradigm showed the process on how

the researcher measured and found out the effects of review centers in the confidence of grade 12

students of Early Christian College of Arts and Technology Incorporated in the academic year

2020-2021 in taking CETs.

The grade 12 students who enrolled in review centers, and their demographic profiles

were the inputs of the research for both were needed and used to obtain desired results of the

study. The students were asked to answer an evaluation with questions regarding their

confidence in taking CETs, and a survey with questions regarding their profiles and their

suggestions. The data from the two were gathered and analyzed and were presented in tables and

figures for better interpretation. These were then used to discover the effects of enrolling in

review centers on college entrance examinees’ confidence and to formulate recommendations

APRIL ROSE V. SALVADOR

and suggestions for the improvement of enhancing grade 12 students’ confidence in taking

CETs.

Statement of the Problem

The study is focused on finding out how enrolling in review centers would affect the

confidence of the grade 12 students of Early Christian College of Arts and Technology

Incorporated in the academic year 2020-2021 in taking College Entrance Tests (CETs).

Specifically, it aimed to answer the following questions:

1. What is the demographic profile of the grade 12 students in terms of:

1.1. their parents’ educational attainment

1.2. their social status

1.2. their estimated general average of their grade in grade 11

2. How do review centers affect the confidence of the grade 12 students of Early Christian

College of Arts and Technology Incorporated in the academic year 2020-2021 in taking

College Entrance Tests (CETs)?

3. Do the teaching methods of the faculty of Early Christian College of Arts and

Technology Incorporated affect the decision of grade 12 students on enrolling in review

centers?

4. What improvements or adjustments might be done by the faculty of Early Christian

College of Arts and Technology Incorporated and the grade 12 students to enhance their

confidence in taking College Entrance Tests (CETs)?

Objectives:

APRIL ROSE V. SALVADOR

 To increase the awareness and preparedness of grade 12 students for College Entrance

Tests.

 To determine how enrolling in review centers would affect the confidence of the grade 12

students.

 To benefit the grade 12 students in improving their chances in passing in the country’s

top universities.

Definition of Terms

This part presents the operational definition of important words used in the study.

Causal Research Design. It is used to measure the impact of an independent variable has

on the other variable.

CETs. Also known as College Entrance Tests. These are examinations that some

educational institutions conduct to select prospective students for admission.

Degree. The level of achievement recognized for a student who has completed a course

of study at a college or university.

Efficacy. The ability to produce a desired or intended result.

Entrance examinees. These are the grade 12 students who are taking CETs.

Executive Order No. 566. A law that required the creation of Review Centers in order to

aid the students in passing CETs.

Experimental Design. A design which refutes or supports a hypothesis using a statistical

analysis.

Factor. A circumstance, fact, or influence that contributes to a result.

Inevitable. A situation or something that is certain to happen.

APRIL ROSE V. SALVADOR

 NCEE. National College Entrance Examination. It is a compulsory examination taken by

all high school graduates back in the regime of late President Marcos.

Non-equivalent Control Group. A design in which a treatment group and a compared

group are compared using posttest measures.

Purposive Sampling. A sampling that employs a procedure in which samples are chosen

for special purpose.

Quasi-Experimental. A design, upon which variable is tested, that involves selecting

groups without any random pre-selection processes.

Quota Sampling. The gathering of representative sample from a group based on certain

characteristics of the population chosen by the researcher,

Reproduction. The ability to multiply or reproduce the acquired information.

Republic Act No. 7731. An act abolishing the National College Entrance Examination

(NCEE), which gave way to the creation of CETs by some universities.

Retention. The continued possession, use, or control of knowledge or information.

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 CHAPTER III

METHODOLOGY

This chapter presents the methods and techniques to be used, population and samples of

the study, instruments of the study, data gathering procedure, and data processing and statistical

treatment.

Methods and Techniques Used

This study made use of the Quantitative Method to objectively discover answers that

helped resolve the problems of this research and to accurately provide more reliable findings

since every information that were gathered were standardized and subjected to statistical

treatment to reduce bias, thus increasing the validity of the research findings. This method was

the most suitable in determining the effects of review centers in entrance examinees’ confidence

for the statistical analysis included in the process helped to precisely derive answers on how

Review Centers affected students’ confidence in taking CETs.

Experimental Design was also utilized to the study for it used statistical analysis to refute

or support the hypothesis of the research after coming up with a reliable finding. Specifically, it

used Non-equivalent Control Group under Quasi-Experimental to comprehensively determine

and describe the effect of Review Centers on entrance examinees’ confidence by comparing the

findings gathered from the treatment group and from the control group.

APRIL ROSE V. SALVADOR

 Also, Causal Research Design was used in the study. This design was employed to

measure the impact and to find out the effects of Review Centers on the entrance examinees’

confidence and to identify and describe the cause-and-effect relationship between the two.

Population and Samples of the Study

The researcher utilized purposive sampling procedure under non-probability sampling

technique. The indicated procedure was chosen by the researcher for he used his subjectivity in

choosing respondents who he knew that can answer and provide information for the research. It

was the most suitable sampling procedure for the study, given that only a few members of the

total population enrolled in review centers.

Also, the researcher made use of the quota sampling, still under the non-probability

sampling technique, to gather representatives from the population, equal to the number of

respondents who enrolled in review centers. The respondents gathered from this sampling

procedure were used as a control group from which the confidence of students who enrolled in

Review Centers were compared to, in order to firmly assess and describe the effect of Review

Centers on entrance examinees’ confidence.

The researcher also utilized the grade 12 students of Early Christian College of Arts and

Technology Incorporated as the population of the study and covered 15 students who enrolled

and 15 students who did not enroll in review centers.

****Instruments of the Study

This part showcases the research paraphernalia used to gather information from the

respondents and how they were prepared, validated, administered, and scored.

APRIL ROSE V. SALVADOR

Confidence Assessment Test

This assessment test was administered to accurately determine the effect Review

Centers place on the confidence of entrance examinees, whether they were advantageous

or disadvantageous in the confidence of the said examinees in taking CETs. The said test

was used as an evaluation of the confidence of the respondents, to find out whether it was

boosted or dragged, that helped in discovering answers and giving solution to the study.

Preparation

The researcher read books, theses, and other published materials, and

made use of mindtools.com’s confidence test as bases on writing the draft of the

said test. The researcher needed to acquire various insights in order to come up

with a comprehensive confidence assessment test.

Validation

To ensure that the test accurately measured what it aimed to do, it

underwent face validity by being presented to Dr. Juliana M. Laraya, the

professor of Advance Methods of Research. The criticisms, suggestions and

recommendations of her were noted in order to enhance, improve, correct, and

revise the confidence assessment test.

Also, this assessment was pilot tested to some of the respondents in order

for the researcher to identify which questions were not clear to them, for him to

revise it and make it more understandable.

Administration

The approval of the research adviser of the confidence assessment test was

sought by the researcher first before administering it to the respondents. The

APRIL ROSE V. SALVADOR

 researcher personally asked the respondents to answer the test during their vacant

or break times.

Scoring

The researcher constructed a draft of the tally sheet which was submitted

to the research adviser for validation purposes.

Survey Questionnaire

This was used to gather information about the respondents’ demographic profiles,

the teaching methods of their teachers as a factor in their enrolling in Review Centers,

and their recommendations and suggestions to further improve their school

administration’s enhancement of their confidence in taking CETs. This questionnaire had

two parts. The first part consisted of closed questions about their demographic profiles,

while the last part consisted of rating scale questions that were to be answered through a

Likert scale.

Preparation

The researcher read online articles and researches and used critical

thinking in creating questions included in the survey. The researcher needed to

acquire various insights and serious analyzation in order to come up with a

comprehensive survey questionnaire.

Validation

The final draft of the survey questionnaire was presented to Dr. Juliana M.

Laraya, the professor of Advance Methods of Research. The criticisms,

APRIL ROSE V. SALVADOR

 suggestions and recommendations of her were noted in order to enhance,

improve, correct, and revise this research instrument.

Administration

The approval of the research adviser of the survey questionnaire was

sought by the researcher first before distributing it to the respondents. After

successfully answering the confidence assessment test, the researcher then

personally asked the respondents to answer the survey questionnaire.

Scoring

The researcher constructed a draft of the tally sheet which was submitted

to the research adviser for validation purposes.

Data Gathering Procedure

This is a list of steps that was followed by the researcher, after the approval of the research

adviser, in order to arrive with accurate findings.

The instruments that were used in the research were constructed and validated.

The approval from the research adviser and the academic coordinator was sought first

before conducting a study to the 30 grade 12 students of Early Christian College of Arts

and Technology Incorporated.

The respondents were given a confidence assessment test and a survey questionnaire in

order to acquire sufficient information and to come up with a reliable finding of the

study.

After the data were collected and tallied, they were treated statistically.

APRIL ROSE V. SALVADOR

 After acquiring the statistically treated data, they were tabulated to comprehensively

present the findings on the effects of Review Centers on entrance examinees’ confidence.

Data Processing and Statistical Treatment

This part presents how the data were processed and statistically treated with the following

formulas in order to determine the effects of review centers on entrance examinees’ confidence.

Frequency

This was used to show and represent the number of respondents who answered a

particular choice in a given question.

Percentage

The answers in the first part of the survey were tallied. Then, each of the

answered choices per number was shown in percentage form to precisely show the

overall answers of the respondents. The answers were presented in percentage form by

using the formula:

Where:

x = the given quantity

n = number of respondents

p = percentage of the quantity

Weighted Mean

After the answers in the Likert scale which were found in the second part of the

survey questionnaire were gathered, they were tallied. Then, a formula was used to

analyze what are the possible enrichment activities that the students will recommend to

APRIL ROSE V. SALVADOR

 enhance the teaching methods of the faculty of Early Christian College of Arts and

Technology Incorporated in order to further improve their confidence in taking CETs.

The formula that was used was:

Where:

x = the individual value

w = the individual value’s weight

Based on the weighted mean, the results were interpreted as follows:

Percentage Interpretation

3.26 - 4.00 Strongly Suggested

2.51 – 3.25 Moderately Suggested

1.76 – 2.50 Not Suggested

1.00 – 1.75 Strongly Not Suggested

Test of Significance of Difference (T-test)

This was used to comprehensively cite and describe the effects of Review Centers on

entrance examinees’ confidence in taking CETs by comparing the scores of the confidence

assessment test of the control group and the experimental group. The formula that was used was:

x̄ ₁− x̄ ₂
t=
Ss 12+ Ss 22

√ N ₁+ N ₂−2 (1 1
N N
+ )
1 2
The interpretation of the data was based on the table of Student’s T Critical

Values and depended on the percentage computed using the given formula.

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 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis, and interpretation of data gathered from

the questionnaires that were distributed to the respondents. This also presents the acquired

findings that helped answer the stated problems in the first chapter of this study.

Demographic Profile of the Respondents

This contained the overall demographic profiles of the respondents from both

experimental and control group, which included their parents’ educational attainment, their

social status, and their estimated grade 11 general average.

Parents’ Educational Attainment. The following figure below presented the parents of

the respondents’ educational attainment.

College Graduate 9 60% 3 20%

Educational
Vocational
2 13% 0 0%
Course Graduate Experimental Percentage Control Percentage
Attainment
Undergraduate 3 20% 5 33%
High School
Graduate 1 7% 7 47%

Total 15 100% 15 100%

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 Figure 2. Parents of the Respondents’ Educational Attainment

Based on the figure above, the majority which was the 9 or 60 percent of the parents of

the respondents from the experimental group were college graduates, while the majority which

was the 7 or 47 percent of the parents of the respondents from the control group were high school

graduates.

College graduate parents tend to have a greater expectation in their child’s scholastic

achievement according to the study of Guo (2014); thus, it is safe to deduce that possessing a

higher educational background, college graduate parents best realize the importance of entering

and finishing in a good school, making their children enroll in review centers to give them higher

chances in passing in the best universities. This can be associated with why most of the parents

of the students who enrolled in review centers were college graduates and why most of the

parents of the students who did not enroll in review centers accomplished a lower educational

attainment. With these, it can be deduced that parents should take in consideration the

developing of their educational attainment as it affects their decision in enrolling their children in

a review center.

Social Status. The figure below showed the social status of the participants of the

research study.

Rich 0 0% 0 0%
Experimenta
Social Status
Middle Percentage Control Percentage
l
15 100% 14 93%
Class

Poor 0 0% 1 7%

Total 15 100% 15 APRIL ROSE V. SALVADOR

100%
 Figure 3. Social Status of the Respondents

Figure 3 showed that 15 or 100 percent of the respondents from the experimental group

classified themselves as a part of the middle class, and 14 or 93 percent of the respondents from

the control group also classified themselves as a part of the middle class.

With the data about all the parents of the respondents presented in figure 2, it can be

presumed that with all the parents of the students in the experimental group finishing a higher

educational attainment, they belong to the upper level of the middle class, making them afford to

enroll their children in review centers. On the other hand, it can also be presumed that with most

the parents of the respondents in the control group achieving a lower educational attainment,

they belong to the lower level of the middle class, limiting their finances which hinder them in

enrolling their children in review centers. This proved the study of Macaraeg (2017), that having

a high socioeconomic status is a very significant factor in a students’ enrollment in a review

center for its fees mostly range from 5,000 to over 15,000. Thus, it is essential for parents to give

importance in enhancing their social status as it was a proven factor in the enrolment of their

children in a review center which plays a vital role in their children’s confidence in taking CETs.

Estimated General Average. The figure below presented the estimated grade 11

general average of the respondents.

80-85 0 0% 7 47%
Estimated
Experimenta
General Percentage Control Percentage
86-90
Average 9l 60% 8 53%
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91-95 6 40% 0 0%
Figure 4. Estimated General Average of the Respondents

Among the 15 students in the experimental group, 6 or 40 percent have an estimated

general average of 91-95. On the other hand, among the 15 students in the control group, 7 or 47

percent have an estimated general average of 80-85.

According to reviewmasters.com, the University Predicted Grade, which is the

requirement of the country’s top university, University of the Philippines, is composed of 60

percent of examinees’ score in their CET and 40 percent of their grade from grades 9 to 11. With

some of the students in the control group having a higher estimated general average, it can be

inferred that they have higher chances of passing compared to the 47 percent of the students in

the control group who have lower general averages. This can be associated with why most of the

students who enrolled in review centers have a higher estimated general average, for they are

more confident to greater increase their chances of passing, and why most of the students who

did not enroll in review centers have a lower estimated general average, for they are less

confident that there are still chances to increase their passing of CETs. With these being said, it

is safe to suggest for students to achieve and aim for higher grades during their grades 9 to 11, as

it would affect their confidence in enrolling in review centers, which in turn, could also affect

their confidence in taking CETs.

Confidence Analysis

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 This analysis presented the summary of the critically analyzed results of the

respondents’ confidence assessment tests after being subjected to statistical treatment to be used

in comprehensively discovering the effects of review centers on entrance examinees’ confidence.

x Descripti Deci
Sample n ∑x ∑x2 SS Df ʆ CV TV
on sion
1 19 Reje
Control 13 2577 42 There is a ct
5 5 . 129.7
28 2.048 significant Ho;
Experimenta 1 29 67. 05 3 difference. Acce
l
19.4 5713
5 1 6 pt Ha
Table 1. Effects of Review Centers on Entrance Examinees’ Confidence

The results in table 1 showed that respondents from the experimental group, who were

students who enrolled in review centers, have drastically higher confidence in taking CETs

compared to the confidence of respondents from the control group, who were students who did

not enroll in review centers. Based on the results after subjecting the variables to t-test, the

computed value 129.73, was higher than the tabular value 2.048, indicating that there was a

significant difference in the confidence in taking CETs between the students who enrolled in

review centers and to those who did not, rejecting the Ho and accepting the Ha hypothesis of the

research. Moreover, this finding of this research study agreed with Albert Bandura’s Social

Learning Theory (1986) that with review centers being able to provide the four requirements of

learning which are attention, retention, reproduction, and motivation, they were able to equip

their students with sufficient knowledge, helping them feel more confident in taking CETs. Thus,

it is best for students to enroll in review centers for it provides them more confidence which is

vital in achieving successful CETs results.

Teaching Methods as Factor on Enrolling in Review Centers

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 This research aimed to know the answers of the respondents, who enrolled in

review centers, if the teaching methods of the Early Christian College of Arts and Technology

Incorporated teachers were factors on their enrolling in a review center to let the faculty know if

they should adjust or improve their ways of teaching in order to enhance their students’

confidence in taking CETs, and in order for the researcher to formulate a reliable and applicable

recommendation.

Among the 15 students who enrolled in review centers, 10 or 67 percent said that

the teaching methods of their teachers were one of the reasons why did they enroll in review

centers, 1 or 7 percent said that it was the only reason and 3 or 26 percent said that it was not a

reason. With majority of the students saying that their educators’ teaching methods were one of

the reasons why did they seek help of review centers, this firmly proved Albert Bandura’s

statement that review centers achieve the four requirements of learning more than schools do.

Thus, it can be inferred that it is best for students to enroll in review centers to

enhance their learning and knowledge in accordance in the taking of CETs and in order for them

to establish higher confidence in taking CETs.

Enrichment Activities to Boost Entrance Examinees’ Confidence

Aside from finding out the effects of review centers on entrance examinees’

confidence, this study also sought to propose enrichment activities that would further help the

faculty of Early Christian College of Arts and Technology Incorporated to boost the confidence

of their students in taking CETs.

APRIL ROSE V. SALVADOR

Table 2. Enrichment Activities

SS MS NS SNS Weighted
Recommendation Interpretation
(4) (3) (2) (1) Mean
A m o n g t h e 5
1. Using of more
Strongly
advanced 13 17 0 0 3.43
Suggested
technologies

2. Teaching of more Strongly

18 12 0 0 3.6
advanced lessons Suggested

3. Adding a lesson
that focuses on Strongly
15 15 0 0 3.5
students’ preparation Suggested
in taking of CETs
4. Using of more
Moderately
teaching 13 13 4 0 3.03
Suggested
paraphernalia

5. Proficiency of
Strongly
teachers on the 24 6 0 0 3.8
Suggested
subject matter

teachers on the subject matter received the highest weighted mean of 3.8, meaning that it was

strongly suggested by the respondents. Next to it was the item number 2 which was the teaching

of more advanced lessons, that received a weighted mean of 3.6. The proficiency of the

educators in the subject that they are teaching is very much significant for it is a vital factor in

giving accurate information about the particular subject that they are teaching to the students.

APRIL ROSE V. SALVADOR

Also, with their expertise of the subject that they are teaching, they would be able to teach the

lessons to their students very well. Meanwhile, the teaching of advanced lessons to the students

will incorporate them with more knowledge that they can use in answering CETs. With students

being able to learn their lessons very well and being able to acquire more advanced knowledge,

these will equip them with sufficient information that they can use in answering CETs,

increasing their confidence in taking it. Thus, it is safe to say that with the educators’ teaching

method being a factor in a student’s enrolment in a review center, according to figure 6, it is best

for teachers to acquire these strongly suggested recommendations of the students which are to

enhance their proficiency in the subject that they are teaching, and to teach more advanced

lessons, given that both would be very beneficial in boosting their students’ confidence in taking

CETs.

APRIL ROSE V. SALVADOR