ACADEMIC PERFORMANCE OF FIRST-YEAR BS EDUCATION STUDENTS

TAKING MATHEMATICS IN THE MODERN WORLD

An Undergraduate Thesis
Presented to Mr. Rey M. Aňonuevo,
Professor in Central Bicol State University – Sipocot.

In partial Fulfillment
of the requirements for the subject
Advance Statistics (MATH 110)

BALIDOY, ERICKA JANE A.

BUSTILLOS, FRIENDLY A.

DELA CRUZ, ANDREA MARIE S.

DELA CRUZ, MARVIN D.

ECALNER, JORGE M.

ESTACIO, FERLEEN GRAYE B.

NAVERA, VINCENT EMERSON D.

OLOROSO, MARK JOSEPH L.

OREA, JANSEEN SEBASTIAN

PADO, AIVE NICOLE M.

PERION. ALTHEA B.

ROYALES, ERIKA B.

SAN PABLO, KEA MAE B.

SUAREZ, JASMEN B.

Researchers

JUNE 2023
 CHAPTER I

INTRODUCTION

It is said that Mathematics is present everywhere. Academically speaking,

however, not all students have a preference for Mathematics in comparison to other

subjects. A typical student would “hate” math and think it as a difficult subject–

hence, conventionally speaking, and a student’s competence to a subject varies on

the level of their likeness to a particular discipline. This circumstance is just one of

the factors that could affect one's interest and knowledge in a subject. Consequently,

students' performance in a subject plays a significant role in producing the best

quality graduates as it is themselves who will become great leaders and manpower

for the country.

In the study of Devades and Yoon (2011), it was found out that students’

attitudes towards Mathematics were found to be significantly related to their

academic achievement. This regard shows a correlation between other disciplines as

well which implies that a profound interest in a major field of course, affects the

student's academic performance.

Research shows that students who major in subjects they are passionate

about tend to do better academically (Kappler, n.d., as cited in Dame, 2013).

Students believe there's value to studying what you love– but financial constraints,

realistic goals, and changes in interests actually drive their choices.

Change in subject major is quite common. About 30% of undergraduates in

associate’s and bachelor’s degree programs change their major at least once within

three years of their initial enrollment (Leu, 2017). When students change their major,
they may be responding to the characteristics of their performance, and their

integration in their institution and initial major.

Out of the more than 1.2 million high school graduates that provided data on

their interests and planned major, only 36% chose a major that was a good fit based

on their interests, while 32% selected a major that was a poor fit (Dame, 2013). The

study, although it could be entailed that the number of students who are goodly fitted

on their chosen major is higher than those that are poorly fitted– however, the

number of students who selected a major that was a poor fit is quite a lot still, which

means that a lot of students have gone proceeded with their chosen major left

unsure. Also, nearly half a million university students believe they may have chosen

the wrong course to study (Garner, 2015).

The above-mentioned articles are relevant to this study as it discussed the

student’s scale of interest when it comes to their chosen course major. It focused in

a macro level, while this study concentrated on the students’ academic performance

in Mathematics in the Modern World subject.

Mathematics in the Modern World is a new General Education course subject

in undergraduate level designed for the appreciation of Mathematics. This applied

subject will be utilized by the researchers to further examine whether or not the first-

year BS Education students, taking Mathematics as their major, are certainly

equipped with the skills for the chosen subject major. Moreover, with its extent being

generally applied for first-year BS Education students to be taken, the researchers

are interested in looking at the student’s level of competence in the subject and test

whether their knowledge advances or differ than other students who takes of a

different subject major.

 This study aimed to determine whether there is a significant difference

between the academic performance of first-year BSED-Math, BSED-English, BSED-

Science, and BSED-Filipino students taking Mathematics in the Modern World

subject at Central Bicol State University of Agriculture (CBSUA) – Sipocot.

Statement of the Problem

This study aims to investigate the academic performance of first-year BS

Education students in Mathematics in the Modern World subject.

Specifically, it aims to answer the following question:

1. What is the academic performance of first-year BS Education students

in Mathematics in the Modern World subject?

2. Is there a significant difference between the academic performance of

first-year BSED Mathematics, BSED English, BSED Science and

BSED Filipino students in Mathematics in the Modern World Subject?

Objectives of the Study

This study will be conducted in order to determine the academic performance

of first-year BS Education Students Taking Mathematics in the Modern World

Subject at CBSUA-Sipocot, academic year 2022-2023.

Specifically, this study was anchored to the following objectives:

1. to determine the academic performance of first-year BS Education

students in Mathematics in the Modern World subject;

2. to evaluate the significant difference between the Academic

Performance of first-year BSED Mathematics, BSED English, BSED

 Science and BSED Filipino students in Mathematics in the Modern

World subject.

Scope and Limitations of the Study

This study focuses on the significant difference between the academic

performances of first-year BS Education students in Mathematics in the Modern

World subject. The selected of first-year BSEd Mathematics, BSEd English, BSEd

Science and BSEd Filipino students of CBSUA- Sipocot, academic year 2022-2023

will be the target respondents of the study.

This study will be limited to other determinants that are may affect the

difference between the academic performance of first-year BS Education Students

taking Mathematics in the Modern World subject. The sample size of first-year will

represent the population of BS Education students of CBSUA-Sipocot. During the

conducted study, student who opt not to participate in the said speaking

engagements will not be included. The results of this study will be applicable only to

the respondents of this study and will not be used as a measure who do not belong

to the respondents of this study.

Significance of the Study

This study will be undertaken to find out the academic performance of first-

year BS Education Students taking Mathematics in the Modern World. This study

may be beneficial to the following entities.

School Administrators. The results of that will be obtained from this study

may serve as a basis for future plans and action by the school administrators to
collaborate with teachers to implement strategies aimed at improving the academic

performance of the students in Mathematics.

Mathematics Teachers. This study may give the teachers information on

how they can help those students who is experiencing difficulty in Mathematics. It

may also lead them on creating an innovative way of nurturing students’ interest in

Mathematics.

Students. The outcome of this study will serve as a guide for students to

enhance and retrain their performance on Mathematics. It may make a way and

stepping stone for them to be able to have better performance in Mathematics in the

Modern World subject.

Community. The result of this study may provide real-world opportunities for

students, increase engagement to community programs aligned with the strategies

that can effectively help the community members in nurturing interest in

Mathematics.

Parents and Guardians. The information in this study may serve as an eye-

opener to the parents regarding their responsibilities towards their child’s academic

performance especially on how they can handle their child that is taking Mathematics

in the Modern World.

Other Researchers. The result of this study may help other researchers on

their study and give them ideas towards Mathematics. It may also serve as guide

and reference for them about academic performance of students in Mathematics in

the Modern World.

 Theoretical Framework

This study will be based on three theories namely, Theory of Academic

Performance by Don Elger (2007), Constructivist Theory of Learning by Jean Piaget

(1968), and Expectancy-Value Theory by Eccles & Wigfield, 2002. These theories

assisted in the deeper understanding of the study and were used to support the

claims and issues presented in this study.

Theory of Academic Performance by Elger (2007). The theory of academic

performance (ToP) was developed by Don Elger (2007). This theory develops and

relates six foundation concepts to form a framework that can be used to explain

performance as well as performance improvements. To perform is to produce valued

results. A performer can be individual or a group of people engaging in a

collaborative effort. Developing performance is a journey and level of performance

describes location in the journey. Current level of performance depends holistically

on 6 components: context, level of knowledge, level of skills, level of identity,

personal factors, and fixed factors. Three axioms are proposed for effective

performance improvements. These involve a performer’s mindset, immersion in an

enriching environment and engagement in reflective practice.

Constructivist Theory of Learning by Piaget. The constructivist theory of

learning (Piaget, 1968; Von Glassersfeld, 1990; Siegler, 1995; Hatano, 1996) is a

useful framework that can be used to describe and assume how students acquire

knowledge of mathematical concepts and their misconceptions. Learning

mathematics begins with understanding basic concepts, rules and acquiring

procedural knowledge. This process takes place in students’ minds, so it is

imperative for the researcher to “borrow” theoretical underpinnings in terms of

cognitive factors. Then, the researcher argues that errors and misconceptions arise
in the cognitive domain as students think and learn. The constructivist framework for

learning posits that learning occurs in students’ mind. Constructivist theory of

learning argues that students build mathematical knowledge through a cognizing

mind guided by self-regulation (Hatano, 1996).

Expectancy-Value Theory by Eccles & Wigfield, 2002. This theory has

been developed by Jacquelynne Eccles and her colleagues (Eccles et al., 1983;

Eccles & Wigfield, 2002; Wigfield & Eccles, 2001). The theory postulates that

achievement-related choices are motivated by a combination of people's

expectations for success and subjective task value in particular domains. For

example, children are more likely to pursue an activity if they expect to do well and

they value the activity. The model further differentiates task value into four

components: attainment value (i.e., importance of doing well), intrinsic value (i.e.,

personal enjoyment), utility value (i.e., perceived usefulness for future goals), and

cost (i.e., competition with other goals). According to the expectancy-value model,

expectations for success and task value are shaped by a combination of factors.

These include child characteristics (abilities, previous experiences, goals, self-

concepts, beliefs, expectations, and interpretations) and environmental influences

(cultural milieu, socializers’ beliefs and behaviors).

 Constructivist
Theory of
Theory of
Academic
Learning
Performance
Don Elger
Jean Piaget
(2007)
(1968)

ACADEMIC
PERFORMANCE OF FIRST
YEAR BS EDUCATION
STUDENTS TAKING
MATHEMATICS IN THE
MODERN WORLD
 

Expectancy-Value
Theory
Eccles & Wigfield
(2002)

Figure 1. Theoretical Paradigm

 Conceptual Framework

The conceptual framework of this study discusses and illustrates through a

paradigm of input, process, and output and feedback. It serves as the foundation of

the conduct of the study entitled “Academic Performance of first year BS Education

students taking Mathematics in the Modern World”.

Input. This refers to is the academic performance of the first-year BSED

Mathematics, BSED Science, BSED English, and BSED Filipino students in

Mathematics in the Modern World subject and to identify if there is significant

relationship between their majors and their academic performance in the subject.

Process. The process of this study includes preparation and validation,

signing of authorization letter of students to gather their grades. Upon gathering the

data, the researchers use One-Way ANOVA as statistical treatment. The data was

then interpreted and analyzed to determine whether the academic performance in

Mathematics in the Modern World of first-year BS Education students and their

respective majors are significantly different.

Output. This encloses the determined difference among the academic

performance of first-year BSEd Mathematics, BSEd Science, BSEd English, and

BSEd Filipino students in Mathematics in the Modern World subject.

Feedback. This provides the mechanism for continuing development of the

study to further determine the academic performance of students taking Mathematics

in the Modern World subject.

 ACADEMIC PERFORMANCE OF FIRST-YEAR BS EDUCATION STUDENTS
TAKING MATHEMATICS IN THE MODERN WORLD

INPUT PROCESS OUTPUT

   

The academic performance
of first-year BSED
Mathematics, BSED
Science, BSED English, and
BSED Filipino students in
Mathematics in the Modern
World subject.
I. Preparation and
validation
II. Authorization letter of Determined the academic
students for approval to performance of first-year BS
get their grades and Education students in
Collection of Data Mathematics in the Modern
World subject.
III. Statistical treatment,  
analysis and interpretation
of the data.  

FEEDBACK

Figure 2. Conceptual Framework

 Definition of Terms

The following terms used in this study were defined conceptually and

operationally for the purpose of clarity and understanding.

Academic Performance

Narad and Abdullah (2016) defined it as the knowledge gained which is

assessed by marks by a teacher or educational goals set by students and teachers

to be achieved over a specific period of time. In this study, academic performance

are the grades of the selected of the first-year students taking up Bachelor of

Secondary Education Major in Mathematics, Science, English and Filipino after the

completed semester.

First-year

The term 1st year refers to a first-year student in secondary school, high

school, college or university. The term first-year can also be used as a noun, to

describe the students themselves or others. (English Dictionary, n.d.) In this study,

the term referred to selected first-year students taking up Bachelor of Secondary

Education Major in Mathematics, Science, English and Filipino.

Mathematics in the Modern World

CHED Memorandum Order No. 20, s. 2013 defined Mathematics in the

Modern World (MMW) as a 3-unit subject which is part of the 36 general education

units started in 2018 and implemented in all general education curriculum (GEC).

MMW involves the nature of explorative mathematics of patterns and as an

application of inductive and deductive reasoning. In this study, the term referred to

the required minor subject taken by the first-year BS Education students.

Assumptions

This study will be guided on the assumption that:

1. The academic performance of first-year BSED Mathematics, BSED

Science, BSED English, and BSED Filipino students in Mathematics

in the Modern World subject varies.

2. There is a difference between the academic performance of first-year

BSED Mathematics, BSED English, BSED Science and BSED Filipino

students in Mathematics in the Modern World subject.

Hypotheses

This study will be based on the following hypotheses:

Ho: There is no significant difference between the academic performance of

first-year BSED Mathematics, BSED English, BSED Science and BSED

Filipino students in Mathematics in the Modern World subject.

Ha: There is a significant difference between the academic performance of

first-year BSED Mathematics, BSED English, BSED Science and BSED

Filipino students in Mathematics in the Modern World subject.

 CHAPTER II

METHODOLOGY

This chapter presents the research design, research settings, respondents,

research instrument, and statistical treatment that the researchers used in this study.

Research Design

Quantitative approach of research will be the design of this study to interpret

the data from the respondents. It involves collecting and analyzing numerical data.

The researchers used quantitative - descriptive design to determine, describe and

analyze relationship between the academic performance of first-year BSED

Mathematics, BSED English, BSED Science and BSED Filipino students taking

Mathematics in the Modern World.

Research Method

The respondents of the study were first-year BSED Mathematics, BSED

English, BSED Science and BSED Filipino students taking Mathematics in the

Modern World of Central Bicol state University of Agriculture (CBSUA) – Sipocot.

This study used cluster sampling technique to identify the respondents in every

section in first-year BS Education.

Table 1. Distribution of respondents

BSED Program No. of Respondents Percentage
BSED - Mathematics 37 24.50
BSED - English 40 26.49
BSED - Science 41 27.15
BSED - Filipino 33 21.85
Total 151 100.0
 Table 1 presented the distribution of the respondents. With a total respondent

of 151 students from BSED Mathematics, BSED English, BSED Science and BSED

Filipino students. Data discussed that set of 152 respondents, 37 or 24.5% were

taken from the BSED Mathematics, 40 or 26.49% were came from BSEd English, 41

or 27.15% represent the BSED Science and 33 or 21.85%.

Research Instrument

The study used a document of academic performance with authorization of

respondents was requested from the dean’s office that helped to gather the data

needed. This study also used the Grading System indicated in the handbook to

determine the academic performance of students.

This study used the General Weighted Average (GWA) of the first-year BSED

Mathematics, BSED English, BSED Science and BSED Filipino students taking

Mathematics in the Modern World during the 1st semester school year 2022-2023.

Data Gathering Procedure

The data of this present study are acquired from the selected first-year BSED

Mathematics, BSED English, BSED Science and BSED Filipino students of CBSUA-

Sipocot that were determined with the use of cluster sampling technique. The

researchers requested authorization letters from the respondents that were given to

the college dean’s office to access the official grades of the respondents in the

subject of Mathematics in the Modern World.

.
 Statistical Treatment

For the reliability of the study, the data of the study were tailed, tabulated and

interpreted through Frequency count and percentage technique, T-Test, One-way

ANOVA (Analysis of Variance), and Tukey's test.

Frequency count and percentage techniques was used to describe the

distribution of the respondents and the academic performance of the respondents

across majors.

T-Test was used to find the difference in the academic performance across

professors in Mathematics in the Modern World.

One-way ANOVA (Analysis of Variance) was used in finding and evaluating

the significant difference on the academic performance among 1 st year BSED

Mathematics, BSED English, BSED Science and BSED Filipino students taking

Mathematics in the Modern World.

Tukey’s Test was used to determine which majors are significantly different

since after the evaluation there is a significant difference among them.

 CHAPTER III

RESULT AND DISCUSSION

This chapter presented the findings, analysis and interpretation of data

gathered in determining the academic performance of first-year BSED Mathematics,

BSED Science, BSED English, and BSED Filipino students in Mathematics in the

Modern World, which was divided into two (2) parts namely; academic performance

of first-year BS Education students in Mathematics in the Modern World subject and;

significant difference between the Academic Performance of first-year BSED

Mathematics, BSED English, BSED Science and BSED Filipino students in

Mathematics in the Modern World subject.

Academic performance of first-year BS Education students in Mathematics in

the Modern World subject

This section discusses the academic performance of first-year BS Education

students in Mathematics in the Modern World subject.

The frequency count and percentage techniques were used to determine the

academic performance of first-year BSED Mathematics, BSED English, BSED

Science and BSED Filipino students in Mathematics in the Modern World subject.

Each portion, on the other hand, has seven (7) equivalent numerical grading scale.

The data was taken from the document that was given by the college dean’s office

with the respondents’ GWA in the subject of Mathematics in the Modern World.

Presented in table 2 were the results of the academic performance of first-

year BSED Mathematics students in Mathematics in the Modern World subject. The

overall average of the respondents was 2.4 and was interpreted as “satisfactory”.

Furthermore, in terms of individual rating, the distribution of the academic

performance of the respondents are as follows: two (2) has a rating of very

satisfactory (5.41%); eight (8) has a rating of very good (21.62%); thirteen (13) has a

rating of satisfactory (35.14%); five (5) has a rating of good (7.41%); nine (9) has a

rating of fair (24.32%).

Table 2. Academic performance of 1st year BSED Mathematics students in

Mathematics in the Modern World subject
Frequenc
Numerical Grade Percentage Descriptive Rating
y
1.5 - 1.7 0 0.00% Outstanding
1.75 - 1.9 2 5.41% Very Satisfactory
2.0 -2.2 8 21.62% Very Good
2.25 - 2.4 13 35.14% Satisfactory
2.5 - 2.6 5 13.51% Good
2.7 - 2.9 9 24.32% Fair
3 0 0.00% Passing
Total 37 100.00% --
Average Performance 2.4 Satisfactory

Legend:
Numerical Grade Descriptive Rating
1.5 - 1.7 Outstanding
1.75 - 1.9 Very Satisfactory
2.0 -2.2 Very Good
2.25 - 2.4 Satisfactory
2.5 - 2.6 Good
2.7 - 2.9 Fair
3 Passing

Presented in table 3 were the results of the academic performance of first-

year BSED English students in Mathematics in the Modern World subject. The

overall average of the respondents was 2.21 and was interpreted as “very good”.

Furthermore, in terms of individual rating, the distribution of the academic

performance of the respondents are as follows: ten (10) has a rating of very

satisfactory (24.39%); nine (9) has a rating of very good (21.95%); twelve (12) has a

rating of satisfactory (29.27%); five (5) has a rating of good (12.20%); five (5) has a

rating of fair (12.20%).

Table 3. Academic performance of 1st year BSED English students in
Mathematics in the Modern World subject
Frequenc
Numerical Grade Percentage Descriptive Rating
y
1.5 - 1.7 0 0.00% Outstanding
1.75 - 1.9 10 24.39% Very Satisfactory
2.0 -2.2 9 21.95% Very Good
2.25 - 2.4 12 29.27% Satisfactory
2.5 - 2.6 5 12.20% Good
2.7 - 2.9 5 12.20% Fair
3 0 0.00% Passing
Total 41 100.00% --
Average Performance 2.21 Very Good

Legend:
Numerical Grade Descriptive Rating
1.5 - 1.7 Outstanding
1.75 - 1.9 Very Satisfactory
2.0 -2.2 Very Good
2.25 - 2.4 Satisfactory
2.5 - 2.6 Good
2.7 - 2.9 Fair
3 Passing

Presented in table 4 were the result of Academic performance of first-year

BSED Science in Mathematics in the Modern world subject. The overall average

performance of the respondents was 2.29 and was interpreted "satisfactory".

Furthermore, in terms of individual rating, the distribution of the academic

performance of the respondents were as follows: zero (0) has a rating of

outstanding; four (4) has a rating of very satisfactory (10%); thirteen (13) has a rating

of very good (32.50%); seventeen (17) has a rating of satisfactory (42.50%); two (2)

has a rating of good (5%); and four (4) has a rating of fair (10%).

Table 4. Academic performance of 1st year BSED Science students in

Mathematics in the Modern World subject
Frequenc
Numerical Grade Percentage Descriptive Rating
y
1.5 - 1.7 0 0.00% Outstanding
1.75 - 1.9 4 10.00% Very Satisfactory
2.0 -2.2 13 32.50% Very Good
2.25 - 2.4 17 42.50% Satisfactory
 2.5 - 2.6 2 5.00% Good
2.7 - 2.9 4 10.00% Fair
3 0 0.00% Passing
Total 40 100.00% --
Average Performance 2.29 Satisfactory

Legend:
Numerical Grade Descriptive Rating
1.5 - 1.7 Outstanding
1.75 - 1.9 Very Satisfactory
2.0 -2.2 Very Good
2.25 - 2.4 Satisfactory
2.5 - 2.6 Good
2.7 - 2.9 Fair
3 Passing

Table 5. Academic performance of 1st year BSED Filipino students in

Mathematics in the Modern World subject
Frequenc
Numerical Grade Percentage Descriptive Rating
y
1.5 - 1.7 4 12.12% Outstanding
1.75 - 1.9 3 9.09% Very Satisfactory
2.0 -2.2 3 9.09% Very Good
2.25 - 2.4 4 12.12% Satisfactory
2.5 - 2.6 4 12.12% Good
2.7 - 2.9 5 15.15% Fair
3 10 30.30% Passing
Total 33 100.00% --
Average Performance 2.49 Satisfactory

Legend:
Numerical Grade Descriptive Rating
1.5 - 1.7 Outstanding
1.75 - 1.9 Very Satisfactory
2.0 -2.2 Very Good
2.25 - 2.4 Satisfactory
2.5 - 2.6 Good
2.7 - 2.9 Fair
3 Passing

Table 6 showed the results of academic performance of first-year BS

Education students in Mathematics in the Modern World subject. As perceived by the

respondents themselves, the BSED English students had the highest average perf of

2.21 interpreted as “very good”. Yet the data reveals that the BSED Filipino had the
lowest average and interpreted as “satisfactory”. This data obtained the grand

average performance of 2.34 interpreted as “satisfactory”.

Table 6. Academic performance of first-year BS Education students in

Mathematics in the Modern World subject
Indicators Average Performance Rank Interpretation
BESD Mathematics 2.4 3 Satisfactory
BSED English 2.21 1 Very Good
BSED Science 2.29 2 Satisfactory
BSED Filipino 2.47 4 Satisfactory
Grand Average Performance 2.34 Satisfactory

Difference on the academic performance of first-year BS Education students in

Mathematics in the Modern World subject

The data shows the summary of difference on the academic performance of

first-year BS Education students in Mathematics in the Modern World subject across

majors and professors. This study utilized T-Test was used to find the difference in

the academic performance across professors in Mathematics in the Modern World at

5% level of significance. This study utilized one-way analysis of variance (ANOVA) to

determine the difference on the academic performance among first-year BSED

Mathematics, BSED English, BSED Science and BSED Filipino students taking

Mathematics in the Modern World at 5% level of significance.

Table 7 presented the difference on the academic performance of first-year

BS Education students in Mathematics in the Modern World subject across majors.

As gleaned by the F- test value it was found to 4.349 while the F- critical value was

noted to 2.666. From this data finding showed that F-test value is greater than the F-

critical value, which implied that academic performance among first-year BSED

Mathematics, BSED English, BSED Science and BSED Filipino students taking

Mathematics in the Modern where significantly different. It can be divulged from the
findings that respondents across majors experienced different situation even they

belong to common institution.

Table 7. Difference on the academic performance of first-year BS Education

students in Mathematics in the Modern World subject across majors.
Sources
Sum of Mean F- Test F- critical
of df Decision Interpretation
Square Square value value
Variance
Between
0.146 3 0.479
Groups H o is
4.349 2.666 Significant
Within rejected
16.174 147 0.110
Groups

Table 8 presented the comparison of academic performance of first-year BS

Education students in Mathematics in the Modern World subject across majors. The

data shows that only first-year BSED English students and first-year BSED Filipinos

students with the same mean difference of -.2581.

Table 8. Comparison of Academic performance of first-year BS Education

students in Mathematics in the Modern World subject across majors.
Mean Std. 95% Confidence Interval
(I) Major (J) Major Difference (I-J) Error Sig. Lower Bound Upper Bound
Math Science .1048 .07566 .511 -.0918 .3014
English .1827 .07522 .076 -.0128 .3781
Filipino -.0754 .07942 .778 -.2818 .1310
Science Math -.1048 .07566 .511 -.3014 .0918
English .0779 .07372 .717 -.1137 .2694
Filipino -.1802 .07801 .100 -.3829 .0225
English Math -.1827 .07522 .076 -.3781 .0128
Science -.0779 .07372 .717 -.2694 .1137
Filipino -.2581 *
.07757 .006 -.4597 -.0565
Filipino Math .0754 .07942 .778 -.1310 .2818
Science .1802 .07801 .100 -.0225 .3829
English .2581 *
.07757 .006 .0565 .4597

Table 9 presented the difference on the academic performance of first-year

BS Education students in Mathematics in the Modern World subject across

professors. As gleaned by the T-test value it was found to -2.749, while the T- critical

value was noted to ±1.976. From this data finding inferred that academic

performance among 1st year BSED Mathematics, BSED English, BSED Science and

BSED Filipino students taking Mathematics in the Modern where not significantly

different.

Table 9. Difference on the academic performance of first-year BS Education

students in Mathematics in the Modern World subject across professors.
Sample T- Test T- critical
Variables N Mean Decision Interpretation
Variance value value
Professor 1 188 2.290 2.290 H o is
-2.749 ±1.976 Not Significant
Professor 2 33 2.473 2.473 rejected
 CHAPTER III

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary findings, conclusion and

recommendations of the study. The summary includes the major findings upon which

conclusion were based. The recommendations that have been form was from the

conclusion were also presented in this chapter.

SUMMARY

This study aimed to investigate the academic performance of first-year BSED

Mathematics, BSED English, BSED Science and BSED Filipino students in

Mathematics in the Modern World subject. Specifically, it aimed to find the answers

to the following questions: (1) What is the academic performance of first-year BS

Education students in Mathematics in the Modern World subject? (2) Is there a

significant difference between the academic performance of first-year BSED

Mathematics, BSED English, BSED Science and BSED Filipino students in

Mathematics in the Modern World Subject?

This study used quantitative - descriptive design. This method was used to

describe and analyze the academic performance of first-year BSED Mathematics,

BSED English, BSED Science and BSED Filipino students in Mathematics in the

Modern World subject, based on the data gathered through their General Weighted

Average (GWA). To attained the objective of the study, Frequency count and

percentage technique, T-Test, One-way ANOVA (Analysis of Variance), and Tukey's

test were employed to interpret the data gathered.

 Problem 1

What is the academic performance of first-year BS Education students in

Mathematics in the Modern World subject?

Findings

Finding revealed that the highest academic performance in the subject Mathematics in

the Modern World was obtained by the first-year BSED English (2.21) while the lowest

academic performance was achieved by the 1st year BSED Filipino (2.47). However,

the overall academic performance of the students was 2.34 interpreted as satisfactory.

Conclusion

Based on the result, it was implied that first-year BSED English students performed

academically better than the students in other majors such as BSED Science, BSED

Mathematics, and BSED Filipino.

Recommendation

Despite the academic performance of the first-year BS Education students was rated

as satisfactory, it can be recommended that students find alternative discussions and

ways to learn as to there are various technological advances that can be found which

includes playing YouTube videos which can be help for better understanding and

raising their grades other than solely relying on their teacher. It can also be advised for

the teachers to look for other ways in presenting their lesson successfully. Students

and teacher should meet halfway and help each other for better learning.

Problem 2
 Is there a significant difference between the academic performance of first-

year BSED Mathematics, BSED English, BSED Science and BSED Filipino students

in Mathematics in the Modern World Subject?

Findings

In finding the if there is a significant difference on the academic performance

of first-year BS Education students in Mathematics in the Modern World subject

across majors, data revealed that F-test value (Fs=4.349) was greater than the F-

critical value (Fc=2.666) interpreted as no significantly different.

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https://www.usatoday.com/story/news/nation/2013/11/15/major-not-passion/3583191/

Comments:

1. Change your 1st into First

2. Improve the Rationale
3. Identify One-way Anova and Two-way Anova
a) One-Way anova - one independdent variables

 Independent - Different Major enrolled

 Dependent - Academic Performance

b) Two-way Anova - two independent variables

 Independent - Different Major enrolled and Professors

  Dependent - Academic Performance

4. Scope of the Study

a) Respondents - BSED First Year Students
b) Limits to the Subject - Math in the Modern World (GEC2)
c) Settings : CBSUA Sipocot
5. Identifies the
6. Improve the Process
a) Roman numerals -
b) Preparation of authoriza
c) Collection of Data