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Chapter 3

I.

Abstract

The purpose of this research is to determine whether students retaking Math21, Differential Calculus this term, have improved compared to the previous term. The research focused on the second year students of the School of Electronics Engineering taking the subject for the second time or more. The study involved 30 participants from which the data came from. The paper will show the factors affecting the grades of the students and how the students respond to this factor. Throughout the research, the study will present the difference of the gathered data from last term up to this term by comparing the results of the two quizzes taken last term and the two quizzes taken this term.

II.

Introduction

This research was conducted in order to determine whether there is a significant difference among the test scores of the student retaking Math21-Differential Calculus this term compared to the score of their first two quizzes last term. In order to answer these research goals, the researcher opted to obtain the view of second year ECE students of Batch 2010 in Mapa Institute of Technology Intramuros Campus in line with this topic. Specifically, a total of 30 respondents from different sections in Math21 within the campus were randomly selected to make up the sample. Selected participants answered a survey questionnaire composed of 7 questions administered and prepared by the researchers. Data gathered from this research instrument were then computed for interpretation. Along with primary data, the researcher also made use of secondary resources in the form of published articles and literatures to support the survey results. III. Methodology

The basic research method used in this study is a combination of approaches and direct interaction to the participants involved through the form of surveys and question, experimental through data gathering, computation and calculations of equations and mathematical expressions and participatory through data analysis, observation and generalization of results and findings.
A. Participants

In order to determine if there is an improvement in the performance of students who were taking up Math21-Differential Calculus for the second time or more, a total of 30 respondents were asked to participate. To obtained accurate results, the participants qualified for the study must be second year students under the program of Electronics Engineering. This attribute ensured that the respondents fully understand the topics indicated in the questionnaire given by the researcher making easy for them to accomplish and answer the survey questionnaires.

Given a sample size of 30, a large sample, z-test must be used. Since the study involved the scores of the two quizzes for two terms which was the previous and the present term, the test for the difference between two means is applicable. Before computing for the difference between two means, the list of all scores was tallied in an orderly manner. Furthermore, the standard deviation and the mean for the scores were computed accordingly. Other variables involved was also accounted such as the number of samples or participants for both terms which is the same and the confidence interval that must be assigned by the researcher. The data were recorded in Microsoft Excel for a better appearance and for easy computation and solving. B. Research Locale The researchers conducted the gathering of data to the qualified students of Mapa Institute of Technology for the study of "Score Assessment of 2nd year ECE Students in First Two Quizzes on 1st term and 2nd term in Differential Calculus at Mapa Institute of Technology ". The said data surveying was held within the vicinity of Mapa Intramuros Campus. C. Sampling Technique The research main objectives is to find out if there is an improvement in the test scores of the students from the previous term compared to this term. The study focused on the second year students from the School of ECE. The sample size was set to 30 respondents.

For n 30 (large sample) = z test The equations that must be used: (Test Difference Between two means)

Using the above equations with a certain level of significance, throughout the study, the researcher will determine if there is a significant difference between the test score of the students in their first take up to their second or more take of the subject Math21Differential Calculus.

D. Instrumentation The survey questionnaire was the main tools used in gathering the needed information and data from the participants. It composed of different types of questions either objectives type of question or by reasoning. Part of the questionnaire involves direct question where the respondents are asked to answer by writing down the scores of their quizzes for the previous and present term. Moreover, the survey questionnaire involves questions with given sets of answers or choices that the students will choose based on the given sets of questions. The questions on this part are some of the factors that directly affect the test scores of the students. There was also the part were the students were asked on how they respond to this factors and if this factor was effective in relation with the score of their two quizzes this term. The picture below show the sample survey sheet:

Survey Data Sheet

E. Data Gathering Procedure The data presentation from the questionnaire that were administered by the researchers to the ECE second year students of Mapa Institute of Technology - Intramuros, school year 2010 - 2011 is given in this chapter. The researchers gathered 30 respondents from the Electronics Engineering student from different classes.

F. Statistical Treatment of Data The study, "Score Assessment of 2nd year ECE Students in First Two Quizzes on 1st term and 2nd term in Differential Calculus at Mapa Institute of Technology", aim to find if there is a significant difference in the yield of two quizzes from the previous term up to the present term. A tabulated form was used in representing the data obtained from each questions involved in the survey. Getting the standard deviation, the mean and the average was the variable that was denoted in presenting the main data and for comparable results. IV. Results and Discussions

The data presentation from the questionnaire that were administered by the researchers to the ECE second year students of Mapa Institute of Technology - Intramuros, school year 2010 - 2011 is given in this chapter. In total, the researchers gathered 30 respondents from the second year students under the program Electronics Engineering.

Summary of Scores (1st Term-1st Quiz)

23.33% pass 76.67% fail

Figure 1

Out of 30 participants who participated in the survey, 23.33% of 30 passed the first quiz in Math21 on the other hand 76.67% failed quiz1. This result showed that the number of students who failed the exam is greater than the number of the students who passed the exam.

Summary of Scores (1st Term-2nd Quiz)

13.33% pass 86.67% fail

Figure 2

Among the 30, 2nd year ECE student, only 13.33% passed the 2nd quiz for 1st term while 86.67% failed the 2nd quiz. Comparing this result to the data obtained in quiz 1, quiz 2 has a higher degree of difficulty compared to quiz 1 since the number of passing students decreased.

Summary of Scores (2nd Term-1st Quiz)

36.67% 63.33% pass fail

Figure 3

The percentage of students who passed the 1st quiz in 2nd term is greater compared to that of the first term. Out of 30 students, 63.33% of 30 passed the exam while the other 36.67% havent passed the exam.

Summary of Scores (2nd Term-2nd Quiz)

30.0% pass 70.0% fail

Figure 4

The number of students who passed the 2nd quiz for the 2nd term is greater compared to the number of student who failed the quiz. The percentage of passing student is 70.0% while the percentage of failing students is only 30.0%.

Factors Affecting Quizzes


1.0% 4.0% 4.0% 6.0% 7.00% 8.0% 30.0% 10.0% 30.0% online gaming social networking professors subjects peers family financial time management others
Figure 5

Out of 30 respondents, 30% said that online gaming and social networking are the factors that greatly affect their studies while 10% said that the misuse of time also affects their study habits.

Solutions
5.0% 10.0% 25.0% lessen the time in online gaming lessen the time in social networking communicate to professors 20.0% 10.0% study more manage time wisely tutorials

30.0%

Figure 6

To avoid the factors affecting the attitude of the students towards their study, some solution are presented above showing that 30% of the respondents said that they would lessen the time they spent in online gaming while 25% showed that they would study more to obtained good grades.

Effectiveness of the Solutions


Effective 36.67%

63.33%

Figure 7

Out of 30 respondents who were retaking Math21 this term, 63.33% agree that the solutions presented in Figure 6 were effective while 36.67% disagree.

V.

Conclusion

Based from the data gathered and from the results, the researcher claimed that there is a significant difference among the results of the two quizzes for the student retaking Math21 for this term. It was clearly shown in the illustrations and graphs were the number of passing scores for the first and second quiz of the second year ECE students in Math21 this term is higher compared to that of last term. There is also a sufficient evidence that will support this statement. Accordingly, the highest percentages for the factors that affect the scores of the quizzes of the 30 participants were online gaming and social networking sites with 30%. On the other hand, the highest percentage of solutions chosen by the students as a respond to these factors are lessening the time spent in online gaming with 20%, lessening the time spent in social networking site with 15% and to spent more time on studying with the highest percentage of 30% and basically in managing time wisely with an average of 15%.