COMPUTATIONAL TECHNIQUES IN EDUCATIONAL PLANNING

Introduction

Based on the formats made by the U N E S C O (United Nations Educational, Scientific and
Cultural Organization), the DepEd at one time prepared the computational techniques or
guidelines for educational planning, which will be discussed in the succeeding parts of the paper.

In the preparation of an educational situational analysis of a given district, division or

region, all available data will be evaluated in terms of the existing policies and national
standards. In doing this, educational planners will need computational techniques to obtain a
clear picture and meaning of every available data. S o me of the computational techniques
presented and illustrated by the DepEd are the following:

A. Growth
Rates 821,973
r = 2,355,192 ×100
r=0.349×
100
r=34.9 ≈
35

Average Annual Rate of

Growth
a. Calculate the growth each year in the period and thereafter deriving
the arithmetic mean of these growth rates
b. Use the formula

r=
Eb − E o
t Eo
× 100
Where
En = E o (1+i) n∨ i =
√
n En
Eo
−1

E n =¿ enrollment
Where
r = ¿ rate of Eo = ¿ enrollment in the first year of the
periodannual rate growth
i=¿ average
Eb = ¿ recent enrollment data available
growth
Eo = ¿ enrollment from the previous data n = ¿ number of years in the
available period
t = ¿ number of school years between Eb and Eo

Example: What is the Average Annual Growth Rate of Private Elementary enrollment in
The total Private elementary grades enrollment in the Philippines in SY 2016- the Philippines from the data in the given table?
2017 is 1,999,569 while 1,177,596 in SY 2014-2015.What is the growth of
enrollment over the period 2014-15 to 2016-17?
Method A
Given:
r=¿ rate of growth
1. Growth 2014-15 to 2015-16 = 1.031
2. Growth 2015-16 to 2016-17 = 0.825
Eb = ¿ 1,999,569 3. Average Annual Growth Rate =
Eo = ¿ 1,177,596 1.031+0.825 =0.928
t =¿ 2
2
Method B
r=
1,999,569−1,177,596 ×100
2( 1,177,596)
En=¿ 1,199,569

Eo = ¿ 1,177,596
 i =¿ average annual rate
growth
n=¿ 2
i=
√
2,151,461
5

1,955,
−1

i=
√
1,199,569
2

1,177,
−1=0.009286∨0.9286 ≈ 0.93
i=1.019297−1
373
i=0.019297
596 En=1,955,373 (1+ 0.019297)
4

En=1,955,373 (1.0795)
En=2,110,729.58 ≈ 2,110,730

∴The Estimated Population of Nueva Ecija

Given the average annual rate of growth ( i ) and the enrollment in ¿ 2014 is 2,110,730
the first year of the period ( Eo ), we can project or estimate the
enrollees for
number
the of nth year ( En ).

B. Extrapolation (beyond the given periods)

“Extrapolation is an estimation of a value based on extending a

known sequence of values or facts beyond the area that is certainly D. Rates and Ratios (UNESCO’s
definition)
known.”[1]
Rates-
“stock” Ratio-
The same formula for the average annual rate growth will be used. “flow”
“A stock is measured at one specific time, and represents a quantity
existing at that point in time.”[2]
Given: “A flow variable is measured over an interval of time.”[2]
En=¿ enrollment in 2019-2020 The enrollment ratio will relate the enrollment in a certain school
iE= =¿ ¿average annual rate growth level to the number of children in the certain age-groups. Since the
o enrollment in SY 2014-15 (1,177,596) number of children and the enrollment are taken on the same date,
(0.009286)
this forms a stock indicator.
n = ¿ number of years in the period (5)
En =1,177,596 (1+.009286) The promotion rate, on the other hand, tells us what promotion
5
En=1,177,596 (1.0473) proportion of the students in Grade I this year are promoted to
En=1,233,296.69 ≈ 1,233,297 Grade II next year. A rate indicates the flow of students between two
consecutive years.

E. Some Ratios

C. Interpolation (between the given periods) a. Enrollment Ratio

“Interpolation is an estimation of a value within two known values in

Enrollment at acertain level
a sequence of values.”[1]
¿
of education∈a given year
Usually Census data are available at 5-year or 10-years intervals. We ×100
need interpolation to estimate intercensal data (data in between 2 census Population∈corresponding
periods). age−group∈that year
Enrollment Ratio for the First Level of Education (District of Munoz
The same formula for the average annual rate growth will be used. 2015)

Given:

Given: Enrollment at the first level (Grade I-VI):

2846 Population Age Group (7-12): 2914
Population of Nueva Ecija in 2010:
1,955,373[4] Population of Nueva Ecija in
2015: 2,151,461[4]
Enrollment Ratio= 2846
2914× 100
Enrollment Ratio=97.67
En=¿ Population of Nueva Ecija in
2014

Eo = ¿ Population of Nueva Ecija in 2010

i =¿
(1,955,373) average annual rate growth from
2010-2015 n = ¿ number of years in the period (4)
 b. Pupil-Teacher Enrollment at the Elementary Level for
Ratio 2018(Public):13,301,248(Projected)
Enrollment at a certain
Recurrent Unit Cost= 553,310,000,000
13,301,248
level∈ a given year
¿ Number of teachers at the Recurrent
same level∈the same year Unit
Cost=41,59
8,35
Pupil-Teacher Ratio at the Elementary Level of e. Ratio of Total Educational Expenditures to
Education (District of Munoz 2015) G.N.P.
Given:
“Gross national product (GNP) is an estimate of total value of all
Enrollment at the Elementary Level: 2846 the final products and services turned out in a given period by the
Total Number of Teachers at the Elementary Level: 129 means of production owned by a country's residents.” [3]

Total educational expenditures

Pupil−Teacher Ratio= 2846
129
¿ a given year
¿ Gross National Product (G . N . P ×100
Pupil−Teacher
Ratio=22.06 ≈22 .)
¿ that year
∴One Teacher is ¿ 22 Ratio of Total Educational Expenditures to G.
N.P
students
Philippines: 2018
G.N.P. 2018: P 5,274.531 billion[6]
Total Educational Expenditures: P 553.31 billion[7]
553.31
c. Illiteracy Ratio= 5,274.531 ×100
Ratio Ratio=0.104
Number of persons illiterate 9 ×100
¿ an age−group Ratio=10.49
¿ ×100
Total Population∈¿ that age group F. Some
Rates
a. Promotion
Illiteracy Ratio (Province of Nueva Ecija 2015)
Rate
Number of Persons Illiterate in age groups 6 years old and over: ¿
34,575 Population in age groups 6 years and over: 305,946 ¿ Number of pupils promoted grade g+1∈ year t
+1
34,575
Illiteracy Ratio = 305,946 ×100
Promotion Rate From Grade I in 2016 to Grade II
Illiteracy Ratio =11.30 2017 (District of Munoz)

∴The Illiteracy Ratio of Nueva Ecija∈2015 is Given:

11. Grade I Enrollment in 2016: 550
Number of students promoted to Grade II in 2017: 518
d. Recurrent Unit
Costs
“Recurrent costs are those incurred for goods and services consumed
in the course of a budget year, and which must be regularly Promotion Rate=No . of Pupils promoted
replaced. … Staff salaries are the most obvious, and often the G
biggest single item of recurrent cost. … Other payments were 518
defined to include items such as travel and subsistence expenses,
Promotion Rate= 550 ×100
grants, bonuses or subsidies paid to staff.” [5] Promotion
Total recurrent costsof acertain level Rate=0.941
8 ×100
of education∈agiven year b. Drop-out
¿ Enrollment at the level∈that year Promotion
Rate
Rate=94.18
Philippines 2018
Dep-Ed Budget: 553,310,000,000 [6]
 d. Graduation
Rate
Number of pupils Number of graduates∈¿ GradeVI of a given year ×
dropping ¿ Number of Grade VI
¿ grade gduring year t
¿ Number of pupils∈¿ grade g∈ year × 100 enrollment ∈the given year
t
Using the forgoing data on Grade VI enrollment and graduates for
Drop-out Rate from Grade IV in 2016 (District of school year 2016-2017 the graduation rate is:
Munoz)

Given: Graduation Ra te=

Number of graduates∈¿ Grade
Number of Grade
Grade IV Enrollment 2016 :575 enrollment ∈2016
Promoted to Grade V in 2017:
553 Dropped Out: 22
421
Drop−out Rate= 22
575 ×100 Graduation Rate= 427 × 100
Graduation
Drop−out Rate=3.83 Rate=0.985
9 ×100
Graduation
c. Survival e. Completion
Rate Rate=98.59
Number of pupilsenrolled ∈¿ Grade VI ∈a Rate
¿ Number of pupils enrolled ∈¿ Grade I six Grade VI Graduates
givyear
¿ a particular year
¿ Enrolment ∈Grade I × 100
Consider the following ( 6 yearsbefore )
data:
School Grade GradeI GradeII Grade Grade Grade Graduat
Year I I I IV V VI e
2011 62 Using the data on Grade I enrollment on school year 2011-2012
and graduates for school year 2016-2017 the completion rate is:
2012 534
2013 530
2014 506 Completion Rate=
Number of
2015 492 graduates∈¿ Grade
2016 427 421 Number of Grade
421 enrollment ∈2011−
Completion Rate= 620 ×100
The Survival Rate of 2011-2012 to 2016-2017 is computed as
follows: Completion Rate=0.6790 ×100

2011−12 Completion Rate=67.9

Survival Rate ( ¿ 2016−17 )
Number of pupilsenrolled
¿ Number of pupils enrolled ∈¿ Grade I
G. Cohort
∈¿sixGr Analysis
A cohort is a group of people who share a common characteristic over
¿ 427
620 × 100 a certain period of time. {8]

¿ 0.6887 Cohort analysis is a study that focuses on the activities of a particular

cohort.
×100 [8]

¿ 68.87 Cohort analysis gets more interesting when we compare cohorts over a
period of time. [8]

Cohort analysis allows us to identify relationships between the

characteristics of a population and that population's behavior. [8]

https://www.youtube.com/watch?v=CubGeDB62aY [click this to view]

https://www.youtube.com/watch?v=2QZQolcLo6M&t=60s (How?)
 H. Central
Tendency
Consider the data below. Suppose a big central elementary school has 30 classes (5 classes in
each grade, from Grades I-VI). The class-sizes are as follows:
2011 2012 2013 2014
Grade
I 2015
104 99 2016 115
100 108 90
Grade
II 136 123 111 112 122 121 18 20 22 25 26 28 30 32 33
Grade
III 97 136 118 109 117 131 36
Grade 37 38 40 42 43 43 44 45 45
IV
Grade
106 104 131 122 115 127 47
V
Grade 112 117 105 134 127 124 47 50 50 50 50 52 53 53 55
VI
Gradu 126 113 109 113 135 127 55
ate
124 110 109 112 130 127
The class-size is an important variable that has to be considered for
decisions regarding the size of the classroom, furniture, teaching methods,
Grade 2011-2012 R et en and
Suchothers. If theis decision-maker
an indicator has which
the arithmetic mean to userepresents
30 different class-sizes,
the average
Level Cohort tion he/she will never
size of a class. be able to come to decision. He has to look for an
indicator which one figure combines the information of the 30 class-
Grade I 104
sizes.
Definition
Grade II 123 118%
Grade III 118 113%
Grade IV 122 117% ∑ of values of
Grade V 127 122%
Arithmetic Mea n=
all observations
Grade VI 127 122%
Graduat Number of
e 127 122% observations

We can see that Grade I enrollees

averagae class ¿ ¿ =∑allof
observations
the
S .Y 2011−12 increased up 18 in the when
Number
valuesofof
to
next Grade level (Grade II), and when they Graduated,
theytheentered
total increase
the observations
from
where they started 22 . Arithmetic Mean of class−¿ ¿
were
Now, if we are going to make calculations for all the cohorts, the result
will be the graph/table below: Arithmetic Mea n=
18+ 20+22+25+26+28+ 3
COHORTS
1209
2011- 2012- 2013- 2014- 2015- Average Increase ¿
12 13 14 15 16 30
Grade I
100 10 10 10 10 100 ¿ 40.3 ≈ 40
Grade
II
118 112 112 10 112 112 12.1
Grade
III
113 110 117 114 114 1.52
Grade
IV
117 116 12 120 6.54
Grade 122 12 124 3.53 The arithmetic mean is not the only indicator of central tendency, though it
V is
Grade undoubtly the most frequently used. Actually, there are quite a number
VI of
Gradua
te
122 122 −1.5 other indicators which are designed to estimate the central value of a set of
122 122 0.00 observations. Each of these indicators has its own characteristics which can
Increase
Average
make it more or less applicable in a particular case. One of the
most
3.69 frequently used among other indicators is the median.
From there, educational planners can now come up with
projections, decisions and plans from the data analysis that was done. Definition

The Median of a set of observation is the middle observation, after

the observations have been arranged in order of magnitude. The
median is,
therefore, that point in a range of observations above which and below Comparison of Mean and
which 50 percent if the observations lie. Median
(a) Median is less affected by extreme values. It therefore
represents better total set of observations. The mean can be

(
th
Number of observations made high or low by a small number of extreme
Median= observations.
+1 2 (b) Mean is a more useful instrument in statistical inferences
iff the number of observations is
)
because many advanced statistical tests and techniques
odd make use of the mean and not of the median.

18,20, 22, 25,26, 28,30, 32,

I. Range or Dispersion
33
Median=
1 (
9+ th
We have noticed from the previous discussion that although the
arithmetic
th of
class−¿ 40 , there are classes which may have as many
Median= (5)2th
Median=26 ) e
55∨as few as 18
pupils 18 ¿ 55
range
as . This means that the
observations
from dispersion.
this pupils
Range gives . Thereand
the lowest arethe
many different
highest indicators
values of
the observations. Studying the dispersion is necessary. of

(Number of observations
2 ) Range=Highest Value−Lowest Value

(¿¿ th+ (Number of observations

2
+1 )
)
t The story of a scoutmaster who wanted to take his two young scouts
across the river will illustrate the point. The Scoutmaster got the
2 h
information
statistician that thfrom a mean depth of the river was
e average 3
¿
Median=¿ feet .
He quickly calculated the mean of the heights of his own and that of his
iff the number of participants is two
scouts. It turned out to 4 feet . His was 6 and his
even be
scouts 3 feet each.feet two
So, he decided to wade through the river
were andto follow
asked the two young scouts
18,20, 22, 25,26, 28,30, 32, him.
When he had crossed the river, he found the two young scouts were
33,36, missing. He later found out from the statistician that the range of the
37,38, 40, 42, 43, 43, 44, 45, 45,
1/varied
river 2¿ 5from . At different points the depth of the river
47, was
feet
(
30 50,50, 52, 53,53, 55,55
47, 50,50, 1,1,2,3,5,3,1,1/2 feet.
2 The scoutmaster should have not relied on the mere information of

(¿¿ th+ )( )
30
2
+ 1 t)
the average mean depth. He should have known first the scattered
depth of the river before he made the decision to cross it.

2 h Similarly, the educational planner should know the dispersion of

¿ the observations so that he may decide to formulate different
Median=¿ schemes for different class sizes in rural and urban areas.
( 15)
Note
(¿¿ th+ (16 :
Knowing merely the average mean of given observations is not enough
)th ) basis in making decisions.
2
¿
( 43+
Median=¿
Median=
43) [ =43 J. Frequency
Distribution
2
]
In the preceding section of central tendency, we used an example of
class- sizes, calculating the mean of class-sizes of a school.

In our example of class-sizes, the median is bigger than the mean. Suppose now that one has data on class-sizes on a region-wide basis.
Generally, mean and median will be different, because the median is For
example: In Region III, there may 15, 000 in
less affected by extreme values of observations. be the
classes
elementary grades which 15,000 observation of a “Educational facilities” is a term which includes sites, building and fixed
means size. class- and
loose furniture, laboratory rooms, desks, and chairs for
classrooms.
To make this information useful to the planner, it has to be classified Note
and ordered. :
It should be noted that the term “educational facilities” does not
For this purpose, the Frequency Distribution is used. Class-sizes are include equipment: audio visual aids, laboratory equipment and the like.
grouped in small ranges and for each range the number of
Computations relating to facilities are always in terms of
observations within the range is given.
individual pupil/student. This is reflected in the terminology
CLASS-SIZE FREQUENCY PERCENTAGE used as “area per pupil/student” or “area per place”, “cost per
(NUMBER OF (NUMBER OF FREQUENCY pupil/student”, or “cost per place” and so on. The computations never
PUPILS PER OBSERVATIONS) involve the cost of a classroom or the cost of a laboratory room.
CLASS/SECTION)
Lessthan 11 350 2 Thus, if a new school is to be provided, the first question might be
11−15 300 2 asked is “for how many pupils/students?” rather than “how many
16−20 650 4 classes?”.
21−25 1250 8
26−30 2150 14 Planning for educational facilities requires first, statistical data on the
existing building stock. The data required will be of two sorts: first, the
31−35 3350 22
capacity of the building stock, and secondly, an assessment of the
36−40 2250 17 state of building maintenance indicating the proportion of the stock that
41−45 1350 9 needs replacement.
46−50 1550 10
51−55 1800 12 The capacity will be obtained by calculating the gross area of the
Total 15000 100 building stock and dividing it by an agreed space standard.

The “gross area” of a building is the total floor area of the building,
measures
on all the floors, of all the spaces within the walls; that is educational
The frequency distributions can also be used to calculate the arithmetic areas,
administration spaces, circulation areas, areas of sanitary facilities,
mean. To do this, the middle value of each group is multiplied with the living
facilities,
number of observations in the group:
etc.

5x 1750
350 3900 “Space standards” is the gross area per place that is agreed nationally to
13 x 1170 be a
minimum
30 2875 requirement.
18 x 6020
65 1105 HOUSE BILL No. 473 [10]
8550 SECTION 1. Title. This Act shall be known as “The Public School
23 x Class Size Law of 2016” [10]
12 5805 SECTION 5. Large Class Size. Any class exceeding 35 students
28 x 7440 up to a maximum of 50 students shall be considered a large
21
53 x 18 9540 class. In no
case shall a class size in excess of 50 students be permitted. [10]
33 x
Total 5302
33
38 x
22
∑ of classess (middle ∨mean )
43 x Floor Area and Gross Area per Place of School Rooms in
the Different Types of School Buildings
13 multiplied by class frequencies Type Floor Floor Area Gross Area
Artithmetic Mean=
48 x of Dimensions Per Place
¿
530,200 15 Total Number of Observations Building @
Pupils/Room
40
15,000
Gabaldon Type 7 m. x 9 63 sq .m . 1.575 sq.
¿ 35.35 ≈35 m
Army Type 6 m. x 7 42 sq . m. 1.05 sq.
K. Computations Relating to
m m
Magsaysay 6 m. x 7 42 sq . m. 1.05 sq.
Type
Facilities Definitions m m
Marcos Type 7.30 m. x 43.8 sq . m 1.095 sq.
Bagong 6 m. x 8 48 sq. m. 1.2 sq.
Lipunan
Type
m m.
RP-US 7.95 m. x 47.7 sq. m 1.192 sq.
Type
Other Types 6 m. x 7 42 sq . m. 1.05 sq. Method 1
m m
Since in our country, we have several types of buildings of different floor Capacity =
Gross Area of Building Stock
Gross Area per Place
areas as shown in the above table, the capacity of the existing building The total capacity of the existing
stock of a school, district, division or region will be obtained by dividing building stock of Munoz District is
the total floor area of all classroom of the different types of buildings. computed as follows:

Example: Capacity=(1.575
630
)+ 1.05
252
)+ 1.05
(168 )+ 1927.2
(1.095 +
( )
A summary of the year-end report, SY 2016-2017, on the number
of elementary school buildings by type of structure and classrooms of ¿ 400+240+ 160+ 1760+240+220
Munoz District the following data:
¿ 5000 places
Type of Number Number of Gross
School of Classrooms Area
Building Building (m2)
Gabaldon Type 2 10 630
Army Type 3 6 252
Magsaysay Type 2 4 168
Marcos Type 15 44 1927.2 Method 2
Bagong 0 0 0
Lipunan Type Another way of determining the total capacity of the existing
RP-US 2 6 286.2
Bayanihan Type
building stock si to multiply the number of the existing classrooms by 40 in as

Other Types 16 55 2310 much as that 40 is the national average class size.
Total 40 125 5573.4
Capacity = ¿
number of existing classrooms
×standard class ¿ national average class ¿¿
¿ 125× 40
¿ 5000 places
Using the following
formula:
For computing for future requirements for classrooms it is best that the recommended per pupil 1.20 sq . m be
place of . used.
For other requirements related to facilities, the following recommended standards prepared by the Ad Hoc Technical Group of the DECS School Building
Committee could be used.

Definition
The cost per place is the cost per pupil/student for the building and furniture. It is derived by dividing the building and furniture costs by the number of
students/pupils.

The planner attempts to find places for a number of children in school. Some places are available in the existing stock, others may have to be provided
either rented buildings or by adding new classrooms to existing schools or by constructing new schools.

Example:

If in a school, the existing stock of buildings can provide 5,000 pupils but we desire to 6,500 pupils at a cost
places for accommodate of
P1,000 per place . What will be the total
cost?

Total cost =cost per place× number of

places

¿ P1,000 × (6,500− 5,000)

¿ P1,000 ×1,500

¿ P1,500,000

REFERENCES

Arcelo, A. A., & Franco, E. A. (1994). Educational planning. Metro Manila, Philippines: National Book Store. Chapter 16. pp 457-474
1 https://whatis.techtarget.com/definition/extrapolation-and-interpolation
2 https://en.wikipedia.org/wiki/Stock_and_flow
3 https://www.investopedia.com/terms/g/gnp.asp#ixzz5V5PJfkpA
4 https://www.citypopulation.de/php/philippines-luzon-admin.php?adm1id=0349 (Nueva Ecija Census)
5 Curran, Chris. 1989. "Resource Factors: Recurrent Costs." In UNESCO and International Council for Distance Education, Developments in
Distance
Education in Asia: An Analysis of Five Case Studies, pp. 32-37.
6 https://www.ceicdata.com/en/indicator/philippines/gross-national-product
[7} https://www.rappler.com/nation/191749-philippines-duterte-signs-2018-national-budget-law (Total Educational Expenditure)
8 https://www.cohortanalysis.com/
9 https://www.youtube.com/watch?v=CubGeDB62aY (Cohort Analysis Explained)
10 https://www.teacherph.com/public-school-class-size-house-bill-473/

Prepared by:
Danika Jade S. Paragas
MS Education in
Mathematics Central Luzon
State University