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Item Interactive games and the mathematics achievement of grade eight students(2018-08) Duran, Cecile Talavera.Facing today’s breed of students actually demands more dedicated efforts and attention. This is due to many factors that affect the students’ behavior towards education. Their attention is easily distracted as they are exposed to different cultures and mindsets regarding schooling in different levels. Being the agent of change of today’s generation, teachers should incorporate interactive games, hands-on investigation and different teaching strategies that will open doors to learning experiences of the students every day. It will motivate them to learn by encouraging them to perform better and achieve higher goals in mathematics. Keeping in mind what Benjamin Franklin once said, “Tell me and I forget, show me and I remember, involve me and I understand.” Learning mathematics through interactive games will lessen their fear towards the subject and even improve their academic achievement. The main aim of this study was to find out whether or not there is an effect of interactive games on the academic achievement in mathematics among the grade 8 students. Specifically, this study sought to answer the following questions: 1. What are the pretest score of the control and experimental groups before the implementation of the interactive games in teaching Mathematics? 2. What are the posttest score of the control and experimental groups before the implementation of the interactive games in teaching Mathematics? 3. Is there a significant difference in the posttest scores of the students in the control and experimental group after use of interactive games in teaching Mathematics? Hypothesis: There is no significant difference in the posttest scores of the students in the control and experimental after the use of interactive games in teaching Mathematics. 4. What is the effect size of interactive games to the mathematics achievement of the students? The researcher used the experimental design, specifically pretest - posttest design to determine whether the use of interactive games in teaching mathematics will improve the performance of the students. This method evaluated the difference between the mean scores of the control group and the experimental group whether the result will be significant or not. The population of this study was the grade 8 students in the Science, Technology and Engineering (STE) Program of the Baguio City National High School, school year 2017- 2018. The researcher used teacher-made tests in the form of achievement tests to gather data. The data were used in determining the level of mathematics achievement of the students using the interactive games. The following are the major findings of the study: 1. The mean scores of the control and experimental groups in the pretest are both fairly satisfactory. 2. The mean scores of control group in the posttest is very satisfactory while the mean scores of the experimental group is outstanding. 3. There is a significant difference in the posttest scores of the students in the control and experimental group after the implementation of the interactive games in teaching Mathematics. 4. The interactive games yielded a very large effect. In light of the findings of the study, the following are the conclusions: 1. The students have inadequate knowledge and skill in mathematical concepts. 2. The experimental group has mastery of the lessons while the control group still lacks mastery in some concepts. 3. Students exposed to interactive games have performed better than students exposed to the usual drill method. 4. The integration of the interactive games in teaching mathematics remarkably improves the mathematics achievement of the students. In relation with the findings and conclusions of this research, the following are recommended: 1. The teachers need to integrate the use of interactive games in teaching the lessons in mathematics to help the students develop their social and mathematical skills. 2. Teachers may adopt the compilation of the different interactive games with lesson exemplars and their uses as presented in the Appendix J and H for more engaging teaching and learning process in mathematics. 3. Seminar-workshops on the effective use of interactive games in teaching should be provided by school heads and administrators. 4. The possibility of undertaking similar studies using interactive games in other disciplines can be considered.Item Higher order thinking skills and academic performance of students in mathematics(2022-08) De Olon, Jufelia Paduyao.The purpose of this study was to examine the relationship between the higher order thinking skills (HOTS) and the academic performance in mathematics of science, technology, engineering, and mathematics (STEM) students. Specifically, it aimed to answer the following problem: 1. What is the level of higher order thinking skills of STEM students along: a. analyzing, b. evaluating, and c. creating? 2. What is the level of academic performance in mathematics of STEM students? 3. What are the relationships between the levels of HOTS along its thew components and the academic personnel in mathematics of STEM students? Hypothesis: there are direct moderate relationships between levels of HOTS along its three components and the academic performance in mathematics of STEM students. This study used descriptive-correlational design to examine the relationship between HOTS along its three components and the academic performance in mathematics of STEM students. For the study’s questions, different statistical approaches were utilized as follows: mean for determining the levels of HOTS and academic performance and Pearson’s Correlational Coefficient for examining the relationships between the levels of HOTS along its three components and the academic performance. The respondents were 71 STEM students at the senior high school level of Benguet National High School.Item Mathematics anxiety and self-efficacy on academic performance(2022-06) Dulatre, Ricardo Palaruan.,This study aimed to assess the mathematics anxiety and self-efficacy of humanities and social sciences students in answered the following questions: 1. What is the level of students along: a. math anxiety; b. self-efficacy; and c. mathematics performance? 2. What is the degree of correction between: a. math anxiety and academic performance; b. self-efficacy and academic performance; c. math anxiety and self-efficacy on academic performance? Hypothesis: There is a correlation between math anxiety and self-efficacy on academic performance. 3. What regression model can be made to predict the academic performance of students in mathematics. This study used a descriptive-correlational method. The study was conducted during the synchronous classes of the university of the cordilleras senior high grade 11 students from HUMSS department. A total of 144 students participated in the research. Weighted mean was used to determine the level of anxiety and self-efficacy of the students through the adapted questionnaires. Moreover, to determine the correlation between the variables, Kendall’s tau was used. Lastly, regression model was used to predict the power of math anxiety and self-efficacy on mathematics performance.Item Difficulties encountered in rational numbers by first year high school students in Benguet State University.(1989-06) Dongbo, Rosaline D.,The study aimed to fin out certain areas in rational numbers where the first year high school students found difficulty. A total of 298 students with 176 males and 122 females were involved. These students came from four types of curriculum with the corresponding number of respondents: Science- 40; Home Economics- 40; Vocational Agricultural- 125; and General Secondary- 93. Variations in difficulty according to sex and type of curriculum were the focus of the study. The instrument used was a test constructed and validated for the purpose of the study. Statistical tools used in the study were proportions, averages, and standard deviation to describe the data and the t-test and F-test to test differences between and among groups, respectively. Findings of the study were: 1. The students were found to encounter different degrees of difficulty with rational numbers. Decimals and dissimilar fractions were found more difficult while integers, similar and mixed fractions were found relatively easier. 2. The fundamental mathematical operations are of the same degree of difficulty. 3. Sex was not a factor in difficulty. 4. The science curriculum students were variably better equipped on the are of rational numbers and mathematical operations. 5. Female students performed better than males, while science curriculum students were better performers in rational numbers.Item Correlation of mathematics subscores in PMA entrance examination and subscores in differential aptitude test with mathematics performance of PMA fourthclass cadets(2000-04) Dariano, Carlito Maglaya,This research covered a five -year account of mathematics performance of PMA fourth class cadets specifically their grades in College Algebra and Plane Trigonometry from school year 1994 - 95 to school year 1998. - 99. Statistics from the Department of Mathematics, PMA, reveals that from 1994 to 1998 an average of 30% of the fourth class population fail in College Algebra and 26% of them also fail in Plane Trigonometry. In school year 1998-99, when College Algebra and Plane Trigonometry were combined into a single course, the deficiency or rate of failure was 40%. Considering this fact about PMA fourth class cadets' deficiency in mathematics, this research intends to determine indicators that are parallel co intellectual qualities of the cadets and are essential bases of their admission to PMA. As such, this study considers the Mathematical Ability scores of the cadets in the PMA entrance examination and their VR + NA scores in the Differential Aptitude Test as indicators of performance in mathematics. This study is a descriptive analysis of the mathematics performance of PMA fourth class cadets over the past five years. Specifically, the scores in the mathematics portion of the PMA entrance examination PMAEE), defined as the independent variable and the VR + NA scores of the Differential Aptitude (DAT), defined as the independent variable X2, were put under the hypothesis that each correlates with the grades of fourth class cadets n mathematics, defined as the dependent variable Y. The following specific questions were sought to verify the said hypothesis: 1. What is the correlation of the mathematics subscores in the PMA entrance examination with the grade-point averages in College Algebra and in Plane Trigonometry a. all fourth class cadets b. all deficient fourth class cadets 2. What is the correlation of VR + NA scores in the Differential Aptitude Test with the grade-point averages in College Algebra and in Plane Trigonometry among: a. all fourth class cadets b. all deficient fourth class cadets 3. What is the prediction criterion for the grades of fourth class cadets in College Algebra and in Plane Trigonometry in terms of: a. the mathematics subscores in the PMA entrance examination, and b. the VR + NA scores in the Differential Aptitude Test. To obtain answer for each question, the Pearson product Moment of Correlation or commonly known as Pearson r - coefficient of correlation was used to determine linear relationship between the dependent and independent variables and linear regression analysts was used to establish a prediction function for the dependent variable in terms of the independent variables. The treatment of data gave the following results: 1. grades of fourth class cadets in MAT 151 College Algebra: r - 0.56 a. grades of fourth class cadets who failed in MAT 151: r = 0.38 b. grades of fourth class cadets in MAT 132- Plane Trigonometry: r = 0.44 c. grades of fourth class cadets who failed in MAT 132 : r = 0.27 2. Correlation of DAT- VR + NA Scores with: a. grades of fourth class cadets in MAT 151-College Algebra: r = 0.14 b. grades of fourth class cadets who failed in MAT 151 : r = 0.0068 c. grades of fourth class cadets in MAT 132 -. Plane Trigonometry: r = -0.132 d. grades of fourth class cadets who failed in MAT 132: r = -0.28. 3a. Prediction criterion for the grades in College Algebra (Yp): 1. in terms of PMAEE Math Subscores (X1): = 5.574 + 0.073X1 2. in terms of DAT - VR + NA Scores (X2) Yp = 7.058 + 0.012X2 3b. Prediction criterion for the grades in Plane Trigonometry (Ye) : 1. in terms of PMAEE Math Subscores (X1): Yp = 5.78 + 0.0625X1 2. in terms of DAT - VR + NA Scores (X2): Yp = 7.08 + 0.0097X2 Based on the findings, the following conclusions were made: 1. The PMAEE Math Subscores correlate positively, moderately high, with the grades of all fourt class cades im College algebra and in plants trigonometry. Particularly, the correlation of PMAEE Math subscores with the grades of fourth class cadets deficient in the two courses in low positive. 2. Generally, the DAT - VR + NA Scores correlate in a very low positive degree with the grades of fourth class cadets in College Algebra and in Plane Trigonometry. 3. The PMAEE Math Subscores are predictive of the grades of fourth class cadets in College Algebra and in Plane Trigonometry. 4. The VR + NA scores of the DAT given to fourth class cadets are not predictive of their grades in College Algebra and in Plane Trigonometry. The prediction criterion Criterion for the grades is impractical to us. Based on the results of the study, the following are recommended: 1. As basis of qualification for admission Lo PMA, the cut-off score in the PMAEE Math Ability portion should be higher than 20.0 to make sure that incoming fourthclass cadets would be capable of understanding lessons in mathematics. 2. The PMA Guidance Office should evaluate the present instrument in the Differential Aptitude Test, particularly the Verbal Reasoning and Numerical Ability portions. The questions asked may not be appropriate to measure academic achievement at the level of the fourth class cadets. 3. Future research should include gender as a factor of mathematics proficiency or deficiency of the cadets.Item Gap bridging course on the academic performance in algebra of the Philippine Military Academy(2016-10) Cruz, Kristin Valerie Velasco.Mathematics is one of the most important courses offered internationally. Though it is important, students seem to have difficulty in it. This is observed especially in the college level where students regard it as one of the hardest courses. With this, there are programs given to students for them to easily cope with Algebra. One program is the gap bridge offered by the Philippine Military Academy. Gap bridge programs or courses are offered in some colleges and universities so that high school graduates who come from different schools will have a better understanding and a common ground in starting their tertiary education. This is also intended to create a learning environment that Algebra can be learned with ease regardless of the academic background and prior learning of students. The Philippine Military Academy is an institution that offers regular college course to cadets. Cadets come from various regions and different educational status prior to entering the Academy. it is observed that many cadets fail in Algebra. With this, the Academy offers Gap Bridge Course before they attend their regular academic life in the academy. The main objective of this study was to determine the correlation between "Gap Bridge Course and Academic Performance in Algebra" in the Philippine Military Academy. Specifically, it sought to answer the following questions: 1. What is the level of performance in the posttest scores when the cadets are grouped according to prior learning in Algebra? 2. What is the level of the academic performance of the cadets when they are grouped according to prior learning in Algebra? 3. What is the correlation between the posttest scores and the level of the academic performance in Algebra? 4. What action plan can be proposed to enhance the Gap Bridge Course in Algebra? The descriptive-correlational design was used in this study to determine if the Gap Bridge Course in College Algebra influences the academic performance of the cadets. In the study, the scores in the posttest of the Gap Bridge Course was the independent variable and academic performance of 4th class cadets of Class 2019 as the dependent variable. The posttest scores in the Gap Bridge Course and the final grades in Algebra of 258 cadets were used in the study. For the first and second problems, mean was used to get their level of performance and t--test was used to compare those with prior learning and those without. For the third problem, the Pearson's Product Moment Correlation Coefficient was used to determine the significance of correlation between the gap bridge course and academic performance in Algebra. The following were the findings of this study: 1. Those who had prior learning and those who did not have prior learning in Algebra are situated in the deficient level. In addition, there is no significant difference between the means in the gap bridge course of those who took Algebra prior to entering the academy and those who did not. 2. Those who took Algebra prior to entering the Academy had a proficient mark in their final grades while those who did not have prior learning were still situated in the deficient level. There is also a significant difference of the final grades as to their prior learning in Algebra. 3. There is a positive moderate significant correlation between the gap bridge course and the performance of the 4th Class Cadets of PMA. Based on the previous findings, the researcher came up with the following conclusions: 1. Prior to entering the Academy, the cadets have difficulties in Algebra and do not meet the proficiency level offered by the Academy. 2. Prior learning in Algebra affects the academic performance of 4th Class Cadets in PMA. 3. The Gap Bridge Course has a significant influence on the academic performance in Algebra of 4th Class Cadets of PMA. Based on the previous findings and conclusions, the researcher would like to recommend the following: 1. With a varied educational status of the cadets, there is a need to level off their knowledge and skills they need in their academics especially in Algebra. Extra instruction can be given to those who do not have prior learning in this course. 2. Those who took Algebra before entering the Academy have a better understanding and can cope and pass. With the given scenario, cadets who can easily cope with Algebra has to help to those who do not have prior learning on it. Pairing of cadets who had prior learning in Algebra to those without prior learning should be done in pair or groupworks. 3. There is a need to strengthen the foundation of their prior learning in Algebra. To strengthen this, there is a need to revisit the Gap Bridge Course offered. In addition, other methods such as online learning and extra instruction can be sources of knowledge as well as level off the knowledge and skills needed by the cadets as they enter the Academy. Academic Officers of the different companies in the CCCAFP should be involved in giving extra instructions to cadets during their study period. There are also some cadets who graduated or are in their last years of their BS Degree in Mathematics, Engineering or Education majoring in Mathematics. These cadets should also be included in those who will give extra instructions to cadets who do not have prior learning in Algebra. 4. A revisit of the curriculum of the Gap Bridge Course has to be implemented. Mathematics courses, which include Algebra, Trigonometry, Analytic Geometry and Elementary Analysis, must be reviewed for its enhancement. After the review, a Program of Instruction appropriate for the course should be designed. An action plan created by the researcher is suggested and may be followed for the following academic years of the Academy.Item Mathematics anxiety, attitude and performance of high school students(2014) Cawis, Shadel B.Mathematics education is of great concern by various sectors of every academic institution. Students are endeavored to learn and acquire necessary mathematical knowledge and skills vital to their lives. Being mathematically equipped helps them prepare to deal with their personal and professional lives ably. Such skill also steers them to be responsible and become productive citizens in the country. However, inevitable obstacles impede students' aim in achieving mathematical efficiency. These include the formation of mathematics anxiety and negative view towards mathematics brought about by various factors while studying the discipline. Evidently, previous researches showed that students perform on an average level so this becomes a disappointment for not being internationally competitive enough. This study investigated some individual factors affecting students such as mathematics anxiety and mathematics attitude and its relationship to the level of mathematics performance. The data gathered from this study aimed to provide concrete information on the causes of the appalling feelings of students to concerned individuals such as administrators, teachers, students and parents leading them to act and help each other mitigate and be able to eventually overcome these anxiety and negative attitude towards mathematics. These served also as additional data to conduct for further studies along the other causes of negative feelings toward mathematics and the other factors that would help the students improve their mathematics performance. The focal point of the study is to determine the causes and level of mathematics anxiety and mathematics attitudinal level and their correlation to mathematics performance of high school students of the Baguio City National High School. Specifically, this study sought to answer the following questions: 1. What are the causes of mathematics anxiety among the junior high school students? 2. What is the level of mathematics anxiety among the junior high school students? 3. What is the attitudinal level of the junior high school students in mathematics? 4. What is the level of mathematics performance of the junior high school students? 5. What is the relationship between the following variables: a. Level of mathematics anxiety and level of mathematics performance? b. Mathematics attitudinal level and level of mathematics performance? c. Level of mathematics anxiety and mathematics attitudinal level? Hypotheses: a. There is a significant relationship between the level of mathematics anxiety and the level of mathematics performance of the junior high school students. b. There is a significant relationship between the mathematics attitudinal level and the level of mathematics performance of the junior high school students. c. There is a significant relationship between the level of mathematics anxiety and the mathematics attitudinal level of the junior high school students. 6. What strategies can be proposed to mitigate the students' mathematics anxiety and negative mathematics attitude and action plan to improve the level of mathematics performance of the students? This study used the descriptive-correlation method to identify the causes of mathematics anxiety and to determine and correlate the level of mathematics performance of the junior students to factors such as mathematics anxiety and attitude towards mathematics. The respondents of this study were the junior high school students of the Baguio City National High School. The causes of mathematics anxiety were established using the questionnaire formulated by the researcher based on the research studies of Trujillo, Hadfield and McNeil. Moreover, the levels of mathematics anxiety and mathematics attitude were measured using the Revised Mathematics Anxiety Rating Scale of Plake and Parker and Attitude towards Mathematics Inventory of Tapia, respectively. The level of mathematics performance of the students was determined from the computed average grade throughout the first and second grading periods. The weighted mean was used to determine the students' causes and level of mathematics anxiety, mathematics attitudinal level and level of mathematics performance. Furthermore, the Pearson-Product Moment Correlation Coefficient was used to determine the degree of relationship between each of the specified variables. The following were the major findings of this study: 1. The causes of mathematics anxiety that students agree with included the following: parental pressure to students to excel in mathematics; mathematics teachers' placing too much emphasis on memorizing mathematics formulae; minimum students' participation in mathematics classes; and the lack of students' self-confidence on their mathematics skills when working mathematics situation. 2. The level of mathematics anxiety among the BCNHS junior high school students was moderate. 3. The mathematics attitudinal level of the BCNHS junior high school students was positive. 4. The BCNHS junior high school students had an average level of mathematics performance. 5a There was a significant relationship between the students' level of mathematics anxiety and level of mathematics performance. The higher the level of mathematics anxiety, the lower the performance in mathematics and the lower the level of mathematics anxiety, the higher the performance in mathematics of the students. 5b There was a significant relationship between the students' mathematics attitudinal level and level of mathematics performance. Positive attitude in mathematics dictates high performance in mathematics while negative attitude in mathematics determines low performance in mathematics. 5c There was a significant relationship between the students' level of mathematics anxiety and mathematics attitudinal level. Students with higher level of mathematics anxiety have negative attitude while students with lower level of mathematics anxiety have positive attitude towards mathematics. From the foregoing findings and results of this research study, the following conclusions are formed: 1. The mathematics anxiety experienced by the BCNHS junior students stemmed mostly from external factors such as their parents and teachers rather than an internal factor which is their perceived lack of self-confidence. 2. The BCNHS junior students reveal that they are fairly anxious towards mathematics particularly when learning mathematical concepts and when having any mathematics evaluation. 3. The BCNHS junior students are optimistic in relation to mathematics expressing their high regard in the discipline with motivation and enjoyment feelings. 4. The BCNHS junior students have a good grasp and understanding of the essential mathematics concepts particularly in algebra and geometry. 5. The level of mathematics anxiety, mathematics attitudinal level and level of mathematics performance of the junior high school students significantly influence each other. In relation with the findings and conclusions of this research study, the following recommendations are suggested: 1. The parents, teachers and students should be hand in hand in addressing the identified causes of mathematics anxiety starting with their own actions and behaviors in connection to students' mathematics learning. 2. The moderate level of students' mathematics anxiety should be further minimized and be maintained to its minimum for the students to learn and perform mathematics efficiently through the guidance of teachers and parents. 3. The positive mathematics attitude of the junior students should be maintained and the self-confidence should be boosted by the help of their teachers and parents. 4. The Proposed Mathematics Performance Enhancement Plan (Appendix A) be taken into account by the BCNHS teachers for consideration to help improve the mathematics performance of the students. 5. The strategies to alleviate mathematics anxiety and negative attitude of the students be considered and adapted by the school administrator/principal, mathematics teacher, students and teachers (Appendix B). 6. Other Recommendations: a. Conduct further studies on the causes of mathematics anxiety and mathematics negative attitude to high school students at all year levels; the results can serve as bases to educators to come up with a comprehensive plan to mitigate those undesirable feelings. b. Conduct further studies to determine the degree of relationship between the level of mathematics performance and individual factors that can be influential to student's performance such as study habits, self-concept and preferred learning style. c. Conduct studies on the degree of relationship between the level of students' mathematics performance and teacher factors such as their mathematics anxiety, mathematics attitude and teaching style to determine its extent of influence.Item Cooperative small-group approach : its effect on student achievement, attitude and participation rating in mathematics(1997-04) Chapap, Lyte K.,This study was focused on finding out the extent of effect of cooperative small group work on the achievements, attitudes and participation ratings of First Year Education students in Basic Mathematics (Math 10b) at the Mountain Province State Polytechnic College, SY 1996-1997. Specifically the study sought the answer to the following questions: 1. What is the effect of cooperative small-group approach on the achievement scores of students? 2. What is the effect of cooperative small-group approach on the attitude of students towards mathematics? 3. What is the effect of cooperative small-group approach on the participation rating of the students? The experiment made use of the Solomon Four-Group Experimental Design. The treatments were: to- (control) two classes using the lecture method and t1 (experimental) - two classes using the cooperative small- group approach. The experiment period was subdivided into three parts. First was the pre-experimental period, which was the conditioning period of two-weeks, the conduct of a survey on mathematical attitudes and the administration of a diagnostic test. The second was the experimental proper where two classes, c1 and c2, were exposed to the usual exposition method while the other two classes x1 and x2 were exposed to the cooperative small- group approach. The third was the post-experimental period wherein the survey on mathematical attitudes and the post-test on lessons learned were conducted. Data gathering consisted of the conduct of the pre- experiment attitudes and diagnostic test and the post-experiment attitude and achievement test. The data gathered for statistical analysis and interpretation were: the pre-test scores of two groups (c2 and x1), attitudes of the student before the conduct of the study, attitudes of the students after the conduct of the study, post-test scores of four groups (c1, c2, x1 & x2), the difference of pre-test and post-test scores of two groups (c2 &x1), and the participation ratings of the students. The t-test for independent groups was used to determine the significant difference of the mean pre-test scores and the mean gain scores of the students in both treatments at 0.05 level of significance. The one-way analysis of variance (ANOVA) was used to determine the significant difference of the mean post-test scores of four groups at 0.05 and 0.01 levels of significance. Moreover, Tukey's Honestly Significant Difference (HSD) test was used to further identify where the significant difference of the mean lies. The significant findings in this study are the following: 1. Mean Achievement Score There is a significant difference between the mean scores of students who were exposed to the cooperative small-group approach and those who were not. 2. Mean Attitudinal Score Numerically, the mean attitudinal score of students in the experimental group is higher than the mean attitudinal score of those who were in the control group, but statistically, there is no significant difference between the mean attitudinal scores of the experimental group and those of the control group. 3. Mean Participation Rating The difference between the mean participation ratings of the students in the experimental group and those of the control group is highly significant. In view of such findings and conclusions, the researcher has the following recommendations: 1. The use of the cooperative small-group approach should also be tried in other subject areas to further investigate the effects of the strategy on student performance. 2. Administrators should encourage and provide opportunities for mathematics teachers to develop themselves, such as sending the teachers to seminar workshops where creativity and innovative teaching are enhanced. 3. Further studies on the cooperative small-group approach are highly recommended such as those that give answers to the following problems: a) What group combinations enhance achievement? b) What kinds of cooperative-learning tasks are most appropriate for individuals and groups of different mathematics achievement levels? 4. Similar studies should be done on a long-term basis to find out if time can alter the results. 5. Mathematics teachers should regularly come together to discuss matters regarding new trends in math instruction.Item Academic predictors of the licensure examination for teachers performance of the University of the cordilleras BSED-Mathematics graduates(2008) Caseldo, Dante Laureta,The spectacular success of schools is manifested by the outcomes - graduates who are fully prepared, well trained, and well-equipped with the skills, knowledge, habits, and values essential for their integration to the society in general and to the world of work in particular. The University of the Cordilleras, being an institution that offers teacher education program, assumes primary responsibility of advancing the intellectual development of the students through academic curriculum and programs which are measured against academic performance, pitted against other institutions, placed alongside community's expectations, and challenged by personal aspirations. Whatever point of view is taken, the ability of the school to be perceived well by the community is a function of the kind of students it produces as reflected in the graduates' performance in the licensure examinations which serve the purpose of measuring the end results of the components in the educational milieu: instruction, teachers, and students. It is in this mainstream that the researcher wanted to delve in if the academic training as defined by their grades in college correlate with and predict their performance in the Licensure Examination for Teachers. The study dealt on the LET performance of the BSEd-Mathematics graduates of the University of the Cordilleras. Specifically, it looked into the academic performance and LET performance of the graduates. It also attempted to find out whether the academic grades of the graduates in the three areas of the BSEd-Mathematics curriculum correlate with and predict their LET ratings. The research method used was primarily ex-post facto. Correlation was also resorted to in order to determine the degree of relationship between the independent variables and performance. The data on the academic performance were secured from the Registrar's Office based on their official transcript of records. The data on the LET performance of the graduates who took the LET in August 2004 to August 2006 were taken from the master list of the Office of the Vice -President for Academic Affairs as certified by the PRC. The gathered data were statistically treated using frequency count, percentage, mean, standard deviation, Pearson product moment correlation coefficient, coefficient of determination (r2), partial r, ANOVA, and simple and multiple regressions. The following are the findings of this research: 1. Level of Academic Performance of the BSEd-Mathematics 1.1. The graduates performed better in professional education and general education with above average performance as compared to the average performance in major subjects. 1.2. The overall academic average of the graduates was above average. 2. Level of Performance of the BSEd-Mathematics Graduates in the LET 2.1. Amongst the three subtests, the graduates registered the highest academic performance in professional education. The respondents, on the other hand, had the least academic performance in major. Graduates' ratings had the least standard deviation showing more homogeneity in the general education component, while the most heterogeneous performance is in the major area. 2.2. Taken as a whole, the poor performance of the graduates clustered towards the mean. 3. Correlation of the Grades in the Academic Subjects and the Ratings in the LET 3.1.a. Positive moderate and significant correlations existed between the academic grades in general education, professional education, and major and the rating in the LET subtest, general education. 3.1.b. Positive moderate and significant correlations were noted between the academic grades in general education, professional education, and major and the rating in the LET subtest, professional education. 3.1.c. A positive high and significant correlation existed between the academic grades of the graduates in major subjects and that of the rating in the LET subtest, major. Positive moderate and significant correlations were gleaned between the academic grades in professional education and general education and the rating in the LET subtest, major. 3.2. A positive high and significant correlation existed between the academic grades of the graduates in major and that of the LET overall rating. Positive moderate and significant correlations were gleaned between the academic grades in professional education and general education and the LET overall rating. 3.3. A positive moderate and significant correlation was noted between the overall academic average and the LET overall rating. 4. Predictive Values of the Academic Subjects on the LET It was noted that the overall academic average strongly predicts the overall average of the LET. Taken singly, the results were as follows: Professional education exhibited the test predictive ability in relation to the general education and professional education components of LET. On the other hand, major had the highest predictive ability in relation to the major component of LET. Further, major had the greatest predictive ability in relation to the overall rating of the graduates in LET. Taken in combination, the results showed that the academic subjects, major and professional education had the best predictive ability in relation to the overall rating of the graduates in the LET. Based on the findings, the following conclusions are drawn: 1. The graduates' performances in general education, professional education, and the overall academic average are better than their performance in the major subjects. 2. The graduates' performances in the board examination are satisfactory in general education and professional education components, while not satisfactory in major and LET overall rating. 3. The academic performance of the graduates had a significant positive influence on their performance in LET. 4. In the overall assessment, the academic performance in the three subject areas is a valid predictor and has direct relationship with the performance in LET. Based on the findings and conclusions, the following are recommended: 1. The average performance in major subjects brings so much desire in improving the graduates' academic performance along this area. a. the students have to be taught how to enjoy maximum mastery of the irreducible minimum by focusing on what is essential. With this, students can identify and learn key concepts on their own and the learning process becomes more meaningful. b. the students have to establish good study and working habits which can be achieved by providing them with seminars along these aspects. In as much that mathematics is learned by doing problems and concepts appear in a spiral fashion, students have to allot extra time in solving problems and keep up with the instructors. c. emphasis on analysis and comprehension on mathematical problems has to be strengthened alongside of equipping the students with solving abilities. This can be reinforced by allotting more time questioning answers and processes rather than answering questions. Teaching them the different strategies in solving problems may aid them in developing their mathematical ability. d. solid background on the fundamental principles and concepts in Mathematics has to be achieved by banking on to definitions and theories and re-examination of the course content in the BSEd-Mathematics curriculum. 2. There is a great need to improve the level of LET performance of the BSEd-Mathematics graduates. a. comprehensive examination has to be given on their last year to determine strengths and weaknesses of the students. The problems to be given are a simulation of the problems given in the actual board examination. A board committee may be created composed of selected faculty and alumni to help prospective examinees for the examination. b. Re-evaluation of the course syllabi as per PRC specification and inclusion of recent trends and developments have to be done. c. internship program be enriched with seminars plus a guided and monitored pre-board review and preparation be implemented. d. benchmark with the top and high performing teacher education institutions to determine their best practices. 3. In view of the significant correlations amongst the variables, it is recommended that: a. emphasis on active learning where students are trained to "learn how to learn" and become independent users of knowledge be strengthened. b. congruence between academic preparation and LET performance has to be improved by a continuous re-examination and re-study of course syllabi of the board courses in the teacher education curriculum. Closer integration amongst the three disciplines that cuts across subject matters may be considered. c. a continuous study may be done on why the performance on the LET subtest; general education, did not show the strongest correlation with their academic average in the same area. 4. In view of the findings that academic performance is a valid predictor of graduates' performance in the LET, it is recommended that: a. instructors have to give more emphasis on topics that equip the graduates with the necessary skills to meet the standards and required competencies of the LET. b. cross validation of the formulated regression equation to strengthen the validity of the predictors that forecast performance in the LET and using more respondents may be done. 5. Other recommendations a. Further research and studies may be conducted which include: a.1. perception of the graduates on how their academic preparation affected their LET performance with regard to curriculum and instruction. a.2. factors that contribute to the examinees academic and LET performance. a.3. predictive study with academic performance as the predictor and the performance in the LET as the predicted variable amongst BSEd graduates of different fields and BEEd graduates. b. The university has to look into the implementation of a selective and retention policy for students who would like to take teacher education courses not only in the field of Mathematics but also in other areas. C. Instructors have to have a systematic and continuous evaluation of their students' achievement. Constant evaluation will lead to understanding of students' difficulties and will guide instructors to give remedial measures.Item Reading comprehension and ability in solving word problems in basic mathematics(2011-02) Calub, Reynaldo CerezoOne of the topics taught in mathematics is solving word problems. Since the medium of instruction in mathematics is English then the students ability in solving word problems may be related to their knowledge of the English language particularly their level of reading comprehension as solution of word problems require their translation into the right mathematical phrases or equations. The main purpose of the study was to determine if there is a significant relationship between reading comprehension and word problem solving in basic mathematics. It also sought to find out the ability of the respondents in reading comprehension and word problem solving. The respondents of the study were 142 HRM/HRS freshmen students of the Urdaneta City University in the first semester of 2010-2011. Separate multiple choice type tests in reading comprehension and word problem solving in basic mathematics were administered to the respondents. The arithmetic means of the respondents' scores in the tests were used to determine their competencies in the said areas based on the rating scale presented under data gathering procedure. 1. The respondents have poor reading comprehension and they lack English communication skills which in turn indicates that they have poor foundation and knowledge of the English language. 2. The respondents as a whole have difficulties in solving word problems in basic mathematics. 3. There is a significant correlation between the reading comprehension and word problem solving in basic mathematics of the respondents. In light of the findings of the study, the following are the conclusions: 1. Majority of the respondents have a poor level of reading comprehension. 2. Majority of the respondents have a poor level of word problem solving ability in basic mathematics. 3. There exists a significant relationship between reading comprehension and word problem solving ability in basic mathematics. In relation with the findings and conclusions of this research, the following are recommended: 1. To enhance the students' reading comprehension skills, they must be taught how to decipher word meanings through the use of context clues, word relationship, and part of speech. They must be taught how to establish meaning of text content through the use of various techniques such as visualizing and summarizing. Students must be encouraged to develop good reading habits and consult the dictionary for unfamiliar words encountered to enrich their vocabulary knowledge. Emphasis must be given to the importance of meaningful reading in acquiring knowledge from books and other reading materials. 2. To improve the students' word problem solving ability in basic mathematics, teachers must provide students enough classroom activities such as practice exercises/drills on mathematical operations of fractions, ratio and proportion, and percent. It is important that they have adequate numerical competence prior to the introduction of word problems. 3. The teacher must familiarize students with the key words associated with addition, subtraction, multiplication, and division to facilitate translation of word problems into the required mathematical phrases or equations. 4. The teacher must present a variety of heuristics; heuristics are methods or strategies that increase probability of solving a problem. An example of which is teaching the students a systematic, step-by-step approach in solving word problems. 5. To familiarize the students with the different strategies in solving word problems, the teacher must present similar types of problems with similar solving strategies at a time. Students should be divided into groups in solving word problems since group efforts can be less threatening to students than working individually. 7. Teacher must start with simple problems that can easily be solved by the students. This builds the confidence of students when they experience success in solving word problems quickly. 8. Teachers must be aware of the advancements and developments in the teaching of mathematics by attending lectures and seminar-workshops in the improvement of the quality of Mathematics Education. 9. The action plan focusing on the following must also be considered: a. Administration of reading comprehension test at the beginning of the semester to gauge the students reading comprehension ability. b. Workshop on Reading Techniques using Context Clues, word relationships and parts of Speech. c. Seminar/Workshop on the teaching methods in mathematics.