Gap bridging course on the academic performance in algebra of the Philippine Military Academy

Abstract

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.