THE PROBLEM
Introduction
A university is
as good as the quality of her graduates according to the study of Wambugu and
Emeke(2008). Furthermore, they added that it is a common practice that the
quality of graduates is measured using academic performance… One indicator of a
quality student is the entry qualification. However, the entry qualification
may be said to be one among many factors
that influence academic performance.
Brenzel(2015)
stressed that admission tests evaluate the reading, writing, and math skills
you’ll need in college. So some colleges
use scores to place the students in classes that are right level for them.
The
teacher education students of Caraga State University Cabadbaran Campus taking
up the Bachelor of Technical Teacher Education and Bachelor of Industrial Arts
Education had taken the entrance examination upon entering college. For this
reason, the researchers come up to study the significant relationship between
the entrance examination results of the respondents and their academic
performances to identify if they fit to the program they are currently enrolled
in. Thus, this study was conducted.
Conceptual Framework
Today,
educational institutions are in neck to neck competition in terms of setting
excellent educational standards aimed at admitting only the best students and
producing topmost quality of graduates according to Pierce (2011).
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Wambugu and
Emeke (2008) stated that a number of institutions admit students based on their
entry qualification with the scenario of admitting the more qualified students.
The
purpose of the researchers is to correlate the entrance examination results to
the academic performance of the teacher education students. Thus, as shown in
the schematic diagram, the first box contains the CSUCC Entrance Examination Results and the second box
shows the academic performance of the respondents. The study will find out the
significant relationship of the two variables.
Statement of the Problem
The study was
dealt on the Correlation between the CSUCC Entrance Examination Results to the
Academic Performance of Teacher
Education students.
Specifically,
it will answer the following questions:
1
What is the CSUCC Entrance Examination
results of the respondents as regards to:
1.1 English;
1.2 Mathematics;
1.3 Science?
2
What are the academic performances
(average grade of each specific subjects) of the respondents as:
2.1 Teacher
Education Students?
3
Is there a significant relationship
between the CSUCC Entrance Examination results to the academic performances of
the respondents?
Hypothesis
At 0.05 level of
significance, there is no significant relationship between the CSUCC Entrance
Examination results and the academic performance of the students.
Review
of Related Literature
The researchers
browsed the internet and researched on some books and published studies to gather
information that would help support their study and make it successful. The
researchers cited the following facts because it is useful to them.
According to a
study of Tupas (2005), as a general practice, freshmen students are given
entrance examination to determine their readiness for tertiary education in all
fields. The result of the test is a determining factor whether the student is
accepted or not in the school or program from which the student seek admission.
In addition, Wambugu and Emeke (2008)
stressed in their study that a number of institution admit students based on
their entry qualification with the scenario of admitting the more qualified
students. This is premised on the fact that since learning is a cumulative
process, a student admitted with higher entry qualification is expected to be
well prepared for the course content than one admitted with lower
qualification.
Brenzel
(2015) in his study said that admission tests evaluate the reading, writing,
and math skills you’ll need in college. So some colleges use scores to place
students in classes that are at the right level for them.
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Rieza(2012) stressed that taking
entrance exams will determine the university you will study at can be a
daunting task, especially to someone who is yet to experience the true rigors
of life… Taking one is an anxious inevitable and almost all of the universities
nowadays require you to take an entrance exam.
While Verma (2011) said that
entrance exam provides university and college admission counselors with a clear
cut measure that is somewhat effective, in trying to assess a candidate’s
ability to join their program.
Helsinki (2004) also expressed that
the enlargement of the secondary education has increased the eligible
applicants at tertiary level, and as a result, universities have abolished free
entry policy and created different kinds of student selection methods. He added
that …universities are interested in predicting the academic achievement of the
students when deciding which applicants to admit and that in many countries,
university admission is based on general aptitude tests…
Lacson (2011) in his research paper
stipulated that college admission tests normally focus on the core values of
English, Math, and Science.
Lozada and Sebastian (2013) in their study stated that college entrance
exams are designed to measure student’s skills and help colleges evaluate how
ready students are for college-level work.
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The Centre for International
Mobility (CIMO, 2015) said that entrance exams are subject specific, they test…
skills in the subjects required for the field of study you’re applying to…
The Educational Commission of the
States (ECS, 2015) expressed that standardized entrance exams have placed a
major role in the college-admissions process since the late 1920’s and their
significance has grown over the past several decades.
Espenshade and Chung (2010), in
their study stipulated that according to the College Board, “The primary
purpose of the SAT is to measure a student’s potential for academic success in
college” (Kobrin et al., 2008: 1).
Furthermore, ECS(2015) stressed that
most four-year colleges consider applicants’ scores on college admission tests
when deciding whom to accept and that admission tests apply a common standard
to everyone. This helps colleges evaluate and compare the preparation of
students…
Scope
and Limitation of the Study
The study was
dealt with the correlation of the CSUCC Entrance Examination results
specifically in the areas of English, Mathematics and Science to the academic
performance of the teacher education students. This was conducted in Caraga
State University Cabadbaran Campus, Cabadbaran City. The scope of the study was
limited only to enrolled education students of academic year (A.Y.) 2015-2016,
second semester.
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The respondents
were limited also to second year and third year students who took the entrance
examination on the A.Y. 2014-2015 and 2013-2014 correspondingly.
Significance
of the Study
This study will
be beneficial to the following:
Students.
The study will enable them to foresee what possible career is best – suited
to their intellectual capacity. This would also serve as predictor of the
future performances of the students on specific subjects.
Parents
or Guardians. This study will help them guide their children in choosing
their career paths in college so that they can avoid waste of investment in
time and in money.
Other
Schools which avail the type of Admission Test. Through this study, they
can help students in terms of placement during enrollment. This may also serve
as guide for the admission staff(s) on career advices on what other programs
the student is more suited on.
School.
The school would be able to use the data to plan some preventive actions
for the students (2nd year and third year) to avoid failures.
College
Dean/ Teacher Education Chairperson. The study may help them reevaluate
their set of standards in accepting students who would want to enroll in the
teacher education program.
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Definition
of Terms
The study used
the following terms which are conceptually and operationally defined.
Academic
Performance. A mark which tells how well a student performs in academic knowledge
and skills and reflects it by the student’s cumulative grade point average
(GPA).
Bachelor
of Industrial Arts Education. It is a program intends to produce a graduate
and focuses only in teaching the basic knowledge and skills in the fields of
specialization which schools have offered.
Bachelor
of Technical Teacher Education (BTTE). This is a program designed to
produce graduates equipped with technical teaching, competencies for positions
in secondary and post- secondary schools and training centers and the component
of the Basic Education Curriculum.
Correlation.
It is a statistical measure that indicates the extent to which two or more
variables fluctuate together.
English.
It is a sub-test of the examination which focuses on reading and writing
ability.
Entrance
Examination. An examination to assist the placement of the students to a
certain college upon admission to the university using the standardized test
materials.
Mathematics.
It is a subtest of the exam which deals with
arithmetic, algebra and functions, and geometry.
Science.
It is a subtest that encompasses Integrated
Science, Biology, Chemistry and Physics.
CHAPTER 2
MATERIALS AND METHODS
The
Research Design
The study ascertained
the correlation of Entrance Examination results to the academic performance of
CSU Cabadbaran Campus BTTE and BIAE students. The needed data was obtained from
the Guidance Office and Registrar’s Office.
Descriptive Correlational Method was used to determine
whether or not there is a significant relationship that exists between the
Entrance Examination results and the academic performance of BTTE and BIAE
students, and if there is, to what extent or degree the relationship is.
Locale
of the Study
The study was conducted at Caraga State University
Cabadbaran Campus,Cabadbaran City, Agusandel Norte. This university is located
at T. Curato St. Brgy. 11, Cabadbaran City, Agusan del Norte.
Data
Gathering Procedure
The researchers
followed the following procedure to gather the needed data for this study:
First, the researchers wrote a letter addressed to the
College Dean, asking permission to conduct a study inside the premises of the
school and to get the needed data from the Guidance Office and the Registrar’s
Office.
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Second, they wrote a letter to the Registrar, asking to
let them get the academic grades of the respondents in the following specific
areas: English 1-3 ; Math 1.1, 1.7, 1.4, and Stat 1; and Nat.Sci.1 and 2.
Third, they went to the Guidance Office and gave a letter
addressed to the Guidance Counselor, asking permission to collect the entrance
examination results of the respondents.
Fourth, the researchers disseminated a letter with the
sign of the Registrar Designate with attached list of student names to their
target respondents and asked them to sign the paper. Then, they went back to
the Registrar’s Office and returned it with the needed signatures.
Finally, they asked their respondents to write a letter
addressing the Guidance Counselor to request for their entrance examination
results to be taken as part of the data of the researchers’ study.
Statistical Treatment of Data
The data was
summarized and analyzed using statistical packages in determining the
correlation of Entrance Examination results to the academic performance of the
teacher education students. Mean Pearson Correlation was used to provide
numerical description and inferential statistics to answer the objectives of
the study.
The mean was used to describe the distribution
of Entrance Examination results in problem 1 and the performance rating of the
respondents in problem 2.
Pearson Correlation was used to find
the relationship between the Entrance Examination results and the academic
performance of the respondents in college.
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Pearson’s r or Product Moment
Correlation Coefficient is used in determining the strength of correlation
between two or more interval and ratio data. Deviation method was used in
determining Pearson’s Coefficient Correlation (r). The Pearson’s deviation
method formula (Subong, 2005) is:
dxdy
rp =
------------------------------
(
N-1 ) (s dx) (sdy)
Where:
rp =
Pearson’s Coefficient of Correlation between variable x and y
dxdy =sum
of the productof the deviation between the variables x and y
s dx =
the standard deviation of variable x
sdy =
the standard deviation of variable y
n = the
total number of subjects
To interpret the different values of the coefficients of
correlation, the following guide was used.
Coeffient of
Correlation Interpretation
± 0.90 – 1.0 Very high
correlation; dependable relationship
±0.70 – 0.89 High
correlation; marked relationship
±0.40 – 0.69 Moderate
correlation; substantial relationship
±0.21 – 0.39 Low
correlation; definite but small relationship
Less than ± 0.20 Negligible
correlation
