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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES


Taguig Campus
General Santos Avenue, Bicutan, Taguig City

A Research Paper on the Topic:
THE EFFECTS OF SECONDARY LEVEL TEACHING TO THE ACADEMIC
PERFORMANCE IN COLLEGE ALGEBRA OF M.E., E.C.E.,
AND A.M. FRESHMEN STUDENTS OF PUP-T
S.Y. 2014-2015




Submitted By:
Deloria, Dayanara Ysabel N.
Fernandez, Sim-David D.
Montiano, Rosalinda O.
BSAM III-I



CHAPTER I
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
To be able to achieve ones goal, one must learn, or in other words, a step-by-
step gaining of knowledge. Learning in different ways that may lead an individual to
success. As we all know, the greatest factor that helps an individual to learn is the
school. The school serves as the main gate of an individual to success. Of course, a
school wouldnt be complete without a teacher. The teacher whom the students will
listen to when they are studying. And it is in the teachers choice of choosing the
strategy on how he/she will share and teach his/her students. The type of strategy that a
teacher will choose would be a factor to get the students interest in studying.
When a student is studying or in the process of gaining knowledge, there will be
a time that he will find some of his subjects to be difficult. It is not new to us that one of
those subjects is Mathematics. As we all know, Mathematics plays a huge role in our
life. It exists everywhere whether we like or not. We need it to be able to do even the
simplest computations that is needed in our daily life. So as a student that is learning,
he is intend to study Mathematics. Learning Mathematics is like building a pyramid.
One needs a good base. A student without a good foundation in lower Mathematics
finds it difficult to understand higher Mathematics. Many high school and college
students are unwilling to study higher Mathematics because they are convinced they
just cant do Math. The idea has originated early in their Elementary schooling when
they are given the impression that a certain people can do Math and certain people
simply cannot. And that is what most of the schools tries to avoid of, in which is the
main goal of Mathematics Education, to equip the students with a working knowledge
and skills which will prepare them to live intelligently and enhance their thinking ability.
For better performance of students in school, especially in college level, teachers
should guide the students according to the right approach in teaching well the strategies
and techniques regarding Mathematics Education. The interest and performance of the
students in college level Mathematics subject, or specifically, in College Algebra which
is commonly being taught in different kinds of courses even those that is not related in
Math, maybe influenced or affected by several factors of teachin Mathematics in high
school such as the approach of the students towards the subject, strategies and
techniques in teaching well the subject, and the learning environment including the type
of school such as National/Public high schools, Science high schools, and the Private
high schools (International, Catholic, Montessori, etc.). Creating and maintaining an
environment in which students participate eagerly and actively in classroom activities
can be a challenging task especially for the high school teachers. The interest of the
students in Mathematics should be stimulated and maintained. This is the most
problems the teacher encounters.
It has been observed that in majority, students who came from Science and
Private schools get better grades than those who came from Public high schools.
Students who came from schools that are well-facilitated also seem to get better grades
compared to those whose schools were not. In order to establish whether there is a
significant relationship between the achievement grades in College Algebra and these
factors, this study is created.
Knowing the effect of these factors to the achieving grade in College Algebra
may help the teachers in their choice of instructional materials and strategies. It is
necessary to find out the variables that influence the performance in College Algebra so
that the goals general education may be achieved.

BACKGROUND OF THE STUDY
Mathematics achievement has shown that the students from each major level of
Education in Asia seemed to outperform their counterparts. Many studies have
examined students thinking about school and their attitude toward Mathematics.
Mathematics performance involves a complex interaction of factors on school outcome.
Although the relationship between mathematics performance and students factor has
been studied widely, it is important to explore the factors that contribute students
mathematics performance.
The researchers conduct a research entitled: The Effect of Secondary Level
Teaching to the Academic Performance in College Algebra of Applied Mathematics,
Mechanical Engineering and Electronic Communication Engineering freshmen students
of Polytechnic University of the Philippines Taguig Campus. In order to know the
condition of the students who came to different school during their high school years.
The researchers chose the Applied Mathematics, Mechanical Engineering and
Electronic Communication Engineering freshmen college students of the Polytechnic
University of the Philippines - Taguig Campus school year 2014-2015 to be their
respondents. The researchers used the simple random sampling technique in selecting
their respondents.

THEORETICAL FRAMEWORK
The Learner-Centered Psychological Principles of Learning (from
http://www.sp.uconn.edu/~myoung/KEYS/14prins.html, April 12, 2012) emphasize major
factors to student-centered instruction as cognitive and metacognitive, motivational and
emotional. According to the Cognitive and Metacognitive Factors, teachers play a major
role in the childs learning. Culture can influence many aspects of learning and
education, such as motivation, learning, and ways of thinking. Technology and
instructional practices need to be appropriate for childrens level of knowledge, ability
and learning strategies. The classroom environment, especially whether or not it is
nurturing, can significantly influence learning.
Motivational and Emotional Factors emphasize that intrinsic motivation is
enhanced when children perceive tasks as interesting, personally relevant, meaningful,
at an appropriate level for the childs ability, and on which they believe they can
succeed.
Roldan (1975) gives significance to the role of Mathematics especially in the
worlds technological and scientific progress is now acknowledged in almost all sectors.
This subject offers and derives its rewards in intellectual satisfaction. It prepares the
individual for his vocation in life. Even the most ordinary occupation, Mathematics
cannot be done away with.
Based in neoclassical economic analyses as applied to institutions like public
education (and known as Public Choice theory or, in education, market theory) a
schools institutional environment, or sector, shapes its organizational structure and the
external incentives that drive its internal productive processes. Public schools are input-
oriented organizations, accountable to bureaucracies, not to consumers, so they lack
structural incentives to innovate, improve, or respond to demands for quality from the
groups that they serve (Chubb & Moe, 1990; Coleman, 1997). Thus, it is believed,
students stuck in the public sector should be given the opportunity to switch to the
higher performing schools in the private sector. Indeed, not only are private schools free
of much of the bureaucracy and regulation that inhibit performance in the public sector,
but they are not shielded from competition as public schools are.
Item response theory (IRT) attempts to model student ability using question level
performance instead of aggregate test level performance. Instead of assuming all
questions contribute equally to our understanding of a students abilities, IRT provides a
more nuanced view on the information each question provides about a student.
Workman (2012, April 12) said that attitude can alter every aspect of a person's
life, including their education. Student attitudes on learning determine their ability and
willingness to learn. If negative attitudes are not altered, a student is unlikely to continue
his education beyond what is required. Changing students' negative attitudes towards
learning is a process that involves determining the factors driving the attitude and using
this information to bring about change.

CONCEPTUAL FRAMEWORK
The concept of this study was focused on the effect of secondary level teaching
to the academic performance in College Algebra of Applied Mathematics, Mechanical
Engineering and Electronic Communication Engineering freshmen students of
Polytechnic University of the Philippines Taguig Campus.







The figure shows the IPO model. The input box has the external or raw data that
will be the baseline of the study. It will serve as the guideline throughout the entire
research process. The second box shows the performance of the study or how the
study will go. It is the process system that will generate the operation of the study. The
INPUT

Respondents
(The Freshmen
College Students
of P.U.P-
Taguig)
PROCESS
Survey
(Descriptive)
Data Gathering
Chi-square test
Data or
Statistical
Interpretation
OUTPUT
The effect of
secondary level
teaching to the
academic
performance in
college algebra
of AM, ME,
ECE freshmen
students of PUP-
Taguig Campus.

following contents are found in this section: Survey (Descriptive), Data Gathering, Chi-
square test, and Data or Statistical Interpretation. While the third box shows the output.
It is the result of processing the input. It is also the final steps and shows the result of
the study.

STATEMENT OF THE PROBLEM
The researchers attempt to determine the effects of secondary level teaching to
the academic performance in college algebra among Bachelor of Science in Applied
Mathematics, Mechanical Engineering and Electronics Communication Engineering
students of Polytechnic University of the Philippines-Taguig Campus for the school year
2014-2015.
Specifically, the study sought to answer to the following questions:
Descriptive Type:
What is the Demographic Profile of the respondents in terms of:
Age
Gender
Course
Secondary school type (National, Science, Private High School)
Inferential Type:
Is a there a significant relationship between the past school the
respondents came from to the academic performance in college algebra of the
freshmen students?
Is there a significant relationship between academic performances
of the students to the course they took up in Polytechnic University of the
Philippines?

RESEARCH QUESTIONS
The study provided answers to the following Questions
What is the relationship on the secondary level teaching to the
academic performance in college algebra among Bachelor of Science in Applied
Mathematics, Mechanical Engineering and Electronics Communication
Engineering students of Polytechnic University of the Philippines-Taguig
Campus?
What is the relationship between the Excellency of the students to
the course they took up in Polytechnic University of the Philippines in Taguig
City.





HYPOTHESES
Based on the aforementioned problems, the following hypotheses were
formulated:
There is no significant relationship on the secondary level teaching
to the academic performance in college algebra among Bachelor of Science in
Applied Mathematics, Mechanical Engineering and Electronics Communication
Engineering students of Polytechnic University of the Philippines-Taguig
Campus.
There is no significant relationship between the Excellency of the
students to the course they took up in Polytechnic University of the Philippines in
Taguig City.

SIGNIFICANCE OF THE STUDY
A study of the academic performance in mathematics will show the extent to
which students have learned the basic concepts and processes in mathematics.
Findings of this study would serve as a guide for the improvement of academic
performance of College of Science students in the Polytechnic University of the
Philippines-Taguig Campus.
To the Professors. They will have ideas on the effects of the way teachers teach in
secondary level related to academic performance of the students. They would also
encourage improving their teaching process and techniques for the sake of the learners.
They would have ideas on how to provide students with the ideal learning process.
To the Parents. They would motivate their children for the improvement of their
academic performance. They would know the factors affecting the performance of their
children and it can serves as their guide in building towards success of their children.
To the Students. They would become aware that achievement in school is very
important in their future. They would also be motivated and inspired by the findings to
achieve more on the cause of their study.
To the Community. This study provides them the idea on how their consciousness and
responsive involvement to the various academic and non-academic programs of the
school enrich students academic performance.
To the Future Researchers. This study can serve as their reference and can give
additional information as basis for comparison with the studies they wish to investigate
further.

SCOPE AND DELIMITATION
The main aim of the study is to analyze the relationship of academic
performance to it also aimed to know the significant difference between variables.
The study is limited to 50+ freshmen Applied Mathematics, Mechanical Engineering and
Electronics Communication Engineering students who specialized is much more on
math at Polytechnic University of the Philippines-Taguig Campus during the first
semester of the school year 2014-2015.
The respondents of the study are male and female students who were selected
randomly. The respondents were given questionnaire that sought to elicit their profiles
and answers to questions being asked for three specific areas such as. Since the
respondents are drawn from freshmen Applied Mathematics, Mechanical Engineering
and Electronics Communication Engineering students of Polytechnic University of the
Philippines-Taguig Campus the findings are enclosed only for this particular group.

DEFINITION OF TERMS USED IN THE STUDY
To make this study research clear and understandable, The Researchers integrated the
definition of terms.
Chi-square Distribution - a probability density function that gives the distribution of the
sum of the squares of a number of independent random variables each with a normal
distribution with zero mean and unit variance, that has the property that the sum of two
or more random variables with such a distribution also has one, and that is widely used
in testing statistical hypotheses especially about the theoretical and observed values of
a quantity and about population variances and standard deviations.
Public schools - Schools which are funded by the government and administered by
government appointees whose teachers and other staff are paid by the government.
Private schools-schools which are established funded and managed by the private
sectors.
Academic performance - measurement of academic performance and progress of
individual pupils.














Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE
FOREIGN
According to the article Factors Affecting Private versus Public School
Decisions, public primary schools are schools that are provided by state funding. More
than ninety percent of the primary school children today in Rwanda attend public
primary schools. Private primary schools are primary schools which are funded by
private persons (parents) or private institution (e.g. Churches). Clearly, there are many
more public schools that provide education to Rwandese pupils than their counterparts
private.
Availability and Adequacy of Educational Resources. On the availability and adequacy
of school resources, it is obvious that in Rwanda as in any other third world country,
private schools are more favored than public ones. Considering the relationship
between educational resources and students' academic performance, teacher's
qualification and adequate facilities may be determinants of assessing academic
performance of students. Hence the availability or non-availability of facilities and their
adequacy in schools have an effect on the academic performance of pupils in primary
schools of Rwanda. This is in agreement with some educationalists who believe that
teaching materials facilitate teaching and learning activities, which result in effective
teaching and improve academic performance. The school is an essentially human
organization; because it has human operatives, clients and products, hence students'
performance has positive relationship with the quality of teachers. The importance of
adequate staffing of a school is clearing demonstrated by the way parents continue to
drift from one school to another in search of school with better -qualified teachers. For
efficient educational management, facilities help the school to determine the number of
pupils to be accommodated, number of teachers and non-teaching personnel to be
employed and the cost determination for the efficient management of the system.
The school climate is determined by the resources, especially class rooms under which
the teachers and pupils operate which influences attitude in teaching and learning. Un-
conducive classroom creates stress on teachers and pupils resulting in negative attitude
toward school and learning by pupils. Facilities below approved standard could also
lead to reduction in quality of teaching and learning in schools causing poor pupils'
academic performance.
The school environment affects academic achievement of pupils. Facilities such as,
desks, seats, chalkboard, teaching aids, and cupboard are ingredients for effective
teaching and learning. A good education policy or programmed to guarantee quality
outputs, it must be serviced optimally with appropriate trained and motivated teaching
staff, adequately supplied with necessary facilities and equipment.
In other words, a good school must have adequate resources which may be divided into
three categories: Financial resources, human resources and physical (material)
resources.
The human resources are teachers and the non-teaching staff, and physical resources
mean facilities including classrooms, desks, toilets, offices, books and teaching aids; all
these resources cannot be acquired without financial resources.
Because public schools are required to admit all students, the students attending them
paint a picture of the community they come from. As such, there is often a diverse
mixture of backgrounds present in public schools. Private schools tend to be more
homogenous due to the admission and selection process and the type of student that
will apply to take part in a private school based on its reputation. One common reason
for sending a child to private school is the smaller class sizes. Private schools can
afford to keep class sizes small, thus providing more frequent interaction and attention
on the teacher-student level which is a desirable feature. When the law says that all
children have the right to be educated, this includes students with special needs. Public
schools offer education programs for those who are physically or mentally handicapped
in some fashion and provide teachers who are qualified to work with these needs. As
mentioned before, private schools can admit or deny an applicant based on their own
criteria, and this includes special educational needs. Although there are some private
schools intended solely for those with these needs, many private schools do not accept
special education cases.
As stated above, when looking at public or private schools, the following factors come
into play: Academic reputation and college preparation, school size and class size,
safety reputation, special programs, costs, religious and moral instruction, location,
ideology.
Academic Reputation and College Preparation. Academic reputation plays a big role
when considering private versus public schools. Unfortunately for most families, children
must go to the public school that their home is zoned in. Usually there is a perceived or
statistically supported issue with a public school's academic record that flags a parent's
concern and willingness to move their child into a private school. Private schools usually
have a more rigorous academic reputation but this depends upon the country and the
education level. For example, in Rwanda, private primary schools have a more rigorous
academic reputation than public ones while there is an opposite phenomenon at
secondary school level. However, there is exception in lower catholic seminaries
because they have a more rigorous academic reputation as their students are the best
performers at O' and A-level leaving examinations. In fact, students who are enrolled in
private secondary schools are those who have failed the PLE as those who succeed are
immediately admitted into public secondary schools. For the lower catholic seminaries,
students are chosen among the best pupils before the PLE are passed.

LOCAL
In the article written by Costoy (2003) entitled "Students Attitude Towards Mathematics
in Relation to their Performance in Arithmetic Computation Skills and Problem-Solving",
students' attitude towards Mathematics significantly differed among students taking
different courses. But performance in arithmetic computations skills and problem solving
significantly differ among students taking different courses as well as on the type of
school from they graduated. There was a slight relationship existing between the
students' attitude towards Mathematics and performance in arithmetic skills and
problem solving.
According to Sanchez, man has the potential learning but the rate of learning differ from
the different individuals. Some people learn more and faster than the others because of
some interacting factors such as physical, social, mental, and emotional factors that
affect the learning process.
Environmental conditions also affect learning. Schools facilities like good ventilation,
comfortable chairs or desks, proper lighting conditions, wide green lawns and
playgrounds provide a better background for learning than crowded "seat-shop"
classroom.
RELATED STUDIES
FOREIGN
According to the study of Augustine Kara, Teacher Factors Influencing Students
Academic Achievement In Secondary Schools In Nyandarua County, Kenya , This
study investigated the relationship between selected teachers demographic
characteristics and classroom instructional practices and students academic
achievement in selected secondary schools in Nyandarua County. One hundred and
fifty three teachers selected randomly from eighteen schools in three districts in the
County participated in the study. The schools were categorized as above average,
average, and below average based on their aggregate performance in Kenya Certificate
of Secondary Education (KCSE) in the last three years. In each category, two schools
per district were selected. Data were collected using a questionnaire developed by the
researchers.
Linear regression and One-way ANOVA were used to test the relationship between the
selected variables and performance in KCSE at p<.05. The study found that teachers
age, gender, professional qualifications and teaching experience were not significantly
related to academic achievement. Teachers job group had significant and positive
relationship with students academic achievement in secondary schools. Teachers
weekly teaching workload, administration of students classroom assignments,
evaluation of students Continuous Assessment Test (CATs) results, provision of
individualized attention to weak students, time of completion of Form Four syllabus and
setting performance targets for KCSE significantly affected students academic
achievement.
This study analyzed the effects of selected teacher background characteristics and
classroom instructional practices on academic achievement in secondary schools in
Nyandarua County. The study found that teachers gender did not significantly affect
academic achievement. The finding concurs with Akiri (2008) who concluded that there
was no significant relationship between teachers gender and academic achievement.
Contrary to Adeyemi (2010); Yala and Wanjohi (2011) findings that teachers
experience and professional qualifications were the prime predictors of students
academic achievement, the study found that teachers educational level and teaching
experience were not statistically significant in explaining students academic
achievement. The findings therefore suggest that additional professional qualifications
beyond first degree do not necessarily lead to improved competence of teaching at
secondary school level. It is therefore not surprising that Ravkin et al (2005) had
concluded that there was no evidence that a masters degree raises teacher
effectiveness at secondary school level. The study found that a teachers job group
significantly affected students academic achievement.
Schools with a substantial number of teachers employed by BOG registered lower
mean grades compared to schools with teachers employed by the Teachers Service
Commission (TSC). This may be explained by the fact that BOG teachers have no
security of tenure and may be teaching in schools as they seek other jobs thereby
affecting their commitment towards teaching. The implication of this finding is that there
is need for the government to employ teachers on a permanent basis in order to
improve the quality of education being offered. It was also noted that teachers in job
group L registered lower mean scores compared to job group K, M and N. A significant
number of teachers were also in job group L. Promotion to job group M from L is
through a competitive process involving vetting and rigorous interviews. Teachers in job
group L may therefore be registering lower productivity due to lack of career growth.
Teachers workload had a significant effect on academic achievement. Schools where
teacher had 25 lessons or less registered higher mean scores compared to schools
where teachers had 26 lessons or more. The finding agrees with Nwwikina and
Nwanekezi cited in Osagie and Okafor (2012) who concluded that teachers workload
was one of the factors that inhibited students academic achievement. The findings
point to the negative impact of increased workload for teachers on the teaching
learning process. Assignments have been cited as a critical ingredient in the teaching
and learning process as they serve as a diagnostic tool for teaching and learning
process (Oredein and Oloyede, 2007). The study found that the number of assignments
that a teacher gave students, teachers ensuring that students completed the
assignments and timely marking of the assignments significantly affected academic
achievement. The findings therefore suggest on the need for teachers to regularly give
students assignments and be firm on them to complete the assignments. Moreover,
school administrators must regularly supervise teachers work and ensure that students
assignments are marked.
Teacher evaluation of CATs for students was also statistically significant in academic
achievement. The finding concurs with Black and Williams cited in Kapambwe (2010)
who concluded that use of formative assessment had a powerful impact on students
academic achievement. Continuous Assessment Tests (CATs) are a powerful
diagnostic tool that enables students to understand the areas in which they are having
difficulty and to concentrate their efforts in those areas. CATs also allow teachers to
monitor the impact of their lessons on students understanding. Using the results of
CATs, teachers can modify their pedagogical strategies to include the construction of
remedial activities for students who are not working at the expected grade level and the
creation of enrichment activities for students who are working at or above the expected
grade level. Timely completion of Form Four syllabus significantly affected academic
achievement. Schools where teachers completed the syllabus three months before the
examinations had higher grades compared to schools where teachers completed the
syllabus in time for or a month to KCSE. The finding concurs with Etsy (2005) who
found that teacher inability to complete the syllabi significantly contributed to low
academic achievement among students. Teachers setting performance targets for
KCSE also significantly affected academic achievement. The finding concurs with
Alderman (2008) who contended that setting performance goals has a positive impact
on teacher motivation and performance. The set targets provide a tool for teachers to
evaluate where their students are and where they want them to go in terms of academic
achievement.
The study concluded that teachers age, gender, professional qualifications and
professional experience did not have significant effect on academic achievement in
secondary schools in Nyandarua County. However, teachers job group and workload
significantly affected academic achievement. The study also concluded that the
frequency of issuing assignments, teachers ensuring that students completed
assignments and timely marking of the assignments significantly affected academic
achievement. Further, teachers evaluating students CATs results and providing
individualized learner attention to weak students have an impact on academic
achievement. Timely completion of Form Four syllabus and setting performance targets
for KCSE performance were also statistically significant in predicting academic
achievement. Teacher background characteristics and classroom instructional practices
therefore do make a difference in students academic achievement
.
LOCAL
Based on the study of Gallecanao, the factors considered most closely associated with
students' difficulty in learning Mathematics were mainly personal factors such as lack of
textbooks and other learning aid, lack of self-confidence, poor training in analytic or
logical thinking and poor study habits.
In this study, Chavez cited that the causes of difficulties in Mathematics could be
attributed for the students ' attitudes or feeling towards MAthematics and different
factors suchas intellectual, personality, constitutional, and environmental,. Other causes
of difficulty in learning Mathematics were the students' attitude toward the subject and
the factors related to home, teacher and researcher materials or facilities and
curriculum.
Gagto (2001) stated that their performance is somewhat related to their performance in
College Algebra. The students should be aware of the importance of the non-
Mathematics subjects. It is also recommended that students are encouraged to
participate in Mathematics organization and join Mathematics competition to arouse
their interest thereby resulting to good attitude towards Mathematics.







CHAPTER III:
METHODOLOGY
This chapter contains the design and procedures fall into throughout the conduct of the
study. It presents the research design, selection of respondents, instrumentation,
materials and the steps.

RESEARCH DESIGN
In conducting this study, the researchers used descriptive-quantitative research
since it involves the collection of two or more sets of data from a group of subjects with
attempt to determine the effects of secondary level teaching to the academic
performance in college algebra among Bachelor of Science in Applied Mathematics,
Mechanical Engineering and Electronics Communication Engineering students of
Polytechnic University of the Philippines-Taguig Campus for the school year 2014-2015.
Descriptive studies are usually the best methods for collecting information that will
demonstrate relationships and describe the world as it exists. These types of studies
are often done before an experiment to know what specific things to manipulate and
include in an experiment. Bickman and Rog (1998) suggest that descriptive studies can
answer questions such as what is or what was. Experiments can typically answer
why or how. Descriptive research is used to obtain information concerning the
current status of the phenomena to describe "what exists" with respect to variables or
conditions in a situation. The methods involved range from the survey which describes
the status quo, the correlation study which investigates the relationship between
variables, to developmental studies which seek to determine changes over time.
Quantitative research deals in numbers, logic and the objective, focusing on logic,
numbers, and unchanging static data and detailed, convergent reasoning rather than
divergent reasoning.

THE RESPONDENTS
The respondents of the study are the Freshmen Students of Polytechnic University of
the Philippines - Taguig Campus whos taking up courses that is related to mathematics
especially in college algebra.

INSTRUMENTATION
The primary data-collection instrument used for this study is survey questionnaire. The
questionnaire was constructed by the researchers. The questionnaire was composed of
two main sections: a profile and the survey proper. The profile contains demographic
characteristics of the respondents such as age, gender, course, and secondary schools
they came from.
The survey proper determines the capability level of each respondent to analyze some
various mathematical problems. The questions were structured using basic calculation.
In this survey type, irregular number of choices is provided for every question or
statement. Multiple choice questionnaires require a unique way of organizing, learning,
and recalling your material. Multiple choice questions require a specific, learnable type
of thinking that is independent of the subject material and how well you know it. In this
study, the researchers will ask only one answer from the three possible answers.

STEPS
For this study, the researchers contemplate for printed materials like books and
previous thesis which were related to the study to provide explanation of the basic and
essential concepts of the subject.
The researchers gathered data and information using descriptive questionnaire
to the freshmen college students of Polytechnic University of the Philippine Taguig
Campus.
Surveys were conducted for further information about the subject. Copies of the
questionnaires were distributed, in order to get related and necessary information to
each freshmen college students. These questionnaires focus primarily on the age,
gender, course, and secondary schools the respondents came from. Data gathered
were processed and analyzed using chi-square test.

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