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LINEAR TREND FORECASTING MODEL OF BACHELOR OF SCIENCE IN

MATH GRADUATES SHIFTING TO TEACHING PROFESSION

A Thesis

Presented to the

Faculty of College of Science

University of Rizal System

Morong, Rizal

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Science in Mathematics

AILEEN C. BIJENO
VARNE MARK P. DE LEON
CYRIEL E. GOLLA
CARLO C. REYES

October 2016

APPROVAL SHEET
This research entitled LINEAR TREND FORECASTING MODEL OF

BACHELOR OF SCIENCE IN MATHEMATICS GRADUATES SHIFTING TO

TEACHING PROFESSION prepared and submitted in partial fulfillment for the

degree in Bachelor of Science in Mathematics by Aileen C. Bijeno, Varne Mark P.

De Leon, Cyriel E. Golla, Carlo C. Reyes, is hereby recommended for approval

and acceptance.

October 21, 2016 WILMA R. LOMANGAYA Ph. D


Adviser

Approved in partial fulfillment of the requirements for the degree Bachelor

of Science in Mathematics by the Oral Examination Committee.

PRISCILA S. MAPA, MAEd (CAND.) RICARDO R. ARISTON, Ph. D.


Member Member

JOSE E. BINALUYO JR., Ph. D.


Chairman

Accepted in partial fulfillment of the requirements for the degree Bachelor

of Science in Mathematics.

________________ VALENTINA CATMUNAN, Ph. D, RGC, RP, RPm


Date Dean, College of Science

ACKNOWLEDGMENT
The researchers wish to extend their profound gratitude to all the people

who have unselfishly committed in sharing their knowledge in the pursuance of

this study, without them this could have not been possible.

Dr. VALENTINA R. CATMUNAN, Dean, College of Science, for her

approval in conducting the study;

Dr. JOSE E. BINALUYO Jr., research professor and panel chairman, for

sharing his expertise, his support and encouraging comments for the

improvement of the study;

Dr. Wilma R. Lomangaya, research adviser, for giving valuable

comments and suggestions, which helped the researchers to improve the content

of the manuscript;

Prof. PRISCILA S. MAPA, critic reader, for her effort in correcting their

manuscript, for spending her immeasurable time in reading, criticizing and

arranging the flow of ideas in their research;

Dr. Ricardo R. Ariston, statistician, for her advice and concern to improve

this study;

The LIBRARIANS and the STAFF of the libraries in University of Rizal

System, Morong for assisting us and lending the library for some references and

information to better improve this study;


The Researchers PARENTS, for their financial, moral and spiritual

support, for their love, understanding, trust, encouragement and support to

complete this study;

The Researchers FRIENDS, for their inspiration and wholehearted

support they have given;

And most specially, to our ALMIGHTY GOD for giving His everlasting love

and blessings that gave the researchers strength and wisdom for the completion

of this study.

The Researchers
DEDICATION

This project is humbly and thankfully dedicated

To God, who owns everything, the creator of everything, giver of

strength,

The source of our life and the One who sustains it,

The provider of all our needs,

The one who deserves all the glory, honor, praises, and thanks giving.

We thankfully dedicate this work

to our loving and supportive parents,

to our instructors, friends and classmates,

and all the persons who involved themselves in this project

with love, gratitude and appreciation to all of you.

-Aileen

-Varne Mark

-Cyriel

-Carlo
ABSTRACT

TITLE: LINEAR TREND FORECASTING MODEL OF BACHELOR OF


SCIENCE IN MATH GRADUATES SHIFTING TO TEACHING
PROFESSION

AUTHORS: Aileen C. Bijeno


Varne Mark P. De Leon
Cyriel E. Golla
Carlo C. Reyes

COURSE AND ACADEMIC YEAR: Bachelor of Science in Mathematics


School Year 2016-2017

TYPE OF DOCUMENT: Undergraduate Thesis

NUMBER OF PAGES: 63 pages

NAME AND ADDRESS OF INSTITUTION: University of Rizal System


Morong, Rizal

EXECUTIVE SUMMARY:

This study entitled Linear Trend Forecasting Model of Bachelor of Science

in Mathematics Graduates Shifting to Teaching Profession was conducted at the

University of Rizal System - Morong, Rizal during the academic year 2015-2016.

The purpose of the study was to analyze the Bachelor of Science in

Mathematics graduates in shifting to teaching profession. The researchers used

the universitys registrar to gather data about the graduates of Bachelor of

Science in Mathematics in University of Rizal System - Morong.


From the data gathered, the researchers were able to analyze the

Bachelor of Science in Mathematics graduates in the year 2010 2015. The

researchers used the forecasting time series model and linear regression to see

if the Bachelor of Science in Mathematics graduates is increasing or decreasing

its number of graduates and percentage of graduate that shifts to teaching

profession per year.

From the analysis of findings, the researchers found out that the number

of graduates and percentage of graduates that shifts to teaching profession is

increasing. The researchers now estimate the incoming number of graduates and

the percentage of graduates shifting to teaching profession.


TABLE OF CONTENTS

Page

TITLE PAGE .. i

APPROVAL SHEET .. ii

ACKNOWLEDGEMENT ... iii

DEDICATION .. v

ABSTRACT . vi

TABLE OF CONTENTS .... viii

LIST OF TABLES ... x

LIST OF FIGURES .... xi

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Background and Purpose of the Study .. 1


Theoretical Framework .... 11
Conceptual Framework ... 15
Objective of the Study .. 15
Scope and Limitation ... 16
Definitions of Terms .. 16
Notes ... 17

2 RESEARCH METHODOLOGY

Research Design . 18
Setting of the Study . 19
Subject of the Study 19
Sources of Data .. 20
Procedure of the Study .. 20
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Gathered Data of BS Math Graduates Who took


Certification for Professional Education Course 22
Forecasting Model for BS Math Graduates and
BS Math Graduates that took CPE Course 23
4 SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS

Summary of Findings 37
Conclusions 37
Recommendations 38

BIBLIOGRAPHY . 39

APPENDIX .. 41

A Letter of Approval . 42
B Actual Data of BS Math Graduates and
BS Math Graduates that took CPE course
and its Percentage 43
C Computation of Estimated BS Math Graduates
that will take CPE Course ... 44
D Gantt Chart of Activities ... 57

CURRICULUM VITAE 48

LIST OF TABLES

Table Page

1 Number of BS Math Graduates .............................. 22


2 Number of BS Math Graduates using Time Series
Forecasting Model ........ .. 24
2.1 Number of BS Math Graduates using Linear Trend . 25
3 Number of BS Math Graduates that took CPE Course
using Time Series Forecasting Model ... 28
3.1 Number of BS Math Graduates that took CPE Course
using Linear Trend .......... 29
4 Number of BS Math Graduates that took CPE Course
using Time Series Forecasting Model Based on
Percentage ................................................................. 32
4.1 Number of BS Math Graduates that took CPE Course
using Linear Trend ........ .. 33
5 Estimated Number of BS Math Graduates and
BS Math Graduates that take CPE Course and its
Percentage ...................... 36

LIST OF FIGURE

Figure Page

1 Linear Trend Forecasting Model of Bachelor of Science in


Math Graduates Shifting to Teaching Profession........ 14
2 Representation of Actual Data of BS Math Graduates
and its Forecasted Number of Graduates .................... 26
3 Representation of Actual Data of BS Math Graduates
That took CPE Course and its Forecasted Number of
Graduates .................................................................... 30
4 Representation of Percentage of BS Math Graduates
that took CPE Course and its Forecasted Percentage of
Graduates .................................................................... 34
Chapter 1

This chapter presents the background and purpose of the study,

theoretical and conceptual framework, objective of the study, scope and limitation

and definition of terms.

Background and Purpose of the Study

Education plays an important role in the life of an individual in order to

update his knowledge and skills to be able to adopt them to the time of social

changes and scientific progress.

On the other hand, teaching is the means whereby the experienced

members of the group guide and direct the pupils or the students in their total

growth and development. It is the means whereby society trains the young on

selected environment to adjust themselves to the world in which they live. Formal

teaching, as carried on by the school in responsibilities delegated by the parents

through the state to specially selected representatives of society known as

teachers.

The amount of training needs for a career in mathematics defends on

career itself. A man and a woman who wants to become a high school

mathematics teacher must earn at least a bachelor degree must include the

required courses in mathematics. At the same time, a student with this career in

mind should take as much work as possible in both physical and social sciences.

For teaching career in college or university, a person must do graduate work.


2

Due to rapid increasing population, the society is urging qualified

individuals that will motivate them to be productive citizen of the nation. In line

with this Philippine Constitution of 1987, article XIV section 5.3 state that,

Every citizen has the right to select a profession or course of study,

subject to fair, reasonable and equitable admission in academic requirements.

Career decision-making is really a big deal to every individuals life, for his

success depends on what course they will choose. It is not merely choosing what

you want but mostly determining what interests you most and what fits you.

Ramirez cited that,

There are three types of influences that determine the career choice of an

individual namely, 1.) Self-personal attitudes, personality traits, individual interest,

and self-concept, 2.) Parent-related factors, the hope and aspiration of the

parents and, 3.) Job-related factors or socio-economic environment which the

individuals have no direct control such as family economic status, opportunity for

employment, job security, salary, etc.

The department secretary under Section 12 Rule XVII of the civil service

rules is now assigned to Bureau /Regional directors, as the case may be, who

shall act for the secretary granting the permission to teach.

According to this rule, permission to teach may be granted only for subject

or courses, which are related to the particular field of work, of the official or

employee concerned for a special field where there dearth of qualified teacher.

Thus, teaching is considered a complex and many-sided task. The teachers

major task is to guide learning but; there exist other responsibilities to be


3

accomplished. Among those are sharing responsibility in counseling and

guidance, sponsoring extra class activities, working with parents and the

community and observing professional responsibilities.

The researchers conducted this study because according to their

observation most of the College of Science graduates took eighteen education

units, which the researchers thought that those graduates were preferable

preparing for teaching profession. And in order to know how competent the

College of Science graduates in the field of teaching profession, this study was

chosen by the researchers to really find out the truth.

The following foreign literatures are herein quoted to insight and depth

understanding of the present study.1

Mathematics according to Howard W. Eves offers many career and

opportunities in business, government, industry and teaching.

As the United State Department of Education Revised its 1974 policy statement

on career education and its definition of the term. In this statement, career

defines effort and of responding in the ways that will help individuals acquire and

utilize the knowledge, skills and attitude necessary to make-work meaningful,

productive and satisfying paid his or her way of living. 2

The Bachelor of Science in Biology is a four-year college course that

offers general education in different biological sciences such as zoology, botany,

physiology, genetics, histology, microbiology and ecology. The program offers

strong foundation for advancement and specialization in biotechnology, genetic


4

engineering, computational biology, genomics, molecular biology, and

neurobiology.3

The Bachelor of Science in Psychology program (BSP) is designed to help

you observe human behavior through the scientific method, allowing you to gain

access to the human psyche and fathom its depths. You will gain the knowledge,

tools and skills needed to assess and conduct empirical research regarding

individual and group behavior though the lens of various psychological theories

and concepts. The Bachelor of Science in Psychology degree can prepare you

for general careers in teaching, research, counseling and human resources. 4

This is a 4 year degree program that aims to prepare students for

counseling positions in school whether in the elementary, secondary, or tertiary

level. The program is founded on the substantial knowledge of behavioral

sciences, education, and counseling. Thus, the graduates are also prepared for

teaching positions.

Choosing education necessitates understanding, which such choices are

made. Rational choice which are exercised only if the person making choices

understand the option available only this necessitates consideration of

information about the world he works, how it affects his life and loves of those

close to him (Isaac).

He also added that, preparing for education requires information how

individual obtains the knowledge, skills and similar assets that can be easily

made necessary for facilitated matching office knowledge about the world of work

with his skills, aptitude, interest and value.


5

However, occupational aspiration as defined by Roe in the act of

choosing, determining, analyzing and understanding ones problem and need,

and in the light of knowledge, one makes a choice and understanding and

adjustment in order that he may better have society, family and his individual self

and hence, lives more happily.

Adams pointed out the adolescent interest are influenced not only by

relatively interval cognitive change being experience, but also but external agent

such as the family. The family seems to have a especially strong influence in

adolescents interest in at least two way: genetic similarity of mother and fathers

interest to each other.

Marini, states that the career choice of the student is influence by the

parents motivation about occupational success. Marini was also stressed out

that the peer factor also plays an important role in determining career choice and

aspiration. About the peer group, she pointed out that the males are likely related

to the aspirations of their friends, or boys whose friends have high career goals

tend to be influenced by these goals: whereas, those other boys whose peer

groups have relatively a simple goals tend to have simple aspiration.

As stressed out by James, choosing a career is looking for a right job, one

that will satisfy individuals need and interest. The geographic hear ness also

plays an important role; people are obviously more likely to choose a career

available in their town and other is that of need affiliation and or friendliness.

Different ideas, concept and views of local setting and authors are

reviewed for study.


6

As cited by La Cuest, Panlasigui defined teaching as one of the earliest

job co-existent with the necessary for life activities. Job as a Labor paid for by

hour or day certainly pits into the work of teachers and the perform piece of

works is made applicable meaning teaching as a job. As which perform as

certain amount of skills. There are some who works like ordinary laborers only for

the sake of monthly pay, and there are those who works like artist, who work only

for the joy of teaching and this makes his work beautiful and inspiring.

Cequena, emphasized the process of decision making of every student of

the Philippines, and classified two types of influence affecting the decision;

hopes, aspiration and values of significant adults in the youngsters life. Parents

are gradually internalize and integrate in the childs thinking, feeling and action

related to the crystallization of the vocational goals; peer factor, such as friend

are nagging around to enroll in a certain course so they will still together.

Likewise Tebia and Marks stated the role of Mathematics to our everyday

life when he said Many important procedure in everyday like one quantitative

and special relations. This is be longingly true as the activities in our society are

becoming more and more mathematical. This only means how demanding the

subject mathematics is.

The Asian Institute of Journalism and Communication pointed out the

Philippine society will become more gender sensitive, proving equal economic,

social and political opportunities structures, policies and programs will set in

place. A discernible increase in womens participation will be seen in social and

political life, both in urban and rural settings. It is generally believed that a better
7

educational opportunity for women is a sure-fire guarantee for child protection

and development.

Moreover, Israel said that, there are more graduates that have jobs, but it

talk about classification these are more available that qualified people.

On the different ideas that had been presented, it could be observed that

those literature presented factors which are also relevant in the present study

since some of the factors such as employment, sociological aspects and

economic aspects were mentioned in the said literature. Variable such as sex

and monthly family income has something to do in shifting to teaching profession.

It is in the light that those literatures are gathered in order to determine the

similarities and differences.

In order to give justification to the variables, procedures, statistical

treatment and instrument used, the following studies were gathered to hopefully

associated them to present study.

Alwis as cited by Salvador found out that male pupils in private primary

schools in the province of Benghulu are not learning enough in mathematics. She

made a study on how to increase the quality by mathematics teaching. According

to her, losses of the teachers who teach mathematics do not have enough

content and method to teach the subject well. Coupled with ineffective teaching

method and strategies, the abstract nature of mathematics makes pupils find the

subject difficult.5

Study made by Alwis as cited by Salvador had something to do in the

present of the study. Since she made mention of the problem of the students,
8

which is difficulty in a certain subject particularly in mathematics. This study

recommended that teachers who teach as specific subject must have the skills

regarding the subject matter. Her study only differs in respondents but then

having a content or knowledge in mathematics probably made the Bachelor of

Science in Math graduates to shift in teaching profession.

As Berdie attempted to determine the factors that influence the selection

of major subjects of his respondents. He found out that the interest in the

occupation value; vocational interest and family attitude influence the job

preference of his subjects.

A report by Packer of the U. S. Department of Labor outlines what

tomorrow employees will need to put their knowledge to work and schools and

schools and employees must do to ensure that todays graduates with this

competencies,

The previous study is related to the present study since the factors

personal, parental and job opportunity were also used.

According to Oratai Ariyaset it becomes increasingly clear that education

is crucial to the success of great experiment of civilization. The effectiveness of

education from kindergarten to universities is dependent on large measure on the

quality teachers and teaching. Selection of teachers must be taken into

consideration to maintain a large body of skilled and dedicated teachers.

The reviewed study was somewhat related to the present since the

present study dealt with the Bachelor of Science in Mathematics graduates


9

shifting to teaching profession. It is also related with the selection of teachers,

effectiveness of education with respect to the quality of teachers.

In the reviewed study the effectiveness of education was dependent on

the quality education of teaching and it was applied in the present one but differs

in the selection of respondents and setting.

Nimnualtong under took a research on the problems of personnel

administration in secondary schools in Bangkok and Thailand. Among her

findings are, the school cannot get adequate number of teachers required by the

school at the beginning of the school year which is considered the major

problems of the personnel administration due to shortage of teachers in certain

specialization, lacks of funds, and lack of qualified applicants.

It is advised that personnel administration in the tertiary level must

conduct seminar to their graduates on teachers recruitment including certain

specialization for some knowledgeable information.

Nimnualtong study is corollary in the present study since both study

respond to the graduates on their knowledge in shifting to teaching profession.

In order to give justification to the variables, procedures, statistical

treatment and instrument used, the following studies were gathered to hopefully

associated them to the present study.

A study conducted by Cabias et al., whose primary aim is find out the

employment problems met by the graduate of four year degree courses. On their

study, they used the variable sex, age and educational attainment and

descriptive method of research design questionnaire-checklist as the tool in


10

gathering and collecting the needed data and information of the study. T-profile of

T-respondents was obtained through questionnaire-checklist that they

administered to the respective respondents. T-subject of the study was

composed of 100% of the total population of T-graduates having t-total of 50 that

up to now have no permanent job. The respondents were selected to purposive

sampling technique. T-study revealed that majority of t-graduates respondents

were female, belonging to age bracket 23 24 who are graduates of B. S.

courses. It is also revealed that t-problems of graduates were mainly from t-lack

of preparation for actual jobs in industries.

The cited study is similar with the present study particularly on its locality,

University of Rizal system. Both centered on the graduates of four-year degree

courses, which are the respondents of the two studies. In addition to this both

used same method and instrument the descriptive method and in using

questionnaire-checklist. the different lies on the selection of variables, which is

monthly family income and the year graduated. They used the same aim in only

one factor of the present study, the employment.

Muaneriz on the different variables that have bearing upon the career

choice of the students, stated that, socio-economic milieu within which the

individual moves generally affects his lifestyle, interest and choices and

determine to a large extend the variety of experience that may available to him.

According to Vergara, some factors affecting the career choice of the

respondents revealed that among the factors the educational attainment of

parent is a significant variable affecting the career choice of the students.


11

The reviewed study is related in terms of subject but had the difference in

the manner of the factor stated, the educational background of parents can also

be the reasons for shifting the career of the respondents.

In addition to Israel said that within states and regions, rural areas and

small towns are not likely to see enrolment increases. But in cities and Sub-urban

where economic development and population growth are strong and in points of

entry cities were immigrants arrive, enrolment are likely to increase. In these

locations, schools may indeed fall teacher shortages even though the staffing

survey findings do not predict an overall national shortage of teachers are in

general nor within specific teaching fields. Still schools with more low-income

students had greater difficulty finding qualified teachers, reporting more often the

employment of less qualified teachers and the use of long term substitutes to fill

vacancies.6

In his study, it is clearly stated that the more enrollees, the more qualified

and skilled teachers are needed.

The presented review of the related literatures and studies from both the

foreign and the local materials were of great significance in understanding the

different aspects of the study. The present study was truly absorb and was given

a depth meaning by the researchers through these.

Theoretical Framework

The present study was based on Ginzberg Theory (Cabias, et, al.) which

was modified as the original theory. On this theory, he stated the process of
12

vocational choices and development is lifelong and open-ended. In the process,

achieving the optimum is more appropriate to describe the on-going effort of

individual as they seek to find to find the most suitable job.

Thus, this theory takes into account the social and economic realities in

the world of work. He also stated the stage in the process of occupational

development. First, the stage of fantasy in which the childs thought about

occupation are highly personal and subjective; imitation is an important factor in

this stage. Second, the tentative period in which the person becomes aware in

job requirements and may think of several jobs in terms of assessment of their

ability to satisfy three requirements. In this period, interest, capacities, values and

reality succeed one another in progressive manner. The third stage is the realistic

choice period. This includes the economic facts of preparatory opportunity and

availability of work. Specially, ones subjective desires are psychological motives,

which may be in conflict with the demands restrictive in the world of work.

The theory of Ginzberg has a big role on individuals career development.

This development serves as a guiding path to fulfill ones desire or ambition, that

after a long period of studying, he now is be entering the field of work-teaching.

It has been said that, as an individual grows up, there come several

changes with regards to his ambition or desire in life. As he grew older, he

becomes more aware of the world he lives, and this make him thinks of finding a

job easily. Considering the choice of a career that are suited to the present trends

of opportunities thereby, fitted to his skills and capabilities made him shift to a

specific.
13

This theory has much bearing on the present studies since the present

study is about the mathematical analysis on college of science graduates in

shifting to teaching profession.


14

-Number of BS - Math LINEAR TREND


Graduated in the school FORECASTING MODEL OF
year 2010 2015. BS-MATH GRADUATES
- Number of BS Math SHIFTING TO TEACHING
Graduate took up CPE PROFESSION
course.

Figure 1

Linear Trend Forecasting Model of Bachelor of Science In Math Graduates


Shifting To Teaching Profession

Conceptual Framework
15

Based on the theory presented, the conceptual framework was

formulated, Figure 1 shows the conceptual framework of the different

mathematical analysis on college of science graduates shifting to teaching

profession.

The figure shows two (2) separate boxes connected with a line. The two

boxes represented the dependent and independent variable.

From the model, it could be seen that the first box contains the College of

Science graduates and under it are the number of BS - Math graduated of school

year 2010 2015 and number of BS Math graduates who took up CPE

course, which stand as the independent variables. Thus the second box contains

the mathematical analysis on college of science graduates in shifting to teaching

profession.

Objective of the Study

To discuss Linear Trend Forecasting Model of Bachelor of Science in

Mathematic graduates shifting to teaching profession.


Apply Linear Trend Forecasting Model in analyzing on college of science

graduate shifting to teaching profession.


Forecast the rate of increase in the next five (5) years.

Scope and Limitation


16

The study was designed to determine the BS Mathematics graduates of

University of Rizal System, formerly Rizal Polytechnic College (RPC) in their

shifting to teaching profession. The respondents were the BS - Mathematics

graduates. Since the study would determine the BS - Mathematics graduates

shifting the field of teaching, the course indicated in the College of Science in the

past school years were the chosen respondent who are limited to the variables

namely; age, sex, year graduated. The researcher considered the mentioned

variables because they perceive that they variably may have same relationship in

shifting to teaching profession.

Definitions of Terms

In order to, which were defined operationally an conceptually in order to

have a better understanding of the study.

Employment - Opportunity. It refers to the availability or the stability of a

certain career with in the community.7

Shifting. It refers to as act of changes or moving from one position career.8

Teacher Education. It refers to a program or activities and experience

developed by an institution responsible for the preparation and growth of a

person preparing themselves for professional work or engaging in the work of the

educational profession.9

NOTES
1
http://www.adi.org/journal/fw92/BempechatFall1992.pdf
17

2
https://en.wikipedia.org/wiki/Bachelor_of_Mathematics
3
http://www.finduniversity.ph/majors/bs-in-psychology-philippines/
4
http://www.finduniversity.ph/majors/bs-in-biology-philippines/
5
http://www.nimhindia.gov.in/THE%20MEANING%20OF
%20RESEARCH.pdf
6
https://books.google.com.ph/books?
id=WRCzXu7xZKUC&pg=PT73&lpg=PT73&dq=Roe,+A.+(1956).
+The+psychology+of+occupations.+New+York,+NY:+John+Wiley+
%26+Sons.&source=bl&ots=-
7
http://study.com/academy/lesson/what-is-equal-employment-opportunity-
definition-laws-policies.html
8
http://www.dictionary.com/browse/shift
9
https://en.wikipedia.org/wiki/Teacher_education
Chapter 2

This chapter presents the research design, setting of the study, subject of

the study, sources of data, procedure of the study and statistical treatment.

Research Design

The study used the qualitative method of research to determine the

probable number of BS Mathematics shifting to teaching profession.

Documentary analysis was used since data of BS Math graduate were used.

Qualitative method focuses at the present condition. The purpose is to analyze

the BS Mathematics graduates shifting to teaching profession.

The study used the correlational descriptive survey. According to

Calmorin, the descriptive correlational survey is designed to determine the

relationship of two variables.

The descriptive correlational survey method was selected because of its

relation to problem and the study has to show and to describe the state of things.

According to Sevilla, qualitative method includes data gathering in order to test

the hypothesis or to answer question concerning the current status of the

respondents.

Documentary analysis may be the main instruments to be used

particularly in gathering data for the BS Mathematics graduated.


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Setting of the Study

This study was conducted at University of Rizal System (URS) located at

Morong, Rizal which is formerly known as Rizal Polytechnic College (RPC)

during the school year 2016 2017.

With the Republic Act. 1957, Rizal Polytechnic College was converted into

University of Rizal System. URS Morong Campus offers vocational,

technological and education courses. It has (3) levels of education namely;

elementary, secondary and tertiary level. The tertiary level consists of (4) levels;

College of Education (COE), College of Science (COS), College of Engineering

(COEng), College of Industrial Technology (CIT).

The College of Science offers different courses such as; Bachelor of

Science in Psychology, Bachelor of Science in Guidance and Counseling,

Bachelor of Science in Biology, Bachelor of Science in Mathematics Major in

Computer Science and Bachelor of Science in Mathematics.

The BS Mathematics have different organization like Math Circle,

COSAA, SRO, The Essence and STRIO that help them in many different ways.

Subject of the Study

The subjects of the study were the Bachelor of Science in Mathematics

Graduates of University of Rizal System who have shifted to teaching profession,

taken from the past school year since 2010-2015. Being the students of

University of Rizal System, taking Bachelor of Science in Mathematics under

college of science, the researchers choose the graduated students who have

shifted to teaching profession as respondents.


20

Sources of Data

The researchers used some references to gather information about the

study. They used books and encyclopedia for the meanings of the terms used in

the study. They also browsed the internet for additional data.

The main source of data were the BS Mathematics graduates and BS

Mathematics graduates shifted to teaching profession. To gather these, the

researchers asked permission from the registrar office of University of Rizal

System Morong Campus to use their saved data of BS Mathematics students

that took CPE course.

Procedure of the Study

The study was conducted during the school year 2015-2016 at the

University of Rizal System Morong Campus. During the month of December

2015, the researchers started with problem analyzation and formulation of

research proposal. The researchers browsed the internet and the library for the

construction of chapter 1 and 2.

First the researchers looked for the topics which are related to their course and

their major, then they formulated the problem.

The researchers asked permission to collect the data for the study from

the registrar office. After collecting data, the researchers studied different views

using Proportion and Frequency method to determine the possible output of the

study. Next, the researchers formulated the statement of the problem and maked
21

the appropriate conceptual framework. Then, the researcher started to study and

write the chapters 1 and 2.

The researchers then came up with the research methodologies. After the

two chapters have been done the researchers started working on chapters 3 and

4.
Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data with respect

to the Bachelor of Science in Mathematics Shifting to Teaching Profession.

Gathered Data of BS Math Graduates who took Certification for Professional


Education Course

Linear trend forecasting model is a mathematical model that tells whether

a particular data set have increased or decreased over period of time.

The researchers gathered data from University of Rizal System Registrar

Office Morong Campus. Below is the table showing the number of BS Math

Graduates and BS Math Graduates that took CPE course.

Table 1

Number of BS - Math Graduates

BS Math Graduates Percentage


BS Math
Year that took CPE
Graduates
Course.
2010 2011 35 2 5.71
2011 2012 31 4 12.90
2012 20.69
29 6
2013
2013 13.16
38 5
2014
2014 20.51
39 8
2015
TOTAL 172 25
23

The table shows that the total number of BS Math graduates is 172 and

the total number of BS Math graduates that took CPE course is 25.

Forecasting Model For BS Math Graduates and BS Math Graduates that took
CPE Course

This is the portion where the study focused on the application of the

forecasting model.

To determine the rate of increase the applied formula is:

Y = a + bt

Where:

Y = the projected value of the Y variable for a selected value of t.

a = the estimated value of Y when t = 0

b = the average change in Y for each change of one unit in t.

t = is any value of time that is selected.

In determining the numbers of BS Math graduates and BS Math

graduates that took CPE course using the formula of time series forecasting by

using the table of the needed information.


24

Table 2

Number of BS Math Graduates using Time Series Forecasting Model

Number of BS Math
Year t tY t2
Graduates Y
2010 2011 35 1 35 1
2011 2012 31 2 62 4
2012 2013 29 3 87 9
2013 2014 38 4 152 16
2014 - 2015 39 5 195 25
2
Y = 172 t = 15 tY = 531 t = 55

Where:

Yr = Year

Y = Number of BS Math Graduates

t = Time

tY = Product of the number of BS Math Graduates with respect to time

Using the gathered data in table 2 the researchers computed the trend

n tY ( Y )(t) Y t
b= a= b( )
n t 2(t )2 n n

5 (531)(172)(15) 172 15
2 1.5( )
5 (55 )(15) 5 5

26552580 75
= 34.44.5
275225 50

= 1.5 = 29.9

LINEAR TREND EQUATION

Y = a + bt
25

Where:

Y = the projected value of the Y variable for a selected value of t.

a = the estimated value of Y when t = 0

b = the average change in Y for each change of one unit in t.

t = is any value of time that is selected.

Y = a + bt

Y = 29.9 + 1.5t

Table 2.1

Number of BS Math Graduates using Linear Trend

Year Number of BS t Trend Y


Math Graduates
2010 2011 35 1 29.9 + 1.5(1) = 31.4
2011 2012 31 2 29.9 + 1.5(2) = 32.9
2012 2013 29 3 29.9 + 1.5(3) = 34.4
2013 2014 38 4 29.9 + 1.5(4) = 35.9
2014 2015 39 5 29.9 + 1.5(5) = 36.4
TOTAL 172 172

It implies that the actual data of BS Math Graduates has zero difference

with the estimated value per year.

Figure 2

Representation of Actual Data of BS Math Graduates


and its Forecasted Number of Graduates
26

45

40

35

30

25 Y = 29.9 + 1.5t
Series 1
20 Series 2
15

10

0
2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014 2014 - 2015

It shows the graphical representation of actual data of BS Math

Graduates (Series 1) crossed to the forecasted number of graduates (Series 2).

It implies that the trend for the number of BS Math Graduates increase

slightly per year.

It indicates that the number of BS Math Graduates can be estimated per


year.

Therefore the solution to determine the number of BS Math Graduates


at any time measures in year is.

Y = 29.9 + 1.5t for number of BS Math Graduates

Example:

What will be the number of BS Math Graduates in the school year 2015

2016?

When t = 6

Y = a + bt
27

Y = 29.9 + 1.5(6)

Y = 38.9

It shows that the number of BS Math Graduates for the school year 2015

2016 is 38.9. In getting the number of BS Math Graduates for the school year

2016 2017 to 2019 2020 the estimation is:

When t = 7

Y = a + bt

Y = 29.9 + 1.5(7)

Y = 40.4

When t = 8

Y = a + bt

Y = 29.9 + 1.5(8)

Y = 41.9

When t = 9

Y = a + bt

Y = 29.9 + 1.5(9)

Y = 43.4

When t = 10

Y = a + bt

Y = 29.9 + 1.5(10)

Y = 44.9

Table 3

Number of BS Math Graduates that Took CPE Course


using Time Series Forecasting Model
28

Number of BS Math
Year Graduates that Took CPE t tY t2
Course
2010 2011 2 1 2 1
2011 2012 4 2 8 4
2012 2013 6 3 18 9
2013 2014 5 4 20 16
2014 2015 8 5 40 25
2
Y = 25 t = 15 tY = 88 t = 55

Where:

Yr = Year

Y = Number of BS Math Graduates that took CPE course

t = Time

tY = Product of the number of BS Math Graduates that took CPE course

with respect to time

Using the gathered data in table 3 the researchers computed the trend

n tY (Y )( t) Y t
b= a= b( )
Let, n t 2( t )2 n n

5 ( 88 )(25)(15) 25 15
2
1.3
5 ( 55 )15 5 5

440375 65
= 53.9
275225 50

1.3 1.1

LINEAR TREND EQUATION

Y = a + bt
29

Where:

Y = the projected value of the Y variable for a selected value of t.

a = the estimated value of Y when t = 0

b = the average change in Y for each change of one unit in t.

t = is any value of time that is selected.

Y = a + bt

Y = 1.1 + 1.3t

Table 3.1

Number of BS Math Graduates that took CPE Course using Linear Trend

Number of BS Math
Year Graduates that Took t Trend Y
CPE Course
2010 2011 2 1 1.1 + 1.3(1) = 2.4
2011 2012 4 2 1.1 + 1.3(2) = 3.7
2012 2013 6 3 1.1 + 1.3(3) = 5
2013 2014 5 4 1.1 + 1.3(4) = 6.3
2014 - 2015 8 5 1.1 + 1.3(5) = 7.6
Total 25 25

It indicates that the actual data of BS Math Graduates that took CPE

course has zero difference with the estimated value per year.

Figure 3

Representation of Actual Data of BS Math Graduates


that took CPE Course and its Forecasted Number of Graduates
30

5
Series 1
4 Series 2
Y = 1.1 + 1.3t
3

0
2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014 2014 - 2015

It shows the graphical representation of actual data of BS Math

graduates that took CPE Course (Series 1) crossed to the forecasted number of

graduates (Series 2).

The result indicates that the number of BS Math graduates that took

CPE course increase more rapidly than the BS Math graduates. This may be

attributed to the needs of community for teachers.

It indicates that the number of BS Math graduates that took CPE course

can be estimated per year.

Therefore the solution to determine the number of BS Math Graduates

that took CPE course at any time measures in year is.

Y = 1.1 + 1.3t for number of BS Math Graduates that took CPE course.

Example:
31

What will be the number of BS Math graduates that take CPE course for

the school year 2015 - 2016?

When t = 6

Y = a + bt

Y = 1.1 + 0.3(6)

Y = 8.9

It shows that the number of BS Math graduates that take CPE course for

the school year 2015 2016 is 8.9. In getting the number of BS Math

Graduates that take CPE course for the school year 2016 2017 to 2019 2020

the estimation is:

When t = 7

Y = a + bt

Y = 1.1 + 0.3(7)

Y = 10.2

When t = 8

Y = a + bt

Y = 1.1 + 0.3(8)

Y = 11.5

When t = 9

Y = a + bt

Y = 1.1 + 0.3(9)

Y = 12.8

When t = 10
32

Y = a + bt

Y = 1.1 + 0.3(10)

Y = 14.1

Table 4

Number of BS Math Graduates that Took CPE Course using


Time Series Forecasting Model Based on Percentage

Year Percentage t tY t2
2010 2011 5.71 1 5.71 1
2011 2012 12.90 2 25.8 4
2012 2013 20.69 3 62.07 9
2013 2014 13.16 4 52.64 16
2014 2015 20.51 5 102.55 25
2
Y = 72.97 t = 15 tY = 248.77 t = 55

Where:

Yr = Year

Y = Number of BS Math Graduates that Took CPE Course

t = Time

tY = Product of the number of BS Math Graduates with respect to time

Using the gathered data in table 3 the researchers computed the trend

n tY (Y )( t) Y t
b= a= b( )
Let, n t 2( t )2 n n

5 ( 248.77 ) (72.87)(15) 72.97 15


2.99
5 ( 55 )152 5 5

1243.851093.05 150.8
= 14.598.97
275225 50

2.99 5.64
33

LINEAR TREND EQUATION

Y = a + bt

Where:

Y = the projected value of the Y variable for a selected value of t.

a = the estimated value of Y when t = 0

b = the average change in Y for each change of one unit in t.

t = is any value of time that is selected.

Y = a + bt

Y = 5.64 + 2.99t

Table 4.1

Number of BS Math Graduates that Took CPE Course using Linear Trend

Year Percentage t Trend Y


2010 2011 5.71 1 5.64 + 2.99(1) = 8.63
2011 2012 12.90 2 5.64 + 2.99(2) = 11.62
2012 2013 20.69 3 5.64 + 2.99(3) = 14.61
2013 2014 13.16 4 5.64 + 2.99(4) = 17.6
2014 2015 20.51 5 5.64 + 2.99(5) = 20.59
Sum of Percentage 72.97 73.05

It indicates that the sum of percentage of BS Math graduates that took

CPE course has 0.08 differences with the estimated sum of percentage per year.

Figure 4

Representation of Percentage of BS Math Graduates that took


CPE Course and its Forecasted Percentage of Graduates
34

25

20

15

Series 1
Y = 5.64 + 2.99t Series 2
10

0
2010 2011 2011 2012 2012 2013 2013 2014 2014 - 2015

It shows the graphical representation of percentage of BS Math

graduates that took CPE course (Series 1) crossed to the forecasted percentage

of graduates (Series 2).

The result indicates that the percentage of BS Math graduates that took

CPE course increase rapidly per year.

It indicates that the percentage of BS Math graduates that took CPE

course can be estimated per year.

Therefore the solution to determine the percentage of BS Math

graduates that took CPE course at any time measures in year is.

Y = 5.64 + 2.99t for percentage of BS Math Graduates that took CPE

course.

Example:

What will be the percentage of BS Math Graduates that take CPE

course for the school year 2015 - 2016?


35

When t = 6

Y = a + bt

Y = 5.64 + 2.99(6)

Y = 23.58

It shows that the number of BS Math graduates that take CPE course for

the school year 2015 2016 is 23.58. In getting the number of BS Math

graduates that take CPE course for the school year 2016 2017 to 2019 2020

the estimation is:

When t = 7

Y = a + bt

Y = 5.64 + 2.99(7)

Y = 26.57

When t = 8

Y = a + bt

Y = 5.64 + 2.99(8)

Y = 29.56

When t = 9

Y = a + bt

Y = 5.64 + 2.99(9)

Y = 32.55

When t = 10

Y = a + bt

Y = 5.64 + 2.99(10)
36

Y = 34.5

Table 5

Estimated Number of BS Math Graduates and BS Math


Graduates that take CPE Course and its Percentage.

Number of BS Percentage
Number of BS Math Graduates
Year
Math Graduates that take CPE
Course
2015 2016 39 9 23.58
2016 2017 40 10 26.57
2017 2018 42 12 29.56
2018 2019 43 13 32.55
2019 - 2020 45 14 35.54

It indicates that the number of BS Math Graduates and BS Math

Graduates that take CPE Course and its percentage in succeeding years can be

estimated.
Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions drawn and

recommendations offered.

Summary of Findings

Based on the analysis and interpretation of data, the following findings are

hereby summarized.

Using Linear Trend Forecasting Model, the result obtained in computing

the rate of increase of BS Math Graduates and BS Math graduates that took

CPE course was 1.5 and 1.3 respectively.

The estimated result in computing the numbers of BS Math graduates in

the next five years from school year 2015 2016 up to 2019 2020 are 39.9,

40.4, 41.9, 43.4 and 44.9 respectively. For the BS Math Graduates that take

CPE course are 8.9, 10.2, 11.5, 12.8 and 14.1 respectively.

The projected result in computing the percentage of BS Math Graduates

that take CPE course in the next five years in school year 2015 2016 up to

2019 2020 are 23.58, 26.75, 29.56, 32.55, and 35.45 correspondingly.

Conclusion

Based on the summary of findings, the following conclusions were drawn:

1. The rate of increase of number of BS Math graduates increase as well

as the number of BS Math Graduates that took up CPE course.


38

2. The rate of increase of percentage of BS Math graduates that take CPE

course increase rapidly based on the estimated data.

Recommendation

Based on the findings and conclusion drawn the following

recommendations were offered.

1. The model can be used in solving the rate of increase of other course in

shifting to teaching profession


2. Students should be aware of the rate of increase of BS Math Graduates

in shifting to teaching profession.


3. Seek out further studies about the formulation of computing the rate of

increase.
BIBLIOGRAPHY
A. Books

Eves, Howard. The World Book Encyclopedia. World Book Inc., 1986 p. 243
244.
Palma, Jesus C., Curriculum Development System. National Bookstore Inc.
Roe, Ann Psychology of Occupation, New Jersey: (Mc Graw Hill) Book
Prentice Hall Inc., 1981.

B. Internet

http://study.com/academy/lesson/what-is-equal-employment-opportunity-
definition-laws-policies.html
http://www.adi.org/journal/fw92/BempechatFall1992.pdf
http://www.dictionary.com/browse/shift
http://www.finduniversity.ph/majors/bs-in-biology-philippines/
http://www.finduniversity.ph/majors/bs-in-psychology-philippines/
http://www.nimhindia.gov.in/THE%20MEANING%20OF%20RESEARCH.p
df
https://books.google.com.ph/books?id=WRCzXu7xZKUC&pg=PT73&lpg
PT73&dq=Roe,+A.+(1956).+The+psychology+of+occupations.+Ne
w+York,+NY:+John+Wiley+%26+Sons.&source=bl&ots=-
https://en.wikipedia.org/wiki/Bachelor_of_Mathematics
https://en.wikipedia.org/wiki/Teacher_education

s
APPENDICES
42

Republic of the Philippines


UNIVERSITY OF RIZAL SYSTEM
Province of Rizal

September 5, 2016

MS. LORELIE S. GUTIERREZ


University Registrar

Dear. Ms. Gutierrez

Good Day!

We are presently conducting a study entitled MATHEMATICAL ANALYSIS ON


COLLEGE OF SCIENCE GRADUATES IN SHIFTING TO TEACHING
PROFESSION. In this regard, we would like to humbly request from your good
office, data on the number of BS Math Graduate from 2005 to 2015 and those
who continued to enroll Education Unit and took up Licensure Examination for
Teacher. Rest assured that all pertinent information would be kept confidential.
Please see attached matrix for reference. Thank you very much for your usual
support and cooperation.

Respectfully yours,

AILLEN C. BIJENO

VARNE MARK P. DE LEON

CYRIEL E. GOLLA

CARLO C. REYES
Researchers

Noted:

JOSE E. BINALUYO JR. PH.D.


Research Instructor
43

APPENDIX B

Actual Data of BS Math Graduates and BS Math Graduates that took


CPE course and its Percentage

BS Math Graduates Percentage


BS Math
Year that took CPE
Graduates
Course.
2010 2011 35 2 5.71
2011 2012 31 4 12.90
2012 2013 29 6 20.69
2013 2014 38 5 13.16
2014 2015 39 8 20.51
TOTAL 172 25

APPENDIX C

Computation of Estimated Number of BS Math Graduates


44

When t = 6

Y = a + bt

Y = 29.9 + 1.5(6)

Y = 38.9

When t = 7

Y = a + bt

Y = 29.9 + 1.5(7)

Y = 40.4

When t = 8

Y = a + bt

Y = 29.9 + 1.5(8)

Y = 41.9

When t = 9

Y = a + bt

Y = 29.9 + 1.5(9)

Y = 43.4

When t = 10

Y = a + bt

Y = 29.9 + 1.5(10)

Y = 44.9
45

Computation of Estimated Number of BS Math Graduates that will take


CPE Course

When t = 7

Y = a + bt

Y = 1.1 + 0.3(7)

Y = 10.2

When t = 8

Y = a + bt

Y = 1.1 + 0.3(8)

Y = 11.5

When t = 9

Y = a + bt

Y = 1.1 + 0.3(9)

Y = 12.8

When t = 10

Y = a + bt

Y = 1.1 + 0.3(10)

Y = 14.1

When t = 6

Y = a + bt

Y = 1.1 + 0.3(6)

Y = 8.9
46

Computation of Estimated Percentage of BS Math Graduates that will take


CPE Course

When t = 7

Y = a + bt

Y = 5.64 + 2.99(7)

Y = 26.57

When t = 8

Y = a + bt

Y = 5.64 + 2.99(8)

Y = 29.56

When t = 9

Y = a + bt

Y = 5.64 + 2.99(9)

Y = 32.55

When t = 10

Y = a + bt

Y = 5.64 + 2.99(10)

Y = 34.5

When t = 6

Y = a + bt

Y = 5.64 + 2.99(6)

Y = 23.58
47

Activities Nov Dec Jan Feb Mar Jun Jul Aug Sep Oc
t t
48

1 Planning
2 Formulation
of problem
3 Pre-survey
of Literature
and Studies
4 Developmen
t of the
problem
5 Gathering of
Literature
and Studies
6 Developmen
t of
Research
Methodolog
y
7 Final Draft of
Chapter 1
and 2
8 Preparation
of Oral
Defense
9 Colloquium

10 Revision of
Chapters 1
and 2
11 Gathering
of Data for
Chapters 3
and 4
12 Analysis
and
Application
13 Summary of
Findings
14 Preparation
for Oral
Defense
15 Final Oral
Defense

APPENDIX C
49

GANTT CHART OF ACTIVITIES


Curriculum
Vitae
CURRICULUM VITAE

Name : Aileen Copla Bijeno

Date of Birth : October 10, 1996

Place of Birth : Sitio Bagong Purok Antipolo City

Address : #253 Sitio Bagong Purok Antipolo City

Sex : Female

Civil Status : Single

Religion : Catholic

Parents : Jaime Bijeno

: Erlinda Bijeno

Educational Background

Elementary : Juan Sumulong Elementary School

Antipolo City

(2003-2009)

Secondary : San Jose National High School

Antipolo City

(2009-2013)

Tertiary : University of Rizal System

Morong, Rizal

(2013-Present)

Degree : Bachelor of Science in Mathematics


CURRICULUM VITAE

Name : Varne Mark Pantaleon De Leon

Date of Birth : October 27, 1996

Place of Birth : Teresa, Rizal

Address : #53 Fil. Avenue Dulumbayan, Teresa, Rizal

Sex : Male

Civil Status : Single

Religion : Catholic

Parents : Flor S.J De Leon

: Mylene P. De Leon

Educational Background

Elementary : Quiterio San Jose Elementary School

Teresa, Rizal

(2003-2009)

Secondary : Teresa National High School

Teresa, Rizal

(2009-2013)

Tertiary : University of Rizal System

Morong, Rizal

(2013-Present)

Degree : Bachelor of Science in Mathematics


CURRICULUM VITAE

Name : Cyriel Enano Golla

Date of Birth : October 6, 1996

Place of Birth : Baras, Rizal

Address : #554 Brgy Evangelista Baras, Rizal

Sex : Male

Civil Status : Single

Religion : Catholic

Parents : Prudencio Golla

: Anita Golla

Educational Background

Elementary : Baras Elementary School

Baras, Rizal

(2003-2009)

Secondary : Tanay National High School

Tanay, Rizal

(2009-2013)

Tertiary : University of Rizal System

Morong, Rizal

(2013-Present)

Degree : Bachelor of Science in Mathematics


CURRICULUM VITAE

Name : Carlo Cua Reyes

Date of Birth : October 6, 1996

Place of Birth : Cardona, Rizal

Address : 21 Carlos Vital St. Looc Cardona, Rizal

Sex : Male

Civil Status : Single

Religion : Methodist

Parents : Norberto A. Reyes

: Ma. Corazon C. Reyes

Educational Background

Elementary : Looc Elementary School

Cardona, Rizal

(2003-2009)

Secondary : Bernardo F. San Juan National High School

Cardona, Rizal

(2009-2013)

Tertiary : University of Rizal System

Morong, Rizal

(2013-Present)

Degree : Bachelor of Science in Mathematics

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