...FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS STUDENTS OF PANGASINAN STATE UNIVERSITY An Action Research Presented to the Teacher Education Department Pangasinan State University Sta. Maria Campus In Partial Fulfillment of the Requirements for the Subject Action Research in Mathematics AILENE P. CASTULO PRIMROSE E. PASCUA OCTOBER 2014 Table of Contents TITLE PAGE i ACKNOWLEDGEMENT ii TABLE OF CONTENTS iii LIST OF TABLES iv ABSTRACT v CHAPTER I. INTRODUCTION Background of the Study 1 Statement of the Problem 4 Importance of the Study 5 Definition of Terms 6 CHAPTER II. REVIEW OF RELATED LITERATURE Related Literature 7 Related Studies 8 CHAPTER III. METHODOLOGY Research Design 12 Population and Locale of the Study 13 Data Gathering Tools and Procedure 13 Statistical Treatment 14 CHAPTER IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Self 16 Friends 17 Family 19 Teacher 20 All Factors 21 CHAPTER V. SUMMARY, CONCLUSION AND RECOMMENDATION Summary of Finding 22 Conclusions 23 Recommendation 24 BIBLIOGRAPHY 25 Survey Questionnaire 28 Letter of Request to Conduct 30 CURRICULUM VITAE 31 LIST OF TABLES Table 1 Self Factors 16 Table 2 Friends Factors 17 Table 3 Family Factors 18 Table 4 Teacher Factors...
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...Discrete Math for Computer Science Students Ken Bogart Dept. of Mathematics Dartmouth College Scot Drysdale Dept. of Computer Science Dartmouth College Cliff Stein Dept. of Industrial Engineering and Operations Research Columbia University ii c Kenneth P. Bogart, Scot Drysdale, and Cliff Stein, 2004 Contents 1 Counting 1.1 Basic Counting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Sum Principle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Abstraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summing Consecutive Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Product Principle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Two element subsets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Important Concepts, Formulas, and Theorems . . . . . . . . . . . . . . . . . . . . Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 Counting Lists, Permutations, and Subsets. . . . . . . . . . . . . . . . . . . . . . Using the Sum and Product Principles . . . . . . . . . . . . . . . . . . . . . . . . Lists and functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Bijection Principle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . k-element permutations of a set . . . . . . . . . . . . . . . . . . . . . . . . . . . . Counting subsets...
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...MATHEMATICS COMPETENCIES OF GRADE 7 STUDENTS IN THE SECOND CONGRESSIONAL DISTRICT OF QUEZON PROVINCE A Title Proposal Presented to DR. JOCELYN CASTILLO In Partial Fulfillment for the Requirements in EDUC 501 – RESEARCH METHODOLOGY By JUDITH L. PESTIJO CHAPTER I THE PROBLEM RATIONALE Mathematics is one of the most important school subjects in the curriculum worldwide. It is a subject that cut across primary and secondary school as compulsory subject. Mathematics is also a subject that has a direct relationship with other subjects, particularly technical and sciences. Therefore, Mathematics, as a school subject must be learned comprehensively and with much depth. Everyone has the ability to learn the subject, although some people learn and make connections more quickly than others. It is a familiar notion that people learn mathematics in different ways. Some people remember best what they have seen. Others are good in words. Some may be competent in solving problems but have difficulty learning mathematics formula. There are students who are good with their hands or who have creative, artistic talent and flair but who have difficulty with more formal mathematics learning and who do not see themselves as able learners at all. Learning the subjects requires a high level of motivation and emotional involvement on the part of the students. Students with positive attitudes toward learning mathematics are likely to be motivated and prepared to learn, participate...
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...to every eligible disabled student. The IEP gives an opportunity for both parents and professionals to join together to develop and create a specially designed instruction to meet each individual student’s needs. It is created through a team and is reviewed at least once a year. The team that is responsible for creating the IEP must include the student’s parents, one or more general teacher if the student is participating in a general education enviornment, one or more special education teacher, and a school district representative. The purpose of the IEP process is to make sure that the delivery of special education services and...
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...Business Management Course Facilitation Advisor: Alexander Ruvuza, Student Success Facilitator for TRSM, Student Services Office, TRS2-168 E-MAIL COMMUNICATION: Ryerson requires that any official or formal electronic communications from students be sent from their official Ryerson e-mail account accessed via https://mail.ryerson.ca/ Students are required to activate and maintain a Ryerson Matrix e-mail account. Faculty will not respond to student inquiries from any other e-mail address. See Policy #157: Establishment of Student Email Accounts for Official University Communication www.ryerson.ca/senate/policies/ for more detail. EMAIL SUBJECT LINE FORMAT FOR BUS100: Always end your email with your name and student number. Without using any commas, colons or dashes, please fill in the email subject line as follows: BUS100 Section Number Your Full Name a 2 or 3 word descriptor e.g. Subject: BUS100 Section 011 Joe Smith Math tutorial question Subject: BUS100 Section 301 Jane Smith Get Connected question Your section number is on RAMSS or on your timetable. If you do not address your email subject line in this way, the response to your email might be delayed due to tracking difficulties. KEY CONTACTS: Your facilitator is your first point of contact for most BUS100 and school related questions, however the following contacts may prove to be useful for special inquiries. For Math Proficiency inquiries: Contact Jack Koenka at jack.koenka@ryerson.ca...
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...ON WHY FILIPINO STUDENTS ARE HAVING DIFFICULTIES IN THE THREE MAJOR SUBJECTS: ENGLISH, SCIENCE AND MATH.” In the Partial Fulfillment of the requirements In English III presented to the faculty of St. Agnes Academy of Caloocan Inc. Group I Añonuevo, Cris Jomel L. Benilan, Princess Niña G. Bulaclac, John Oliver N. Cariño, Patrick C. Fernandez, Lorenz P. Lucero,Karle Sedreke M. Pesalbon, Jhonmarc E. Salamero, Michaela Janzen Tacbas, Janrey Noah M. S.Y – 2013 – 2014 APPROVAL SHEET This thesis entitled “FACTORS TO CONSIDER ON WHY FILIPINO STUDENTS ARE HAVING DIFFICULTIES IN THE THREE MAJOR SUBJECTS: ENGLISH, SCIENCE AND MATH.” has been prepared by Group IV in partial fulfillment of the requirement in English III. This has been examined and recommended for acceptance and approval for oral examination. Mrs. Karen M. Corpuz English Teacher Approve by the committee on Oral defense with a grade of ________ on _________. ACKNOWLEDGEMENT: The researchers would like to express their heartfelt thanks and gratitude to the following person for the encouragement, suggestions, generosity of time, ideas and editing skills; and unending support for them to make this thesis a full and well done. Mrs. Luzviminda B. Flores, school directress, for this task for our future work. Mrs. Karen M. Corpuz, English teacher, for unstinted effort, support, patience, suggestions, time for editing thesis and the word of encouragement to her advice. Students of St. Agnes Academy...
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...Ms. Kayla McCumber student taught with me at West Middle School in Sioux City, Iowa sixth grade math. During her time at West Middle she worked with a diverse group of students ranging from special education students to talented and gifted students. Her classes consisted of one sixth grade math class on her own, three co-taught classrooms with three different teachers and also a math enrichment group. All the classes ranged in sizes from 25 – 35 students. Kayla was always prepared with her lessons and always tried to incorporate hands on activities in math and was also able to relate real life situations to her lessons. Kayla was introduced to the district directive of Close Reading and even got a chance to plan one by herself and incorporate...
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...question 9 had two parts, students could receive a total of 11 points for questions 1-10. Question 11, was worth a total of three points. Students would receive a point for each, if they were able to use the equation (15/3) to make three groups, place one manipulative at a time into each group until reaching 15, and counting the tiles to receive the answer (5). Therefore, students had an opportunity to receive 14 total points for the test. The problems that were procedural fluency, asked students to solve basic facts for division and multiplication. These problems were just a simple recall of facts. The conceptual understanding problems asked students to read a short scenario then solve the word problem. This test was highly focused...
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...Reasons Why Most Accountancy Students Fail in the Philippines Nervielyn F. Atanacio Bachelor of Science in Accountancy – 1B I. Introduction I have chosen to study this topic because I encounter people that always discourage me about the course that I have chosen which Accountancy is. They will always tell me that most accountancy students failed or shift into another course because accountancy is one of the difficult courses in college. But I insist because I really love numbers and problem solving that’s why I choose Accountancy. So I chose this topic out of curiosity, people will not discourage me without witnessing or knowing it right? That’s why I want to study this topic for me to understand and to know why most accountancy students fail in the Philippines and for me not to fail my chosen course or my accountancy subjects. And I also want to study this topic for others to know that Accountancy is not that hard if you just try you’re best to understand it and give some time to answer or compute all the problems. II. Background of the Study According to my research and resources most accountancy students fail because “accounting assignments/problems are very time consuming and sometimes not easy to understand” (Francisco Vazquez, 2012). And those students don’t want their minds to explode and waste their time to come up with an answer or solution that they choose to play video games or surf the net than answering their math question/s. And these are also...
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...organization and class management is impressive. The student line up outside the classroom before they come in, are given clear instructions about what they are to do when they get to the classroom, including the lunch count, and assigned morning work. I haven't seen her doing attendance. During math and reading her classroom has the inclusion students. During the math instruction, she had the students come to the carpet, then do individual and early finishers works. It is so useful to have additional work, especially in her class, when she has a variety of learners. I loved how organized she is and...
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...(number of problems students answered correctly over the total possible) and the assessment evaluation score (E, S, P, or N). For feedback for student 1’s assessment, I starred each correct answer as I evaluated their work. I wrote a smiling face and “Super Circles!” next to their accurately drawn and easy to read circles. I also wrote a smiling face and “Keep up the hard work!” below their thumbs-up self-assessment. At the top of their assessment, I wrote their score of 12/12, assessment evaluation score of E, and “Great Job!” Student 1 answered all of their questions correctly, so there were no comments addressing needs or areas for improvement. The written comments and scores acknowledge the student successfully meeting the objectives. For the feedback of student 2’s assessment, I starred each correct answer as I evaluated their work. I circled the incorrect big total at the top of the Math Mountain and in the math sentence. I also wrote, “Count and check circles,” with an arrow pointing to the six drawn circles. This...
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...past few days exploring the resources available to students at University of Phoenix, and you want to share what you learned with a friend who is interested in enrolling. Write a 150- to 200-word e-mail to your friend summarizing the resources available to students. Hey Lizette I wanted to tell you about all the great resources that are available to students at the University of Phoenix! One thing I like about this school is the great resources online, especially the online school library. In the library you can find all sorts of help. They have a whole section for you to get help on your writing skills and grammar skills. They have everything from videos tutorials to small game writing grammar quiz games. They also have a math department that helps you improve on your math skills and it's called the "Center for Mathematics". In the "Center for Mathematics" you can find live online tutoring! Which means that you will have someone online there with you tutoring you and if you have a question, you can submit your question right there and then and the tutor will answer it. In the University Of Phoenix online library you can also find a program tool called "River point Writer" this tool helps you format your papers. If you feel that you need more help on your writing skills, grammar skills, math skills or anything else the online website has a "Program Section" where you can enroll into free school workshops! In these student workshops they will help you with anything you...
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...and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. The purpose of this artifact was to obtain data from Roswell High School and prepare a presentation using graphs and charts to analyze and explain data results. The presentation helped faculty see the weak areas in student performance and that is needed to improve. Even though Roswell High School is one of the top schools in Georgia there are areas in student achievement that need attention. Especially the achievement gap among the demographic groups that are part of the school. The first step for the creation of the Data Overview presentation was to locate and review the demographic and student...
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...Business Administration in Accounting Course Work Accounting major requires a total of 120 semester hours of coursework-90 semester hours of core curriculum and general business course courses and 30 semester hours in the major area. The following is a suggested plan of taking the required coursework for full-time students pursuing a BBA degree in Accounting. The student CANNOT take course until he/she has successfully completed the designated course prerequisite(s) for that course. Freshman Year – 1st Semester |Course |Title |Hours | |ENGL 1101 |English Composition I | 3 | |MATH 1111 |College Algebra | 3 | |CSU 1022 |University Foundations | 2 | |Area B 2 |Communication | 3 | |Area E 1 |U.S. History | 3 | |Total | | 14 | Freshman Year – 2nd Semester |Course |Title |Hours | |ENGL 1102 |English Composition II | 3 | |MATH 1231 |Intro. to Statistics | 3 | |ECON 2105 |Macroeconomics | 3 | |Area C 2 |Fine Arts, Philosophy or Foreign | 3 | | |Language 2001or 2002 | | |POLS 1101 |American Government ...
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...affect each other, and combined, they all play a crucial part in education. As an initial example, Storer et al. point to the fact that students in lower class schools are more likely to come into contact with stress, crime, and violence, and have fewer qualified teachers and less access to resources than their higher-class, white counterparts (20). All of these factors play a crucial role in the achievement gap, or the “discrepancy between the academic performance between white and African-American students” (Storer et al., pg 20). Based off of test scores, the achievement gap proves not only the unequal education minority and white students receive, but also how the tests used for this achievement gap are heavily biased towards whites. While there is a significant racial bias in the tests themselves, there is also a class component to success on the exams. Of African-American seniors, only 47% took a PSAT/SAT preparatory course, versus the 66% of White seniors (Storer et al., pg 22). Since these courses cost money, there is a great divide in the ability of students to purchase prep materials that could be very beneficial to favorable outcomes on the tests. The article goes on to discuss how class plays a major role in even early education. Children from lower-class communities are unable to attend prestigious preschools that high-class students are able to attend, and since preschools are crucial to laying the academic foundation, this is extremely detrimental (Storer et al.,...
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