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    Finish chapter 1 of research Finish chapter 1 of research Document Transcript

    • BSMT-3 CHARLIE GROUP 3COMPARATIVE PERFORMANCE OF BSMT AND BSMAR-E STUDENTS IN MATH JOSE P. BATUIGAS ADVISER JERRYBELLE G. BUNSAY JR. RONE RYAN R. DESIERTO RICHARD D. LUMANOG MATT RYAN J. AGUIRRE CRISTER S. HUERVAJEROME MARIANITO J. GUILLERMO EDUARDO P. JALLORINA JR. JOFFER D. OCCIANAS
    • COMPARATIVE PERFORMANCE OF BSMT AND BSMAR-E STUDENTS IN MATH---------------------------------------------------------------------- A Research Study Presented to the faculty of VMA GLOBAL COLLEGE------------------------------------------------------------------------ In partial fulfillment Of the requirements In Research Submitted by: Jerrybelle G. Bunsay Jr. Rone Ryan R. Desierto Richard D. Lumanog Matt Ryan J. Aguirre Crister S. Huerva Jerome Marianito J. Guillermo Eduardo P. Jallorina Jr. Joffer D. Occianas October 2011
    • Approval Sheet This study entitled: “COMPARATIVE PERFORMANCE OF BSMT AND BSMAR-E STUDENTS IN MATH” prepared and submitted by BSMT III cadets, in partial fulfillment of the requirements for research subjects, has been examined and approved for oral examination. Jose P. Batuigas Adviser PANEL OF EXAMINERS RAUL C. ALVARES, JR., Ed. D. ChairmanGERARDO T. TAÑADA, Ph. D. EDWIN P. BENITEZ, MBA-HRM Member MemberAccepted and approved in partial fulfillment of the requirements for the subject ofResearchCHRISTINE P. SALVADOR MAEd GERARDO T. TAÑADA, Ph. D. Research Instructor Dean of Maritime Studies
    • ACKNOWLEDGEMENT The researchers are truly grateful to the following personalities who extendedtheir effort, time and support all throughout the process of making this work a successfulone: The Almighty God, for his power and blessings who showered upon us tocontinue and accomplish what have started. Our Mom and Dad, for their endless love and caring in every endeavor wemake. VMA GLOBAL COLLEGE; Ms. Vivien Garasmia and Mrs. FritzelTabaque, for the references we borrowed. Mr. Jose P. Batuigas, our adviser for professional guidance and support to makethis study a reality. Ms. Stella Reciado, Assistance Research Officer of VMA GLOBAL COLLEGE,for being our mentor in this endeavor. Our jurors in order to validate and correct our survey questionnaire. Mrs. Christine D. Salvador, our subject instructor for the bodies of knowledgeyou have radiated to us.Thank you very much and God blessed THE RESREARCHER
    • DEDICATIONThis project is dedicated to God and to our Parents who have never failed to give us financial and moral support, for giving all our need during the research and forteaching us that even the largest task can be accomplished if it is than one step at a time. And to our teachers who teach us well to accomplish this Research. Mr. & Mrs. Bunsay Mr. & Mrs. Desierto Mr. & Mrs. Lumanog Mr. & Mrs. Aguirre Mr. & Mrs. Huerva Mr. & Mrs. Guillermo Mr. & Mrs. Jallorina Mr. & Mrs. Occianas
    • Chapter 1 Introduction Every culture on earth has developed some mathematics. In some cases, thismathematics has spread from one culture to another. Now there is one predominantinternational mathematics, and this mathematics has quite a history. It has roots in ancientEgypt and Babylonia, then grew rapidly in ancient Greece. Mathematics written in ancient Greekwas translated into Arabic. About the same time some mathematics of India was translated intoArabic. Later some of this mathematics was translated into Latin and became the mathematicsof Western Europe. Over a period of several hundred years, it became the mathematics of theworld. There are other places in the world that developed significant mathematics, such asChina, southern India, and Japan, and they are interesting to study, but the mathematics of theother regions have not had much influence on current international mathematics. There is, ofcourse, much mathematics being done these and other regions, but it is not the traditional mathof the regions, but international mathematics. By the 20th century the edge of that unknown had receded to where only a few couldsee. One was David Hilbert, a leading mathematician of the turn of the century. In 1900 he
    • addressed the By far, the most significant development in mathematics was giving it firm logicalfoundations. This took place in ancient Greece in the centuries preceding Euclid. See Euclid’sElements. Logical foundations give mathematics more than just certainty they are a tool toinvestigate the unknown.International Congress of Mathematicians in Paris, and described 23 important mathematicalproblems. Mathematics continues to grow at a phenomenal rate. There is no end in sight, and theapplication of mathematics to science becomes greater all the time. Arguably the most famous theorem in all of mathematics, the Pythagorean Theorem hasan interesting history. Known to the Chinese and the Babylonians more than a millenniumbefore Pythagoras lived, it is a “natural” result that has captivated mankind for 3000 years.More than 300 proofs are known today. Exploring the concepts, ideas, and results of mathematics is a fascinating topic. On theone hand some breakthroughs in mathematical thought we will study came as accidents, and onthe other hand as consequences of attempts to solve some great open problem. For example,complex numbers arose in the study of the solution of cubic polynomials. At first distrusted and
    • ultimately rejected by their discoverers, Tartaglia and Cardano, complex numbers weresubsequently found to have monumental significance and applications In this course you will see firsthand many of the results that have made whatmathematics is today and meet the mathematicians that created them. One particularlyinteresting attribute of these “builders” of mathematical structure is how clear they were aboutwhat to prove. Their results turn out to be just what is needed to establish other resultssometimes in an unrelated area. What is difficult to understand for the ordinary mathematicsstudents is just how brilliant these people were and how tenaciously they attacked problems.The personality of the greatest mathematicians span the gamut from personable and friendly toarrogant and rude. David E. Joyce (djoyce@clarku.edu) In December 2009, the district administration reported that 171 pupils or 13.9% of thedistrict’s pupils received Special Education services. The District engages in identification procedures to ensure that eligible students receivean appropriate educational program consisting of special education and related services,individualized to meet student needs. At no cost to the parents, these services are provided incompliance with state and federal law; and are reasonably calculated to yield meaningfuleducational benefit and student progress. To identify students who may be eligible for specialeducation, various screening activities are conducted on an ongoing basis. These screeningactivities include: review of group-based data (cumulative records, enrollment records, health
    • records, report cards, ability and achievement test scores); hearing, vision, motor, andspeech/language screening; and review by the Instructional Support Team or Student AssistanceTeam. When screening results suggest that the student may be eligible, the District seeksparental consent to conduct a multidisciplinary evaluation. Parents who suspect their child iseligible may verbally request a multidisciplinary evaluation. In 2010, the state of Pennsylvania provided $1,026,815,000 for Special Educationservices. The funds were distributed to districts based on a state policy which estimates that16% of the district’s pupils are receiving special education services. This funding is in addition tothe state’s basic education per pupil funding, as well as, all other state and federal funding. Line Mountain School District received a $723,333 supplement for special educationservices in 2010. The District Administration reported that 44 or 3.51% of its students were gifted in2009. By law, the district must provide mentally gifted programs at all grade levels. The referralprocess for a gifted evaluation can be initiated by teachers or parents by contacting thestudent’s building principal and requesting an evaluation. All requests must be made in writing.To be eligible for mentally gifted programs in Pennsylvania, a student must have a cognitiveability of a least 130 as measured on a standardized ability test by a certified schoolpsychologist. Other factors that indicate giftedness will also be considered for eligibility.
    • The mathematics of general relativity are very complex. In Newton’s theories ofmotions, and object’s mass and length remain constant as it changes speed, and the rate ofpassage of time also remains unchanged. As a result, many problems in Newtonian mechanicscan be solved with algebra alone. In relativity, on the other hand, mass, length, and the passageof time all change as an object’s speed approaches the speed of light. The additional variablesgreatly complicates calculations of an object’s motion. As a result, relativity requires the use ofvectors, tensors, pseudotensors, curvilinear coordinates and many other complex mathematicalconcepts. In 2007, the district employed 91 teachers. The average teacher salary in the district was$47,418 for 180 days worked. The district’s average teacher salary was the second highest of allthe Northumberland Country school districts in 2007. The district administrative costs per pupil were $723.52 in 2008. The lowestadministrative cost per pupil in Pennsylvania was $398 per pupil. In 2007 the board approved afive contract with David Campbell as superintendent. His initial salary was $88,000 plus anextensive benefits package including life and health insurance. The Pennsylvania School BoardAssociation tracks salaries for Pennsylvania public school employees. It reports that in 2008 theaverage superintendent salary in Pennsylvania was $122,165.
    • The district administration reported that per pupil spending in 2008 was $13,243 whichranked 159th in the state 501 school districts. In January 2010, the Pennsylvania Auditor General conducted a performance audit ofthe district. Findings were reported to the administration and the school board, includingpossible conflicts of interests in the actions of board members. The district is funded by a combination of: a local occupation assessment tax 430%, a 1%earned income tax. A property tax, a real estate transfer tax – 0.50%, per capita tax (678) $5, percapita tax (Act 511) $5, coupled with substantial funding from the Commonwealth ofPennsylvania and the federal government. Grants can provide an opportunity to supplementschool funding without raising local taxes. In the Commonwealth of Pennsylvania, pension andSocial Security income are exempted from state personal income tax and local earned incometax regardless of the individuals wealth. Math, as seen by many school aged children and even some adults, is considered boringand useless. There are many areas in life where math can help you, I found out the hard wayand figured out that it was the simple stuff I had gotten stuck on and once that was in placee,everything else came into view. You can see examples of math in use daily with all aspects ofbuilding, finance industry, all areas of management, clerial and other customer facing jobs. Evenif all calculations are done for you wherever you go, you still have to balance a budget, savemoney, pay bills no one is exempt from these tasks.
    • It’s common to hear children say things like “I’m” going to be the ‘big boss’ like my Dad,I don’t need math.| I’d suggest showing that child every example of where math was requiredto complete a task or project first at home and then if desired, in work decisions. When momplanted that garden, there was math involved or when dad submitted that bid for a contract,math again was heavily involved. Any way you look at it we use math daily. Those inimproverished situations can generally trace the causes back to choices they made. Choosing tolease the newest car every year despite your company’s shaky situation in the current marketand then being shocked and dismayed when you got laid off, losing your car in the process. Math as seen by many school aged children and even some aduts, is considered boringand useless. There are many areas in life where math can help you, I found out the hard wayand figured out that it was the simple stuff I had gotten stuck on and once that was in place,everything else came into view. You can see examples of math in use daily with all aspects ofbuilding, finance industry, all areas of management, clerical and other customer facing jobs.Even if all calculations are done for you wherever you go, you still have to balance a budget,save money, pay bills, no one is exempt from these tasks. ‘Doing the math’ consistently and effectively in regards to your finances is crucial toyour daily life. Those who know this go father, faster, Knowing math and how to use it in dailylife will by no means protect you from all possible pitfalls but it does go a long way in minimizingthem.
    • Different levels of mathematics are staught at different ages and in somewhat differentsequences in different countries. Sometimes a class may be taught at an earlier age than typicalas a special or “honors” class. Elementary mathematics in most countries is taught in a similarfashion, though there are differences. In the United States fractions are typically taught startingfrom 1st grade, whereas in other countries they are usually taught later, since the metric systemdoes not require young children to be familiar with them. Most countries tend to cover fewertopics in grater depth that in the United States. In most of the US, algebra, geometry andanalysis (pregreated depth than in the United States. In most of the US, algebra, geometry andanalysis (precalculus and calculus) are taught as separate courses in different years of highschool. Mathematics in most other countries (and in a few US states) is integrated, with topicsfrom all branches of mathematics studied every year. Students in many countries choose anoptions or predefined course of study rather than choosing courses a la carte as in the UnitedStates. Students in science-oriented curricula typically study differential calculus andtrigonometry at age 16-17 and integral calculus, complex numbers, analytic geometry,exponential and logarithmic functions, and infinite series in their final year of secondary school.You need math every day. The Line Mountain School Board has provided the districts antibully policy online. AllPennsylvania schools are required to have an anti-bullying policy incorporated into their Code ofStudent Conduct. The policy must identify disciplinary actions for bullying and designate aschool staff person to receive complaints of bullying. The policy must be available on th schoolswebsite and posted in every classroom. All Pennsylvania public schools must provide a copy of
    • its anti-bullying policy to the Office for Safe Schools every year, and shall review their policyevery three years. Additionally, the district must conduct an annual review of that policy withstudents. The Center for Schools and Communities works in partnership with the PennsylvaniaCommission on Crime & Delinquency and the Pennsylvania Department of Education to assistschools and communities as they research, select and implement bullying prevention programsand initiatives. Education standards relating to student safety and antiharassment programs aredescribed in the 10.3. Safety and Injury prevention in the Pennsylvania Academic Standards forHealth, Safety and Physical Education. Wikipedia, the free encyclopedia.
    • GENERAL OBJECTIVE:This study seeks to establish the comparative performance in math between BSMTand BSMAR-E of the VMA GLOBAL COLLEGE this first Semester of AcademicYear 2011-2012.Specific Objective:Specifically the study aims to answer the following question. 1. What is the profile of the BSMT and BSMAR-E Students in MATH. 1.a. Age 1.b. High school attainment (private or public) 2. To know the capacity of BSMT and BSMAR-E Students in Math. 2.a. Fraction and Decimal 2.b. Algebra 2.c. Trigometry 3. Is there significant difference in the performance of BSMT and BSMAR-E in Math?
    • Hypothesis The opinions of the correspondents do not differ significantly as regards tothe factors that affect enrolment decline in Marine Engineering compared toMarine Transportation. The effects on these factors in the overall condition ofmaritime education and maritime industry in the country are negligible.THEORITICAL FRAMEWORK Mathematics relies on both logic and creativity, and it is pursued both for avariety of practical purposes and for its intrinsic interest. For some people, and not onlyprofessional mathematicians, the essence of mathematics lies in its beauty and itsintellectual challenge. For others, including many scientists and engineers, the chief valueof mathematics is how it applies to their own work. Because mathematics plays such acentral role in modern culture, some basic understanding of the nature of mathematics isrequisite for scientific literacy. To achieve this, students need to perceive mathematics aspart of the scientific endeavor, comprehend the nature of mathematical thinking, andbecome familiar with key mathematical ideas and skills.This chapter focuses on mathematics as part of the scientific endeavor and then onmathematics as a process, or way of thinking. Recommendations related to mathematicalideas are presented in Chapter 9, The Mathematical World, and those on mathematicalskills are included in Chapter 12, Habits of Mind.
    • Mathematics is the science of patterns and relationships. As a theoretical discipline,mathematics explores the possible relationships among abstractions without concern forwhether those abstractions have counterparts in the real world. The abstractions can beanything from strings of numbers to geometric figures to sets of equations. In addressing,say, "Does the interval between prime numbers form a pattern?" as a theoretical question,mathematicians are interested only in finding a pattern or proving that there is none, butnot in what use such knowledge might have. In deriving, for instance, an expression forthe change in the surface area of any regular solid as its volume approaches zero,mathematicians have no interest in any correspondence between geometric solids andphysical objects in the real world.A central line of investigation in theoretical mathematics is identifying in each field ofstudy a small set of basic ideas and rules from which all other interesting ideas and rulesin that field can be logically deduced. Mathematicians, like other scientists, areparticularly pleased when previously unrelated parts of mathematics are found to bederivable from one another, or from some more general theory. Part of the sense ofbeauty that many people have perceived in mathematics lies not in finding the greatestelaborateness or complexity but on the contrary, in finding the greatest economy andsimplicity of representation and proof. As mathematics has progressed, more and morerelationships have been found between parts of it that have been developed separately—for example, between the symbolic representations of algebra and the spatialrepresentations of geometry. These cross-connections enable insights to be developedinto the various parts; together, they strengthen belief in the correctness and underlyingunity of the whole structure.
    • Mathematics is also an applied science. Many mathematicians focus their attention onsolving problems that originate in the world of experience. They too search for patternsand relationships, and in the process they use techniques that are similar to those used indoing purely theoretical mathematics. The difference is largely one of intent. In contrastto theoretical mathematicians, applied mathematicians, in the examples given above,might study the interval pattern of prime numbers to develop a new system for codingnumerical information, rather than as an abstract problem. Or they might tackle thearea/volume problem as a step in producing a model for the study of crystal behavior.The results of theoretical and applied mathematics often influence each other. Thediscoveries of theoretical mathematicians frequently turn out—sometimes decadeslater—to have unanticipated practical value. Studies on the mathematical properties ofrandom events, for example, led to knowledge that later made it possible to improve thedesign of experiments in the social and natural sciences. Conversely, in trying to solvethe problem of billing long-distance telephone users fairly, mathematicians madefundamental discoveries about the mathematics of complex networks. Theoreticalmathematics, unlike the other sciences, is not constrained by the real world, but in thelong run it contributes to a better understanding of thatworld.(http://www.project2061.org/publications/sfaa/online/chap2.htm)Conceptual Framework In order to accomplish the objective of this study is to set forth to identify thefollowing variables. The ideas were established to give the direction or the research in the
    • choices of accumulated data. This conceptual framework has to set guide to identify thecomparative performance of BSMT and BS-Mar E Student’s and each respondents.Students have widely knowledge in using the different kinds of formula in everyproblems they encounter. Each of these variables was guide us to present the followingchoices that correspond the respondents. The research has identify in term of course, section, and year level is interrelatedwith their comparative performance in math, on board calculations, conversation andtheoretical knowledge and trainings. Through this, the researchers were set up aperformance level program to identify how these undertaking works to the BSMT and BSMar-E of the VMA Global College.
    • Figure 1. Schematic diagram of performance level of BSMT & BSMAR-E in Math. Students of the VMA Gloabal College BSMT BSMAR-E PROFILE: PERFORMANCE: 1.Age 1.Fraction & Decimal 2.High School 2.Algebraic expression attainment 3.Trigometry Performance Level
    • Scope and Limitation The research study focuses on the comparative performance between the BSMTand BSMAR-E Students in Math. There are three years level in the BSMT and three yearlevel in the BSMAR-E Students but the researcher focus on the BSMT 3 and BSMAR-E3. Which the third year of BSMT 3 and BSMAR-E 3 is divided in sections. There arefour sections in BSMT and three sections BSMAR-E the subjects understudied where thethird year level which encounter many Math problem and navigational calculation whichthey use on board ship. But the researcher focus in section Bravo only. The study wasconduct on the first semester of the academic year 2011-2012. The researcher select the third year level of BSMT and BSMAR-E Students of theVMA GLOBAL COLLEGE being the nearest and easiest school to address the problem,the researchers encounter regarding time constrained, financial incapability and distanceof the locality. These have considerably improve the speedy conduct and development ofthe study. Selecting VMA GLOBAL COLLGE as the study ground help the researchers tominimize the expenses in money, time, and effort.Definition of terms The following were defined for the clearer understanding of the study.
    • Comparative. One that compares with another. (Webster third new internationaldictionary).Performance. The act or process carrying something, the execution of an action(Webster third new international dictionary). In this study, it is refer to the comparative performance of the BSMT3 and BSMAR-E3.Math. The science of expressing and studying the relationship between quantities andmagnitude as represented by numbers and symbols (The new Webster dictionary of theEnglish language). In this study, it refers to the academic performance in math.Profile. This terms is defined as the biographical sketch of the person(Webster universaldictionary and thesaurus. In this study refers to the biographical sketch of BSMT3 and BSMAR-E3cadets who are subject respondent of the study. It include there biographical sketchis there personal profile term of age, and high school attainment.Year Level . It is refers to the level of the students (Webster dictionary). In this study, year level refers to the BSMT3 and BSMAR-E3 cadets academic performance on the first semester of school year 2011-2012.Course . It is refers to a prescribe number of lesson, and lecture in educationalcurriculum. (Wikipedia, the free encyclopedia).
    • Fraction and Decimal . It refer to the separation or division of number and to a numberexpress in the scale of tens (Webster third international dictionary.Volume and Pressure . It is refer to the dealing with or involving large quantities in theburden of physical or mental distress (The new Webster dictionary of the Englishlanguage).Conversation . It refers to a converting or being convert In the study refer to the method of teaching and how to solve the problem, deliver and discuss to compare the performance of BSMT3 and BSMAR-E3 in Math.Significance of the studyThe finding of the study may provide significance information which may be value tothe:School – that they had implemented further the basic math, conversation, and thenavigational problem and was providing more undertaking to their students concerningthe great importance in math.Students – That they were be aware on the importance in math especially those who areengaged in maritime field and would guide them to the practice in math not only in
    • school but also in their everyday life and be able to apply that knowledge in their futureprofession.Researchers – That give information where there the BSMT3 and BSMAR-E3 have theessential knowledge pertaining to the basic math problem and calculation that are seeingrequired and were provide them a between understanding and supplement on how theycan solve nautical seamanship and navigational problem. Thought this study it had beenpromote in the Maritime and Allied Industry.Faculty – That give and examine those student and grade their accordingly on theirperformance. Which they are rank the students and they well know what is capacity andthe performance of the student on some particular of the subject.Curriculum – Development that record and gather those information of what studentscan reach and they gather these percentage of those students that good in math and needmore practice for their performance. VMA GLOBAL COLLEGE, that helps the studentto build the future and have a successful life someday, that give a better learning andtrained the student and support those shipping companies a well trained student.Maritime Industry – That accept intelligent and well trained that has capacity to leadand become an officer on board the vessel.Parents – That give as everything we need and being supported in everything we do andbe proud of what their son’s know about what they learned.