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Gimu jmj

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    Gimu jmj Gimu jmj 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
    • 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
    • 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. Course 1.b. Section 1.c. Year level 2. To know the capacity of BSMT and BSMAR-E Students in Math. 2.a. Fraction and Decimal 2.b. Volume and Pressure 2.c. Conversation 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.
    • Scope and Limitation The research study focuses on the comparative performance between theBSMT and BSMAR-E Students in Math. There are three years level in the BSMTand three year level in the BSMAR-E Students but the researcher focus on theBSMT 3 and BSMAR-E 3. Which the third year of BSMT 3 and BSMAR-E 3 isdivided in sections. There are four sections in BSMT and three sections BSMAR-Ethe subjects understudied where the third year level which encounter many Mathproblem and navigational calculation which they use on board ship. But theresearcher focus in section Bravo only. The study was conduct on the first semesterof the academic year 2011-2012. The researcher select the third year level of BSMT and BSMAR-E Studentsof the VMA GLOBAL COLLEGE being the nearest and easiest school to addressthe problem, the researchers encounter regarding time constrained, financialincapability and distance of the locality. These have considerably improve thespeedy conduct and development of the study. Selecting VMA GLOBAL COLLGE as the study ground help theresearchers to minimize 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 course, year level, and section.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 provided 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 inschool 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.
    • 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 for
    • the 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 coding
    • numerical 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)