The predictive validity of TUPSTAT mathematical ability subtest score in relation to the mathematics performance of engineering and industrial technology students / Elizabeth B. Ramos. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1996.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfilment of the requirements for the degree Master of Science in Mathematics Education. 56

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ABSTRACT: Statement of the Problem The main thrust of this study is to determine the predictive validity of the TUPSTAT Mathematical Ability Subtest Score as regards to the Mathematics Performance of the Engineering and Industrial Technology students. Specifically, this study attempts to answer the following questions: 1. What is the profile of the respondents with regards to the following: 1.1. Age 1.2. Type of secondary school attended 2. How did the students perform in the following: 2.1. TUPSTAT Mathematical Ability Subtest 2.2. College Algebra 2.3. Plane & Spherical Trigonometry and 2.4. Analytic Geometry in the Engineering and Industrial Technology program? 3. How did the students TUPSTAT Mathematical Ability Subtest Score related with their basic mathematics performance in the Engineering and Industrial Technology program in school year 1994-1995? 4. To what extent can the TUPSTAT Mathematical Ability Subtest Score predict mathematics performance in the Engineering and Industrial Technology program? Procedure The descriptive method of research with documentary analysis was employed in this study since this dealt only with the collection and statistical analysis of numerical data or figures. The data used were the grades of the freshman students from the 2 college of the university during the school year 1994-1995 and their Scholastic and Technical Aptitude Test results. The combination of proportionate and stratified random sampling was used in drawing the samples of the study. Out of 3,765 students, 362 were included in the study. The respondents were first group according to their major areas. Since this study involved those who did not have any incomplete grades and failure, the samples were drawn from the group who met the said criteria. Treatment of the Data 1. To determine the performance level of students in the mathematics subjects and the TUPSTAT MA Subtest the mean standard deviation was used. 2. To determine the degree of relationship between the college basic mathematics performance as measured by their GPA and the TUPSTAT MA Subtest Scores, the Pearson Product Moment Correlation was used. However, t-test was used to determine the significance and importance of the computed correlation coefficient. 3. To determine how predictive are the results off the TUPSTAT MA Subtest Scores of their college basic mathematics performance, the simple linear regression analysis was done using the stepwise method. Findings 1. The TUPSTAT Mathematical Ability Subtest scores have a mean rating of 20.5249 and with a standard deviation of 4.2412. The students as a whole performed well in the TUPSTAT MA as evidenced by its means and standard deviation values. Furthermore, Engineering and Industrial Technology students performed in their mathematics subjects with a mean rating of 2.54, this indicates that the students are homogenous. 2. Utilizing the Pearson-Product Moment Correlation formula, the researcher found a very high relationship of 0.7818 correlation coefficient between the GPA and TUPSTAT MA Subtest Scores in the SY 1994-1995. 3. The TUPSTAT Mathematical Ability Subtests Scores can predict the mathematics performance in the Engineering and Industrial Technology program in the following three subjects namely: College Algebra, Plane and Spherical Trigonometry and Analytic Geometry. This explained the ability of the TUPSTAT Mathematical Ability Subtest Scores to predict mathematics subjects. In general, the assumption on linearity of the two variables appeared to be reasonable too. Conclusions In light of the above findings, the following conclusions emerged: 1. Generally, the students who seek admission and finally admitted in Technological University of the Philippines have an average ability in the field of mathematics. 2. The TUPSTAT Mathematical Ability Subtest Scores can predict the performance of the Engineering and Industrial Technology students in the BSE and BSIT program and can be used as basis for gauging their ability in quantitative relationships. Thus, its use can be maximized by the school for admission policies and selection decisions by the engineering and industrial technology course and so with the mathematics department. 3. There exists a significant relationship between the performance of the Engineering and Industrial Technology students in the TUPSTAT Mathematical Ability Subtest and their mathematics subjects in the BSE and BSIT program. Recommendations Based on the findings and conclusions drawn from the study, the following recommendations are offered: 1. This study should be made available to all incoming freshman students, so that the results of this study may provide them with an objective assessment of their capabilities enabling then to accept their shortcomings and motivate them to study harder particularly in mathematics subjects and major subjects involving manipulation of mathematics. 2. The result of the study should be disseminated to all Deans to serve as their basis for admitting incoming freshman students. 3. Since majority of the students' performance was good only, the administrators should seek ways in how to improve further the teaching and learning process. Teachers should maximize the use of better motivation technique and should improve further their method of instruction. Moreover, teachers should be able to do their best to employ a good mathematics foundation to the students in preparation for higher mathematics. 4. Since a very significant relationship exists between GPA of mathematics and TUPSTAT Mathematical Ability Subtest results of this examination can be used by the Guidance office in identifying students' strengths and weaknesses for placing and guidance. 5. Another study should be conducted considering other areas of TUPSTAT such as English, Science and Technical Ability and other factor such as Mental Ability that might affect college performance. 6. A follow-up study maybe conducted to further verify the predictive validity of the TUPSTAT.

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