Bayona, Lira B.  4  0   <br/><br/>
Development and validation of an achievement test in college Algebra for Philippine Christian University freshmen /        6 
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Lira B. Bayona. 
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<br/><br/>   Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 1993.;A dissertation presented to the faculty of the Graduate Programs in Arts, Sciences, Education and Nursing in partial fulfillment for the degree Doctor of Education. 
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<br/><br/> ABSTRACT:  STATEMENT OF THE PROBLEM:  The study was motivated by the need to develop a valid instrument for measuring achievement in first year Algebra. Thus, the purpose of the study was to develop and validate an achievement test in College Algebra for Philippine Christian University.  This study attempted to answer the following questions:  1.     
<br/><br/> What items could be written to comprise the College Algebra achievement test?  2. 
<br/><br/>What evidences are established for the reliability of the College Algebra achievement test?  3. 
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<br/><br/><br/>How does achievement in College Algebra among Urban and Rural PCU freshmen compare?  NULL HYPOTHESIS:  Ho: Au= Ar  There is no significant difference in the achievement in College Algebra among urban and rural PCU freshmen.  PROCEDURE:  To ensure that a valid achievement test is constructed, the researcher identified clearly what she was testing for and how she plans to use the results. For this reason, the researcher divided the process of test constructions into three phases:  PHASE I-ITEM DEVELOPMENT:  Before the achievement test was constructed, the researcher examined the syllabi in College Algebra for the last three years and noted common objectives stated and content included in it. A table of specification was developed from this. Test items from the item bank and items solicited from teachers currently teaching College Algebra were included in the test. For further improvement of the test items, the test was shown to her co-teachers and the department head who are considered authorities in mathematics. These evaluators have at least five years of very satisfactory teaching performance, are masters degree holders and have taught College Algebra for at least three consecutive years. To ensure that items follow principles of writing test items, the researcher presented it to experts it has been checked against the criteria for writing a good test.  PHASE II-ESTABLISHING EMPIRICAL EVIDENCES  For further improvement of the test items, pilot testing was done to a group 120 students comprising 15% of the freshmen population taking College Algebra.  To gather empirical evidences, the researcher performed item analysis particularly two procedures determine item difficulty and discriminating indices. The discriminating index was determined by comparing the performances of two groups called the criterion group or the high and low performing groups.  Item difficulty and item discriminating indices were computed so as to identify which items were to be included.  PHASE III-ESTABLISHING RELIABILITY AND VALIDITY EVIDENCES  For a test to be valid it must of necessity be reliable, hence the establishment of the coefficient of reliability and eventually validity, is a vital component of this phase.  The coefficients of reliability were established through the use of coefficient of internal consistency and coefficient of stability.  The establishments of reliability were established through the use of coefficient of internal consistency and coefficient of stability.  The establishment of the evidences of validity namely content validity, construct validity, and criterion validity concluded this phase.  TREATMENT OF DATA  Percentage was used to present the profile of the PCU students taking College Algebra.  To establish empirical evidences on item procedure and improvement, item-analysis procedure involving item difficulty indices and item discriminating power were used.  The coefficient of internal consistency was established using the Kuder-Richardson formula while coefficient of stability, construct validity and criterion validity used the Pearson Product Moment Formula.  To compare the achievement of College Algebra of urban and rural PCU freshmen the population means were computed and the t-test formula was applied at .05 level of significance.  FINDINGS:  1. 
<br/><br/><br/>On test reliability, the coefficient of internal consistency has an r-value of .75 interpreted as marked to substantial, while the coefficient of stability established by the pre-test-post test method shows an r-value of .66 indicating further, that there is substantial or marked reliability.  3. 
<br/><br/> On content validity evidence, the accomplished content objectives namely knowledge, understanding, skills on the four fundamental operations, and analysis are below the 50% level achievement if the averages are taken. Except for concept number one, Algebra of Real Numbers which has achievement level of 58.6% the rest of the concept or content area has not reached the 50% level with analysis skills as the lowest.  4. 
<br/><br/><br/>The number of rejected items do not significantly alter the degrees of acceptability of the entire achievement test.  3. 
<br/><br/>The test items included in the achievement test has satisfactorily measured the parameters of entry and achieved behavior skills and competencies as contained in the concept objectives.  4. 
<br/><br/> The constructed achievement test in College Algebra has shown substantial reliability and validity evidences.  5. 
<br/><br/>Based on the test scores it could be concluded that given similar experiences and exposed that given similar experiences and exposed to the same concepts culture gaps in terms of achievement could be bridged. This has been manifested by the mean scores of the constructed achievement test in College Algebra from both campuses.  This validated achievement test serves as a contribution to the area of instrumentation.  RECOMMENDATIONS:  1. 
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<br/><br/><label>Subjects--Personal Names: </label> Training of teachers should focus on both strategy and content.  8. 
<br/><br/><label>Subjects--Corporate Names: </label> The achievement test should be used regularly by PCU to provide baseline data on entry level cognitive characteristics of incoming freshmen.  9. 
<br/><br/><label>Subjects--Meeting Names: </label><br/>Efforts to disseminate the use of such achievement test should be done so that other colleges and universities may use this achievement test.  10.
<br/><br/><label>Subjects--Uniform Titles: </label>--National training for secondary school mathematics teachers should include topics on test construction and validation. This could be suggested to the regional science teaching centers based on the country.
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