BSMT-3 CHARLIE

GROUP 3

COMPARATIVE 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. HUERVA

JEROME 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.Chairman

GERARDO T. TAÑADA, Ph. D. EDWIN P. BENITEZ, MBA-HRMMember Member

Accepted and approved in partial fulfillment of the requirements for the subject of Research

CHRISTINE 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 extended

their effort, time and support all throughout the process of making this work a successful

one:

The Almighty God, for his power and blessings who showered upon us to

continue and accomplish what have started.

Our Mom and Dad, for their endless love and caring in every endeavor we

make.

VMA GLOBAL COLLEGE; Ms. Vivien Garasmia and Mrs. Fritzel

Tabaque, for the references we borrowed.

Mr. Jose P. Batuigas, our adviser for professional guidance and support to make

this 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 knowledge

you have radiated to us.

Thank you very much and God blessed

THE RESREARCHER

DEDICATION

This 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 for

teaching 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, this

mathematics has spread from one culture to another. Now there is one predominant

international mathematics, and this mathematics has quite a history. It has roots in ancient

Egypt and Babylonia, then grew rapidly in ancient Greece. Mathematics written in ancient Greek

was translated into Arabic. About the same time some mathematics of India was translated into

Arabic. Later some of this mathematics was translated into Latin and became the mathematics

of Western Europe. Over a period of several hundred years, it became the mathematics of the

world.

There are other places in the world that developed significant mathematics, such as

China, southern India, and Japan, and they are interesting to study, but the mathematics of the

other regions have not had much influence on current international mathematics. There is, of

course, much mathematics being done these and other regions, but it is not the traditional math

of the regions, but international mathematics.

By the 20th century the edge of that unknown had receded to where only a few could

see. 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 logical

foundations. This took place in ancient Greece in the centuries preceding Euclid. See Euclid’s

Elements. Logical foundations give mathematics more than just certainty they are a tool to

investigate the unknown.

International Congress of Mathematicians in Paris, and described 23 important mathematical

problems.

Mathematics continues to grow at a phenomenal rate. There is no end in sight, and the

application of mathematics to science becomes greater all the time.

Arguably the most famous theorem in all of mathematics, the Pythagorean Theorem has

an interesting history. Known to the Chinese and the Babylonians more than a millennium

before 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 the

one hand some breakthroughs in mathematical thought we will study came as accidents, and on

the 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 were

subsequently found to have monumental significance and applications

In this course you will see firsthand many of the results that have made what

mathematics is today and meet the mathematicians that created them. One particularly

interesting attribute of these “builders” of mathematical structure is how clear they were about

what to prove. Their results turn out to be just what is needed to establish other results

sometimes in an unrelated area. What is difficult to understand for the ordinary mathematics

students 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 to

arrogant and rude. David E. Joyce (djoyce@clarku.edu)

In December 2009, the district administration reported that 171 pupils or 13.9% of the

district’s pupils received Special Education services.

The District engages in identification procedures to ensure that eligible students receive

an 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 in

compliance with state and federal law; and are reasonably calculated to yield meaningful

educational benefit and student progress. To identify students who may be eligible for special

education, various screening activities are conducted on an ongoing basis. These screening

activities include: review of group-based data (cumulative records, enrollment records, health

records, report cards, ability and achievement test scores); hearing, vision, motor, and

speech/language screening; and review by the Instructional Support Team or Student Assistance

Team. When screening results suggest that the student may be eligible, the District seeks

parental consent to conduct a multidisciplinary evaluation. Parents who suspect their child is

eligible may verbally request a multidisciplinary evaluation.

In 2010, the state of Pennsylvania provided $1,026,815,000 for Special Education

services. The funds were distributed to districts based on a state policy which estimates that

16% of the district’s pupils are receiving special education services. This funding is in addition to

the 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 education

services in 2010.

The District Administration reported that 44 or 3.51% of its students were gifted in

2009. By law, the district must provide mentally gifted programs at all grade levels. The referral

process for a gifted evaluation can be initiated by teachers or parents by contacting the

student’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 cognitive

ability of a least 130 as measured on a standardized ability test by a certified school

psychologist. Other factors that indicate giftedness will also be considered for eligibility.

The mathematics of general relativity are very complex. In Newton’s theories of

motions, and object’s mass and length remain constant as it changes speed, and the rate of

passage of time also remains unchanged. As a result, many problems in Newtonian mechanics

can be solved with algebra alone. In relativity, on the other hand, mass, length, and the passage

of time all change as an object’s speed approaches the speed of light. The additional variables

greatly complicates calculations of an object’s motion. As a result, relativity requires the use of

vectors, tensors, pseudotensors, curvilinear coordinates and many other complex mathematical

concepts.

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 all

the Northumberland Country school districts in 2007.

The district administrative costs per pupil were $723.52 in 2008. The lowest

administrative cost per pupil in Pennsylvania was $398 per pupil. In 2007 the board approved a

five contract with David Campbell as superintendent. His initial salary was $88,000 plus an

extensive benefits package including life and health insurance. The Pennsylvania School Board

Association tracks salaries for Pennsylvania public school employees. It reports that in 2008 the

average superintendent salary in Pennsylvania was $122,165.

The district administration reported that per pupil spending in 2008 was $13,243 which

ranked 159th in the state 501 school districts.

In January 2010, the Pennsylvania Auditor General conducted a performance audit of

the district. Findings were reported to the administration and the school board, including

possible 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, per

capita tax (Act 511) $5, coupled with substantial funding from the Commonwealth of

Pennsylvania and the federal government. Grants can provide an opportunity to supplement

school funding without raising local taxes. In the Commonwealth of Pennsylvania, pension and

Social Security income are exempted from state personal income tax and local earned income

tax regardless of the individuals wealth.

Math, as seen by many school aged children and even some adults, is considered boring

and useless. There are many areas in life where math can help you, I found out the hard way

and 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 of

building, finance industry, all areas of management, clerial 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.

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 required

to complete a task or project first at home and then if desired, in work decisions. When mom

planted 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 in

improverished situations can generally trace the causes back to choices they made. Choosing to

lease the newest car every year despite your company’s shaky situation in the current market

and 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 boring

and useless. There are many areas in life where math can help you, I found out the hard way

and 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 of

building, 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 to

your daily life. Those who know this go father, faster, Knowing math and how to use it in daily

life will by no means protect you from all possible pitfalls but it does go a long way in minimizing

them.

Different levels of mathematics are staught at different ages and in somewhat different

sequences in different countries. Sometimes a class may be taught at an earlier age than typical

as a special or “honors” class. Elementary mathematics in most countries is taught in a similar

fashion, though there are differences. In the United States fractions are typically taught starting

from 1st grade, whereas in other countries they are usually taught later, since the metric system

does not require young children to be familiar with them. Most countries tend to cover fewer

topics in grater depth that in the United States. In most of the US, algebra, geometry and

analysis (pregreated depth than in the United States. In most of the US, algebra, geometry and

analysis (precalculus and calculus) are taught as separate courses in different years of high

school. Mathematics in most other countries (and in a few US states) is integrated, with topics

from all branches of mathematics studied every year. Students in many countries choose an

options or predefined course of study rather than choosing courses a la carte as in the United

States. Students in science-oriented curricula typically study differential calculus and

trigonometry 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. All

Pennsylvania schools are required to have an anti-bullying policy incorporated into their Code of

Student Conduct. The policy must identify disciplinary actions for bullying and designate a school

staff person to receive complaints of bullying. The policy must be available on th schools website

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 policy every three

years. Additionally, the district must conduct an annual review of that policy with students. The

Center for Schools and Communities works in partnership with the Pennsylvania Commission on

Crime & Delinquency and the Pennsylvania Department of Education to assist schools and

communities as they research, select and implement bullying prevention programs and

initiatives.

Education standards relating to student safety and antiharassment programs are

described in the 10.3. Safety and Injury prevention in the Pennsylvania Academic Standards for

Health, Safety and Physical Education. Wikipedia, the free encyclopedia.

GENERAL OBJECTIVE:

This study seeks to establish the comparative performance in math between BSMT and BSMAR-E of the VMA GLOBAL COLLEGE this first Semester of Academic Year 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. Age1.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 to the factors that affect enrolment decline in Marine Engineering compared to Marine Transportation. The effects on these factors in the overall condition of maritime education and maritime industry in the country are negligible.

THEORITICAL FRAMEWORK

Mathematics relies on both logic and creativity, and it is pursued both for a

variety of practical purposes and for its intrinsic interest. For some people, and not only

professional mathematicians, the essence of mathematics lies in its beauty and its

intellectual challenge. For others, including many scientists and engineers, the chief value

of mathematics is how it applies to their own work. Because mathematics plays such a

central role in modern culture, some basic understanding of the nature of mathematics is

requisite for scientific literacy. To achieve this, students need to perceive mathematics as

part of the scientific endeavor, comprehend the nature of mathematical thinking, and

become familiar with key mathematical ideas and skills.

This chapter focuses on mathematics as part of the scientific endeavor and then on

mathematics as a process, or way of thinking. Recommendations related to mathematical

ideas are presented in Chapter 9, The Mathematical World, and those on mathematical

skills 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 for

whether those abstractions have counterparts in the real world. The abstractions can be

anything 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, but

not 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 and

physical objects in the real world.

A central line of investigation in theoretical mathematics is identifying in each field of

study a small set of basic ideas and rules from which all other interesting ideas and rules

in that field can be logically deduced. Mathematicians, like other scientists, are

particularly pleased when previously unrelated parts of mathematics are found to be

derivable from one another, or from some more general theory. Part of the sense of

beauty that many people have perceived in mathematics lies not in finding the greatest

elaborateness or complexity but on the contrary, in finding the greatest economy and

simplicity of representation and proof. As mathematics has progressed, more and more

relationships have been found between parts of it that have been developed separately—

for example, between the symbolic representations of algebra and the spatial

representations of geometry. These cross-connections enable insights to be developed

into the various parts; together, they strengthen belief in the correctness and underlying

unity of the whole structure.

Mathematics is also an applied science. Many mathematicians focus their attention on

solving problems that originate in the world of experience. They too search for patterns

and relationships, and in the process they use techniques that are similar to those used in

doing purely theoretical mathematics. The difference is largely one of intent. In contrast

to 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 the

area/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. The

discoveries of theoretical mathematicians frequently turn out—sometimes decades later

—to have unanticipated practical value. Studies on the mathematical properties of

random events, for example, led to knowledge that later made it possible to improve the

design of experiments in the social and natural sciences. Conversely, in trying to solve

the problem of billing long-distance telephone users fairly, mathematicians made

fundamental discoveries about the mathematics of complex networks. Theoretical

mathematics, unlike the other sciences, is not constrained by the real world, but in the

long run it contributes to a better understanding of that

world.(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 the

following 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 the

comparative performance of BSMT and BS-Mar E Student’s and each respondents.

Students have widely knowledge in using the different kinds of formula in every

problems they encounter. Each of these variables was guide us to present the following

choices that correspond the respondents.

The research has identify in term of course, section, and year level is interrelated

with their comparative performance in math, on board calculations, conversation and

theoretical knowledge and trainings. Through this, the researchers were set up a

performance level program to identify how these undertaking works to the BSMT and BS

Mar-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

PROFILE: 1.Age

2.High School attainment

BSMAR-E

PERFORMANCE: 1.Fraction &

Decimal 2.Algebraic

expression 3.Trigometry

Scope and Limitation

The research study focuses on the comparative performance between the BSMT

and BSMAR-E Students in Math. There are three years level in the BSMT and three year

level in the BSMAR-E Students but the researcher focus on the BSMT 3 and BSMAR-E

3. Which the third year of BSMT 3 and BSMAR-E 3 is divided in sections. There are

four sections in BSMT and three sections BSMAR-E the subjects understudied where the

third year level which encounter many Math problem and navigational calculation which

they use on board ship. But the researcher focus in section Bravo only. The study was

conduct on the first semester of the academic year 2011-2012.

The researcher select the third year level of BSMT and BSMAR-E Students of the

VMA GLOBAL COLLEGE being the nearest and easiest school to address the problem,

the researchers encounter regarding time constrained, financial incapability and distance

of the locality. These have considerably improve the speedy conduct and development of

the study.

Selecting VMA GLOBAL COLLGE as the study ground help the researchers 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 international

dictionary).

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 and

magnitude as represented by numbers and symbols (The new Webster dictionary of the

English 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 universal

dictionary and thesaurus.

In this study refers to the biographical sketch of BSMT3 and BSMAR-E3

cadets who are subject respondent of the study. It include there biographical sketch

is 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 educational

curriculum. (Wikipedia, the free encyclopedia).

Fraction and Decimal . It refer to the separation or division of number and to a number

express in the scale of tens (Webster third international dictionary.

Volume and Pressure . It is refer to the dealing with or involving large quantities in the

burden of physical or mental distress (The new Webster dictionary of the English

language).

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 study

The finding of the study may provide significance information which may be value to

the:

School – that they had implemented further the basic math, conversation, and the

navigational problem and was providing more undertaking to their students concerning

the great importance in math.

Students – That they were be aware on the importance in math especially those who are

engaged 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 future

profession.

Researchers – That give information where there the BSMT3 and BSMAR-E3 have the

essential knowledge pertaining to the basic math problem and calculation that are seeing

required and were provide them a between understanding and supplement on how they

can solve nautical seamanship and navigational problem. Thought this study it had been

promote in the Maritime and Allied Industry.

Faculty – That give and examine those student and grade their accordingly on their

performance. Which they are rank the students and they well know what is capacity and

the performance of the student on some particular of the subject.

Curriculum – Development that record and gather those information of what students

can reach and they gather these percentage of those students that good in math and need

more practice for their performance. VMA GLOBAL COLLEGE, that helps the student

to build the future and have a successful life someday, that give a better learning and

trained the student and support those shipping companies a well trained student.

Maritime Industry – That accept intelligent and well trained that has capacity to lead

and become an officer on board the vessel.

Parents – That give as everything we need and being supported in everything we do and

be proud of what their son’s know about what they learned.