AN ANALYSIS OF STUDENTS GRADES IN STATISTICS: A BASIS FOR REMEDIAL PROGRAM Eulogio T. Catalan, Jr.

, Faculty: General Education Abstract: This study was conducted to find out the academic performance of the Accountancy, Business Administration, and Computer Science students who took statistics during the Second Semester of Academic Year 2010-2011 and the significant differences of academic grades between the students in the three programs. The researcher, an instructor in Statistics made use of the final grades submitted to the Registrars Office at the end of the semester. The results revealed that Accountancy students performed well with (grades of 95 100%) from the preliminary grading period up to the final term. Students who were enrolled in Computer Science incurred failing grades from the preliminary period up to the final period. The computed F-test revealed that there was significant difference in the academic grades of students who took statistics during the second semester of Academic Year 2010-2011 In order to help students with their difficulty in statistics, a remedial class could be organized to that students could perform better in the next examination period. Introduction Mathematics is a relevant and an important subject in the modern education today. It is vitally significant as it permeates into the daily lives of the people all over the world. It serves as the basis of modern inventions and scientific discoveries and research studies. Mathematics is learned because of many reasons. First, the mastery of basic mathematical skills is needed for the student to be able to cope with the fast phase demand of life. Such demands include being literacy in mathematics. It serves as pre-requisites for higher study, employability, and appreciating the relationship between mathematics and technology in general. Secondly, mathematics is the language of the sciences and many disciplines depend on this subject as a symbolic means of communication. Third, it eases to develop students general decision-making and problem solving skills. The National College Entrance Examination (NCEE) from 1984 to 1988 and National Secondary Assessment Test (NSAT) spanning 1994 to 1999 showed that mathematics is second most difficult subject test. It was also confirmed in the Science Education Institute Achievement Test administered yearly from 1993 to 1997. (Philippine Journal of Education, December 2004). In the recently concluded Trends in International Mathematics and Science Study (TIMSS) it shows that our country gained an average score of 358 which is behind the international average of 495 (http://inces.ed.gov/timss). It implies that there is deterioration in the numerical and qualitative skills of students.

The Commission on Higher Education (CHED) requires the students to understand the concept, theory and the need of statistics as to its significance in their respective courses. As a Statistics instructor, I observed that most students have difficulty in statistics and mathematics. In order to keep up with the high standard of education at Imus Instititute, there is a need for the students to be equipped with the necessary skills in mathematics and statistics regardless of their courses in order to compete either in the institutional level or in the national level. In line with the above statements, the researcher felt that there was a need to go through the academic grades of the students in statistics and to look into the factors and areas where students had difficulty so that proper remedial instruction canb be provided to them. Statement of the Problem This research study was done to analyze the grades in statistics at Imus Institute, during the second semester of AY 2010 2011. Specifically, it sought to answer the following questions: 1. What is the average performance rating of the students during prelim, midterm and final grading period in statistics? 2. Is there a significant difference in the academic performance of students in statistics when grouped according to course as: 2.a. Accountancy 2.b. Business Administration 2.c. Computer Science 3. What topic and lesson in statistics where students need help? 4. What remedial program can be offered to help students improve academic grades in statistics?

Scope and Delimitation of the Study This study was limited mainly to analyze the academic grades college students in statistics at Imus Institute. The academic grades of students were taken from the grade sheets and the class record submitted by the teacher to the Registrars Office every grading period. Conceptual Framework Figure 1 presents the schematic diagram which illustrates the conceptual framework of the study. College students enrolled in statistics course were the subjects of this research. Their final academic grades in the said course were used as the basis for comparing their academic performance. The students were from the Accounting, Business Administration and Computer Science Programs. Their final grades were described as very good, good, fair and poor. After the computation of the preliminary grades, those who failed were given remedial lessons so as to perform better during the midterm period. The same process would

be done after the midterm grading period so that students would perform better in the final grading period. Schematic Diagram Showing the Framework of this Research

Inputs

Process

Outputs

College Programs with - Accounting - Business Ad. - Computer Science

Statistics Class Lesson / Topics Studied in statistics subjects.

Academic Grades: 95 100 VG 85 94 Good 75 84 Fair 50 74 Poor

Remedial Lessons: homework or assignments; remedial classes to be held twice or thrice a week

Methodology Research Design The study used the action type of research. Respondents Twenty-two (22) Accounting students, ten (10) Business Administration students, and ten (10) Computer Science students, with a total of forty-two (42) students were the respondents of the study. These students were enrolled in statistics course.

Table 1 Distribution of Respondent by Program

Course Accountancy Business Administration Computer Science TOTAL

Number of Students 22 10 10 42

Number of Respondents 22 10 10 42

Research Instrument This action research used the grades submitted to the Office of the Registrar every after the preliminary, midterm, and final grading periods. Significance of the Study The results of the study will benefit the following: The Students. Appreciation of what the school does to help them will be developed. The Faculty. Knowing the results of the key areas where the faculty will develop and create more meaningful strategies that will help the students understand fully the subject matter and its use in their future undertakings. Likewise, they may suggest recommendations that will help not only the students in particular but also the school in general. The School Administration. Programs for remedial instruction can be organized as a part of the institutions offering for having a more realistic view of the subject matter. Statistical Technique Used A one-way analysis of variance was applied in conducting the study and the following analyses were made: a. Comparison of cumulative grades during the preliminary grading period. b. Comparison of cumulative grades of students during the midterm period c. Comparison of differences between cumulative grades for the final period during the second semester of AY 2010 2011.

Table 2 shows the grade range and the interpretation. The interpretation is as follows: Very Good Good Fair - means that the student has a very good acquisition and understanding of the lesson. - means that the student understands the lesson and has a better understanding of the lesson taught. - means that the student has fair understanding of the lesson.

Poor

- student has to repeat the course, since he/she doesnt understand fully the lesson taught.

Table 2 Interpretations of Grade of Students

Ranges 95 - 100 85 - 94 75 - 84 50 - 74

Interpretation Very Good Good Fair Poor

Results and Discussion A. Academic Grade Performance of Respondents in the Preliminary Grading Period. Table 3 shows the academic grade performance of the respondents during the preliminary grading period during the first semester AY 2010 2011. From the Accountancy Program, one (1) or 5% of the 22 students showed a very good performance. The grade range from 95 to 100 percent. Six (6) or 60% of the Computer Science students showed a poor performance. The Business Administration students showed a fair performance with five (5) or 50% obtaining such grade range of 75 to 84% while five (5) or 50% of the students obtained a grade range from 50 to 74% and interpreted as poor or failed. In general, only one student from the Accountancy Program showed a very good grade performance out of forty-two (42) students.

Table 3 Academic Performance of the Respondents per Program in the Preliminary Period

Course

No of Students

PERFORMANCE Very Good 1 (5%) 0 (0%) 0 (0%) Good 15 (68%) 0 (0%) 2 (20%) Fair 6 (27%) 5 (50%) 2 (20%) Poor 0 (0%) 5 (50%) 6 (60%)

Accountancy

22

Business Administration

10

Computer Science

10

B. Academic Grade Performance of Respondents in Statistics in the Midterm Period Table 4 shows the academic grade performance of the forty-two (42) students of BSA, AB and Computer Science in statistics during the midterm grading period. Only one (1) of the total respondents taking up Accounting was very good (Grade range: 95 100%). Fifteen (15) Accounting students performed good; nobody got a failing grade. The Business Administration performed fair with grades ranging from 75 to 84%. Six (6) students out of ten from the Business Administration Program showed a fair performance and three (3) got poor (grade range of 50 74%) grades described as a failing grade. Table 4 Academic Performance of Respondents per Program in the Mid-term Period
No of Students PERFORMANCE Very Good
1 Accountancy 22 (5%) 0 Business Administration 10 (0%) 0 Computer Science 10 (0%) (30%) (40%) (30%) (10%) 3 (60%) 4 (30%) 3 (68%) 1 (27%) 6 (0%) 3

Course

Good
15

Fair
6

Poor
0

C. Academic Grade Performance of Respondents in the Final Grading Period Table 5 shows the academic grade performance in statistics of the forty-two (42) students. Four (4) from the Accountancy program of the 42 students in this statistics class

did very good performance. Thirteen (13) BSA students performed good. A total of twenty (20) students performed fair (grades: 75 84%) during the final term period, i.e. two students from Computer Science Program showed a poor performance (Grade: 50 74%) or failed.

Table 5 Academic Performance of the Students per Course during the Final Period

Course

No of Students

PERFORMANCE Very Good

4

Good
13 (59%) 1 (10%) 2 (20%)

Fair
5 (23%) 9 (90%) 6 (60%)

Poor
0 (0%) 0 (0%) 2 (20%)

BSA

22 (18%) 0

BA

10 (0%) 0

ComSci

10 (0%)

D. Testing the Significant Difference of Students Academic Grades in Statistics in the Three Programs: Accountancy, Business Administration and Computer Science As shown in Table 6, there is a significant difference among the BSA, BA, and Computer Science students who took statistics during the preliminary period. Since the Fvalue of 19.68 is greater than the F-critical value of 3.23 at 0.05 level of significance. BA Students and Computer Science students showed a poor performance than the Accountancy students. Table 6 Comparison of Academic Performance during the Preliminary Period
Source of Variation Between Groups Within Groups Total

SS 1795.6 36 1778.8 64 3574.5

Df 2 39 41

MS 897.81 82 45.611 89

F 19.68

P-value 1.23E06

F crit 3.23

D. Testing the Significant Difference of Students Academic Grades in Statistics in the Three Programs: Accountancy, Business Administration and Computer Science Table 7, shows that there is a significant difference in the academic grades in statistics among the BSA, BA and Computer Science students, since the F-value of 6.56 is greater than the F-critical value of 3.23 at 0.05 level of significance. None of the Accounting students failed in the subject unlike the BA students and the Computer Science students.

Table 7 Testing Significant Difference in Statistics Academic Grades of Students in the Thjree Programs during the Mid-term Period

Source of Variation Between Groups Within Groups Total

SS 523.68 05 1555.3 91 2079.0 71

Df 2 39 41

MS 261.84 03 39.881 82

F 6.56

P-value 0.0034 87

F crit 3.23

F. Testing Significant Difference in Statistics Academic Grades of Students in the Three Programs during the Final Term As shown in Table 8, there is a significant difference among the BSA, BA and Computer Science students who took statistics during the final period. Since the F-value of 15.32 is greater than the F-critical value of 3.23 at 0.05 level of significance. Two (2) Computer Science students failed and four (4) BSA students showed a very good performance with grades between 95% to 100%.

Table 8 Testing Significant Difference in Statistics Academic Grades of Students in the Three College Programs during the Final Term
ANOVA Source of Variation Between Groups Within Groups Total SS 972.80 78 1237.7 64 2210.5 71 Df 2 39 41 MS 486.40 39 31.737 53 F 15.32 Pvalue 1.23E05 F crit 3.23

Lessons in Statistics Where Students Need Help Based from the grade performance of the students in statistics in the three grading periods, the topics which students found difficulty were: basic mathematical operations, determining the sample size from a population, measures of central tendencies i.e. the mean, median, mode. The students also encountered difficulty in measures of dispersion as well as testing of hypothesis and its interpretation. Conclusions Based on the above findings the following conclusions are made: 1. Over-all performance of the students during the preliminary period is generally fair at 40% which means at least 17 of the students understand the lesson taught during this period. At least 26% of the students were poor in understanding the lesson taught during this period. There is a significant difference in academic grades in statistics among the group of students, i.e. BSA, BA and Computer Science during the preliminary period. It was found out that the F-value of 19.68 is greater than the F-critical value of 3.23 at 0.05 level of significance. 2. Over-all performance of the students during the mid-term period is good at 59% which means at least 19 students have a clear understanding of the lesson taught during this period. Fourteen 14% of the students were poor in understanding the lesson taught during this period as compared to the preliminary period. There is a significant difference among the group of students, i.e. BSA, BA and Computer Science who took statistics during the mid-term period. It was found that the F-value of 6.56 is greater than the F-critical value of 3.23 at 0.05 level of significance. 3. Over-all performance of the students during the final period is generally fair at 47% which means at least 20 of the students understand the lesson taught during this final

period. At least 4% of the students were poor in understanding the lesson taught and therefore needs to repeat the subject. 4. Students need more exercises in basic mathematical operations which are important in learning statistics. Recommendations In light of the findings of the study and the conclusions arrived at, the following recommendations are hereby forwarded: 1. Students should encourage reading books available at the library and answering exercises. On the other hand, there should also be enough books available at the library as used by the instructor so that the student can adapt with the lesson being taught by the instructor. Books in statistics are very limited at the library. There is a need to purchase more. 2. The student should be given more problems exercises as well as homework so that they would be prepared and would have the knowledge and be ready for the new lesson. 3. Students who did not performed well during the grading period should be given remedial instruction for them to better understand fully the lesson. Remedial class may be held twice or thrice a week. 4. The teachers should create more meaningful strategies for the students not only to understand but also to enjoy learning the subject. They should also be encouraged to love mathematics as a subject.

References A. BOOKS Introduction to Business Statistics, Winston S. Sirug, Mindshapers Co., Inc., Intramuros, Manila, 2011 Basic Statistics (with Probability), Rogelio M. Hernandez et. al, Booklore Publishing Corp., Sta. Cruz, Manila, 2009 Measurement and Evaluation, Jose F. Calderon and Expectacion C. Gonzales, National Bookstore, Mandaluyong City, 2007 Marketing Research, Alvin C. Burns & Ronald F. Bush, Pearson Education South Asia Pte Ltd., Jurong, Singapore 629733, 2004

B. JOURNALS The Lamp Research Journal, Volume 2, Issue No. 1, 2011

C. WEBSITES Microsoft Encarta Encyclopaedia 2010 Mircosoft Britannica 2012 http://nces.ed.gov/timss http://imusinstitute.edu.ph