Imus Institute

College of Education, Arts and Sciences

SY 2014-2015
Vision: An institute of academic excellence that produces God Centered, nationalistic, socially responsible, globally competitive, research oriented and technologically
competent administrators, faculty, support staff and students
Mission: Develop continuing programs of quality, relevant and affordable education
Goals:

Attend to the holistic development of the individual: mind, body, spirit, emotions.
Perpetuates nationalistic ideals
Assist in enhancing the range and quality of each individuals pasrticipation in the basic functions of society.
Develop technological competencies through awareness, use and application of appropriate technologies that will make them globally competitive.
Enhance the appreciation and skills for scientific inquiry and research
Be financially viable in order to support the needs of quality education.

Motto:
Scientia et Virtus Academic Excellence and Moral Integrity
Core Values
Spirituality
Nationalism and Patriotism
Courage
Self-reliance
Social and environmental responsibility
Love and nurturing

Compassion and respect for human dignity

Solidarity and peace
Integrity, truth and honesty

Spirituality. An inner path enabling a person to discover the essence of his/her being on the deepest values and meaning by which people live It emphasizes humanistic
ideas on qualities such as love, compassion, patience, tolerance, forgiveness, contentment, responsibility, harmony and concern for others.
Nationalism and Patriotism. A devotion to ones country, showing respect and honor; gives more importance to unity by way of cultural background including language
and heritage.
Courage. Mental or moral strength to venture, persevere, and withstand danger, fear or difficulty. The quality of spirit that enables one to face danger or pain without
showing fear.
Self-reliance. Reliance on ones own capabilities, judgment or resources, independence, being prepared for life challenges, financial, emotional and spiritual.
Social and environmental responsibility. Accountability to ones impact on the environmental and community welfare. Being food stewards of the environment,
preserving and nurturing it for oneself and others, including future generations.
Love and Nurturing. The act of encouraging, nourishing, and caring for someone or something.
Compassion and Respect for Human Dignity. Feeling of deep sympathy and sorrow for another who is stricken by misfortune accompanied by strong desire to alleviate
the suffering. Human life should be safeguarded. Each one of us should have the opportunity to be fully human, and that no one be a victim of prejudices or biases of any
kind and that the interest of one not be sacrificed against the will for the good of another.
Solidarity and Peace. Maintaining harmony among students and co-workers.
Truth and Honesty. Being sincere, truthful, trustworthy, honorable and fair.
Integrity. Being consistent in actions, values and methods, measures, principles, expectations and outcomes.

Course Title:

Quantitative Technique in Business

Course Code: MH

Units:

Hours/Week:

Course Description: This course seeks to: enhance the students ability to perform the quantitative analysis necessary, understand the usefulness and limitations of the
methods, recognize situations where the methods can be applied beneficially, and be aware of the issues involved when utilizing the results of the analyses. Coverage is
topical and includes review of basic statistics principles, regression analysis, time-series analysis, non-parametric statistics, and quantitative analysis techniques such as
matrices, graphic linear inequalities, graphical sensitivity analysis, linear programming, simulation, optimization theory, decision analysis, and decision trees. The
introduction of concepts via cases in decision making related to operations and strategies is preferred whenever appropriate.
Specific Objectives: At the end of the course, the students are expected to:
Cognitive Domain
Developing mathematical skills to arrive at correct calculations on credit, savings, purchases, and investments.
Enhancing the ability to make decisions based on an understanding of the mathematics and the money concepts involved.
Increasing the ability to manage resources with confidence; and
Raising awareness of the relation in the acquisition of resources to social responsibility.
Affective:
Demonstrate appreciation and respect of the uniqueness of the individual learners and individual learning process, and the unique dynamics that occur in
the learning process within a group of learner.
Psychomotor:
Construct classroom assessment tools in measuring knowledge and thinking skills
Construct periodic/standardized tests
Demonstrate skills in utilizing and reporting test results
Apply statistical procedures in standardized tests
Grade students achievement accurately
Competencies: As per CMO 039 s2007

Prepare, analyze and evaluate reports, proposals, and concepts papers.

Demonstrate the value of fairness, transparency, accountability, hard work, honesty, patience, diligence, innovativeness and risk taking.

Perform quality work

Participate actively in business associations and comply with their policies and obligations
Demonstrate leadership qualities, civic-mindedness and responsible citizenship
Conduct environmental scanning
Explain the concepts, approaches, and techniques of environmental conservation
Know and understand the countrys national development thrusts, concerns and socio-economic indicators.

Course Content:

Specific Objectives and Time Allotment

Student Learning Outcomes (SLO)

Assessment Strategies

1- Student Manual, M/V Statement

1.1 Students should be able to recite the
1.1 Explain the Mission / Vision Statement of
Mission / Vision statement of the Institute
the Institute.
1.2 Students should be able to understand the
1.2 Discuss the Rules and Regulations as well
Rules and Regulations of the school
as the school policy.
regarding the policy and guidelines.

1.1 Individual participation of the

student recitation during
discussion.
1.2 Recitation - student should be able
to recite some of the school policy
and regulations.

Evidence of Outcomes/Assessment
Tools
Rubrics on the students mastery of
schools Mission/Vision statement.
Rubrics on the students mastery of some
policy and guidelines of the school.

(2 hrs)
2. System of Linear Equations &
Inequalities
2.1 Types with two variable
2.2 Properties of Inequalities
2.3 Types of Inequalities
2.4 Graphing Linear of Inequality

2.1 Students should be able to identify the

principles of solving linear equations and
inequalities
2.2 Should be able to solve linear equation by
the four methods

2.1 Individual participation of the

student recitation during
discussion.

Rating of students result on their quiz

performance.
2.2 Recitation

(8 hrs.)
2.3 Should be able to plot points in inequalities
in two variables
2.4 Should be able to graph system of linear

Rubrics on the students mastery of the

lesson presented

Rating of students results on their

assignment / homework
2.3 Board work

equations.
2.4 Assignment
3. Linear Programming: Graphical
Method
3.1 Maximization Problem
3.2 Minimization Problem
3.3 Maximization Problem Involving Mixed
Constraints
3.4 Minimization Problem Involving Mixed
Constraints
3.5 Special cases in Linear Programming
Problems
(8 hrs.)

4. Linear Programming: Simplex Method

4.1 Maximization Problem
4.2 Minimization Problem
4.3 Maximization Problem Involving Mixed
Constraints
4.3 Irregular Type of Linear Programming
Problem

3.1 Should be able to explain what Linear

3.1 Individual participation of the
Programming
student recitation during
3.2 Should Identify linear programming
discussion.
problems that are amenable to graphical
solution.
3.3 Should be able to formulate linear
3.2 Recitation
programming models.
3.4 Should define and explain terms such as
optimal solution, feasible solution, extreme
3.3 Board work
point, and redundant constraint.
3.5 Solve problems that have multiple solutions,
infeasibility, and unbounded problems.
3.6 Solve linear programming problems
graphically and interpret the solutions.
3.7 Describe different problem types that lend
themselves to solutions using linear
programming models.
4.1 Should distinguish the difference between
simplex method and graphical method of linear
programming.
4.2 Be able to Introduce the simplex method of
linear programming
4.3 Should define and discuss all the elements
in the simplex tableau in terms of their
significance to the problem statement and

Rubrics on the students mastery of the

lesson presented
Rating of students result on their quiz
performance.
Rating of students results on their
assignment / homework

4.1 Individual participation of the

student recitation during
discussion.
4.2 Recitation

Rubrics on the students mastery of the

lesson presented

(8 hrs)

5. Transportation Model
5.1 Methods in establishing the initial
feasible solution
5.2 Alternative Optional Solution
5.3 Unbalanced Transportation Method
5.4 Degenerate Case
(8 hrs.)

6 Assignment Model
6.1 Minimization Problem
6.2 Maximization Problem
6.3 Unbalanced assignment Model
6.4 Degenerate Case

problem solutions.
4.5 Should interpret simplex solutions
4.6 Should discuss unbounded solutions,
degeneracy, and multiple optimal solutions in
terms of simplex method.

4.3 Board work

Rating of students results on their

assignment / homework

5.1 Should identify a transportation problem

5.1 Individual participation of the
and state its assumptions
student recitation during
5.2 Be able to formulate the problem in a
discussion.
transportation model.
5.3 Generate an initial feasible solution by
5.2 Recitation
Northwest Corner Rule, Minimum Cost Method
and Vogels Approximation Method.
5.3 Board work
5.4 Solve degeneracy in the transportation
model.
6.1 Should describe the nature of assignment
model.
6.2 Should dentify the assignment problem and
state its assumptions
6.3 Solve using Hungarian Method
6.4 Show how to handle unbalance and
degeneracy in assignment model.

Rating of students result on their quiz

performance.

6.1 Individual participation of the

student recitation during
discussion.
6.2 Recitation

Rubrics on the students mastery of the

lesson presented
Rating of students result on their quiz
performance.
Rating of students results on their
assignment / homework

6.3 Board work

(8 hrs.)
7. Network Analysis
7.1 Critical Path Method
7.2 Program/Project Evaluation and Review
Techniques
7.3 Considering Time-Cost Trade-Offs

7.1 Should be able to give the general

description of PERT/CPM techniques
7.2 Able to construct Network diagram
7.3 Describe the purposes and advantages of
PERT/CPM
7.4 Compute slacks on activities and on events.

7.1 Individual participation of the

student recitation during
discussion.
7.2 Recitation

Rubrics on the students mastery of the

lesson presented
Rating of students result on their quiz
performance.

(8 hrs.)

7.5 Should demonstrate how to schedule

projects involving resource limitations.
7.6 Should describe the issue of resource
allocation and how it is handled.
7.7 Be able to analyze networks that have
deterministic times and probabilistic times
7.8 Should describe activity crashing and solve
simple problems.

8 Forecasting
8.1 Simple Moving Average
8.2 Weighted Moving Average
8.3 Adjustment Forecast
8.4 Forecast reliability
(8 hrs.)

8.1 Should be able to lList all the types of the

major forecasting approaches and their
characteristics
8.2 Should be able to describe the need for
forecasting and the role it plays in decision
making
8.3 Should be able to describe the major
qualitative forecasting method
8.4 Solve problems using exponential
smoothing and moving average
8.5 Determine when a forecast can be
improved and;
8.6 Discuss the main considerations in
selecting forecasting techniques.

7.3 Board work

Rating of students results on their

assignment / homework

Rubrics on the students mastery of the

lesson presented

8.1 Individual participation of the

student recitation during
discussion.

Rating of students result on their quiz

performance.
Rating of students results on their
assignment / homework

8.2 Recitation
8.3 Board work

Rubrics on the students mastery of the

lesson presented
Rating of students result on their quiz
performance.
Rating of students results on their
assignment / homework

Requirement:
Submission of a portfolio (suggested content)
Quizzes to be administered at the end of every topic.
Graded Assignment every week
Major Exam (Prelim, Midterm & Final)

Interpretation of test result

References:
Books:

Dr. Winston S. Sirug, Quantitative Technique for Business, (2011), Rex Bookstore, Manila, Philippines
Edwin J. Loma, Quantitative Decision Models , (2009), Anvil Publishing Inc., Quezon City, Philippines

Journals

Electronic reference
http://www.scienpress.com/Journal_focus.asp

Prepared By:
Eulogio T. Catalan, Jr., MBA

Faculty

Approved By:

Concepcion C. Libuit, Ph.D.

Dean, Education Program, Imus Institute