Students' and Teachers' Perception On The Implementation of The Zero Based Grading System

STUDENTS AND TEACHERS PERCEPTION ON THE
IMPLEMENTATION OF THE ZERO BASED GRADING SYSTEM

Thursday, March 07, 2013
9:00 PM
STUDENTS AND TEACHERS PERCEPTION ON THE IMPLEMENTATION OF THE

ZERO BASED GRADING SYSTEM
______________________________
A Thesis Presented to the

Foreign Language Department
College of Liberal Arts
______________________________
In Partial Fulfillment of the

Requirements in Technical English
By
Antonio, Anne Margarette M.
Madalang, Kyle Marron A.
Ritual, Krizza T.
BSCE 201
Mr. Jose Rizal Dapat
October 2012
Pasted from <file:///E:\THESIS\Front%20Pages.docx>
APPROVAL SHEET
In partial fulfillment of the requirements of the subject, Technical English, this thesis entitled
Students and Teachers Perception on the implementation of the Zero Based Grading System,
prepared and submitted by Krizza Rirual, Anne Margarette Antonio, and Kyle Marron A.
Madalang, is hereby recommended for oral examination.
New Section 1 Page 1

Madalang, is hereby recommended for oral examination.
_________________________________
Mr. Jose Rizal Dapat
For Oral Examination Committee Member:

Thesis Grade: ______________
__________________________________
Member
__________________________________
Date
Accepted in partial fulfillment of the requirements for the degree of Bachelor of Science in
Civil Engineering.
Acknowledgement
With sincere gratitude and appreciation, the researchers would like to acknowledge the
people behind the completion of the study.
To Adamson University Library, for allowing the researchers to use their facilities,
collection of books, periodicals, collection of related researches and other references as a
primary source of the researchers knowledge and information that gave a great
contribution in the completion of our study.
To the Student Respondents, for being a good participant on the surveys conducted by the
researchers, who legibly provide their thoughts, views and opinions to represent their
perception as a mere data used by the researchers.
To the Teachers, who patiently spend their time, sharing their insights that also serve as
mere data for the researchers that helped the researchers to have a reliable source of
information and contribution to the completion of the study.
To Professor Jose Rizal Dapat, for sharing his expertise and providing us the knowledge
and ideas, for giving continues feedbacks and suggestions that gave a great advantage to
the researchers in completing the whole research.
To the parents of the researchers, who are always there to give their support, and patiently
provide the researchers financial needs.
To God Almighty, for giving the researchers an unimaginable strength, for providing the
wisdom and knowledge, and the spirit of will and determination that gave an inspiration to
the researchers to complete the study.
With all regards, the participation of the people mentioned above will always be recognized
and appreciated.
Table of Contents
Topics PAGE
CHAPTER 1
The Problem and Its Setting 1
Introduction 1
A. Background of the Study 2
B. Statement of the Problem 2
C. Significance of the Study 3
D. Scope and Limitation 3
E. Definition of Terms 4
CHAPTER 2
Review of Related Literature 5
The Grading Systems 5

The Grading Systems 5
Grading Systems in the Philippine Universities
and Colleges 6
Issues Governing the Zero Based Grading System 7
Perceptions of Students and Teachers about
the Grading Systems 8
Synthesis of the Related Literatures 9
CHAPTER 3
Research Methodology 11
The Research Design 11
The Respondents 11
Instruments Used 11
Statistical Treatment 11
CHAPTER 4
Presentation, Interpretation and Analysis of Data 13
CHAPTER 5
Summary of Findings, Conclusion and
Recommendations 21
CHAPTER 6
References
CHAPTER 1
The Problem and Its Setting
I. Introduction
As a part of the academes primary goal of giving a quality education, the administration of
the Adamson University have continued to seek solutions to improve their offered services.
Based on a report about the Performing Schools in the Philippines the year 2011- 2012
released by the Quacquarelli Symonds, Adamson University has garnered a QS score of
10.4 placing the school at the top 9. In effect, the university has continued to formulate
possible solutions to maintain their leadership among the schools in Manila.
To make the mission of the school real and meaningful, Adamson University have make
way to the implementation of TBI evaluation to develop the student-professor relationship,
giving consultation hours to provide means of communication among Adamsonian students
and their respective subject professors and a revised curriculum to attain the requirements
of the modern world.
In line with these, the University has also make improvements among the schools physical
facilities such as improving the library services, increasing the number of computer units,
air-conditioned class rooms to provide spaces that are conducive to learning.
To complete their prominence when it comes to improving their standards, the
administration has implemented a new grading system that will ensure a fair, realistic, and
reasonable basis in evaluating the students academic performance. Surpassing the
standards among the likes of University of the Philippines and Far Eastern University, the
new grading system popularly known as the zero based grading system has been a big hit
among the Adamsonian students and the professors.
The said grading system has challenged the students and teachers perception and has
garnered a wide range of opinion both from the students and professors since it was
implemented last year. Some students felt that this newly implemented grading system is of
very high standard, requiring students to reach the 70% grade passing mark. Some have
said they believe in the purpose of the said system while others have said it will make
nothing at all.
In contrast, the administration believes that the implementation is a responsive action to
improve the quality of education of the university and will set a standard that would create
a strong foundation of excellence and leadership among Adamsonian.
A. Background of the Study:
According to the June-August 2011 issue of the Adamson Chronicle, the official student
publication of Adamson University, the VPAA Memo, No.12, S. 2011 popularly known as
the zero based grading system implemented last August 16, 2011, is a revitalized grading
system that would raise the mark required to pass a subject to 70% grade in both lecture
and laboratory components if any. Students can only earn a pass or fail mark for their
subject except for output-based subjects such as thesis or internship.
Part of the memorandum has also said that the computation of the students score must be
based directly as its raw percentage, transmutation of scores are already restricted. In
accordance, subject professors are obligated to discuss the breakdown of the requirements

accordance, subject professors are obligated to discuss the breakdown of the requirements
to pass the subject and how the grades are computed.
In computing the semestral grade, 30% of it should be obtained from the Prelim grade, 30%
from Midterm grade, and 40% from the Final grade for a total of 100%. By getting the total
grade in each term and multiplying it by its percentage, the result shall be the actual
semestral grade of the student. If the student failed to make the 70% grade passing mark
but had reached at least a 65% grade, the student may be allowed to take a remedial
examination but would still get a pass or fail mark and a grade of 3.0 or 5.0.
B. Statement of the Problem:
This study aims to determine the perception of the students and teachers on the
implementation of the zero based grading system. Specifically, this study will answer the
following question:
1. Do the Adamsonian students and teachers believe that the implementation of the zero
based grading system is an effective way to improve the quality of education? Why?
2. Do the Adamsonian students believe that the implementation of the zero based
grading system could be a great advantage to their careers after they graduated?
Why?
3. Do the Adamsonian teachers believe that the implementation of the zero based
grading system is reliable or reasonable enough to evaluate the performances of their
respective students? Why?
4. Do the Adamsonian teachers and students believe that the implementation of the zero
based grading system could be a major problem in the future? Why?
5. How do the Adamsonian students and teachers find the new grading system compared
to the previous grading system used by the university.
C. Significance of the Study:
This study is made in accordance through the following people who will benefit from this
study:
1. Adamsonian Students
Students will benefit from this study in a way that they will be aware if they really
have a deeper understanding about the grading system. The study will know
themselves if they are knowledgeable about the the significance and the use of
implementing this kind of grading system.
2. Faculty or Professors of Adamson
The professor will benefit the study because it will help them when it comes to
adjusting their teaching methods whenever students are having a hard time in a
particular subject. In regard to this, they will also be able to recognize the purpose of
the grading system.
3. Parents of the Adamsonian Students
The parents will also benefit in this study by making them aware of the grading
system and ensuring themselves that the grading system will help them in uplifting
the quality of education in the Adamson University.
4. Universitys Administration
This study will inform them about the perception of the Adamson community,
specifically the students and teachers if they are really in favor or not of the zero
based grading system. It will give them information on how do students and
professors understand the implementation of the zero based grading system.
D. Scope and Limitation:
The research will be conducted in Adamson University Ermita, during the school year
2012- 2013. The study will not focus on the advantages and disadvantages of the
implementation of the zero based grading system but instead, on the perception of the
students and professors on the implementation of the zero based grading system. The study
will also measure how many of the students and teachers agree or disagree with the
implementation of the zero based grading system.
The study will involve dissemination of survey form to the students and professors in
various level and programs which will help the researchers in gathering information.
E. Definition of Terms:
TBI teacher evaluation
Transmutation manipulation or changing of grade
VPAA Vice President for Administrative Affairs

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CHAPTER 2
Review of Related Literature
This chapter covers electronic and internet resources, periodicals, books and other related
literature both local and foreign that feature the perceptions of the students and teachers on
the implementation of the zero based grading system.
The Grading Systems
In an effort to bring greater clarity and specificity to the grading process, many schools and
school districts have initiated standards-based grading process procedures and reporting
forms (Guskey & Bailey, 2001).
According to Walvoord and Anderson (2010), by grading, we mean not only bestowing an
A or a C on a piece of student work. We also mean the process by which a teacher
assesses student learning through classroom tests and assignments, the context in which
good teachers establish that process and the dialogue that surrounds grades and defines
their meaning to various audiences. Grading encompasses tailoring the tests or assignment
to the learning goals of the course, establishing criteria and standards, helping students
acquire the skills and knowledge they need, assessing student learning over time, shaping
student motivation, planning course content and teaching methods, using in-class and out-
of-class time, offering feedback so students can develop as thinkers and writers,
communicating about students learning to appropriate audiences, and using results to plan
improvements in the classroom, department, and institution. In short, grading is a complex-
dependent process that serves multiple roles:
Evaluation. The grading process should produce a valid, fair and trustworthy judgment
about the quality of each students work.
Communication. The grade itself is a communication to the student, as well as to
employers, graduate schools and others. The grading process also spurs communication
between faculty and students, among faculty colleagues, and between institutions and their
constituents.
Motivation. Grading affects how students study, what they focus on, how much time they
spend, and how involved they become in the course. Thus, it is a powerful part of the
motivational structure of the course.
Organization. A grade on a test or assignment helps to mark transitions, brings closure, and
focus effort for both students and teachers.
Faculty and student reflection. The grading process can yield rich information about what
students are learning collectively and can serve as the first step in systematic assessment
and information-driven teaching.
According to Shermis and Di Vesta (2011), grades are complex communicative devices
serving many functions. They are the result of the several events included in the range,
anchored by the quality of instruction at one end and student effort at the other.
Grading is different from assessment. According to Suskie (2009), a key difference is that
grades focus on individual students, while assessment focuses on entire cohorts of students
and how effectively everyone, not an individual faculty member, is helping them learn.
Grades alone are usually insufficient evidence of student learning for assessment purposes
for several reasons:
Grades alone do not usually provide meaningful information on exactly what students have
and not have learned.
Grading assessment criteria may (appropriately) differ.

Grading assessment criteria may (appropriately) differ.
Grading standards may be vague or inconsistent.
Grades do not reflect all learning experiences.
Do grades have a place in an assessment program?
Grading is the formal evaluation of student work, which involves determining the value
and quality of that work, based on some set of standards or performance criteria, and then
providing some formal recognition of that value to the learner, usually in the form of a
grade, number, or mark while evaluation is a necessary element of grading or review
system, it involves the actual process of judging and determining the quality of work of a
student (Witte, 2012).
Grading Systems in the Philippine Universities and Colleges
According to Wikipedia.com, the Philippines have varied university grading systems. Most
universities, particularly public institutions, follow the grade point system scale of 5.00 -
1.00, in which 1.00 is the highest grade and 5.00 is the lowest possible grade.
The University of the Philippines for example, is using 1.00-5.00 grading system
(www.upou.edu.ph). In this system, 1.00 is considered the highest grade point that could be
obtained while the lowest is 5.00, and is considered failed.
The University of Santo Tomas is using the numerical 5 Point System. In this system, 1.00
is considered the highest grade point that can be obtained by the student and is equivalent
to 96-100 percent of grade. The failing grade point is 5.00 and is equivalent to 75 below.
Another different grading system is used by the Polytechnic University of the Philippines
and Pamantasan ng Lungsod ng Maynila, the specific grading category for retention. In
this system, 1.00 is the highest grade point and is equivalent to 97- 100 percent of grade
while the lowest is 5.00 which is equivalent to 60 percent and below. The General
Weighted Average (GWA) is used as basis for evaluating the student if he or she could still
pursue his studies to a particular course.
More so, Adamson University is using another kind of grading systemthe zero based
grading system (www.admson.edu.ph).
Table 1: Adamson University Grade Point System
Grade Point Equivalence Equivalence Letter Equivalence Description
1.00 97%- 100% A EXCELLENT
1.25 93%- 97% A- SUPERIOR
1.50 89%- 93% B+ AVERAGE
1.75 85%- 89% B AVERAGE
2.00 82%- 85% B- AVERAGE
2.25 79%- 82% C+ AVERAGE
2.50 76%- 79% C PASSED
2.75 73%- 76% C- PASSED
3.00 70%- 73% D PASSED
5.00 70% below F FAILED
DR DROPPED
NG NO GRADE
Source: en.wikipedia.org
As shown, 97-100 percent of grade is considered the highest which is equivalent to a grade
point of 1.00. The lowest grade point is 5.00 and is equivalent to 70 percent of grade.
Issues Governing the Zero Based Grading System
Grading has been a difficult job for teachers. An exercise of professional judgment and
evaluation of students performances should be practiced. Moreover, issues governing the
grading system have been a problem since then.
According to an article posted in education.stateuniversity.com, few issues have created
more controversy among educators than those associated with grading and reporting
student learning. Despite the many debates and multitudes of studies, however,
prescriptions for best practice remain elusive. Although teachers try to develop grading
policies that are honest and fair, strong evidences shows that their practices vary widely
even among those who teach at the same grade level within the same school.
In Adamson University for example, the implementation of new grading system had
created a vast range of protest. Students and teachers of Adamson University were up in
arms over a new grading system (Philippine Daily Inquirer, 2010). On Facebook and other
social networks, as well as on the campus where they held a Black Shirt day, a large
group of students and faculty members have opposed the new system. It was also reported
that there was no proper information on how to implement the new grading system.

According to a news article posted in The Manila Standard Today (2010), professors and
instructors of Adamson University has asked a Manila Regional Trial Court to stop the
administration from using the new grading system, saying it will cause chaos among
faculty members and students.
In addition a movement that calls for No to zero based grading system in Adamson
University petition was posted in www.petitiononline.com which listed the reasons why
zero based grading system should be ignored.
Perceptions of Students and Teachers about the Grading Systems
According to an article posted in www.education.com, Psychologists recognized that
students perceptions are important for a very long time. Today, cognitive psychologists are
interested in motivation (students wishes and intentions) and volition (students action) as
basis for effort in school. What students want and decisions they make are clearly students
perception.
To describe the perception of students about the grading system, Guskey and Bailey (2001)
said that students perception on grading and reporting tends to be quite different from
those of teachers. Students perceptions of grades begin to change although the reasons for
this change are uncertain it seems likely due to teachers shifting emphasis from the
formative aspects of grades to their summative functions. As a result, students no longer
see grades as source of feedback to guide improvements in their learning. Instead, they
regard grades as the major commodity teacher and schools have to offer in exchange for
their performances. This change brings a slow but steady shift in students focus away from
their learning and toward what they must do to obtain the grade commodity.
According to Shermis and Di Vesta (2011) from the students perspective interpretations of
whatever assessments are made of performance provide a source of feedback that guides
learning. It affects both what and why students learn and how they learn. Although students
will normally draw conclusions about their performance, the teachers interpretations of
performance measures are likely to be more accurate because teachers are more informed
about such matters. As much as the grade itself, the interpretation you make to the student
mat shape his or her reaction to the test, but the final determinant of it effect would be the
students perception, however nave that might seem to be. Constructive interpretation
improves future learning; interpretations of grades and scores that are more formative and
less summative will have positive effects on cognitive processes important to educational
performance.
Teachers perceptions would be different from those of the students. According to Guskey
and Bailey (2001) in the final analysis, nearly all teachers admit they really dont like
grading and reporting. They describe the process as troublesome, time-consuming, and
counter to what they consider to be their major responsibilities as teachers, which involve
engaging students in a variety of high-quality learning experiences. What they want as a
more effective reporting system that would enhance these instructional responsibilities
rather than detract from them.
Moreover, Shermis and Di Vesta (2011) said that from the teachers perspective,
constructive interpretations can be used to chart the overall effective of teaching methods,
ranging from student placement and special programs to style of teaching and the
establishment of classroom climate. These interpretations are essential aids in sequencing
curricular content, selecting remedial interventions, and evaluating the effectiveness of
special procedures such as the used of group discussions, seatwork, or specific enrichment
exercises.
Synthesis of the Related Literatures
To further elaborate the topic of our research, we have discussed related sources that define
grading and grading system first. Allowing the intended readers to know the meaning of
grading and grading system will help them to understand the research as a whole. Allowing
us to discuss grading and grading system could help us to build the foundation of our
research. Books that discuss grading strategies and its mere effects to the students, featured
articles about students and teachers perception will help to support the ideas presented
regarding the topic.
To impart the very essence of our research, we have also discussed the different grading
system used in the Philippine universities and colleges. There is a variety of grading system
used by universities and colleges not just in the Philippines but around the world. Each of
these approaches is designed not just to evaluate ones student academic performance but
also, to meet the primary requirements of the modern world. Grading is a challenging part
of being a teacher. It requires professional judgment and complex strategy to come up with
honest, realistic, reasonable and reliable basis for measuring the students achievements.
Presenting the ideas above could further help us to explain the uses of grading system, and
so will help us to define the meaning of the zero based grading system.
Periodicals, news articles and news posts are also presented to discuss the issues that

Periodicals, news articles and news posts are also presented to discuss the issues that
govern in the implementation of the zero based grading system here in the Adamson
University to further explain the diversity of perceptions about the implementation of the
zero based grading system.
Because of the diversity of the students, grading system among universities and colleges
varied. Considerations in establishing a grading system are merely applied. For some, it
should be based accordingly to the requirements of their respective students because it will
affect them first, teachers teaching methodology, type of school, number of students and
subject matters and others.
Grades give a lot of effects to the students. Sometimes, grades could act as a motivation to
the student to study hard, to focus and exert more effort to have an effective learning
position, could interpret the range of their knowledge, skills and abilities and could
represent the teachers feedback to the students performances. Grades could give an
impression of great advantage or a cause of depression and low self-esteem. It could also
be a way to improve and develop.
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CHAPTER 3
Research Methodology
This chapter will explain and discuss the research methodologies used by the researchers to
achieve the goal of the research.
The Research Design
The research is all about Students and Teachers Perception on the Implementation of the
Zero Based Grading System. The research used qualitative-descriptive research design in
which the data that we had gathered will be interpret and explained in a descriptive,
comparative and narrative form.
The Respondents
The target respondents of the research are the students and teachers of the Adamson
University because the researchers are aware of their capabilities to give information aside
from using books, internet and electronic resources, periodicals and news articles. 50
student respondents will be selected and will include 1st year student to 5th year student of
the Adamson University that will came from different courses and will represent the
perception of the Adamsonian students as a whole. 10 teacher respondents of various
subjects will be selected to represent the perception of the Adamsonian teacher as a whole.
Instruments Used
Aside from collecting related literatures from internet and electronic resources, scanning
books that features the topic and compiling periodicals and news articles to gather details
about the topic, the researchers have also made survey forms, one for the student
respondent and one for the teacher respondent and then we have conducted survey to gather
data that will help us to achieve the goal of our research.
Statistical Treatment
The data gathered by the researchers from the student and teacher respondents will be
tallied to get the right distribution of the students and teachers in accordance to their
perceptions and will serve as the answers of from the questions which the research aims to
provide. The results will be analyzed and compared according to distinctions of the
respondents. Data gathered will be presented using pie or bar graph to get the accurate and
precise percentage of the results and to further provide an easy understanding to the
intended readers of the research. Answers will then be presented in descriptive,
comparative and narrative form.
The following formula is used by the researchers to formulate the percentage value of the data
gathered:

Where:
P= Percentage Value
F= Frequency
T= Total Number of Respondents
CHAPTER 4
Presentation, Interpretation, and Analysis of Data
This chapter covers the presentation, interpretation, and analysis of data gathered by the
researchers during the survey conducted before. The data will be presented using tables and
graphs.
Graph 1: The Number of Student Respondents According to Their Courses.
The graph shows the number of student respondents according to their courses. Out of 50
respondents, 6 or 12% of it are Education students, while 4 or 8% each of it are Electronics
and Communications Engineering, Civil Engineering and Nursing students. 3 or 6% each
of it are Computer Engineering, Economics and Mechanical Engineering students while the
19 or 38% of it represents students from various courses such as Architecture, Chemical
Engineering, Accountancy, Electrical Engineering and etc. 4 or 8% of the total student
respondents failed to specify their current course on the survey form given by the
researchers.
Graph 2: The Number of Student Respondents According to Year Level.

Graph 2: The Number of Student Respondents According to Year Level.
The graph shows the number of student respondents according to year level. Out of 50
student respondents participated on the survey conducted by the researchers, 18 or 36% of
it are third year students, while 10 or 20% of it came from second year students. 9 or18%
of it are fourth year students, while 8 or 16% of it came from the first year student. The
numbers of fifth year students who have participated are only 5 or 10% of the total
respondents.
Table 1: The Distribution of Students Responses if they believe that the implementation of
the zero based grading system is an effective way to improve the quality of education.
Answer on Frequency Percentage
Question Number 1
YES 36 72%
NO 14 28%
The table shows the distribution of student respondents according to their answers on the
first question given on the survey form. The result confirmed that out of 50 student
respondents participated on the survey conducted by the researcher, 36 or 72% of it said
YES while 14 or 28% of it said NO.
the zero based grading system could be a great advantage to their career after they
graduated.
Question Number 2
YES 37 74%
NO 13 26%
second question given on the survey form. The result confirmed that out of 50 student
YES while 13 or 26% of it said NO.
the zero based grading system could be a major problem in the future.
Question Number 3
NO 37 74%
YES 13 26%
third question given on the survey form. The result confirmed that out of 50 student
NO while 13 or 26% of it said YES.
Table 4: The Distribution of Students Responses According to the Question How do you
find the new grading system compared to the previous grading system used by the
university?
Question Number 4
The new grading system is much difficult and strict than the previous. 22 44%
The new grading system is much better and fair compared to the previous. 10 20%
The new grading system encourages more students to study hard. 9 18%
Do not know 9 18%
The new grading system is not properly oriented and is complicated. 4 8%
The new grading system is unfair. 3 6%
No difference at all 1 2%

fourth question given on the survey form. The result confirmed that out of 50 students, 22
or 44% of it claimed that the new grading system used by the university is more difficult
and strict while 10 or 20% said that the new grading system is much better compared to the
previous one. 9 or 18% of the respondents claimed that the new grading system encourages
the student to study hard and exert more effort while 9 or 18% have also claimed that they
do not know the previous one. 4 or 8% of the respondents said that the new grading system
is not properly oriented and said that the new grading system is complicated while 3 or 6%
said that the new grading system is unfair. 1 or 2% of the student respondent said that there
is no difference at all between the present and previous grading system.
Graph 3: The Number of Teacher Respondents According to the Number of Years Stayed
in Adamson University.
The graph shows the number of teacher respondents according to the number of years
stayed in Adamson University. As depicted, the graph affirmed that out of 10 teachers
participated in the research conducted by the researchers, 4 or 40% of it stayed in Adamson
University for almost 1-2 years already, while 3 or 30% of the respondents have been in the
university for almost 6-10 years already. The graph also affirmed that 2 or 20% of the
respondents have stayed in Adamson University for almost 3-5 years while 1 or 10% of the
teacher respondents have been in Adamson University for less than a year only.
Graph 4: The Number of Teacher Respondents According to their Subject Matter.
The graph shows the number of teacher respondents according to their respective subject
matter. The graph affirmed that out of 10 teachers participated in the research conducted by
the researchers, 2 or 20% each teaches Social Science and Applied Science subjects while 1
or 10% each represents the teacher from Mathematics, Physical Education, Theology,
Engineering, Computer and English subjects.
Table 5: The Distribution of Teachers Responses if they believe that the implementation of
the zero based grading system is an effective way to improve the quality of education.
Question Number 1
YES 7 70%
NO 3 30%
The graph shows the distribution of the teachers responses regarding the second question
give on the survey form. The graph reveals that out of 10 respondents, 7 or 70% of it said
YES, while 3 or 30% of it said NO.
Table 6: The Distribution of Teachers Responses if they believe that the zero based
respective students.

Question Number 2

Question Number 2
YES 7 70%
NO 3 30%
The graph shows the distribution of the teachers responses regarding the second question
give on the survey form. The graph reveals that out of 10 respondents, 7 or 70% of it said
YES, while 3 or 30% of it said NO.
Table 7: The Distribution of the Teachers Responses if they believe that the zero based
grading system could be a major problem in the future.
Question Number 3
NO 8 80%
YES 2 20%
The graph shows the distribution of the teachers responses regarding to the third question
given on the survey form. The graph reveals that out of 10 respondents, 8 or 80% of it said
NO while 2 or 20% of it said YES.
Table 8: The Distribution of Teachers Responses According to the Question How do you
find the new grading system compared to the previous grading system used by the
university?
Question Number 4
No idea, because they are not yet present during the previous grading 5 50%
system.
The new grading system is more difficult on the part of the students. 3 30%
The new grading system is stricter. 3 30%
The table shows the teachers responses regarding to the fourth question given on the
survey form. Out of 10 teachers participated in the survey conducted by the researchers, 5
or 50% of it claimed that they have no idea because they are not yet teaching in Adamson
University during the previous grading system while 3 or 30% of it said that the new
grading system is more difficult as far as students are concern. 3 or 30% also have claimed
that the new grading system is stricter compared to the previous one while 1 or 10% of the
respondents said that there are no difference between the present and the previous grading
system used by the university.
CHAPTER 5
Summary of findings, Conclusion and Recommendations
This chapter discusses the summary of findings, conclusion and recommendations of data
gathered by the researchers based on the Students and Teachers Perception on the
Implementation of the Zero Based Grading System.
Summary of Findings
1. Graph 1 shows the number of student respondents according to their courses. Out of 50
respondents, 6 or 12% of it are Education students, while 4 or 8% each of it are Electronics
and Communication Engineering, Civil Engineering and Nursing students. 3 or 6% each of
it are Computer Engineering, Economics and Mechanical Engineering students while the

it are Computer Engineering, Economics and Mechanical Engineering students while the
19 or 38% of it represents students from various courses such as Architecture, Chemical
Engineering, Accountancy, Electrical Engineering and etc. 4 or 8% of the total student
respondents failed to specify their current course on the survey form given by the
researchers.
2. Graph 2 shows the number of student respondents according to year level. Out of 50
student respondent, 18 or 36% of it are third year students, while 10 or 20% of it came
from second year students. 9 or18% of it are fourth year students, while 8 or 16% of it
came from the first year student. The numbers of fifth year students who have participated
are only 5 or 10% of the total respondents.
3. Table 1 shows the distribution of students responses if they believe that the implementation
of the zero based grading system is an effective way to improve the quality of education.
The result confirmed that out of 50 student respondents, 36 or 72% of it said YES while 14
or 28% of it said NO.
4. Table 2 shows the distribution of students responses if they believe that the
implementation of the zero based grading system could be a great advantage to their career
after they graduated. The result confirmed that out of 50 student respondents, 37 or 74% of
it said YES while 13 or 26% of it said NO.
5. Table 3 shows the Distribution of students responses if they believe that the
implementation of the zero based grading system could be a major problem in the future.
The result confirmed that out of 50 student respondents, 13 or 26% of it said YES while 37
or 13% of it said NO.
6. Table 4 shows the distribution of students responses according to the question How do
you find the new grading system compared to the previous grading system used by the
university? The result confirmed that out of 50 students, 22 or 44% of it claimed that the
new grading system used by the university is more difficult and strict while 10 or 20% said
that the new grading system is much better compared to the previous one. 9 or 18% of the
respondents claimed that the new grading system encourages the student to study hard and
exert more effort while 9 or 18% have also claimed that they do not know the previous one.
4 or 8% of the respondents said that the new grading system is not properly oriented and is
complicated while 3or 6% said that the new grading system is unfair. 1 or 2% of the
student respondent said that there is no difference at all between the present and previous
grading system.
7. Graph 4 shows the number of teacher respondents according to the number of years stayed
in Adamson University. The graph affirmed that out of 10 teachers participated in the
research conducted by the researchers, 4 or 40% of it stayed in Adamson University for
almost 1-2 years already, while 3 or 30% of the respondents have been in the university for
almost 6-10 years already. The graph also affirmed that 2 or 20% of the respondents have
stayed in Adamson University for almost 3-5 years while 1 or 10% of the teacher
respondents have been in Adamson University for less than a year only.
8. Graph 6 shows the number of teacher respondents according to their respective subject
matter. The graph affirmed that out of 10 teachers participated in the research conducted by
the researchers, 2 or 20% each teaches Social Science and Applied Science subjects while 1
or 10% each represents the teacher from Mathematics, Physical Education, Theology,
Engineering, Computer and English subjects.
9. Table 5 shows the distribution of the teachers response if they believe that the
implementation of the zero based grading system is an effective way to improve the quality
of education. Out of 10 respondents, 7 or 70% of it said YES, while 3 or 30% of it said NO.
10. Table 6 shows the distribution of teachers responses if they believe that the zero based
respective students. Out of 10 respondents, 7 or 70% of it said YES, while 3 or 30% of it
said NO.
11. Table 7 shows the distribution of the teachers responses if they believe that the zero based
grading system could be a major problem in the future. Out of 10 respondents, 8 or 80% of
it said NO while 2 or 20% of it said YES.
12. Table 8 shows the distribution of teachers responses according to the question How do
you find the new grading system compared to the previous grading system used by the
university? Out of 10 teachers participated in the survey conducted by the researchers, 5
or 50% of it claimed that they have no idea because they are not yet teaching in Adamson
University during the previous grading system while 3 or 30% of it said that the new
grading system is more difficult as far as students are concern. 3 or 30% also have claimed
that the new grading system is stricter compared to the previous one while 1 or 10% of the
respondents said that there are no difference between the present and the previous grading
system used by the university.

Conclusion
The study aims to determine the perceptions of the students and professors in Adamson
University regarding the implementation of the zero based grading system.
With the used of descriptive study, the researchers were able to survey 50 students and 10
professors as their respondents in the said study. Based on the answers of the respondent the
researchers were able to know the perceptions of the students as well as the professors regarding
the zero based grading system. Based on the answers of the respondents the researchers come out
with the following conclusions:
1. Most of the student and teacher respondents believed that the zero based grading
system is an effective way to improve the quality of education. This is because the
higher the passing grade in a particular university, the higher the standard of learning.
This high standard of the grading system would make the students strive harder on
their study for them to be able to pass. Some of the student and teacher respondents
disagreed and the main reason is that the grading system gives too much pressure
particularly to the students. There is also no qualification between major and minor
subjects because both require an equal passing grade.
2. There are more student respondents who believe that the implementation of the said
grading system could be a great advantage in their chosen career. This is because high
standard serves as motivation for the students and also serves as training ground for
their future. There are some who disagreed, this is because the grading system are of
high passing grade which just lead some to failures with their subjects.
3. Most student and teacher respondents perceived that the grading system will not be a
major problem in the future. The reason for this is that the grading system has a high
standard that help practice or trained the students to be more competitive in the
future.
4. Most of the teacher respondents believe that the grading system is reliable and
reasonable enough in evaluating the performance of their students. This is because the
system itself is a performance based system. Students are graded based on how well
they perform in class. Some teacher respondents disagreed and their reason was
students performance is not just measured by their quizzes and exams.
5. Most of the student respondents find the zero based grading system harder compare to
the previous one. This is because the previous grading system, where in there is a
trans mutative grade which is more easy compare to the present one where as the
passing grade is higher also that the trans mutative grading was remove. Some student
respondents also said that the grading is unfair because there are schools that are of
high quality education but not using the zero based system. Other student respondents
find the grading system much better, this is because it is more fair compared to the
previous one; students are graded based on their performance.
6. Most of the teacher respondents find the new grading system more difficult for the
students compared to the previous one. This is because most students fail specially in
their major subject not only because of the difficult lesson but more of the high
passing grade required.
Recommendations
1. Adamsonian Students
The zero based grading systems should be taken positively. Learn to adjust your study
habits, allot more time in studying to cope up with the grading system. Learn to fully
accept and understand the zero based grading system, that this grading system is
implemented for the betterment of your chosen career. Take it as training for you to
be more competitive in the future.
2. Faculty or Professors of Adamson
With all respect, students find the grading system hard, let be a guide for them to
succeed in the future. Have an effective way of teaching that would help the students
to understand well their lessons for them to be able to pass all the exams. Help the
students through their hardships with the grading system.
3. Parents of the Adamsonian Students
Not all students find the grading system easy to deal with; you should inspire and
give them the courage to pursue despite of the hardships. If possible, dont pressure
them if they are already experiencing failures; give them your greatest understanding
if they fail due to high passing rate. Dont forget to remind them of the importance of
learning.
4. Universitys Administration
With all respect, you should always be informed on the community responses to the
implementation of the said grading system. Set some programs that will help each one

implementation of the said grading system. Set some programs that will help each one
in the Adamson community together with the students parents to have a full
knowledge of the grading system.
CHAPTER 6
References
Books:
Guskey, T. and Bailey, J. (2011). Developing Grading and Reporting System for Student
Learning. Corwin Press Inc.
Shermis, M. and Di Vesta F. (2011). Classroom Assessment In Action. Rowman and Littlefield
Publisher, Inc.
Suskie, L. (2009). Assessing Student Learning. 2nd ed. John Wiley and Sons, Inc.
Walvoord, B and Anderson, V.G. (2010). Effective Grading. 2nd ed. John Wiley and Sons, Inc.
Wite, R. (2012). Classroom Assessment for Teachers. McGrawHill Companies, Inc.
Periodicals:
Araneta, M. R., (2010). Adamson, faculty squabble over grade system. The Manila Standard
Today. 24(152) p.A-6
Yap, DJ. (2010). Adamson Us new grading system hit. Philippine Daily Inquirer. 243(25) p.
A-18
Internet:
Brookhart, S.M. (2012). Student Perceptions of Grades.
Retrieved from: http://www.education.com/reference/article/student-perceptions- grades/?page=
2(www.education.com).p2. Education.com, Inc.
Guskey, T.R. (2012). Grading Systems School, Higher Education.
Retrieved from: http://education.stateuniversity.com/pages/2017/Grading-Systems.html
Retrieved from: http://simple.wikipedia.org/wiki/Academic_grading_in_Philippines.(2011)
Retrieved from: http://www.petitiononline.com/NTZBADU/petition.html
(2012).
Retrieved from: http://www.qs.com
Retrieved from: http://www.adamson.edu.ph/?page=academics
Retrieved from: http://www2.upou.edu.ph/
News Article:
(2011). Pavon, T. (2011). Revised Grading System Implemented. Adamson Chronicle, vol 5 no1.

APPENDICES
September 10 2012
Dear Respondents
We are currently conducting a study about the Students and Teachers Perception on the
implementation of the Zero Based Grading System. Part of our data collection is dissemination
of this survey form. Hereafter, we would like to ask for your permission to legibly answer this
questionnaire. Any information that you will provide will be an essential contribution on the
completion of the study. Your responses will be treated with full appreciation. We will make
sure that any information you have will be dealt with full confidentiality.
Thank you very much for your patience.
Sincerely,
Antonio, Anne Margarette M.
Madalang, Kyle Marron A.
Ritual, Krizza T.
(The Researchers)

Survey Form
(Teacher Respondent)
Instruction: Please answer the following questions below. Check the box before each items if
any.
I. Personal Information:
Name (Optional): ____________________________________ Date: ________________
(Surname, First Name M.I) (mm/dd/yy)
Years stayed in Adamson University: ___________________
Specify your subject matter: __________________________________
Gender: Male Female
II. Questions:
1. Do you believe that the implementation of the zero based grading system is an effective way to
improve the quality of education?
YES
NO
Why?
______________________________________________________________________________
_______________________________________________________________________.
2. Do you believe that the implementation of the zero based grading system is reliable or
reasonable enough to evaluate the performances of your respective students?
YES

YES
NO
Why?
______________________________________________________________________________
_______________________________________________________________________.
3. Do you believe that the implementation of the zero based grading system could be a major
problem in the future?
YES
NO
Why?
______________________________________________________________________________
_______________________________________________________________________.
4. How do you find the new grading system compared to the previous grading system used by the
university?
______________________________________________________________________________
_______________________________________________________________________.
_________________________________
(Signature)
Survey Form
(Student Respondent)
Instruction: Please answer the following questions below. Check the box before each items if
any.
I. Personal Information:
Name (Optional): ____________________________________ Date: ________________
(Surname, First Name M.I) (mm/dd/yy)
Course: ___________________
Year: First Year Second Year Third Year Fourth Year Fifth Year
Gender: Male Female
II. Questions:
5. Do you believe that the implementation of the zero based grading system is an effective way to
improve the quality of education?
YES
NO
Why?
______________________________________________________________________________
_______________________________________________________________________.
6. Do you believe that the implementation of the zero based grading system could be a great
advantage to your career after you graduated?
YES
NO
Why?
______________________________________________________________________________
_______________________________________________________________________.
7. Do you believe that the implementation of the zero based grading system could be a major
problem in the future?
YES
NO
Why?
______________________________________________________________________________
_______________________________________________________________________.
8. How do you find the new grading system compared to the previous grading system used by the
university?
______________________________________________________________________________
_______________________________________________________________________.

_________________________________
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STUDENTS AND TEACHERS PERCEPTION ON THE

IMPLEMENTATION OF THE ZERO BASED GRADING SYSTEM

STUDENTS AND TEACHERS PERCEPTION ON THE IMPLEMENTATION OF THE

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Madalang, Kyle Marron A.

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