PERFORMANCES OF STUDENT- APPLICANTS FROM SELECTED FEEDER SCHOOLS IN THE DLSU-DASMARIÑAS COLLEGE ENTRANCE TEST FOR THREE CONSECUTIVE SCHOOL YEARS (2012-2013, 2013-2014, 2014-2015) Leonor T. Amacio Rhea M. Mateo Edna T. Mercado Azenith R. Mojica Carmela Z. Reyes

INTRODUCTION

COLLEGE ENTRANCE TEST(CET) provides meaningful information with regard to intellectual fitness of the students in the course they wanted to take up (Loren, 2002) provides objective to the students’ strengths and weaknesses which are necessary factors in instructional program of any school (Firshen, 1999)

Primary Goal of CET maybe employed for selection, admission, rejection, promotion, classification, evaluation, prediction, verification and research in order for students to cope w/ the demand of a particular course.

Significance of this research will serve as a basis for the improvement of the curriculum and instructions in the secondary level of education in the feeder schools so that their future graduates will be better prepared to take the CET and other standardized tests. may provide a rich source of information to those who would be interested in this kind of study

Scope and Limitation The result is based on the student’s scores in Mathematics, English, Science, Inductive Reasoning (IR) and General Scholastic Aptitude (GSA). The feeder schools from the different areas in Cavite were clustered according to the type of school and geographic location.

Objectives of the study to determine the significant difference on the performances of student- applicants between graduates of public schools and private schools in the College Entrance Test of the Feeder High Schools: for SY 2012-2013 for SY 2013-2014 for SY 2014-2015

Objectives (cont’d.) 2. to determine the significant difference in the mean scores of student –applicants for the SY 2012-2013, SY 2013-2014, SY 2014-2015 in the different subject areas.

Objectives (contd.) 3. to determine the significant difference in the performances of the applicants in the College Entrance Test in SY 2012-2013, SY 2013-2014, SY 2014-2015 when clustered by: a. type of school b. geographical Location c. college enrolled in

METHODOLOGY Respondents – the student-applicants in the CET of DLSU-D for the three school years Research Design – the study used descriptive research

METHODOLOGY Instrument used Admission Test for Colleges and Universities (ATCU) Center for Educational Measurement a. Mathematics d. IR b. English e. GSA c. Science The standard scores test yielded for these subjects were interpreted using the Quality Index (QI).

Scoring The following is the Score Range with its Quality Index interpretation. Score Range Quality Index (QI) 670- 800 (9) Excellent (E) 621- 669 (8) Superior (S) 573- 620 (7) Above Average (AA) 525- 572 (6) High Average (HA) 474- 524 (5) Average (A) 425- 473 (4) Low Average (LA) 375- 424 (3) Below Average (BA) 319- 374 (2) Inferior (I) 200- 318 (1) Very Poor (VP)

Methodology Data Gathering and Statistical Treatment The scores in the CET of the student-applicants from feeder high schools were grouped according to school year and type of school. Scores from each school year were compared through the mean standard scores obtained by the student- applicants. The significant difference in the results of the CET according to school year and type of school were determined using the t-test and analysis of variance (ANOVA).

RESULTS

Verbal Interpretation Table 1. Comparison of the performances of student- applicants between graduates of public schools and private schools in the College Entrance Test of the Feeder High Schools for the SY 2012-2013. School Year tpe of School Mean Verbal Interpretation t-value p-value 2012 ENGLISH Public 4.18 Low Average -2.998   .003 Private 5.20 Average MATH 3.95 1.902 .059 4.56 SCIENCE 4.76 -.041 .967 4.77 IR 5.43 -1.950 .053 6.23 High Average GSA 4.59 -2.041 .043 5.12

Verbal Interpretation Table 2. Comparison of the performances of student- applicants between graduates of public schools and private schools in the College Entrance Test of the Feeder High Schools for the SY 2013-2014. School Year type of school Mean Verbal Interpretation t-value p-value 2013 ENGLISH Public 4.69 Average   Private 5.23 -2.073 .039 MATH 4.43 Low Average 4.82 -1.303 .194 SCIENCE 4.52 -.020 .984 IR 5.51 High Average 5.96 -1.504 .134 GSA 4.87 -1.465 .145

Verbal Interpretation Table 3. Comparison of the performances of student- applicants between graduates of public schools and private schools in the College Entrance Test of the Feeder High Schools for the SY 2014-2015.*** School Year type of school Mean Verbal Interpretation t-value p-value 2014 ENGLISH Public 4.71 Average -3.442 .001 Private 5.72 High Average   MATH 4.05 Low Average -4.125 .000 5.23 SCIENCE 4.37 -2.437 .016 4.96 IR 4.95 -4.705 6.31 GSA 4.49 -4.353 5.58

Verbal Interpretation Table 4. Comparison of the performances of student- applicants for the SY 2012-2013, SY 2013-2014, SY 2014-2015 in the different subject areas.    Mean Verbal Interpretation F-value p-value ENGLISH 2012 4.77 Average 4.015 .019 2013 5.03 2014 5.37 MATH 4.30 Low Average 3.138 .044 4.67 4.83 SCIENCE 1.328 .266 4.52 4.76 IR 5.89 High Average .104 .901 5.79 5.84 GSA 4.90 1.534 .216 5.09 5.21

Verbal Interpretation Table 5. Comparison of the performances of student- applicants from Public Schools for the SY 2012-2013, SY 2013-2014, SY 2014-2015 in the different subject areas.   type of school Mean Verbal Interpretation F-value p-value Public ENGLISH 2012 4.18 Low Average 1.544 .216 2013 4.69 Average   2014 4.71 MATH 3.95 1.158 .316 4.43 4.05 SCIENCE 4.76 .947 .390 4.52 4.37 IR 5.43 1.123 .327 5.51 High Average 4.95 GSA 4.59 .861 .424 4.87 4.49

Verbal Interpretation Table 6. Comparison of the performances of student- applicants from Private Schools for the SY 2012-2013, SY 2013-2014, SY 2014-2015 in the different subject areas type of school Mean Verbal Interpretation F-value p-value Private ENGLISH 2012 5.20 Average 2.616 .075 2013 5.23   2014 5.72 High Average MATH 4.56 3.253 .040 4.82 SCIENCE 4.77 2.090 .125 4.52 4.96 IR 6.23 .826 .439 5.96 6.31 GSA 5.12 2.587 .077 5.58

Verbal Interpretation Table 7.   Comparison of the performances of student- applicants from Bacoor Schools for the SY 2012-2013, SY 2013-2014 in the different subject areas LOCATION Mean Verbal Interpretation F-value p-value Bacoor ENGLISH 2012 5.60 High Average .978 .325 2013 5.23 Average   MATH 4.93 .022 .883 4.88 SCIENCE 5.09 3.029 .085 4.50 IR 6.91 Above Average 3.184 .077 6.12 GSA 5.47 .310 .579 5.30

Table 8. Comparison of the performances of student- applicants from Imus Schools for the SY 2012-2013, SY 2013-2014, SY 2014-2015 in the different subject areas LOCATION Mean Verbal Interpretation F-value p-value Imus ENGLISH 2012 4.95 Average 1.297 .276 2013 5.25   2014 5.57 High Average MATH 4.37 Low Average .808 .447 4.75 4.82 SCIENCE 4.62 .033 .968 4.54 4.60 IR 5.80 .057 .945 5.79 5.92 GSA 4.92 .548 .579 5.16 5.23

Verbal Interpretation Table 9. Comparison of the performances of student- applicants from Dasmariñas Schools for the SY 2012-2013, SY 2013-2014, SY 2014-2015 in the different subject areas LOCATION Mean Verbal Interpretation F-value p-value Dasmariñas ENGLISH 2012 4.14 Low Average 1.759 .175 2013 4.69 Average   2014 4.71 MATH 3.88 1.445 .238 4.43 4.05 SCIENCE .698 .499 4.52 4.37 IR 5.38 1.063 .347 5.51 High Average 4.95 GSA 4.55 .957 .386 4.87 4.49

CONCLUSION no significant difference in the performance of the public and private school students in mathematics, science and Inductive Reasoning (IR) during SY 2012-2013, and SY 2013-2014 for SY 2014-2015, in all areas considered in the examination, students from private feeder schools have higher performance than students from public schools.

CONCLUSION students from private schools have better performance in Mathematics during SY 2014-2015 than in the two other school years The results of the CET of student-applicants according to the type of school are not consistent.

CONCLUSION As regards to geographic location , the result indicated that students from Bacoor schools have the same performance in English, mathematics, science, Inductive Reasoning (IR) and General Scholastic Aptitude(GSA) for the SY 2014-2015. no significant difference exists in the performance of the students in all subject areas for the SY 2012-2015 of CSCS, CTHM, CEAT, CCJE AND CBAA

CONCLUSION for the CLAC, significant differences exist in the performance of their students in English, science, IR and GSA while no significant difference in the score in mathematics for the SY 2012-2013, SY 2013-2014, SY 2014-2015. for the COED, there is a significant difference in the performance in English for the three school years while no significant difference exists in the other subjects

RECOMMENDATION The findings of the study should be submitted to feeder schools to help them improve their curriculum and instruction in preparation for their graduates in taking CET and other related standardized tests.

RECOMMENDATION DLSU-D, being the Center of Excellence for Teacher Education, may initiate conducting training programs for the high school teachers in Cavite and if possible in Calabarzon to better equip them in their vocation of educating the youth

RECOMMENDATION English courses given to students in colleges other than COEd may be strengthened; other interventions must also be undertaken so as to help them improve their performance in the said course.

RECOMMENDATION The same research must be undertaken for the school year 2015-2016 and determine if the same result will remain for further actions (as suggested in recommendation number 1). The same research maybe undertaken for those students who took the entrance exam for the senior high school for the school years 2016-2017 and 2017-2018(who are supposed to be the incoming freshmen).

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