MS. ALMA Apd'HZeUn

EFFECTS OF PEDAGOGY AND OTHER VARIABLES ON THE PERFORMANCE

OF

COLLEGE STUDENTS IN PHYSICS

AND MATH SUBJECTS IN SELECTED PUBLIC AND PRIVATE UNIVERSITIES

IN REGION III

A Dissertation Presented to the

Faculty of the Graduate Program College of lndustrial Education

Technological of University of the Philippines Manila

ln Partial fulfillment of the Requirements For the Degree Doctor of Education

Management

By:

MS. ALMA

Apd'HZeUn

MAY 2012

ABSTRACT

The focus

of

this study was

to

determine the effiects

of

pedagogy and other variables on the performance

of

college students on the performance of college students

in

Physics and Math subjects

in

selected

pblic

and private universities in Region

lll.

The variables tested include the personal profile of the students such as age, sex, type of oourse, type of scfiool, and student attitude towards the subject, mastery of content, ability to use the appropriate methods of teaching, knowledge

of

Psychology

of the

learners, management

of

^leaming

environment. The performan@ was based on the final grades of the second year college students in Physics and Algebra during the first semester of sctrool year 2011-2012.

This investigation adopted the descri$ive melfrod

of

research utilizing a conelation technique in determining the relationship of variables. lt involved 395 students, a total of 55.406 ar 219 respon&nts enrolled in private universities and 4.60/0 or 176 respondents enrolled in public or state universities.

The

statistical

tools

utilized

to

describe

the

variables were fequency, percentage and mean. Multiple Linear Regrression was used

to

determine the relationship between

the

dependent variables (performance

of

the students in Physics and Algebra) and independent variables such as students' profile and pedagogical fac'tors.

Students' perceptions

on the

pedagogical factors

as

^indicated

by

the

teache/s

mastery

of

contents (X= 3.92), appropriate methods

of

teacfiing (X=

3.93),

teache/s

knowledge

of

psyctnlogy

of the

leamer (X= 3.86), teache/s

vI

management of leaming environment in terms of scfrool climate and culture (X=

3.80), and teacfrefs management of leanring

envilurnent

in terms

sf a@uate

school facilities

6=

^4.22) atthor.lgh interpreted as very satisfactory, the mastery of content, methods of teaching, and knodedge of psycfrology of the leamer as well as management of leaming environment obtained a mean rating below 4.0 indicating that many students

ratd

a teacfpronly satisfacnory on those factors.

The

achievement

level of the

respondents

in

^Physics

and

Algebra as indicated obtained

a

mean rating

of 3.00 in

Physics and

7.2 in

Algebra. lt indicates that most of the students experienced

dffiorlty

in leaming the topics in the two subjects.

The findings revealed that engineering students performed better than the BSIT students not only in physics but also in Algebna. The same explanation can be considered in this two allied mathematics subjects.

On the basis of the statistical firdings, the pedagogical factors that were hypothesized

to

have influence on

tte

achievement of students in Physics and Algebna have no significant bearirg at all.

The hypothesis stating that the profile variables and pedagogical fiactors predid the performan@ of students in physics

ard

algebra is partly sustiained.