There is a 0.87 probability that a freshman will advance to the sophomore level given that he is now a freshman, a 0.09 probability of retention, and a 0.04 probability of dropping out. It is observed that there is a 62% chance that a continuing student will be promoted to the second year level given that he is now at the first year level and the percentage that a student will be retained in the first year is 34%, and about 4% of freshmen are likely to drop out or drop out. Table 7 shows the pass probabilities for BS Psychology where it is noted that there is a probability of 0.95 that a student will pass to the second year level given that he is now in the first year; a 0.85 probability that the second student is promoted to the third year; a 0.69 probability that a junior will be promoted to the fourth year level.
Based on the calculated conditional probabilities shown in Table 8 for BS Social Work, there is a probability of 0.95 that a student will pass to the second year level given that he is now in his first year; a 0.98 probability that the second student is promoted to the third year; a 0.93 probability that a junior will be promoted to the fourth year level. As for BS Computer Science, there is a probability of 0.92 that a student will pass to the second year level given that he is now in his first year; a 0.93 probability that a second-year student is promoted to the third year; a 0.94 probability that a junior will be promoted to the fourth year level. For the BSIT shown in Table 10, there is a 76% chance that a first-year student will advance to the second-year level and an 81% chance to advance to the third-year level given that a student is now in the second year.
For BS Chemical Engineering, there is a 91% chance of a first year student progressing to the second year level and a 98% chance of progressing to the third year level as a student is now in the second year. While a junior has a 98% chance of being promoted to the fourth year level, and also a 98% chance of being promoted to the fifth year level since a student is now in the fourth year. While a junior has a 97% chance of being promoted to the fourth year level, and also a 98% chance of being promoted to the fifth year level since a student is now in the fourth year.
For BSECE, Table 16 shows that there is a 90% chance that a first-year student will transfer to the second year and a 74% chance that the student will transfer to the third year, given that the student is now in the second year. While a junior has an 85% chance of advancing to a fourth year, and also a 99% chance of advancing to a fifth year, given that the student is now in his fourth year. It shows that there is a probability of 0.80 that a student will transfer to the second year given that he is now in the first year; 0.97 probability of a sophomore advancing to a third year, 0.86 probability of a junior advancing to a fourth year, and 0.98 probability of.
Regarding BS Geodetic Engineering, in Table 19 there is a 67% chance that a student will move to the second year level, since he is now in the first year, 97% chance for a second year to be promoted to the third year level. , 89%. It is observed that there is a very small increase, about one or two students, in the number of incoming freshmen for the next five years. The number of students in the third and fourth year levels in school year 2007-2008 is very worrying.
A review of the results reveals that the mortality rate in the first year is high. It is noticeable that more or less twenty students are added every year in the first year for the next five years. Approximately one section is added each year for the next five years at first-year level.
Also, the probability that a student will graduate given that he is now in his fourth year could be added to the transition matrix.
APPENDIX A
My study is limited to data from the 1997-1998 school year to the 2006-2007 school year regarding the following colleges: College of Engineering and. Architecture, College of Human Sciences, College of Information and Computing Sciences, College of Accountancy and Commerce (BS in Accounting only).
APPENDIX B
APPENDIX C
APPENDIX D
Born on the eighth day of the eighth month of the year 1960 to Mauricio Somera Ulpindo and Avelina Luque Fajardo, both from Tagudin, Ilocos Sur, she happens to be their fifth child of seven. The author studied at Saint Augustine School in her hometown from kindergarten to the second year of high school and then moved to San Jose High School, La Trinidad, Benguet to complete her high school studies, graduating in 1976 as salutatorian of the class. For her tertiary education, she studied at Saint Louis University, Baguio City and took a course leading to the degree of Bachelor of Science in Mathematics (minor in Physics), which she successfully obtained in 1981 as the only graduate in BS Mathematics.
After graduation, she was hired to teach Mathematics and Physics at Saint Louis University Laboratory High School and while teaching there, she was invited by SLU-RSTC/RSDC-DOST to be one of the trainers to train teachers from Regions I, III, and CAR in the areas of Mathematics and Physics, which she considers the best test of her career.
