This study aims to find out the readiness level of engineering freshman students in college physics at Rizal Technological University of the academic year 2013-2014.
The descriptive method through correlational survey technique was used in the study. Percentage, analysis of variance and spearman rank correlation coefficient was used to analyze the data and the readiness level of the respondents was categorized based on DepEd Order No. 73, 2012.
Results of the study showed the level of proficiency of the respondents in high school physics is proficient, developing in college algebra, plane and spherical trigonometry and in Hewitt’s basic content in physics. No significant variations in the college physics performance of respondents when grouped according to profile variables. A negative correlation between the respondents’ performances in Hewitt’s Basic Content Physics Test and a positive correlation in college algebra.
The positive correlation between the respondents’ performances in Hewitt’s Basic Content Physics Test and in plane and spherical trigonometry with a computed ρ-value of 0.12 is found to be significant at 0.05 level. Based on the findings, researchers recommended to identify other factors that might affect students’ readiness in college physics aside from the variables used in the study.
Table of Contents
Chapter 1: THE PROJECT AND ITS BACKGROUND
Introduction
Background of the Study
Theoretical Framework
Statement of the Problem
Hypothesis
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms
Chapter 2: REVIEW OF RELATED STUDIES AND LITERATURE
Local and Foreign Studies
Local and Foreign Literature
Chapter 3: MATERIALS AND METHODS
Research Method
Population Frame and Sampling Scheme
Description of the Respondents
Instruments Used
Data Gathering Procedures
Statistical Treatment of Data
Chapter 4: PRESENTATION, ANALYSIS AND INTERPRATATION OF DATA
1. Profile of the Respondents
2. Respondents’ Levels of Proficiency
2.1 High School Physics
2.2 College Algebra
2.3 Plane and Spherical Trigonometry
2.4 Hewitt’s Basic Content Physics Test
3. Variation in Hewitt’s Basic Content Physics Test Performance According to Profile Variables
4. Correlations of Performances in Hewitt’s Basic Content Physics Test to High School Physics, College Algebra and Plane and Spherical Trigonometry
Chapter 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
Summary of Findings
1. Profile of the Respondents
2. Level of Proficiency
3. Variations in Hewitt’s Basic Content Physics Test when Grouped According to Age, Gender and Year Level
4. Correlations of Readiness Level in Hewitt’s Basic Content Physics Test to High School Physics, College Algebra and Plane and Spherical Trigonometry
Conclusions
Recommendations
Objectives and Research Themes
This study aims to determine the readiness level of freshman engineering students for college physics at the Rizal Technological University. The research examines how prior academic performance in high school physics and pre-requisite mathematics courses—specifically college algebra and trigonometry—correlates with proficiency in foundational physics concepts as measured by the Hewitt Basic Content Physics Test.
- Analysis of student demographic profiles (age, gender, high school background).
- Assessment of proficiency levels in high school physics and prerequisite mathematics.
- Examination of performance variations in basic physics concepts based on profile variables.
- Investigation of correlations between foundational knowledge and college physics readiness.
Excerpt from the Book
Introduction
Physics is everywhere. It is known as the fundamental science and creates a foundation for engineering courses. But physics also considered as the most problematic area within the realm of science. Physics is perceived as a difficult course for students from secondary school to university and also in graduate education (Erdimir, 2009).
Any technology involving electricity, magnetism, force, pressure, heat, light, energy, sound, optics, etc. comes from physics. Physics has been called the most basic science and in many cases is required in order to understand concepts in other sciences. Its classes provide practice in both algebra and geometry. However, physics is not just a math class. To work physics problems, students must be able to read and comprehend short paragraphs then develop problem solving strategies from them. So, Physics helps develop both math and verbal skills. It is a whole brain subject requiring students to use both right and left brain regions for translating complex verbal information into pictures and finally into mathematical models in order to solve problems. In addition to the subject's content knowledge, physics requires students to develop higher level thinking--a useful skill in any endeavor.
Summary of Chapters
Chapter 1: THE PROJECT AND ITS BACKGROUND: This chapter introduces the foundational importance of physics in engineering, states the research problem regarding student readiness, and outlines the theoretical framework based on constructivism.
Chapter 2: REVIEW OF RELATED STUDIES AND LITERATURE: This section provides a comprehensive review of local and foreign studies regarding student readiness, the impact of gender and age on academic performance, and the relationship between math skills and physics achievement.
Chapter 3: MATERIALS AND METHODS: This chapter details the descriptive-correlational research method, the sampling procedure for the 344 respondents, the instruments used, and the statistical tools applied to analyze the gathered data.
Chapter 4: PRESENTATION, ANALYSIS AND INTERPRATATION OF DATA: This chapter presents the statistical results concerning the respondents' profiles, their proficiency levels in prerequisite subjects, and the correlational analysis between these subjects and the Hewitt’s Basic Content Physics Test.
Chapter 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS: This final chapter synthesizes the findings, draws conclusions based on the analyzed data, and offers recommendations for educational improvements and future research.
Keywords
Physics, Engineering, Freshman Students, College Physics, Readiness Level, Proficiency, Constructivism, Hewitt’s Basic Content Physics Test, College Algebra, Trigonometry, Academic Performance, Correlation, Secondary School, Mathematics, Problem-solving
Frequently Asked Questions
What is the primary focus of this research paper?
The study primarily investigates the readiness level of freshman engineering students at Rizal Technological University for college physics during the 2013-2014 academic year.
What are the core thematic areas addressed in this work?
The work focuses on demographic profiling of students, assessment of their proficiency in high school physics and math (algebra and trigonometry), and the relationship between these foundational skills and physics readiness.
What is the main research objective?
The main objective is to identify whether prior knowledge and performance in high school physics and pre-requisite mathematics correlate with a student's preparedness for college-level physics.
Which scientific methodology is employed?
The researchers utilized a descriptive method through a correlational survey technique, analyzing data using percentage, analysis of variance (ANOVA), and the Spearman rank correlation coefficient.
What content is covered in the main body of the study?
The main body covers the theoretical framework, a literature review, the methodological approach, and a detailed statistical presentation and interpretation of the students' performance data.
Which keywords best characterize this research?
Key terms include Engineering, Readiness Level, College Physics, Proficiency, Spearman rank correlation, and Constructivism.
How were the respondents for this study selected?
Respondents were selected through incidental sampling from a total population of 2,454 freshman students at Rizal Technological University, resulting in a sample size of 344 participants.
What was the role of the Hewitt Basic Content Physics Test in this study?
The 60-item Hewitt test served as the primary instrument to measure the students' conceptual understanding of basic physics, which was then compared against their grades in math and high school physics.
What significant conclusion was reached regarding profile variables?
The study concluded that there were no significant variations in college physics performance when students were grouped according to age, gender, or the type of high school they attended.
What did the study find regarding the relationship between math and physics performance?
The findings indicated a significant but very low positive correlation between performance in the Hewitt’s Basic Content Physics Test and proficiency in plane and spherical trigonometry.
- Citation du texte
- Liberty Gay Manalo (Auteur), Aida B. Baniqued (Auteur), Cesar A. Dulog (Auteur), 2015, Readiness Level of Engineering Freshman Students in College Physics, Munich, GRIN Verlag, https://www.grin.com/document/338514
