The greatest factor that helps an individual to learn is the school. The school serves as the main gate of an individual to success. Many high school and college students are unwilling to study higher Mathematics because they are convinced they just can't do it. "One needs a good base. A student without a good foundation in lower Mathematics finds it difficult to understand higher Mathematics"
The greatest factor that helps an individual to learn is the school. The school serves as the main gate of an individual to success. Many high school and college students are unwilling to study higher Mathematics because they are convinced they just can't do it. "One needs a good base. A student without a good foundation in lower Mathematics finds it difficult to understand higher Mathematics"
The greatest factor that helps an individual to learn is the school. The school serves as the main gate of an individual to success. Many high school and college students are unwilling to study higher Mathematics because they are convinced they just can't do it. "One needs a good base. A student without a good foundation in lower Mathematics finds it difficult to understand higher Mathematics"
Taguig Campus General Santos Avenue, Bicutan, Taguig City
A Research Paper on the Topic: THE EFFECTS OF SECONDARY LEVEL TEACHING TO THE ACADEMIC PERFORMANCE IN COLLEGE ALGEBRA OF M.E., E.C.E., AND A.M. FRESHMEN STUDENTS OF PUP-T S.Y. 2014-2015
Submitted By: Deloria, Dayanara Ysabel N. Fernandez, Sim-David D. Montiano, Rosalinda O. BSAM III-I
CHAPTER I THE PROBLEM AND ITS BACKGROUND
INTRODUCTION To be able to achieve ones goal, one must learn, or in other words, a step-by- step gaining of knowledge. Learning in different ways that may lead an individual to success. As we all know, the greatest factor that helps an individual to learn is the school. The school serves as the main gate of an individual to success. Of course, a school wouldnt be complete without a teacher. The teacher whom the students will listen to when they are studying. And it is in the teachers choice of choosing the strategy on how he/she will share and teach his/her students. The type of strategy that a teacher will choose would be a factor to get the students interest in studying. When a student is studying or in the process of gaining knowledge, there will be a time that he will find some of his subjects to be difficult. It is not new to us that one of those subjects is Mathematics. As we all know, Mathematics plays a huge role in our life. It exists everywhere whether we like or not. We need it to be able to do even the simplest computations that is needed in our daily life. So as a student that is learning, he is intend to study Mathematics. Learning Mathematics is like building a pyramid. One needs a good base. A student without a good foundation in lower Mathematics finds it difficult to understand higher Mathematics. Many high school and college students are unwilling to study higher Mathematics because they are convinced they just cant do Math. The idea has originated early in their Elementary schooling when they are given the impression that a certain people can do Math and certain people simply cannot. And that is what most of the schools tries to avoid of, in which is the main goal of Mathematics Education, to equip the students with a working knowledge and skills which will prepare them to live intelligently and enhance their thinking ability. For better performance of students in school, especially in college level, teachers should guide the students according to the right approach in teaching well the strategies and techniques regarding Mathematics Education. The interest and performance of the students in college level Mathematics subject, or specifically, in College Algebra which is commonly being taught in different kinds of courses even those that is not related in Math, maybe influenced or affected by several factors of teachin Mathematics in high school such as the approach of the students towards the subject, strategies and techniques in teaching well the subject, and the learning environment including the type of school such as National/Public high schools, Science high schools, and the Private high schools (International, Catholic, Montessori, etc.). Creating and maintaining an environment in which students participate eagerly and actively in classroom activities can be a challenging task especially for the high school teachers. The interest of the students in Mathematics should be stimulated and maintained. This is the most problems the teacher encounters. It has been observed that in majority, students who came from Science and Private schools get better grades than those who came from Public high schools. Students who came from schools that are well-facilitated also seem to get better grades compared to those whose schools were not. In order to establish whether there is a significant relationship between the achievement grades in College Algebra and these factors, this study is created. Knowing the effect of these factors to the achieving grade in College Algebra may help the teachers in their choice of instructional materials and strategies. It is necessary to find out the variables that influence the performance in College Algebra so that the goals general education may be achieved.
BACKGROUND OF THE STUDY Mathematics achievement has shown that the students from each major level of Education in Asia seemed to outperform their counterparts. Many studies have examined students thinking about school and their attitude toward Mathematics. Mathematics performance involves a complex interaction of factors on school outcome. Although the relationship between mathematics performance and students factor has been studied widely, it is important to explore the factors that contribute students mathematics performance. The researchers conduct a research entitled: The Effect of Secondary Level Teaching to the Academic Performance in College Algebra of Applied Mathematics, Mechanical Engineering and Electronic Communication Engineering freshmen students of Polytechnic University of the Philippines Taguig Campus. In order to know the condition of the students who came to different school during their high school years. The researchers chose the Applied Mathematics, Mechanical Engineering and Electronic Communication Engineering freshmen college students of the Polytechnic University of the Philippines - Taguig Campus school year 2014-2015 to be their respondents. The researchers used the simple random sampling technique in selecting their respondents.
THEORETICAL FRAMEWORK The Learner-Centered Psychological Principles of Learning (from http://www.sp.uconn.edu/~myoung/KEYS/14prins.html, April 12, 2012) emphasize major factors to student-centered instruction as cognitive and metacognitive, motivational and emotional. According to the Cognitive and Metacognitive Factors, teachers play a major role in the childs learning. Culture can influence many aspects of learning and education, such as motivation, learning, and ways of thinking. Technology and instructional practices need to be appropriate for childrens level of knowledge, ability and learning strategies. The classroom environment, especially whether or not it is nurturing, can significantly influence learning. Motivational and Emotional Factors emphasize that intrinsic motivation is enhanced when children perceive tasks as interesting, personally relevant, meaningful, at an appropriate level for the childs ability, and on which they believe they can succeed. Roldan (1975) gives significance to the role of Mathematics especially in the worlds technological and scientific progress is now acknowledged in almost all sectors. This subject offers and derives its rewards in intellectual satisfaction. It prepares the individual for his vocation in life. Even the most ordinary occupation, Mathematics cannot be done away with. Based in neoclassical economic analyses as applied to institutions like public education (and known as Public Choice theory or, in education, market theory) a schools institutional environment, or sector, shapes its organizational structure and the external incentives that drive its internal productive processes. Public schools are input- oriented organizations, accountable to bureaucracies, not to consumers, so they lack structural incentives to innovate, improve, or respond to demands for quality from the groups that they serve (Chubb & Moe, 1990; Coleman, 1997). Thus, it is believed, students stuck in the public sector should be given the opportunity to switch to the higher performing schools in the private sector. Indeed, not only are private schools free of much of the bureaucracy and regulation that inhibit performance in the public sector, but they are not shielded from competition as public schools are. Item response theory (IRT) attempts to model student ability using question level performance instead of aggregate test level performance. Instead of assuming all questions contribute equally to our understanding of a students abilities, IRT provides a more nuanced view on the information each question provides about a student. Workman (2012, April 12) said that attitude can alter every aspect of a person's life, including their education. Student attitudes on learning determine their ability and willingness to learn. If negative attitudes are not altered, a student is unlikely to continue his education beyond what is required. Changing students' negative attitudes towards learning is a process that involves determining the factors driving the attitude and using this information to bring about change.
CONCEPTUAL FRAMEWORK The concept of this study was focused on the effect of secondary level teaching to the academic performance in College Algebra of Applied Mathematics, Mechanical Engineering and Electronic Communication Engineering freshmen students of Polytechnic University of the Philippines Taguig Campus.
The figure shows the IPO model. The input box has the external or raw data that will be the baseline of the study. It will serve as the guideline throughout the entire research process. The second box shows the performance of the study or how the study will go. It is the process system that will generate the operation of the study. The INPUT
Respondents (The Freshmen College Students of P.U.P- Taguig) PROCESS Survey (Descriptive) Data Gathering Chi-square test Data or Statistical Interpretation OUTPUT The effect of secondary level teaching to the academic performance in college algebra of AM, ME, ECE freshmen students of PUP- Taguig Campus.
following contents are found in this section: Survey (Descriptive), Data Gathering, Chi- square test, and Data or Statistical Interpretation. While the third box shows the output. It is the result of processing the input. It is also the final steps and shows the result of the study.
STATEMENT OF THE PROBLEM The researchers attempt to determine the effects of secondary level teaching to the academic performance in college algebra among Bachelor of Science in Applied Mathematics, Mechanical Engineering and Electronics Communication Engineering students of Polytechnic University of the Philippines-Taguig Campus for the school year 2014-2015. Specifically, the study sought to answer to the following questions: Descriptive Type: What is the Demographic Profile of the respondents in terms of: Age Gender Course Secondary school type (National, Science, Private High School) Inferential Type: Is a there a significant relationship between the past school the respondents came from to the academic performance in college algebra of the freshmen students? Is there a significant relationship between academic performances of the students to the course they took up in Polytechnic University of the Philippines?
RESEARCH QUESTIONS The study provided answers to the following Questions What is the relationship on the secondary level teaching to the academic performance in college algebra among Bachelor of Science in Applied Mathematics, Mechanical Engineering and Electronics Communication Engineering students of Polytechnic University of the Philippines-Taguig Campus? What is the relationship between the Excellency of the students to the course they took up in Polytechnic University of the Philippines in Taguig City.
HYPOTHESES Based on the aforementioned problems, the following hypotheses were formulated: There is no significant relationship on the secondary level teaching to the academic performance in college algebra among Bachelor of Science in Applied Mathematics, Mechanical Engineering and Electronics Communication Engineering students of Polytechnic University of the Philippines-Taguig Campus. There is no significant relationship between the Excellency of the students to the course they took up in Polytechnic University of the Philippines in Taguig City.
SIGNIFICANCE OF THE STUDY A study of the academic performance in mathematics will show the extent to which students have learned the basic concepts and processes in mathematics. Findings of this study would serve as a guide for the improvement of academic performance of College of Science students in the Polytechnic University of the Philippines-Taguig Campus. To the Professors. They will have ideas on the effects of the way teachers teach in secondary level related to academic performance of the students. They would also encourage improving their teaching process and techniques for the sake of the learners. They would have ideas on how to provide students with the ideal learning process. To the Parents. They would motivate their children for the improvement of their academic performance. They would know the factors affecting the performance of their children and it can serves as their guide in building towards success of their children. To the Students. They would become aware that achievement in school is very important in their future. They would also be motivated and inspired by the findings to achieve more on the cause of their study. To the Community. This study provides them the idea on how their consciousness and responsive involvement to the various academic and non-academic programs of the school enrich students academic performance. To the Future Researchers. This study can serve as their reference and can give additional information as basis for comparison with the studies they wish to investigate further.
SCOPE AND DELIMITATION The main aim of the study is to analyze the relationship of academic performance to it also aimed to know the significant difference between variables. The study is limited to 50+ freshmen Applied Mathematics, Mechanical Engineering and Electronics Communication Engineering students who specialized is much more on math at Polytechnic University of the Philippines-Taguig Campus during the first semester of the school year 2014-2015. The respondents of the study are male and female students who were selected randomly. The respondents were given questionnaire that sought to elicit their profiles and answers to questions being asked for three specific areas such as. Since the respondents are drawn from freshmen Applied Mathematics, Mechanical Engineering and Electronics Communication Engineering students of Polytechnic University of the Philippines-Taguig Campus the findings are enclosed only for this particular group.
DEFINITION OF TERMS USED IN THE STUDY To make this study research clear and understandable, The Researchers integrated the definition of terms. Chi-square Distribution - a probability density function that gives the distribution of the sum of the squares of a number of independent random variables each with a normal distribution with zero mean and unit variance, that has the property that the sum of two or more random variables with such a distribution also has one, and that is widely used in testing statistical hypotheses especially about the theoretical and observed values of a quantity and about population variances and standard deviations. Public schools - Schools which are funded by the government and administered by government appointees whose teachers and other staff are paid by the government. Private schools-schools which are established funded and managed by the private sectors. Academic performance - measurement of academic performance and progress of individual pupils.
Chapter II REVIEW OF RELATED LITERATURE AND STUDIES
RELATED LITERATURE FOREIGN According to the article Factors Affecting Private versus Public School Decisions, public primary schools are schools that are provided by state funding. More than ninety percent of the primary school children today in Rwanda attend public primary schools. Private primary schools are primary schools which are funded by private persons (parents) or private institution (e.g. Churches). Clearly, there are many more public schools that provide education to Rwandese pupils than their counterparts private. Availability and Adequacy of Educational Resources. On the availability and adequacy of school resources, it is obvious that in Rwanda as in any other third world country, private schools are more favored than public ones. Considering the relationship between educational resources and students' academic performance, teacher's qualification and adequate facilities may be determinants of assessing academic performance of students. Hence the availability or non-availability of facilities and their adequacy in schools have an effect on the academic performance of pupils in primary schools of Rwanda. This is in agreement with some educationalists who believe that teaching materials facilitate teaching and learning activities, which result in effective teaching and improve academic performance. The school is an essentially human organization; because it has human operatives, clients and products, hence students' performance has positive relationship with the quality of teachers. The importance of adequate staffing of a school is clearing demonstrated by the way parents continue to drift from one school to another in search of school with better -qualified teachers. For efficient educational management, facilities help the school to determine the number of pupils to be accommodated, number of teachers and non-teaching personnel to be employed and the cost determination for the efficient management of the system. The school climate is determined by the resources, especially class rooms under which the teachers and pupils operate which influences attitude in teaching and learning. Un- conducive classroom creates stress on teachers and pupils resulting in negative attitude toward school and learning by pupils. Facilities below approved standard could also lead to reduction in quality of teaching and learning in schools causing poor pupils' academic performance. The school environment affects academic achievement of pupils. Facilities such as, desks, seats, chalkboard, teaching aids, and cupboard are ingredients for effective teaching and learning. A good education policy or programmed to guarantee quality outputs, it must be serviced optimally with appropriate trained and motivated teaching staff, adequately supplied with necessary facilities and equipment. In other words, a good school must have adequate resources which may be divided into three categories: Financial resources, human resources and physical (material) resources. The human resources are teachers and the non-teaching staff, and physical resources mean facilities including classrooms, desks, toilets, offices, books and teaching aids; all these resources cannot be acquired without financial resources. Because public schools are required to admit all students, the students attending them paint a picture of the community they come from. As such, there is often a diverse mixture of backgrounds present in public schools. Private schools tend to be more homogenous due to the admission and selection process and the type of student that will apply to take part in a private school based on its reputation. One common reason for sending a child to private school is the smaller class sizes. Private schools can afford to keep class sizes small, thus providing more frequent interaction and attention on the teacher-student level which is a desirable feature. When the law says that all children have the right to be educated, this includes students with special needs. Public schools offer education programs for those who are physically or mentally handicapped in some fashion and provide teachers who are qualified to work with these needs. As mentioned before, private schools can admit or deny an applicant based on their own criteria, and this includes special educational needs. Although there are some private schools intended solely for those with these needs, many private schools do not accept special education cases. As stated above, when looking at public or private schools, the following factors come into play: Academic reputation and college preparation, school size and class size, safety reputation, special programs, costs, religious and moral instruction, location, ideology. Academic Reputation and College Preparation. Academic reputation plays a big role when considering private versus public schools. Unfortunately for most families, children must go to the public school that their home is zoned in. Usually there is a perceived or statistically supported issue with a public school's academic record that flags a parent's concern and willingness to move their child into a private school. Private schools usually have a more rigorous academic reputation but this depends upon the country and the education level. For example, in Rwanda, private primary schools have a more rigorous academic reputation than public ones while there is an opposite phenomenon at secondary school level. However, there is exception in lower catholic seminaries because they have a more rigorous academic reputation as their students are the best performers at O' and A-level leaving examinations. In fact, students who are enrolled in private secondary schools are those who have failed the PLE as those who succeed are immediately admitted into public secondary schools. For the lower catholic seminaries, students are chosen among the best pupils before the PLE are passed.
LOCAL In the article written by Costoy (2003) entitled "Students Attitude Towards Mathematics in Relation to their Performance in Arithmetic Computation Skills and Problem-Solving", students' attitude towards Mathematics significantly differed among students taking different courses. But performance in arithmetic computations skills and problem solving significantly differ among students taking different courses as well as on the type of school from they graduated. There was a slight relationship existing between the students' attitude towards Mathematics and performance in arithmetic skills and problem solving. According to Sanchez, man has the potential learning but the rate of learning differ from the different individuals. Some people learn more and faster than the others because of some interacting factors such as physical, social, mental, and emotional factors that affect the learning process. Environmental conditions also affect learning. Schools facilities like good ventilation, comfortable chairs or desks, proper lighting conditions, wide green lawns and playgrounds provide a better background for learning than crowded "seat-shop" classroom. RELATED STUDIES FOREIGN According to the study of Augustine Kara, Teacher Factors Influencing Students Academic Achievement In Secondary Schools In Nyandarua County, Kenya , This study investigated the relationship between selected teachers demographic characteristics and classroom instructional practices and students academic achievement in selected secondary schools in Nyandarua County. One hundred and fifty three teachers selected randomly from eighteen schools in three districts in the County participated in the study. The schools were categorized as above average, average, and below average based on their aggregate performance in Kenya Certificate of Secondary Education (KCSE) in the last three years. In each category, two schools per district were selected. Data were collected using a questionnaire developed by the researchers. Linear regression and One-way ANOVA were used to test the relationship between the selected variables and performance in KCSE at p<.05. The study found that teachers age, gender, professional qualifications and teaching experience were not significantly related to academic achievement. Teachers job group had significant and positive relationship with students academic achievement in secondary schools. Teachers weekly teaching workload, administration of students classroom assignments, evaluation of students Continuous Assessment Test (CATs) results, provision of individualized attention to weak students, time of completion of Form Four syllabus and setting performance targets for KCSE significantly affected students academic achievement. This study analyzed the effects of selected teacher background characteristics and classroom instructional practices on academic achievement in secondary schools in Nyandarua County. The study found that teachers gender did not significantly affect academic achievement. The finding concurs with Akiri (2008) who concluded that there was no significant relationship between teachers gender and academic achievement. Contrary to Adeyemi (2010); Yala and Wanjohi (2011) findings that teachers experience and professional qualifications were the prime predictors of students academic achievement, the study found that teachers educational level and teaching experience were not statistically significant in explaining students academic achievement. The findings therefore suggest that additional professional qualifications beyond first degree do not necessarily lead to improved competence of teaching at secondary school level. It is therefore not surprising that Ravkin et al (2005) had concluded that there was no evidence that a masters degree raises teacher effectiveness at secondary school level. The study found that a teachers job group significantly affected students academic achievement. Schools with a substantial number of teachers employed by BOG registered lower mean grades compared to schools with teachers employed by the Teachers Service Commission (TSC). This may be explained by the fact that BOG teachers have no security of tenure and may be teaching in schools as they seek other jobs thereby affecting their commitment towards teaching. The implication of this finding is that there is need for the government to employ teachers on a permanent basis in order to improve the quality of education being offered. It was also noted that teachers in job group L registered lower mean scores compared to job group K, M and N. A significant number of teachers were also in job group L. Promotion to job group M from L is through a competitive process involving vetting and rigorous interviews. Teachers in job group L may therefore be registering lower productivity due to lack of career growth. Teachers workload had a significant effect on academic achievement. Schools where teacher had 25 lessons or less registered higher mean scores compared to schools where teachers had 26 lessons or more. The finding agrees with Nwwikina and Nwanekezi cited in Osagie and Okafor (2012) who concluded that teachers workload was one of the factors that inhibited students academic achievement. The findings point to the negative impact of increased workload for teachers on the teaching learning process. Assignments have been cited as a critical ingredient in the teaching and learning process as they serve as a diagnostic tool for teaching and learning process (Oredein and Oloyede, 2007). The study found that the number of assignments that a teacher gave students, teachers ensuring that students completed the assignments and timely marking of the assignments significantly affected academic achievement. The findings therefore suggest on the need for teachers to regularly give students assignments and be firm on them to complete the assignments. Moreover, school administrators must regularly supervise teachers work and ensure that students assignments are marked. Teacher evaluation of CATs for students was also statistically significant in academic achievement. The finding concurs with Black and Williams cited in Kapambwe (2010) who concluded that use of formative assessment had a powerful impact on students academic achievement. Continuous Assessment Tests (CATs) are a powerful diagnostic tool that enables students to understand the areas in which they are having difficulty and to concentrate their efforts in those areas. CATs also allow teachers to monitor the impact of their lessons on students understanding. Using the results of CATs, teachers can modify their pedagogical strategies to include the construction of remedial activities for students who are not working at the expected grade level and the creation of enrichment activities for students who are working at or above the expected grade level. Timely completion of Form Four syllabus significantly affected academic achievement. Schools where teachers completed the syllabus three months before the examinations had higher grades compared to schools where teachers completed the syllabus in time for or a month to KCSE. The finding concurs with Etsy (2005) who found that teacher inability to complete the syllabi significantly contributed to low academic achievement among students. Teachers setting performance targets for KCSE also significantly affected academic achievement. The finding concurs with Alderman (2008) who contended that setting performance goals has a positive impact on teacher motivation and performance. The set targets provide a tool for teachers to evaluate where their students are and where they want them to go in terms of academic achievement. The study concluded that teachers age, gender, professional qualifications and professional experience did not have significant effect on academic achievement in secondary schools in Nyandarua County. However, teachers job group and workload significantly affected academic achievement. The study also concluded that the frequency of issuing assignments, teachers ensuring that students completed assignments and timely marking of the assignments significantly affected academic achievement. Further, teachers evaluating students CATs results and providing individualized learner attention to weak students have an impact on academic achievement. Timely completion of Form Four syllabus and setting performance targets for KCSE performance were also statistically significant in predicting academic achievement. Teacher background characteristics and classroom instructional practices therefore do make a difference in students academic achievement . LOCAL Based on the study of Gallecanao, the factors considered most closely associated with students' difficulty in learning Mathematics were mainly personal factors such as lack of textbooks and other learning aid, lack of self-confidence, poor training in analytic or logical thinking and poor study habits. In this study, Chavez cited that the causes of difficulties in Mathematics could be attributed for the students ' attitudes or feeling towards MAthematics and different factors suchas intellectual, personality, constitutional, and environmental,. Other causes of difficulty in learning Mathematics were the students' attitude toward the subject and the factors related to home, teacher and researcher materials or facilities and curriculum. Gagto (2001) stated that their performance is somewhat related to their performance in College Algebra. The students should be aware of the importance of the non- Mathematics subjects. It is also recommended that students are encouraged to participate in Mathematics organization and join Mathematics competition to arouse their interest thereby resulting to good attitude towards Mathematics.
CHAPTER III: METHODOLOGY This chapter contains the design and procedures fall into throughout the conduct of the study. It presents the research design, selection of respondents, instrumentation, materials and the steps.
RESEARCH DESIGN In conducting this study, the researchers used descriptive-quantitative research since it involves the collection of two or more sets of data from a group of subjects with attempt to determine the effects of secondary level teaching to the academic performance in college algebra among Bachelor of Science in Applied Mathematics, Mechanical Engineering and Electronics Communication Engineering students of Polytechnic University of the Philippines-Taguig Campus for the school year 2014-2015. Descriptive studies are usually the best methods for collecting information that will demonstrate relationships and describe the world as it exists. These types of studies are often done before an experiment to know what specific things to manipulate and include in an experiment. Bickman and Rog (1998) suggest that descriptive studies can answer questions such as what is or what was. Experiments can typically answer why or how. Descriptive research is used to obtain information concerning the current status of the phenomena to describe "what exists" with respect to variables or conditions in a situation. The methods involved range from the survey which describes the status quo, the correlation study which investigates the relationship between variables, to developmental studies which seek to determine changes over time. Quantitative research deals in numbers, logic and the objective, focusing on logic, numbers, and unchanging static data and detailed, convergent reasoning rather than divergent reasoning.
THE RESPONDENTS The respondents of the study are the Freshmen Students of Polytechnic University of the Philippines - Taguig Campus whos taking up courses that is related to mathematics especially in college algebra.
INSTRUMENTATION The primary data-collection instrument used for this study is survey questionnaire. The questionnaire was constructed by the researchers. The questionnaire was composed of two main sections: a profile and the survey proper. The profile contains demographic characteristics of the respondents such as age, gender, course, and secondary schools they came from. The survey proper determines the capability level of each respondent to analyze some various mathematical problems. The questions were structured using basic calculation. In this survey type, irregular number of choices is provided for every question or statement. Multiple choice questionnaires require a unique way of organizing, learning, and recalling your material. Multiple choice questions require a specific, learnable type of thinking that is independent of the subject material and how well you know it. In this study, the researchers will ask only one answer from the three possible answers.
STEPS For this study, the researchers contemplate for printed materials like books and previous thesis which were related to the study to provide explanation of the basic and essential concepts of the subject. The researchers gathered data and information using descriptive questionnaire to the freshmen college students of Polytechnic University of the Philippine Taguig Campus. Surveys were conducted for further information about the subject. Copies of the questionnaires were distributed, in order to get related and necessary information to each freshmen college students. These questionnaires focus primarily on the age, gender, course, and secondary schools the respondents came from. Data gathered were processed and analyzed using chi-square test.