i. Overview:
This project is about ‘two days of experience of making charitable acts’ to our fellow countrymen. This is about ‘us’, spending time with others by lending our hands, listen to them and share what we have got even a part of it. This is about being a ‘church’ to others by making something out of being a student.
ii. Preparations:
To be honest, we really do not know what to do. We talk about this project so rarely since it was announced but to make this project possible, what we have done first is to assign tasks to each member. Kyle was chosen to be the interviewer and to write down everything, Kenry for providing the camera and other gadgets, Jayson, Shedrick and Paolo was assigned to choose those persons which we will about to help. We have found a lot, looking at the streets of Ermita.
Day 1: 03.1913
Hundreds of workers from the provinces over the urban coastlines are coming in and out of Manila just to look for a good job. People from the provinces are believed that having a good job in Manila is something that will lead you to a successful life. It may be true to some but not all the time. Some have just so unlucky.
Sion de Sonia, a 52 years old maiden from Albay. She came here in Manila to look for a job. We have seen her a lot of times during our dismissal but it’s the only time that we have talk to her up close and personal.
Every one of us will surely be curious of why the likes of her let themselves to live on the streets of Ermita. We asks ourselves ‘Where are their families?’ or ‘Do they have a family?’ or better yet ‘What happened to them?’, ‘Why they live on the streets?’ A lot of questions are coming to our minds and talking with them would answer all this questions.
When we approach her, she was so hesitant to talk with us; it’s so obvious that she is not comfortable of talking with others. But it’s our challenge, we have to deal with it and we have to make her feel that we will not do anything wrong with her. She even told us ‘Baka ipahuli niyo ko sa DSWD nyan ha!’ maybe accusing us of involving her in a set-up operations usually seen in a television programs., that line of her is a bit funny, but for us, it makes sense.
We asked her why she lives on the street, and then we saw her looking far away and then answered us ‘Nagpunta ako dito dahil nagapply ako ng trabaho, tapos natanggap ako. Kaya lang nung nasa Divisoria na ako, nanakawan ako. Kinuwa’ng lahat ng gamit ko.’ We saw her eyes quite teary and continued ‘Walang natira sa akin.’ And since then, her life has been written by the street and the people to whom she meet every day and night. We asked her if she has a family and she said none. She survive every day that pass by through people’s help, sometimes there are organized groups who are giving them foods.
After interviewing her, we told them that we will go back for a minute to buy her a meal that is good for lunch up to dinner. We bought her bottles of water, three cups of rice, and have treated her of a Chowking meal. When we have gone back to her location, we have seen her dealing with other street people. We gave her our treat and she have shared this to them.
Day 2: 03.21.13
It takes so much courage stay positive, to be faithful and hopeful, and to live life alone. It takes a wandering spirit to stand firm despite of trials that had pass through your life. It takes an unbelievable strength to surpass every rattling battle of life. It takes a lifetime to discover and finally define who you are over the past years up to now.
Rogelio, as he remembers his name, is a 90 years old man living on the streets of Ermita. We have just saw him sitting on a plant box and approach him with a no reason. Wearing his blue shirt, sat, with his back on the trunk of that tree, Mang Rogelio, as I have observed is a total loner. You will really never notice him if not for a man who have ignored us just because we want to have a talk with him. We have followed him walking away from us going to the direction of Mang Rogelio, whose eyes seem looking for something far away that time.
We approach him and started to ask few questions to get his attention. We asked his name and he said Rogelio. We seem too curious that’s why we asked: ‘Rogelio lang po? Walang po kayong apelyido?’ He answered back, ‘Ano bang apelyido ko, di’ko alam.’ Maybe because of age, Mang Rogelio doesn’t remembers anymore his complete name, but how come his age and his story.
We asked him some basic backgrounds, something about his family, where he came from and many more. Then he told us his story, quite vague but the ideas are there. We are trying to understand what he is saying and heard something about World War II, in which he was born during the period of war and they were settled here in Manila for unclear reason. He was an only child, and asking about his parents would be confusing for us. He has no child also and no acquaintance here in Manila. He lives by his own, walking, to look for something to eat, he ask for coins, he waits for people to drop a piece of food. He doesn’t want bread, as he have mentioned to us. Actually when someone gave him a burger, he only eats the meat and gave the buns to others. He said that he only needs rice, bottles of water and a vegetable for him to be able to eat because he has no teeth anymore.
After interview, we have taken a picture with him and have treated him according to what he has requested for. We bought him bottles of water, cups of rice, vegetable dishes that is actually for one whole meal from day and night. When we gave those to him, he prayed and has praised God saying that those foods are such a blessing.
Reflection:
Student nowadays are bound to walk in circles, from bed to table to school to table to bed again. We keep ourselves busy on a lot of things. Studying lectures, making assignments, reading books—things most likely students would spent time to. We’ll go to our friends to have some fun, chat, jamming just to make time not be wasted and get bored of life. Primarily, we don’t have to pause and relax, to think, to breath, a time to meditate. We don’t have time to see the world in reality, and realize how fast the world is changing while others are left down and still.
We always don’t feel satisfied to what is happening to our life. We always look for a different option, to a different perspective, to different opportunities. We don’t know how to wait. We sometimes look at life at it’s most unfair just because God gave us a battle that is so hard to win, a game that is so hard to dominate and a test that is so hard to figure out. It is just so wonderful to feel how happy you are when someone helps you; well I also learned that it is happier to help others. You will have a feeling of fulfillment. You will be proud to yourself because you are encouraging yourself to be involved to these kind of projects.
These people only signify that life isn’t perfect at all, that life doesn’t need to be perfect to have a meaningful life. They are telling us that it is never too late to improve ourselves because we have a lot of time to think, to rethink and decide what’s really meant for us. Experience may not be fair to those people, but they are making themselves to be fair at all times. They are willing to do everything just to show how much they give meaning to their lives even if the reality is: No one would want to have a life like theirs. But still—they give meaning; they don’t escape and just die for a reason. They still maintain their spirit, their patience, the hope which is the foundation of all possibilities. And to continue believing in God is the most impressive thing.
STUDENTS’ AND TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF THE ZERO BASED GRADING SYSTEM
______________________________
A Thesis Presented to the
Foreign Language Department
College of Liberal Arts
______________________________
In Partial Fulfillment of the
Requirements in Technical English
By
Antonio, Anne Margarette M.
Madalang, Kyle Marron A.
Ritual, Krizza T.
BSCE 201
Mr. Jose Rizal Dapat
October 2012
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APPROVAL SHEET
In partial fulfillment of the requirements of the subject, Technical English, this thesis entitled “Students’ and Teachers’ Perception on the implementation of the Zero Based Grading System”, prepared and submitted by Krizza Rirual, Anne Margarette Antonio, and Kyle Marron A. Madalang, is hereby recommended for oral examination.
STUDENTS’ AND TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF THE ZERO BASED GRADING SYSTEM
Madalang, is hereby recommended for oral examination.
Mr. Jose Rizal Dapat
_________________________________
For Oral Examination Committee Member:
Thesis Grade: ______________
Member
__________________________________
Date
Accepted in partial fulfillment of the requirements for the degree of Bachelor of Science in Civil Engineering.
__________________________________
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Acknowledgement
With sincere gratitude and appreciation, the researchers would like to acknowledge the people behind the completion of the study.
To Adamson University Library, for allowing the researchers to use their facilities, collection of books, periodicals, collection of related researches and other references as a primary source of the researchers’ knowledge and information that gave a great contribution in the completion of our study.
To the Student Respondents, for being a good participant on the surveys conducted by the researchers, who legibly provide their thoughts, views and opinions to represent their perception as a mere data used by the researchers.
To the Teachers, who patiently spend their time, sharing their insights that also serve as mere data for the researchers that helped the researchers to have a reliable source of information and contribution to the completion of the study.
To Professor Jose Rizal Dapat, for sharing his expertise and providing us the knowledge and ideas, for giving continues feedbacks and suggestions that gave a great advantage to the researchers in completing the whole research.
To the parents of the researchers, who are always there to give their support, and patiently provide the researchers’ financial needs.
To God Almighty, for giving the researchers an unimaginable strength, for providing the wisdom and knowledge, and the spirit of will and determination that gave an inspiration to the researchers to complete the study.
With all regards, the participation of the people mentioned above will always be recognized and appreciated.
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Table of Contents
Topics PAGE
CHAPTER 1
Introduction 1
A.Background of the Study 2
B.Statement of the Problem 2
C.Significance of the Study 3
D.Scope and Limitation 3
E.Definition of Terms 4
The Problem and Its Setting 1
CHAPTER 2
Review of Related Literature 5
The Grading Systems 5
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The Grading Systems 5
and Colleges 6
Grading Systems in the Philippine Universities
Issues Governing the Zero Based Grading System 7
the Grading Systems 8
Perceptions of Students and Teachers about
Synthesis of the Related Literatures 9
CHAPTER 3
Research Methodology 11
The Research Design 11
The Respondents 11
Instruments Used 11
Statistical Treatment 11
CHAPTER 4
Presentation, Interpretation and Analysis of Data 13
Recommendations 21
Summary of Findings, Conclusion and
CHAPTER 5
References
CHAPTER 6
CHAPTER 1
The Problem and Its Setting
As a part of the academe’s primary goal of giving a quality education, the administration of the Adamson University have continued to seek solutions to improve their offered services. Based on a report about the Performing Schools in the Philippines the year 2011-2012 released by the Quacquarelli Symonds, Adamson University has garnered a QS score of 10.4 placing the school at the top 9. In effect, the university has continued to formulate possible solutions to maintain their leadership among the schools in Manila.
To make the mission of the school real and meaningful, Adamson University have make way to the implementation of TBI evaluation to develop the student-professor relationship, giving consultation hours to provide means of communication among Adamsonian students and their respective subject professors and a revised curriculum to attain the requirements of the modern world.
In line with these, the University has also make improvements among the school’s physical facilities such as improving the library services, increasing the number of computer units, air-conditioned class rooms to provide spaces that are conducive to learning.
To complete their prominence when it comes to improving their standards, the administration has implemented a new grading system that will ensure a fair, realistic, and reasonable basis in evaluating the student’s academic performance. Surpassing the standards among the likes of University of the Philippines and Far Eastern University, the new grading system popularly known as the “zero based grading system” has been a big hit among the Adamsonian students and the professors.
The said grading system has challenged the student’s and teacher’s perception and has garnered a wide range of opinion both from the students and professors since it was implemented last year. Some students felt that this newly implemented grading system is of very high standard, requiring students to reach the 70% grade passing mark. Some have said they believe in the purpose of the said system while others have said it will make nothing at all.
In contrast, the administration believes that the implementation is a responsive action to improve the quality of education of the university and will set a standard that would create a strong foundation of excellence and leadership among Adamsonian.
I. Introduction
According to the June-August 2011 issue of the Adamson Chronicle, the official student publication of Adamson University, the VPAA Memo, No.12, S. 2011 popularly known as the “zero based grading system” implemented last August 16, 2011, is a revitalized grading system that would raise the mark required to pass a subject to 70% grade in both lecture and laboratory components if any. Students can only earn a “pass or fail” mark for their subject except for output-based subjects such as thesis or internship.
Part of the memorandum has also said that the computation of the student’s score must be based directly as its raw percentage, transmutation of scores are already restricted. In accordance, subject professors are obligated to discuss the breakdown of the requirements
A.Background of the Study:
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accordance, subject professors are obligated to discuss the breakdown of the requirements to pass the subject and how the grades are computed.
In computing the semestral grade, 30% of it should be obtained from the Prelim grade, 30% from Midterm grade, and 40% from the Final grade for a total of 100%. By getting the total grade in each term and multiplying it by its percentage, the result shall be the actual semestral grade of the student. If the student failed to make the 70% grade passing mark but had reached at least a 65% grade, the student may be allowed to take a remedial examination but would still get a “pass or fail” mark and a grade of 3.0 or 5.0.
1.Do the Adamsonian students and teachers believe that the implementation of the zero based grading system is an effective way to improve the quality of education? Why?
2.Do the Adamsonian students believe that the implementation of the zero based grading system could be a great advantage to their careers after they graduated? Why?
3.Do the Adamsonian teachers believe that the implementation of the zero based grading system is reliable or reasonable enough to evaluate the performances of their respective students? Why?
4.Do the Adamsonian teachers and students believe that the implementation of the zero based grading system could be a major problem in the future? Why?
5.How do the Adamsonian students and teachers find the new grading system compared to the previous grading system used by the university.
This study aims to determine the perception of the students and teachers on the implementation of the zero based grading system. Specifically, this study will answer the following question:
B.Statement of the Problem:
1.Adamsonian Students
Students will benefit from this study in a way that they will be aware if they really have a deeper understanding about the grading system. The study will know themselves if they are knowledgeable about the the significance and the use of implementing this kind of grading system.
2.Faculty or Professors of Adamson
The professor will benefit the study because it will help them when it comes to adjusting their teaching methods whenever students are having a hard time in a particular subject. In regard to this, they will also be able to recognize the purpose of the grading system.
3.Parents of the Adamsonian Students
The parents will also benefit in this study by making them aware of the grading system and ensuring themselves that the grading system will help them in uplifting the quality of education in the Adamson University.
4.University’s Administration
This study will inform them about the perception of the Adamson community, specifically the students and teachers if they are really in favor or not of the zero based grading system. It will give them information on how do students and professors understand the implementation of the zero based grading system.
This study is made in accordance through the following people who will benefit from this study:
C.Significance of the Study:
The research will be conducted in Adamson University –Ermita, during the school year 2012-2013. The study will not focus on the advantages and disadvantages of the implementation of the zero based grading system but instead, on the perception of the students and professors on the implementation of the zero based grading system. The study will also measure how many of the students and teachers agree or disagree with the implementation of the zero based grading system.
The study will involve dissemination of survey form to the students and professors in various level and programs which will help the researchers in gathering information.
D.Scope and Limitation:
TBI –teacher evaluation
Transmutation –manipulation or changing of grade
VPAA –Vice President for Administrative Affairs
E.
Definition of Terms:
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CHAPTER 2
This chapter covers electronic and internet resources, periodicals, books and other related literature both local and foreign that feature the perceptions of the students and teachers on the implementation of the zero based grading system.
Review of Related Literature
In an effort to bring greater clarity and specificity to the grading process, many schools and school districts have initiated standards-based grading process procedures and reporting forms (Guskey & Bailey, 2001).
According to Walvoord and Anderson (2010), by grading, we mean not only bestowing an “A” or a “C” on a piece of student work. We also mean the process by which a teacher assesses student learning through classroom tests and assignments, the context in which good teachers establish that process and the dialogue that surrounds grades and defines their meaning to various audiences. Grading encompasses tailoring the tests or assignment to the learning goals of the course, establishing criteria and standards, helping students acquire the skills and knowledge they need, assessing student learning over time, shaping student motivation, planning course content and teaching methods, using in-class and out-of-class time, offering feedback so students can develop as thinkers and writers, communicating about students’ learning to appropriate audiences, and using results to plan improvements in the classroom, department, and institution. In short, grading is a complex-dependent process that serves multiple roles:
Evaluation.The grading process should produce a valid, fair and trustworthy judgment about the quality of each student’s work.
Communication.The grade itself is a communication to the student, as well as to employers, graduate schools and others. The grading process also spurs communication between faculty and students, among faculty colleagues, and between institutions and their constituents.
Motivation.Grading affects how students study, what they focus on, how much time they spend, and how involved they become in the course. Thus, it is a powerful part of the motivational structure of the course.
Organization.A grade on a test or assignment helps to mark transitions, brings closure, and focus effort for both students and teachers.
Faculty and student reflection.The grading process can yield rich information about what students are learning collectively and can serve as the first step in systematic assessment and information-driven teaching.
According to Shermis and Di Vesta (2011), grades are complex communicative devices serving many functions. They are the result of the several events included in the range, anchored by the quality of instruction at one end and student effort at the other.
Grading is different from assessment. According to Suskie (2009), a key difference is that grades focus on individual students, while assessment focuses on entire cohorts of students and how effectively everyone, not an individual faculty member, is helping them learn. Grades alone are usually insufficient evidence of student learning for assessment purposes for several reasons:
Grades alone do not usually provide meaningful information on exactly what students have and not have learned.
Grading assessment criteria may (appropriately) differ.
The Grading Systems
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Grading assessment criteria may (appropriately) differ.
Grading standards may be vague or inconsistent.
Grades do not reflect all learning experiences.
Do grades have a place in an assessment program?
Grading is the formal evaluation of student work, which involves determining the value and quality of that work, based on some set of standards or performance criteria, and then providing some formal recognition of that value to the learner, usually in the form of a grade, number, or mark while evaluation is a necessary element of grading or review system, it involves the actual process of judging and determining the quality of work of a student (Witte, 2012).
According to Wikipedia.com, thePhilippineshave varied university grading systems. Most universities, particularly public institutions, follow the grade point system scale of 5.00 -1.00, in which 1.00 is the highest grade and 5.00 is the lowest possible grade.
The University of the Philippines for example, is using 1.00-5.00 grading system (www.upou.edu.ph). In this system, 1.00 is considered the highest grade point that could be obtained while the lowest is 5.00, and is considered failed.
The University of Santo Tomas is using the numerical 5 Point System. In this system, 1.00 is considered the highest grade point that can be obtained by the student and is equivalent to 96-100 percent of grade. The failing grade point is 5.00 and is equivalent to 75 below.
Another different grading system is used by the Polytechnic University of the Philippines and Pamantasan ng Lungsod ng Maynila, the specific grading category for retention.In this system, 1.00 is the highest grade point and is equivalent to 97-100 percent of grade while the lowest is 5.00 which is equivalent to 60 percent and below. The General Weighted Average (GWA) is used as basis for evaluating the student if he or she could still pursue his studies to a particular course.
More so, Adamson University is using another kind of grading system—the zero based grading system (www.admson.edu.ph).
Table 1: Adamson University Grade Point System
Source: en.wikipedia.org
Grade Point Equivalence
Equivalence
Letter Equivalence
Description
1.00
97%-100%
A
EXCELLENT
1.25
93%-97%
A-
SUPERIOR
1.50
89%-93%
B+
AVERAGE
1.75
85%-89%
B
AVERAGE
2.00
82%-85%
B-
AVERAGE
2.25
79%-82%
C+
AVERAGE
2.50
76%-79%
C
PASSED
2.75
73%-76%
C-
PASSED
3.00
70%-73%
D
PASSED
5.00
70% below
F
FAILED
DR
DROPPED
NG
NO GRADE
As shown, 97-100 percent of grade is considered the highest which is equivalent to a grade point of 1.00. The lowest grade point is 5.00 and is equivalent to 70 percent of grade.
Grading Systems in the Philippine Universities and Colleges
Grading has been a difficult job for teachers. An exercise of professional judgment and evaluation of students’ performances should be practiced. Moreover, issues governing the grading system have been a problem since then.
According to an article posted in education.stateuniversity.com, few issues have created more controversy among educators than those associated with grading and reporting student learning. Despite the many debates and multitudes of studies, however, prescriptions for best practice remain elusive. Although teachers try to develop grading policies that are honest and fair, strong evidences shows that their practices vary widely even among those who teach at the same grade level within the same school.
In Adamson University for example, the implementation of new grading system had created a vast range of protest. Students and teachers of Adamson University were up in arms over a new grading system (Philippine Daily Inquirer, 2010). On Facebook and other social networks, as well as on the campus where they held a “Black Shirt” day, a large group of students and faculty members have opposed the new system. It was also reported that there was no proper information on how to implement the new grading system.
Issues Governing the Zero Based Grading System
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According to a news article posted in The Manila StandardToday (2010), professors and instructors of Adamson University has asked a Manila Regional Trial Court to stop the administration from using the new grading system, saying it will cause chaos among faculty members and students.
In addition a movement that calls for “No to zero based grading system in Adamson University” petition was posted in www.petitiononline.comwhich listed the reasons why zero based grading system should be ignored.
According to an article posted in www.education.com, Psychologists recognized that students’ perceptions are important for a very long time. Today, cognitive psychologists are interested in motivation (students’ wishes and intentions) and volition (students’ action) as basis for effort in school. What students want and decisions they make are clearly students’ perception.
To describe the perception of students about the grading system, Guskey and Bailey (2001) said that student’s perception on grading and reporting tends to be quite different from those of teachers. Student’s perceptions of grades begin to change although the reasons for this change are uncertain it seems likely due to teachers’ shifting emphasis from the formative aspects of grades to their summative functions. As a result, students no longer see grades as source of feedback to guide improvements in their learning. Instead, they regard grades as the major commodity teacher and schools have to offer in exchange for their performances. This change brings a slow but steady shift in students’ focus away from their learning and toward what they must do to obtain the grade commodity.
According to Shermis and Di Vesta (2011) from the students perspective interpretations of whatever assessments are made of performance provide a source of feedback that guides learning. It affects both what and why students learn and how they learn. Although students will normally draw conclusions about their performance, the teachers’ interpretations of performance measures are likely to be more accurate because teachers are more informed about such matters. As much as the grade itself, the interpretation you make to the student mat shape his or her reaction to the test, but the final determinant of it effect would be the student’s perception, however naïve that might seem to be. Constructive interpretation improves future learning; interpretations of grades and scores that are more formative and less summative will have positive effects on cognitive processes important to educational performance.
Teachers’ perceptions would be different from those of the students. According to Guskey and Bailey (2001) in the final analysis, nearly all teachers admit they really don’t like grading and reporting. They describe the process as troublesome, time-consuming, and counter to what they consider to be their major responsibilities as teachers, which involve engaging students in a variety of high-quality learning experiences. What they want as a more effective reporting system that would enhance these instructional responsibilities rather than detract from them.
Moreover, Shermis and Di Vesta (2011) said that from the teachers’ perspective, constructive interpretations can be used to chart the overall effective of teaching methods, ranging from student placement and special programs to style of teaching and the establishment of classroom climate. These interpretations are essential aids in sequencing curricular content, selecting remedial interventions, and evaluating the effectiveness of special procedures such as the used of group discussions, seatwork, or specific enrichment exercises.
Perceptions of Students and Teachers about the Grading Systems
To further elaborate the topic of our research, we have discussed related sources that define grading and grading system first. Allowing the intended readers to know the meaning of grading and grading system will help them to understand the research as a whole. Allowing us to discuss grading and grading system could help us to build the foundation of our research. Books that discuss grading strategies and its mere effects to the students, featured articles about students’ and teachers’ perception will help to support the ideas presented regarding the topic.
To impart the very essence of our research, we have also discussed the different grading system used in the Philippine universities and colleges. There is a variety of grading system used by universities and colleges not just in the Philippines but around the world. Each of these approaches is designed not just to evaluate ones student academic performance but also, to meet the primary requirements of the modern world. Grading is a challenging part of being a teacher. It requires professional judgment and complex strategy to come up with honest, realistic, reasonable and reliable basis for measuring the students’ achievements.
Presenting the ideas above could further help us to explain the uses of grading system, and so will help us to define the meaning of the zero based grading system.
Periodicals, news articles and news posts are also presented to discuss the issues that
Synthesis of the Related Literatures
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Periodicals, news articles and news posts are also presented to discuss the issues that govern in the implementation of the zero based grading system here in the Adamson University to further explain the diversity of perceptions about the implementation of the zero based grading system.
Because of the diversity of the students, grading system among universities and colleges varied. Considerations in establishing a grading system are merely applied. For some, it should be based accordingly to the requirements of their respective students because it will affect them first, teachers teaching methodology, type of school, number of students and subject matters and others.
Grades give a lot of effects to the students. Sometimes, grades could act as a motivation to the student to study hard, to focus and exert more effort to have an effective learning position, could interpret the range of their knowledge, skills and abilities and could represent the teachers’ feedback to the students’ performances. Grades could give an impression of great advantage or a cause of depression and low self-esteem. It could also be a way to improve and develop.
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CHAPTER 3
This chapter will explain and discuss the research methodologies used by the researchers to achieve the goal of the research.
Research Methodology
The research is all about Students’ and Teachers’ Perception on the Implementation of the Zero Based Grading System. The research used qualitative-descriptiveresearch design in which the data that we had gathered will be interpret and explained in a descriptive, comparative and narrative form.
The Research Design
The target respondents of the research are the students and teachers of the Adamson University because the researchers are aware of their capabilities to give information aside from using books, internet and electronic resources, periodicals and news articles. 50 student respondents will be selected and will include 1styear student to 5thyear student of the Adamson University that will came from different courses and will represent the perception of the Adamsonian students as a whole. 10 teacher respondents of various subjects will be selected to represent the perception of the Adamsonian teacher as a whole.
The Respondents
Aside from collecting related literatures from internet and electronic resources, scanning books that features the topic and compiling periodicals and news articles to gather details about the topic, the researchers have also made survey forms, one for the student respondent and one for the teacher respondent and then we have conducted survey to gather data that will help us to achieve the goal of our research.
Instruments Used
The data gathered by the researchers from the student and teacher respondents will be tallied to get the right distribution of the students and teachers in accordance to their perceptions and will serve as the answers of from the questions which the research aims to provide. The results will be analyzed and compared according to distinctions of the respondents. Data gathered will be presented using pie or bar graph to get the accurate and precise percentage of the results and to further provide an easy understanding to the intended readers of the research. Answers will then be presented in descriptive, comparative and narrative form.
Statistical Treatment
The following formula is used by the researchers to formulate the percentage value of the data gathered:
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Where:
P= Percentage Value
F= Frequency
T= Total Number of Respondents
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CHAPTER 4
This chapter covers the presentation, interpretation, and analysis of data gathered by the researchers during the survey conducted before. The data will be presented using tables and graphs.
Presentation, Interpretation, and Analysis of Data
Graph 1: The Number of Student Respondents According to Their Courses.
The graph shows the number of student respondents according to their courses. Out of 50 respondents, 6 or 12% of it are Education students, while 4 or 8% each of it are Electronics and Communications Engineering, Civil Engineering and Nursing students. 3 or 6% each of it are Computer Engineering, Economics and Mechanical Engineering students while the 19 or 38% of it represents students from various courses such as Architecture, Chemical Engineering, Accountancy, Electrical Engineering and etc. 4 or 8% of the total student respondents failed to specify their current course on the survey form given by the researchers.
Graph 2: The Number of Student Respondents According to Year Level.
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Graph 2: The Number of Student Respondents According to Year Level.
The graph shows the number of student respondents according to year level. Out of 50 student respondents participated on the survey conducted by the researchers, 18 or 36% of it are third year students, while 10 or 20% of it came from second year students. 9 or18% of it are fourth year students, while 8 or 16% of it came from the first year student. The numbers of fifth year students who have participated are only 5 or 10% of the total respondents.
Table 1: The Distribution of Students’ Responses if they believe that the implementation of the zero based grading system is an effective way to improve the quality of education.
The table shows the distribution of student respondents according to their answers on the first question given on the survey form. The result confirmed that out of 50 student respondents participated on the survey conducted by the researcher, 36 or 72% of it said YES while 14 or 28% of it said NO.
Answer on
Question Number 1
Frequency
Percentage
YES
36
72%
NO
14
28%
Table 2: The Distribution of Students’ Responses if they believe that the implementation of the zero based grading system could be a great advantage to their career after they graduated.
The table shows the distribution of student respondents according to their answers on the second question given on the survey form. The result confirmed that out of 50 student respondents participated on the survey conducted by the researcher, 37 or 74% of it said YES while 13 or 26% of it said NO.
Answer on
Question Number 2
Frequency
Percentage
YES
37
74%
NO
13
26%
Table 3: The Distribution of Students’ Responses if they believe that the implementation of the zero based grading system could be a major problem in the future.
The table shows the distribution of student respondents according to their answers on the third question given on the survey form. The result confirmed that out of 50 student respondents participated on the survey conducted by the researcher, 37 or 74% of it said NO while 13 or 26% of it said YES.
Answer on
Question Number 3
Frequency
Percentage
NO
37
74%
YES
13
26%
Table 4: The Distribution of Students’ Responses According to the Question “How do you find the new grading system compared to the previous grading system used by the university?”
Answer on
Question Number 4
Frequency
Percentage
The new grading system is much difficult and strict than the previous.
22
44%
The new grading system is much better and fair compared to the previous.
10
20%
The new grading system encourages more students to study hard.
9
18%
Do not know
9
18%
The new grading system is not properly oriented and is complicated.
4
8%
The new grading system is unfair.
3
6%
No difference at all
1
2%
New Section 1 Page 10
The table shows the distribution of student respondents according to their answers on the fourth question given on the survey form. The result confirmed that out of 50 students, 22 or 44% of it claimed that the new grading system used by the university is more difficult and strict while 10 or 20% said that the new grading system is much better compared to the previous one. 9 or 18% of the respondents claimed that the new grading system encourages the student to study hard and exert more effort while 9 or 18% have also claimed that they do not know the previous one. 4 or 8% of the respondents said that the new grading system is not properly oriented and said that the new grading system is complicated while 3 or 6% said that the new grading system is unfair. 1 or 2% of the student respondent said that there is no difference at all between the present and previous grading system.
No difference at all
1
2%
Graph 3: The Number of Teacher Respondents According to the Number of Years Stayed in Adamson University.
The graph shows the number of teacher respondents according to the number of years stayed in Adamson University. As depicted, the graph affirmed that out of 10 teachers participated in the research conducted by the researchers, 4 or 40% of it stayed in Adamson University for almost 1-2 years already, while 3 or 30% of the respondents have been in the university for almost 6-10 years already. The graph also affirmed that 2 or 20% of the respondents have stayed in Adamson University for almost 3-5 years while 1 or 10% of the teacher respondents have been in Adamson University for less than a year only.
Graph 4: The Number of Teacher Respondents According to their Subject Matter.
The graph shows the number of teacher respondents according to their respective subject matter. The graph affirmed that out of 10 teachers participated in the research conducted by the researchers, 2 or 20% each teaches Social Science and Applied Science subjects while 1 or 10% each represents the teacher from Mathematics, Physical Education, Theology, Engineering, Computer and English subjects.
Table 5: The Distribution of Teachers’ Responses if they believe that the implementation of the zero based grading system is an effective way to improve the quality of education.
The graph shows the distribution of the teachers’ responses regarding the second question give on the survey form. The graph reveals that out of 10 respondents, 7 or 70% of it said YES, while 3 or 30% of it said NO.
Answer on
Question Number 1
Frequency
Percentage
YES
7
70%
NO
3
30%
Table 6: The Distribution of Teachers’ Responses if they believe that the zero based grading system is reliable or reasonable enough to evaluate the performances of their respective students.
Answer on
Question Number 2
Frequency
Percentage
New Section 1 Page 11
The graph shows the distribution of the teachers’ responses regarding the second question give on the survey form. The graph reveals that out of 10 respondents, 7 or 70% of it said YES, while 3 or 30% of it said NO.
Answer on
Question Number 2
Frequency
Percentage
YES
7
70%
NO
3
30%
Table 7: The Distribution of the Teachers’ Responses if they believe that the zero based grading system could be a major problem in the future.
The graph shows the distribution of the teachers’ responses regarding to the third question given on the survey form. The graph reveals that out of 10 respondents, 8 or 80% of it said NO while 2 or 20% of it said YES.
Answer on
Question Number 3
Frequency
Percentage
NO
8
80%
YES
2
20%
Table 8: The Distribution of Teachers’ Responses According to the Question “How do you find the new grading system compared to the previous grading system used by the university?”
The table shows the teachers’ responses regarding to the fourth question given on the survey form. Out of 10 teachers participated in the survey conducted by the researchers, 5 or 50% of it claimed that they have no idea because they are not yet teaching in Adamson University during the previous grading system while 3 or 30% of it said that the new grading system is more difficult as far as students are concern. 3 or 30% also have claimed that the new grading system is stricter compared to the previous one while 1 or 10% of the respondents said that there are no difference between the present and the previous grading system used by the university.
Answer on
Question Number 4
Frequency
Percentage
No idea, because they are not yet present during the previous grading system.
5
50%
The new grading system is more difficult on the part of the students.
3
30%
The new grading system is stricter.
3
30%
No difference at all
1
10%
Pasted from
CHAPTER 5
This chapter discusses the summary of findings, conclusion and recommendations of data gathered by the researchers based on the Students and Teachers Perception on the Implementation of the Zero Based Grading System.
Summary of findings, Conclusion and Recommendations
1.
Graph 1 shows the number of student respondents according to their courses. Out of 50 respondents, 6 or 12% of it are Education students, while 4 or 8% each of it are Electronics and Communication Engineering, Civil Engineering and Nursing students. 3 or 6% each of it are Computer Engineering, Economics and Mechanical Engineering students while the
Summary of Findings
New Section 1 Page 12
it are Computer Engineering, Economics and Mechanical Engineering students while the 19 or 38% of it represents students from various courses such as Architecture, Chemical Engineering, Accountancy, Electrical Engineering and etc. 4 or 8% of the total student respondents failed to specify their current course on the survey form given by the researchers.
2.
Graph 2 shows the number of student respondents according to year level. Out of 50 student respondent, 18 or 36% of it are third year students, while 10 or 20% of it came from second year students. 9 or18% of it are fourth year students, while 8 or 16% of it came from the first year student. The numbers of fifth year students who have participated are only 5 or 10% of the total respondents.
3.
Table 1 shows the distribution of students responses if they believe that the implementation of the zero based grading system is an effective way to improve the quality of education. The result confirmed that out of 50 student respondents, 36 or 72% of it said YES while 14 or 28% of it said NO.
4.
Table 2 shows the distribution of students’ responses if they believe that the implementation of the zero based grading system could be a great advantage to their career after they graduated. The result confirmed that out of 50 student respondents, 37 or 74% of it said YES while 13 or 26% of it said NO.
5.
Table 3 shows the Distribution of students’ responses if they believe that the implementation of the zero based grading system could be a major problem in the future. The result confirmed that out of 50 student respondents, 13 or 26% of it said YES while 37 or 13% of it said NO.
6.
Table 4 shows the distribution of students’ responses according to the question “How do you find the new grading system compared to the previous grading system used by the university?” The result confirmed that out of 50 students, 22 or 44% of it claimed that the new grading system used by the university is more difficult and strict while 10 or 20% said that the new grading system is much better compared to the previous one. 9 or 18% of the respondents claimed that the new grading system encourages the student to study hard and exert more effort while 9 or 18% have also claimed that they do not know the previous one. 4 or 8% of the respondents said that the new grading system is not properly oriented and is complicated while 3or 6% said that the new grading system is unfair. 1 or 2% of the student respondent said that there is no difference at all between the present and previous grading system.
7.
Graph 4 shows the number of teacher respondents according to the number of years stayed in Adamson University. The graph affirmed that out of 10 teachers participated in the research conducted by the researchers, 4 or 40% of it stayed in Adamson University for almost 1-2 years already, while 3 or 30% of the respondents have been in the university for almost 6-10 years already. The graph also affirmed that 2 or 20% of the respondents have stayed in Adamson University for almost 3-5 years while 1 or 10% of the teacher respondents have been in Adamson University for less than a year only.
8.
Graph 6 shows the number of teacher respondents according to their respective subject matter. The graph affirmed that out of 10 teachers participated in the research conducted by the researchers, 2 or 20% each teaches Social Science and Applied Science subjects while 1 or 10% each represents the teacher from Mathematics, Physical Education, Theology, Engineering, Computer and English subjects.
9.
Table 5 shows the distribution of the teachers response if they believe that the implementation of the zero based grading system is an effective way to improve the quality of education. Out of 10 respondents, 7 or 70% of it said YES, while 3 or 30% of it said NO.
10.
Table 6 shows the distribution of teachers’ responses if they believe that the zero based grading system is reliable or reasonable enough to evaluate the performances of their respective students. Out of 10 respondents, 7 or 70% of it said YES, while 3 or 30% of it said NO.
11.
Table 7 shows the distribution of the teachers’ responses if they believe that the zero based grading system could be a major problem in the future. Out of 10 respondents, 8 or 80% of it said NO while 2 or 20% of it said YES.
12.
Table 8 shows the distribution of teachers’ responses according to the question “How do you find the new grading system compared to the previous grading system used by the university?” Out of 10 teachers participated in the survey conducted by the researchers, 5 or 50% of it claimed that they have no idea because they are not yet teaching in Adamson University during the previous grading system while 3 or 30% of it said that the new grading system is more difficult as far as students are concern. 3 or 30% also have claimed that the new grading system is stricter compared to the previous one while 1 or 10% of the respondents said that there are no difference between the present and the previous grading system used by the university.
New Section 1 Page 13
The study aims to determine the perceptions of the students and professors in Adamson University regarding the implementation of the zero based grading system.
Conclusion
1.
Most of the student and teacher respondents believed that the zero based grading system is an effective way to improve the quality of education. This is because the higher the passing grade in a particular university, the higher the standard of learning. This high standard of the grading system would make the students strive harder on their study for them to be able to pass. Some of the student and teacher respondents disagreed and the main reason is that the grading system gives too much pressure particularly to the students. There is also no qualification between major and minor subjects because both require an equal passing grade.
2.
There are more student respondents who believe that the implementation of the said grading system could be a great advantage in their chosen career. This is because high standard serves as motivation for the students and also serves as training ground for their future. There are some who disagreed, this is because the grading system are of high passing grade which just lead some to failures with their subjects.
3.
Most student and teacher respondents perceived that the grading system will not be a major problem in the future. The reason for this is that the grading system has a high standard that help practice or trained the students to be more competitive in the future.
4.
Most of the teacher respondents believe that the grading system is reliable and reasonable enough in evaluating the performance of their students. This is because the system itself is a performance based system. Students are graded based on how well they perform in class. Some teacher respondents disagreed and their reason was students’ performance is not just measured by their quizzes and exams.
5.
Most of the student respondents find the zero based grading system harder compare to the previous one. This is because the previous grading system, where in there is a trans mutative grade which is more easy compare to the present one where as the passing grade is higher also that the trans mutative grading was remove. Some student respondents also said that the grading is unfair because there are schools that are of high quality education but not using the zero based system. Other student respondents find the grading system much better, this is because it is more fair compared to the previous one; students are graded based on their performance.
6.
Most of the teacher respondents find the new grading system more difficult for the students compared to the previous one. This is because most students fail specially in their major subject not only because of the difficult lesson but more of the high passing grade required.
With the used of descriptive study, the researchers were able to survey 50 students and 10 professors as their respondents in the said study. Based on the answers of the respondent the researchers were able to know the perceptions of the students as well as the professors regarding the zero based grading system. Based on the answers of the respondents the researchers come out with the following conclusions:
1.
Adamsonian Students
The zero based grading systems should be taken positively. Learn to adjust your study habits, allot more time in studying to cope up with the grading system. Learn to fully accept and understand the zero based grading system, that this grading system is implemented for the betterment of your chosen career.Take it as training for you to be more competitive in the future.
2.
Faculty or Professors of Adamson
With all respect, students find the grading system hard, let be a guide for them to succeed in the future. Have an effective way of teaching that would help the students to understand well their lessons for them to be able to pass all the exams. Help the students through their hardships with the grading system.
3.
Parents of the Adamsonian Students
Not all students find the grading system easy to deal with; you should inspire and give them the courage to pursue despite of the hardships. If possible, don’t pressure them if they are already experiencing failures; give them your greatest understanding if they fail due to high passing rate. Don’t forget to remind them of the importance of learning.
4.
University’s Administration
With all respect, you should always be informed on the community responses to the implementation of the said grading system. Set some programs that will help each one
Recommendations
New Section 1 Page 14
implementation of the said grading system. Set some programs that will help each one in the Adamson community together with the students’ parents to have a full knowledge of the grading system.
Pasted from
CHAPTER 6
References
Books:
Guskey, T. and Bailey, J. (2011). Developing Grading and Reporting System for Student Learning. Corwin Press Inc.
Shermis, M. and Di Vesta F. (2011). Classroom Assessment In Action. Rowman and Littlefield Publisher, Inc.
Suskie, L. (2009). Assessing Student Learning. 2nded. John Wiley and Sons, Inc.
Walvoord, B and Anderson, V.G. (2010). Effective Grading. 2nded. John Wiley and Sons, Inc.
Wite, R. (2012). Classroom Assessment for Teachers.McGrawHill Companies, Inc.
Periodicals:
Araneta, M. R., (2010). Adamson, faculty squabble over grade system. The Manila Standard Today. 24(152) p.A-6
Yap, DJ. (2010). Adamson U’s new grading system hit. Philippine Daily Inquirer. 243(25) p. A-18
Internet:
Brookhart, S.M. (2012). Student Perceptions of Grades.
Retrieved from: https://www.education.com/reference/article/student-perceptions-grades/?page=2(www.education.com).p2. Education.com, Inc.
Guskey, T.R. (2012). Grading Systems –School, Higher Education.
Retrieved from: https://education.stateuniversity.com/pages/2017/Grading-Systems.html
Retrieved from: https://simple.wikipedia.org/wiki/Academic_grading_in_Philippines.(2011)
Retrieved from: https://www.petitiononline.com/NTZBADU/petition.html
(2012).
Retrieved from: https://www.qs.com
Retrieved from: https://www.adamson.edu.ph/?page=academics
Retrieved from: https://www2.upou.edu.ph/
News Article:
(2011). Pavon, T. (2011). Revised Grading System Implemented. Adamson Chronicle, vol 5 no1.
New Section 1 Page 15
Pasted from
APPENDICES
September 10 2012
Dear Respondents
We are currently conducting a study about the Students’ and Teachers’ Perception on the implementation of the Zero Based Grading System. Part of our data collection is dissemination of this survey form. Hereafter, we would like to ask for your permission to legibly answer this questionnaire. Any information that you will provide will be an essential contribution on the completion of the study. Your responses will be treated with full appreciation. We will make sure that any information you have will be dealt with full confidentiality.
Thank you very much for your patience.
Sincerely,
Antonio, Anne Margarette M.
Madalang, Kyle Marron A.
Ritual, Krizza T.
(The Researchers)
Pasted from
STUDENTS AND TEACHERS PERCEPTION ON THE IMPLEMENTATION OF THE
ZERO BASED GRADING SYSTEM
Survey Form
(Teacher Respondent)
Instruction: Please answer the following questions below. Check the box before each items if any.
I. Personal Information:
(Surname, First Name M.I) (mm/dd/yy)
Name(Optional): ____________________________________ Date: ________________
Years stayed in Adamson University: ___________________
Specify your subject matter: __________________________________
Gender: Male Female
II. Questions:
1.Do you believe that the implementation of the zero based grading system is an effective way to improve the quality of education?
YES
NO
Why?
_____________________________________________________________________________________________________________________________________________________.
2.Do you believe that the implementation of the zero based grading system is reliable or reasonable enough to evaluate the performances of your respective students?
YES
New Section 1 Page 16
YES
NO
Why?
_____________________________________________________________________________________________________________________________________________________.
3.Do you believe that the implementation of the zero based grading system could be a major problem in the future?
•
YES
•
NO
Why?
_____________________________________________________________________________________________________________________________________________________.
4.How do you find the new grading system compared to the previous grading system used by the university?
_____________________________________________________________________________________________________________________________________________________.
_________________________________
(Signature)
STUDENTS AND TEACHERS PERCEPTION ON THE IMPLEMENTATION OF THE
ZERO BASED GRADING SYSTEM
Survey Form
(Student Respondent)
Instruction: Please answer the following questions below. Check the box before each items if any.
I. Personal Information:
(Surname, First Name M.I) (mm/dd/yy)
Name(Optional): ____________________________________ Date: ________________
Course: ___________________
Year: First Year Second Year Third Year Fourth Year Fifth Year
Gender: Male Female
II. Questions:
5.Do you believe that the implementation of the zero based grading system is an effective way to improve the quality of education?
YES
NO
Why?
_____________________________________________________________________________________________________________________________________________________.
6.Do you believe that the implementation of the zero based grading system could be a great advantage to your career after you graduated?
YES
NO
Why?
_____________________________________________________________________________________________________________________________________________________.
7.Do you believe that the implementation of the zero based grading system could be a major problem in the future?
•
YES
•
NO
Why?
_____________________________________________________________________________________________________________________________________________________.
8.How do you find the new grading system compared to the previous grading system used by the university?
_____________________________________________________________________________________________________________________________________________________.
New Section 1 Page 17
_________________________________
Pasted from
STUDENTS’AND TEAC...
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New Section 1 Page 18
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The Reasonable
Bilog na Tatsulok
Ano ang katotohanan sa mga natatanging karanasan ng mga taong produkto ng kahirapan. Bukod sa mga kumakalam na tyan, mga hapag-kainang walang laman o di kaya'y mga barung-barong na walang ibang ilaw kundi isang kandilang isang ihip lamang ng hangin ay lalamunin na ng kadiliman. Ano pa ang hindi nalalaman ng mga taong nagsisiksikan sa maliit na mundo ng tuktok ng tatasulok.
Mga taong kapuspalad, mga taong binubuo ang pangarap sa ilalim ng bubong na tumatagos maging ang sinag ng araw o tubig-ulan. Dito pinapanday ang katauhan ng isang taong nangarap makawala sa kumunoy ng paghihirap, gamit ang pagtitiis bilang sandata sa mga dagok ng buhay na halos araw-araw na lamang ang pagdaan. Dito'y mas makatotohanan ang buhay ng mga tao. Mga taong kailanma'y hindi ikinaila ang putik sa kanilang mga paa, mabuhay lamang sa gitna ng mga basura at mapanghamak na lipunan ng mga tao. Totoo ang mga karanasan, totoong aral ang ibinabaon. Dito'y hindi mayaman sa salapi ang mga tao, kundi mayaman sa mga ginintuang aral ng buhay, tunay na isang matibay na pananggala sa matalim at mapamutol na patalim ng buhay. Walang inuurungan.
Oo, mahirap ang buhay, Isang katotohanan ang kahirapan. Kaya't wala nang lusot ang mga tatamad-tamad, sapagkat isinilang na ang mga makatotohanan. Bakit kaya hindi subuking tumingin sa ibaba ang mga taong nabibilang sa tuktok ng tatasulok. Nang hindi sila magsiksikan sa isang mundong gatuldok lamang ang lawak. At mas malaki ang mundo sa ilalim ng kanilang magagrang sapin sa paa. At tuluyang mabatid na nagkamali sila ng hinala. Tunay na bilog ang mundo, malayo sa hugis tatsulok katulad ng iniisip nila.