STUDENTS’ AND TEACHERS’
PERCEPTION
ON THE IMPLEMENTATION
OF THE
ZERO BASED GRADING
SYSTEM
Antonio Anne Margarette
Madalang Kyle Marron
Ritual Krizza
Researchers |
The Problem and Its Setting
CHAPTER 1
Statement of the Problem:
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:
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.
Scope and Limitation:
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.
Research Methodology
CHAPTER 3
The Research Design
The research is all about Students’ and
Teachers’ Perception on the Implementation of
the Zero Based Grading System. The research
used qualitative-descriptive research design in
which the data that we had gathered will be
interpret and explained in a descriptive,
comparative and narrative form.
The Respondents
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 1st year student to 5th year
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.
Instruments Used
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.
Statistical Treatment
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.
The following formula is used by the researchers to formulate
the percentage value of the data gathered:
Where:
P= Percentage Value
F= Frequency
T= Total Number of Respondents
Presentation, Interpretation, and
Analysis of Data
CHAPTER 4
Graph 1: The Number of Student Respondents According to Their
Courses.
Education: 6
8%
Electronics and Communications
Engineering: 4
12%
Civil Engineering: 4
8%
Nursing: 4
8%
Computer Engineering: 3
38%
Economics: 3
8%
Mechanical Engineering: 3
6%
6%
6%
Others: 19
Not Specified: 4
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.
10%
16%
First Year: 8
Second Year: 10
18%
20%
Third Year: 18
Fourth Year: 9
Fifth Year: 5
36%
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.
Answer on
Question Number 1
Frequency
Percentage
YES
36
72%
NO
14
28%
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.
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.
Answer on
Question Number
2
Frequency
Percentage
YES
37
74%
NO
13
26%
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.
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.
Answer on
Question Number 3
Frequency
Percentage
NO
37
74%
YES
13
26%
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.
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
The new grading system is
much difficult and strict
than the previous.
The new grading system is
much better and fair
compared to the previous.
The new grading system
encourages more students
to study hard.
Do not know
The new grading system is
not properly oriented and is
complicated.
The new grading system is
unfair.
No difference at all
Frequency
Percentage
22
44%
10
20%
9
18%
9
18%
4
8%
3
6%
1
2%
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.
Graph 3: The Number of Teacher Respondents According to
the Number of Years Stayed in Adamson University.
10%
1 year below: 1
30%
1-2 years: 4
40%
20%
3-5 years: 2
6-10 years: 3
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.
Social Science: 2
10%
20%
Applied Science: 2
10%
Mathematics: 1
Physical Education: 1
10%
Theology: 1
20%
10%
Engineering: 1
Computer: 1
10%
10%
English: 1
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.
Answer on
Question Number 1
Frequency
Percentage
YES
7
70%
NO
3
30%
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.
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
YES
7
70%
NO
3
30%
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.
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.
Answer on
Question Number 3
Frequency
Percentage
NO
8
80%
YES
2
20%
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.
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?”
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%
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.
Summary of findings, Conclusion and
Recommendations
CHAPTER 4
Summary of Findings
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 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 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.
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.
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.
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.
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.
Graph 3 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 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 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.
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.
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.
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.
Conclusion
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.
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.
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.
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.
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.
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.
Recommendations
•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.
•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.
•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.
•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 in the
Adamson community together with the students’ parents to
have a full knowledge of the grading system.
|Thank You.
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STUDENTS* AND TEACHERS* PERCEPTION ON THE