San Isidro College School of

Engineering Mathematics
Competencies for Board Exam

James C. Neo

A project proposal presented to the Civil Engineering

Department, College of Engineering Central Mindanao
University, Musuan, Bukidnon
 Introduction:
•San Isidro College School of Civil Engineering
Curriculum was started last 2014 under CHED
approval. Expected to have graduates in 2019.
•Mathematics is one of the most important aspect a
student should be competent to be able to pass the
National Board Examination for Civil Engineers and to
practice the profession.
•The curriculum contains 26 units of mathematics
•Though the percentage of Mathematics subject is only
35% of the over-all total in the National Board Exam, it
still plays a vital role in solving higher engineering
problems.
 Syllabus for the subject of Mathematics for the National
Board Exams
1. Algebra
Set Theory
Real Numbers
Algebraic Expressions and Operations
Equations and Inequalities
Roots and Powers
Linear, Quadratic and Polynomial Functions
Factoring
Roots of Algebraic Equations
System of Equations
Logarithmic and Exponential Functions
Arithmetic and Geometric Progressions
2. Trigonometry
Circular (Trigonometric) Functions
Trigonometric Identities and Equations
Solution of Triangles
Hyperbolic Functions

3.Analytic Geometry
Cartesian Coordinate System
Functions and Relations
Functions and their Graphs
Straight lines
Conic Sections
Polar Coordinates
Transformation of Coordinates
Parametric Equations
4. Calculus
Differential Equations
Limits and Continuity
Derivatives and Differentiation
Application of Derivatives
The Differential
Partial Derivatives
Integral Calculus
Theory of Integrals
Integration Methods
Definite Integrals and Applications
Line and Surface Integrals
Multiple Integrals
5. Differential Equations
First Order Differential Equation
Exact Differential Equation
Integrating Factors
Separable Variables
Homogeneous Differential Equations
Linear Differential Equations
Applications
Higher Order Differential Equations
6. Other Topics
Infinite Series
Mcllaurian Series
Taylor Series
Fourier Series
Complex Variables
Vector Analysis
Matrices
Determinants
Probability and Statistics
Objectives of the Study
The study aims to:
1. To know the mathematical
competencies of the students in the
school of engineering.
2. To know the subjects where students
failed to achieve better means and give
interference to resolve the problem.
Hypothesis

Ho(Null): The 4th year level students have the same

means in the competence in Mathematics.

H1(Alternate:) The 4th year level students have

different means in the competencies in
Mathematics.
Definition of Terms

•Students- the 4th year students of the

school of civil engineering
•Competency-the ability to do something
successfully or efficiently.
•Test- a procedure intended to establish
the quality, performance, or reliability of
something, especially before it is taken into
widespread use.
Conceptual Framework

Conduct Test on Get results

the 4 competency according to the
areas of 4 areas of Draw
Mathematics to competencies Conclusions
SIC – SOE and analyze the
students(Algebra, data using IBM
Trigonometry, SPSS software
Analytic Geometry,
and Calculus
 Significance of the Study
The measure of the mathematical competencies of the 4th
civil engineering students is significant because this will be
a baseline tool in acquiring the capacity of the students in
passing the Board Exam for the Civil Engineers. This study
will measure the strengths and weaknesses of the
students in the particular math competencies measured.
The result will guide the school of engineering further
intervention by giving remedial classes on those weak
competencies.
Review of Related Literature
Ho et al. (2000) conducted a study across three
nations consisting of 671 sixth grade students from
China (211, 92 girls and 119 boys), Taiwan (214, 106
girls and 108 boys), and the United States (246, 111
girls and 135 boys). The focus of that study was to
address the differential predictions of the affective
and cognitive factors of math anxiety for mathematics
achievement. The relationship between the affective
math anxiety factor and achievement showed a strong
negative effect (p<.05).
•Cognitive anxiety was inconsistent across the samples.
China and U.S. samples were not significant, whereas,
Taiwan had significant and positive effects (p<.05) from
cognitive anxiety.
•Analysis of the gender interaction showed only Taiwan
had significant effect with girls having higher affective
anxiety (p<.05).
•Taiwanese and U.S. girls had higher cognitive anxiety
(p<.05) than Taiwanese and U.S. boys.
•Gender differences in China were not significant. In
mathematics achievement only the main effect for nation
was significant (p<.05).
•Gender and interaction of gender by nation were not
significant. The results suggest that the affective factors
of math anxiety are consistently related to mathematics
achievement, while the cognitive factors yield
inconsistent results.

•Meece, Wigfield, & Eccles (1990) conducted a 2-year

long longitudinal study that focuses on the influence of
math anxiety on students' course enrollment plans and
performance in math. The study had two goals; to
identify important predictors of math anxiety and assess
the predictive influence math anxiety has on enrollment
plans.
•The sample included 250 students in 7th through 9th
grade at predominantly white middle-class suburban
communities.
•The study suggests those students' current
performance expectancies in mathematics (highly
significant at p<.01) and to a lesser extent perceived
importance of mathematics have the strongest direct
effect on their anxiety and are stronger predictors of
performance and course enrollment than math anxiety.
•Their findings also support the idea that it is the
students ’interpretations of their achievement outcomes
and not the outcomes themselves that have the
strongest effects on students' affective reactions to
achievement.
•Ma (1999) conducted a meta-analysis consisting of 26
individual studies that investigated the relationship
between math anxiety and achievement in math.
•The population correlation for the relationship between
math anxiety and math achievement between the studies
was significant (p<.01).
•This study suggests that there is a significant relationship
between anxiety and achievement. It also quantified the
potential improvement when anxiety is reduced.
•Schiefele & Csikszentmihalyi (1995) conducted a study to
answer questions related to motivation.
•The study included 108 freshman and sophomores from
two suburban high schools. From the 108
students, teachers nominated students they thought were
talented in one or more subject matters.
• The correlations of each independent variable with
attitude and motivation were all significant(p<.05) using a
one-tailed test.
•The findings suggest that teacher quality (enthusiasm,
respect, commitment to help students learn,fairness,
praise and reinforcement) seems to be consistently
related to attitude toward mathematics.
The Research Design:
 36 students who are in their 4th year level in the
school of civil engineering are tested for a mock
board style examination questions in mathematics
taken from different board exam dates. Among the
36 students, 9 are randomly selected and tested on
the 4 areas of math topics namely, T1- Algebra T2-
Trigonometry ,T3- Calculus and T4: Analytic
Geometry.
 A student will be selected at random and assigned
to particular test. (Ex. Student 9 to T1)
 The experiment use 9 times replications. This
means that all students will have the same chance
to take each test.
Treatments
 T1- Algebra
 T2-Trigonometry
 T3- Calculus
 T4: Analytic Geometry
 Each treatment has 10 questions with 5 points
as perfect score. Correct answer in the multiple
choice is awarded with 3 points and for the
solution 2 points will be awarded. The perfect
score for each number is 5 and the overall total
is 50 points.
Field Layout of Experimental
Design
 Layout of Research is by Completely
Randomized Design
 Treatments (T1, T2, T3, T4)
36 Students

T1- T2- T3- T4:

Algebra Trigono Calculus Analytic
metry Geometry

Completely randomized design (CRD)- is a plan for collecting data in

which an independent random sample is selected from each population
of interest or each treatment is randomly assigned to experimental
units.
Field Layout of Experimental Design
Layout of Research by CRD
Randomized selection of 36 students on 4 different test.

1 2 3 4 5 6 7 8 9
T1 T1 T1 T1 T1 T1 T1 T1 T1
T2 T2 T2 T2 T2 T2 T2 T2 T2
T3 T3 T3 T3 T3 T3 T3 T3 T3
T4 T4 T4 T4 T4 T4 T4 T4 T4
Random Assignment of Students using randomized function of Excel (Numbers
indicates the number of the student selected)
4 11 31 25 22 7 26 29 28 T1
20 1 32 5 30 18 10 19 24 T2
13 2 21 12 34 35 17 15 23 T3
9 33 16 6 3 36 8 14 27 T4
Tabulation of Results

T1 Score T2 Score T3 Score T4 Score

4 20 13 9
11 1 2 33
31 32 21 16
25 5 12 6
22 30 34 3
7 18 35 36
26 10 17 8
29 19 15 14
28 24 23 27
Analysis of Data

IBM SPSS software- using ANOVA (Analysis

of Variance)
Discussion
𝐻o is rejected if the
corresponding 𝒑-value is small
enough or if 𝐹 is larger than the
corresponding quantile (the 𝐹-test
is always a one-sided test) and p
value is set at 0.05
If the p-value ≤ 0.05: The differences between some of the
means are statistically significant .If the p-value is less
than or equal to the significance level, you reject the null
hypothesis and conclude that not all of population means
are equal

If the p-value > 0.05: The differences between the means

are not statistically significant we accept the null
hypothesis and conclude that we do not have enough
evidence to reject the null hypothesis that the population
means are all equal.
 Conclusion and
Recommendations
Thank you!!