Mathematical Foundations and Board Examinations Performance: A Case of Caraga State University

Abstract

This study analyzed the relationship between mathematical foundations (level of mathematics taken, General Point Average (GPA) in all mathematics subjects, total number of units of mathematics subjects earned, college/advance algebra taken and its corresponding total units obtained) and the board examination performance among the graduates of selected programs of Caraga State University-Butuan City from SY 2005 to 2012. The study used logistic regression analysis and odds-ratio test to analyze the cross-sectional data gathered. Stratified random sampling in the selection of board examination takers, which includes the graduates of Bachelor of Science in Agricultural Engineering, Bachelor of Science in Geodetic Engineering, Bachelor of Science in Electronics and Communication Engineering, Bachelor of Science in Forestry, and Bachelor of Secondary Education major in Mathematics was employed. Results of the study revealed that mathematical foundations of the respondents are directly linked with the board examination performance as evidenced by the p-value (< 0.05) which is significant at 0.05 level. Therefore, mathematical foundations such as university level mathematics courses and GPA in mathematics have impacts to the board examinations performance.