1. PERFORMANCES OF STUDENT- APPLICANTS FROM SELECTED FEEDER SCHOOLS IN THE DLSU-DASMARIÑAS COLLEGE ENTRANCE TEST FOR THREE CONSECUTIVE SCHOOL YEARS ( , , )
Leonor T. Amacio
Rhea M. Mateo
Edna T. Mercado
Azenith R. Mojica
Carmela Z. Reyes

3. INTRODUCTION

4. COLLEGE ENTRANCE TEST(CET)
provides meaningful information with regard to intellectual fitness of the students in the course they wanted to take up (Loren, 2002)
provides objective to the students’ strengths and weaknesses which are necessary factors in instructional program of any school (Firshen, 1999)

5. Primary Goal of CET
maybe employed for selection, admission, rejection, promotion, classification, evaluation, prediction, verification and research in order for students to cope w/ the demand of a particular course.

6. Significance of this research
will serve as a basis for the improvement of the curriculum and instructions in the secondary level of education in the feeder schools so that their future graduates will be better prepared to take the CET and other standardized tests.
may provide a rich source of information to those who would be interested in this kind of study

7. Scope and Limitation
The result is based on the student’s scores in Mathematics, English, Science, Inductive Reasoning (IR) and General Scholastic Aptitude (GSA). The feeder schools from the different areas in Cavite were clustered according to the type of school and geographic location.

8. Objectives of the study
to determine the significant difference on the performances of student- applicants between graduates of public schools and private schools in the College Entrance Test of the Feeder High Schools:
for SY
for SY
for SY

9. Objectives (cont’d.)
2. to determine the significant difference in the mean scores of student –applicants for the SY , SY , SY in the different subject areas.

10. Objectives (contd.)
3. to determine the significant difference in the performances of the applicants in the College Entrance Test in SY , SY , SY when clustered by:
a. type of school
b. geographical Location
c. college enrolled in

11. METHODOLOGY
Respondents – the student-applicants in the CET of DLSU-D for the three school years
Research Design – the study used descriptive research

12. METHODOLOGY Instrument used
Admission Test for Colleges and Universities (ATCU)
Center for Educational Measurement
a. Mathematics d. IR
b. English e. GSA
c. Science
The standard scores test yielded for these subjects were interpreted using the Quality Index (QI).

13. Scoring
The following is the Score Range with its Quality Index interpretation.
Score Range Quality Index (QI)
(9) Excellent (E)
(8) Superior (S)
(7) Above Average (AA)
(6) High Average (HA)
(5) Average (A)
(4) Low Average (LA)
(3) Below Average (BA)
(2) Inferior (I)
(1) Very Poor (VP)

14. Methodology Data Gathering and Statistical Treatment
The scores in the CET of the student-applicants from feeder high schools were grouped according to school year and type of school.
Scores from each school year were compared through the mean standard scores obtained by the student- applicants.
The significant difference in the results of the CET according to school year and type of school were determined using the t-test and analysis of variance (ANOVA).

15. RESULTS

16. Verbal Interpretation
Table 1.
Comparison of the performances of student- applicants between graduates of public schools and private schools in the College Entrance Test of the Feeder High Schools for the SY
School
Year
tpe of School
Mean
Verbal Interpretation
t-value
p-value
2012
ENGLISH
Public
4.18
Low Average
-2.998
.003
Private
5.20
Average
MATH
3.95
1.902
.059
4.56
SCIENCE
4.76
-.041
.967
4.77 IR
5.43
-1.950
.053
6.23
High Average
GSA
4.59
-2.041
.043
5.12

17. Verbal Interpretation
Table 2.
Comparison of the performances of student- applicants between graduates of public schools and private schools in the College Entrance Test of the Feeder High Schools for the SY
School
Year
type of school
Mean
Verbal Interpretation
t-value
p-value
2013
ENGLISH
Public
4.69
Average
Private
5.23
-2.073
.039
MATH
4.43
Low Average
4.82
-1.303
.194
SCIENCE
4.52
-.020
.984 IR
5.51
High Average
5.96
-1.504
.134
GSA
4.87
-1.465
.145

18. Verbal Interpretation
Table 3.
Comparison of the performances of student- applicants between graduates of public schools and private schools in the College Entrance Test of the Feeder High Schools for the SY ***
School
Year
type of school
Mean
Verbal Interpretation
t-value
p-value
2014
ENGLISH
Public
4.71
Average
-3.442
.001
Private
5.72
High Average
MATH
4.05
Low Average
-4.125
.000
5.23
SCIENCE
4.37
-2.437
.016
4.96 IR
4.95
-4.705
6.31
GSA
4.49
-4.353
5.58

19. Verbal Interpretation
Table 4.
Comparison of the performances of student- applicants for the SY , SY , SY in the different subject areas. 
Mean
Verbal Interpretation
F-value
p-value
ENGLISH
2012
4.77
Average
4.015
.019
2013
5.03
2014
5.37
MATH
4.30
Low Average
3.138
.044
4.67
4.83
SCIENCE
1.328
.266
4.52
4.76 IR
5.89
High Average
.104
.901
5.79
5.84
GSA
4.90
1.534
.216
5.09
5.21

20. Verbal Interpretation
Table 5.
Comparison of the performances of student- applicants from Public Schools for the SY , SY , SY in the different subject areas.
type of school
Mean
Verbal Interpretation
F-value
p-value
Public
ENGLISH
2012
4.18
Low Average
1.544
.216
2013
4.69
Average
2014
4.71
MATH
3.95
1.158
.316
4.43
4.05
SCIENCE
4.76
.947
.390
4.52
4.37 IR
5.43
1.123
.327
5.51
High Average
4.95
GSA
4.59
.861
.424
4.87
4.49

21. Verbal Interpretation
Table 6.
Comparison of the performances of student- applicants from Private Schools for the SY , SY , SY in the different subject areas
type of school
Mean
Verbal Interpretation
F-value
p-value
Private
ENGLISH
2012
5.20
Average
2.616
.075
2013
5.23
2014
5.72
High Average
MATH
4.56
3.253
.040
4.82
SCIENCE
4.77
2.090
.125
4.52
4.96 IR
6.23
.826
.439
5.96
6.31
GSA
5.12
2.587
.077
5.58

22. Verbal Interpretation
Table 7.
Comparison of the performances of student- applicants from Bacoor Schools for the SY , SY in the different subject areas
LOCATION
Mean
Verbal Interpretation
F-value
p-value
Bacoor
ENGLISH
2012
5.60
High Average
.978
.325
2013
5.23
Average
MATH
4.93
.022
.883
4.88
SCIENCE
5.09
3.029
.085
4.50 IR
6.91
Above Average
3.184
.077
6.12
GSA
5.47
.310
.579
5.30

23. Table 8.
Comparison of the performances of student- applicants from Imus Schools for the SY , SY , SY in the different subject areas
LOCATION
Mean
Verbal Interpretation
F-value
p-value
Imus
ENGLISH
2012
4.95
Average
1.297
.276
2013
5.25
2014
5.57
High Average
MATH
4.37
Low Average
.808
.447
4.75
4.82
SCIENCE
4.62
.033
.968
4.54
4.60 IR
5.80
.057
.945
5.79
5.92
GSA
4.92
.548
.579
5.16
5.23

24. Verbal Interpretation
Table 9.
Comparison of the performances of student- applicants from Dasmariñas Schools for the SY , SY , SY in the different subject areas
LOCATION
Mean
Verbal Interpretation
F-value
p-value
Dasmariñas
ENGLISH
2012
4.14
Low Average
1.759
.175
2013
4.69
Average
2014
4.71
MATH
3.88
1.445
.238
4.43
4.05
SCIENCE
.698
.499
4.52
4.37 IR
5.38
1.063
.347
5.51
High Average
4.95
GSA
4.55
.957
.386
4.87
4.49

25. CONCLUSION
no significant difference in the performance of the public and private school students in mathematics, science and Inductive Reasoning (IR) during SY , and SY
for SY , in all areas considered in the examination, students from private feeder schools have higher performance than students from public schools.

26. CONCLUSION
students from private schools have better performance in Mathematics during SY than in the two other school years
The results of the CET of student-applicants according to the type of school are not consistent.

27. CONCLUSION
As regards to geographic location , the result indicated that students from Bacoor schools have the same performance in English, mathematics, science, Inductive Reasoning (IR) and General Scholastic Aptitude(GSA) for the SY
no significant difference exists in the performance of the students in all subject areas for the SY of CSCS, CTHM, CEAT, CCJE AND CBAA

28. CONCLUSION
for the CLAC, significant differences exist in the performance of their students in English, science, IR and GSA while no significant difference in the score in mathematics for the SY , SY , SY
for the COED, there is a significant difference in the performance in English for the three school years while no significant difference exists in the other subjects

29. RECOMMENDATION
The findings of the study should be submitted to feeder schools to help them improve their curriculum and instruction in preparation for their graduates in taking CET and other related standardized tests.

30. RECOMMENDATION
DLSU-D, being the Center of Excellence for Teacher Education, may initiate conducting training programs for the high school teachers in Cavite and if possible in Calabarzon to better equip them in their vocation of educating the youth

31. RECOMMENDATION
English courses given to students in colleges other than COEd may be strengthened; other interventions must also be undertaken so as to help them improve their performance in the said course.

32. RECOMMENDATION
The same research must be undertaken for the school year and determine if the same result will remain for further actions (as suggested in recommendation number 1). The same research maybe undertaken for those students who took the entrance exam for the senior high school for the school years and (who are supposed to be the incoming freshmen).

33. Thank you
for listening . .