College Entrance Test Performance in English, Mathematics, and Science Among First-Year Education Students at Basilan State College: Group Differences and Cross-Subject Correlations
Abstract
College Entrance Test Performance in English, Mathematics, and Science Among First-Year Education Students at Basilan State College: Group Differences and Cross-Subject Correlations
Abstract
This study examined College Entrance Test (CET) performance in English, Mathematics, and Science among first-year students enrolled in education programs at Basilan State College during the 2001–2002 academic year. The study used a descriptive-correlational design and a stratified random sample of 106 students from a population of 144. It compared scores by gender, academic program, and campus and used Pearson’s correlation coefficient to assess associations between subject scores.
Performance was generally rated as fair across all three subjects. English had the highest mean score (M = 38.11, SD = 10.54). Scores did not differ significantly by gender (p > 0.05). English scores differed significantly by academic program (p = 0.001), while campus differences were significant in English (F = 18.54) and Science (F = 4.62, p = 0.012). English scores were weakly and positively correlated with Mathematics scores (r = 0.23) and moderately and positively correlated with Science scores (r = 0.451).
Based on these findings, the study recommends a structured program to strengthen proficiency in all three subjects and improved academic guidance and counseling services at the college.
Keywords — College Entrance Test, first-year education students, English, Mathematics, Science, Basilan State College.
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References
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