1. BSMT-3 CHARLIE
GROUP 3
COMPARATIVE PERFORMANCE OF
BSMT AND BSMAR-E STUDENTS
IN MATH
JOSE P. BATUIGAS
ADVISER
JERRYBELLE G. BUNSAY JR.
RONE RYAN R. DESIERTO
RICHARD D. LUMANOG
MATT RYAN J. AGUIRRE
CRISTER S. HUERVA
JEROME MARIANITO J. GUILLERMO
EDUARDO P. JALLORINA JR.
JOFFER D. OCCIANAS

2. COMPARATIVE PERFORMANCE OF BSMT
AND BSMAR-E STUDENTS IN MATH
----------------------------------------------------------------------
A Research Study
Presented to the faculty of
VMA GLOBAL COLLEGE
------------------------------------------------------------------------
In partial fulfillment
Of the requirements
In Research
Submitted by:
Jerrybelle G. Bunsay Jr.
Rone Ryan R. Desierto
Richard D. Lumanog
Matt Ryan J. Aguirre
Crister S. Huerva
Jerome Marianito J. Guillermo
Eduardo P. Jallorina Jr.
Joffer D. Occianas
October 2011

3. Approval Sheet
This study entitled: “COMPARATIVE PERFORMANCE OF BSMT
AND BSMAR-E STUDENTS IN MATH” prepared and submitted by BSMT III
cadets, in partial fulfillment of the requirements for research subjects, has been
examined and approved for oral examination.
Jose P. Batuigas
Adviser
PANEL OF EXAMINERS
RAUL C. ALVARES, JR., Ed. D.
Chairman
GERARDO T. TAÑADA, Ph. D. EDWIN P. BENITEZ, MBA-HRM
Member Member
Accepted and approved in partial fulfillment of the requirements for the subject of
Research
CHRISTINE P. SALVADOR MAEd GERARDO T. TAÑADA, Ph. D.
Research Instructor Dean of Maritime Studies

4. DEDICATION
This project is dedicated to God and to our Parents who have never failed to give us
financial and moral support, for giving all our need during the research and for
teaching us that even the largest task can be accomplished if it is than one step at a
time. And to our teachers who teach us well to accomplish this Research.
Mr. & Mrs. Bunsay
Mr. & Mrs. Desierto
Mr. & Mrs. Lumanog
Mr. & Mrs. Aguirre
Mr. & Mrs. Huerva
Mr. & Mrs. Guillermo
Mr. & Mrs. Jallorina
Mr. & Mrs. Occianas

5. GENERAL OBJECTIVE:
This study seeks to establish the comparative performance in math between BSMT
and BSMAR-E of the VMA GLOBAL COLLEGE this first Semester of Academic
Year 2011-2012.
Specific Objective:
Specifically the study aims to answer the following question.
1. What is the profile of the BSMT and BSMAR-E Students in MATH.
1.a. Course
1.b. Section
1.c. Year level
2. To know the capacity of BSMT and BSMAR-E Students in Math.
2.a. Fraction and Decimal
2.b. Volume and Pressure
2.c. Conversation
3. Is there significant difference in the performance of BSMT and BSMAR-E
in Math?

6. Hypothesis
The opinions of the correspondents do not differ significantly as regards to
the factors that affect enrolment decline in Marine Engineering compared to
Marine Transportation. The effects on these factors in the overall condition of
maritime education and maritime industry in the country are negligible.

7. Scope and Limitation
The research study focuses on the comparative performance between the
BSMT and BSMAR-E Students in Math. There are three years level in the BSMT
and three year level in the BSMAR-E Students but the researcher focus on the
BSMT 3 and BSMAR-E 3. Which the third year of BSMT 3 and BSMAR-E 3 is
divided in sections. There are four sections in BSMT and three sections BSMAR-E
the subjects understudied where the third year level which encounter many Math
problem and navigational calculation which they use on board ship. But the
researcher focus in section Bravo only. The study was conduct on the first semester
of the academic year 2011-2012.
The researcher select the third year level of BSMT and BSMAR-E Students
of the VMA GLOBAL COLLEGE being the nearest and easiest school to address
the problem, the researchers encounter regarding time constrained, financial
incapability and distance of the locality. These have considerably improve the
speedy conduct and development of the study.
Selecting VMA GLOBAL COLLGE as the study ground help the
researchers to minimize the expenses in money, time, and effort.

8. Definition of terms
The following were defined for the clearer understanding of the study.
Comparative. One that compares with another. (Webster third new international
dictionary).
Performance. The act or process carrying something, the execution of an action
(Webster third new international dictionary).
In this study, it is refer to the comparative performance of the BSMT3 and
BSMAR-E3.
Math. The science of expressing and studying the relationship between quantities and
magnitude as represented by numbers and symbols (The new Webster dictionary of the
English language).
In this study, it refers to the academic performance in math.
Profile. This terms is defined as the biographical sketch of the person(Webster universal
dictionary and thesaurus.
In this study refers to the biographical sketch of BSMT3 and BSMAR-E3
cadets who are subject respondent of the study. It include there biographical sketch
is there personal profile term of course, year level, and section.
Year Level . It is refers to the level of the students (Webster dictionary).
In this study, year level refers to the BSMT3 and BSMAR-E3 cadets
academic performance on the first semester of school year 2011-2012.
Course . It is refers to a prescribe number of lesson, and lecture in educational
curriculum. (Wikipedia, the free encyclopedia).
Fraction and Decimal . It refer to the separation or division of number and to a number
express in the scale of tens (Webster third international dictionary.
Volume and Pressure . It is refer to the dealing with or involving large quantities in the
burden of physical or mental distress (The new Webster dictionary of the English
language).
Conversation . It refers to a converting or being convert
In the study refer to the method of teaching and how to solve the problem,
deliver and discuss to compare the performance of BSMT3 and BSMAR-E3
in Math.

9. Significance of the study
The finding of the study may provided significance information which may be value to
the:
School – that they had implemented further the basic math, conversation, and the
navigational problem and was providing more undertaking to their students concerning
the great importance in math.
Students – That they were be aware on the importance in math especially those who are
engaged in maritime field and would guide them to the practice in math not only in
school but also in their everyday life and be able to apply that knowledge in their future
profession.
Researchers – That give information where there the BSMT3 and BSMAR-E3 have the
essential knowledge pertaining to the basic math problem and calculation that are seeing
required and were provide them a between understanding and supplement on how they
can solve nautical seamanship and navigational problem. Thought this study it had been
promote in the Maritime and Allied Industry.
Faculty – That give and examine those student and grade their accordingly on their
performance. Which they are rank the students and they well know what is capacity and
the performance of the student on some particular of the subject.
Curriculum – Development that record and gather those information of what students
can reach and they gather these percentage of those students that good in math and need
more practice for their performance. VMA GLOBAL COLLEGE, that helps the student
to build the future and have a successful life someday, that give a better learning and
trained the student and support those shipping companies a well trained student.
Maritime Industry – That accept intelligent and well trained that has capacity to lead
and become an officer on board the vessel.
Parents – That give as everything we need and being supported in everything we do and
be proud of what their son’s know about what they learned.

10. THEORITICAL FRAMEWORK
Mathematics relies on both logic and creativity, and it is pursued both for a
variety of practical purposes and for its intrinsic interest. For some people, and not only
professional mathematicians, the essence of mathematics lies in its beauty and its
intellectual challenge. For others, including many scientists and engineers, the chief value
of mathematics is how it applies to their own work. Because mathematics plays such a
central role in modern culture, some basic understanding of the nature of mathematics is
requisite for scientific literacy. To achieve this, students need to perceive mathematics as
part of the scientific endeavor, comprehend the nature of mathematical thinking, and
become familiar with key mathematical ideas and skills.
This chapter focuses on mathematics as part of the scientific endeavor and then on
mathematics as a process, or way of thinking. Recommendations related to mathematical
ideas are presented in Chapter 9, The Mathematical World, and those on mathematical
skills are included in Chapter 12, Habits of Mind.
Mathematics is the science of patterns and relationships. As a theoretical discipline,
mathematics explores the possible relationships among abstractions without concern for
whether those abstractions have counterparts in the real world. The abstractions can be
anything from strings of numbers to geometric figures to sets of equations. In addressing,
say, "Does the interval between prime numbers form a pattern?" as a theoretical question,
mathematicians are interested only in finding a pattern or proving that there is none, but
not in what use such knowledge might have. In deriving, for instance, an expression for

11. the change in the surface area of any regular solid as its volume approaches zero,
mathematicians have no interest in any correspondence between geometric solids and
physical objects in the real world.
A central line of investigation in theoretical mathematics is identifying in each field of
study a small set of basic ideas and rules from which all other interesting ideas and rules
in that field can be logically deduced. Mathematicians, like other scientists, are
particularly pleased when previously unrelated parts of mathematics are found to be
derivable from one another, or from some more general theory. Part of the sense of
beauty that many people have perceived in mathematics lies not in finding the greatest
elaborateness or complexity but on the contrary, in finding the greatest economy and
simplicity of representation and proof. As mathematics has progressed, more and more
relationships have been found between parts of it that have been developed separately—
for example, between the symbolic representations of algebra and the spatial
representations of geometry. These cross-connections enable insights to be developed
into the various parts; together, they strengthen belief in the correctness and underlying
unity of the whole structure.
Mathematics is also an applied science. Many mathematicians focus their attention on
solving problems that originate in the world of experience. They too search for patterns
and relationships, and in the process they use techniques that are similar to those used in
doing purely theoretical mathematics. The difference is largely one of intent. In contrast
to theoretical mathematicians, applied mathematicians, in the examples given above,
might study the interval pattern of prime numbers to develop a new system for coding

12. numerical information, rather than as an abstract problem. Or they might tackle the
area/volume problem as a step in producing a model for the study of crystal behavior.
The results of theoretical and applied mathematics often influence each other. The
discoveries of theoretical mathematicians frequently turn out—sometimes decades
later—to have unanticipated practical value. Studies on the mathematical properties of
random events, for example, led to knowledge that later made it possible to improve the
design of experiments in the social and natural sciences. Conversely, in trying to solve
the problem of billing long-distance telephone users fairly, mathematicians made
fundamental discoveries about the mathematics of complex networks. Theoretical
mathematics, unlike the other sciences, is not constrained by the real world, but in the
long run it contributes to a better understanding of that
world.(http://www.project2061.org/publications/sfaa/online/chap2.htm)