AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
We decided to adjust our usual teaching methods based on the
above-mentioned analysis and the fact that the point average for
the entrance exams of 2017/2018 was 5.15 point, which
represented 36.8%. In that academic year we evaluated 124
students and the results are stated in Table 4 and Fig. 1.
Figure 1. Results from Mathematics for the years 2016 and 2017
Source: own processing
Table 2. Chi-square test of independence – The comparison of
the total continuous performance for the year 2016, N=131.
Entrance exam
Sum
Mathematics
Do meet
expectations
Meet
expectations
Exceed
expectations
D
o
n
o
t
m
eet
ex
p
ec
tat
io
n
s
NP
12
4
0
16
NO
2,2
10,9
2,9
16,0
NPr
75,0%
25,0%
0,0%
100,0%
SR
6,6
-2,1
-1,7
Me
et
ex
p
ec
tat
io
n
s
NP
5
62
4
71
NO
9,8
48,2
13,0
71,0
NPr
7,0%
87,3%
5,6%
100,0%
SR
-1,5
2,0
-2,5
E
x
ce
ed
ex
p
ec
tat
io
n
s
NP
1
23
20
44
NO
6,0
29,9
8,1
44,0
NPr
2,3%
52,3%
45,5%
100,0%
SR
-2,1
-1,3
4,2
Su
m
NP
18
89
24
131
NO
18,0
89,0
24,0
131,0
NPr
13,7%
67,9%
18,3%
100,0%
χ²(4) = 86,938, p<,001
Cramer V = ,576, p<,001
rS = 0 ,611, p<,001
Source: own processing.
N
P
– observed frequency, N
O
– expected frequency, N
Pr
–
relative
observed
frequency,
χ²
-
chi-
square test of independence, SR – standardized residuals,
Cramer V – power indicator, rS - Spearman's correlation
coefficient, p – value
1.96 ≤ SR < 2.58 (p <.05); 2.58 ≤ SR < 3.29 (p < .01), SR > 3.29
(p < .001)
We compared the overall performance score of students in
Mathematics in 2016/2017 with their overall score of Entrance
exam v using Student's t-test for two dependent selections.
Based on its results, we found that there is a statistically
significant difference between the overall performance score of
Mathematics students in 2016/2017 and their overall score in
entrance exam 2017/2018, t (130) = 3,600, p <.001. In particular,
it has been shown that students achieved entrance exam (AM =
8.08, SD = 3.239) significantly higher than entrance exam (AM
= 7.40, SD = 2.884).
However, it should be noted here that, despite the point
difference, students in both subjects achieved on average a
performance that
met expectations (5≤AM≤9). Thus, the
statistically significant difference found is not significant in
practical terms. The results are summarized in Table 3.
Table 3. Student's t test on two independent samples – The
comparison of the total point evaluation from Entrance exam and
Mathematics for year 2016, N=131
Description
Student's t test on
two independent
samples
AM
SD
SE
t
df
p
Mathematics
8,08
3,239
,283
3,600
130
<,001
Entrance
exam
7,40
2,884
,252
Source: own processing.
AM – arithmetic mean, SD – standard deviation, SE – standard
error of estimate, t – Student's t test on two independent samples,
df – degrees of freedom, p – significance level
From all this we conclude that after the experiment (which is a
part of a project of our faculty) it is evident that the level of
students' knowledge form mathematics increased without any
further requirement necessitating an additional extent in weekly
lesson time. This experiment led the teaching team of our faculty
to develop or to modify the existing models focusing on the
quantification and monitoring of the effectivity parameters of the
pedagogical process.
Table 4. Descriptive statistical indicators of continuous
performance for the year 2017
Entrance exam
Mathematics 2017
Sample size
124
124
Mean
5,15
8,21
Standard error
0,241
0,274
Median
5,00
8,00
Mode
4
8
Standard
deviation
2,662
3,081
Variance
7,085
9,493
Skewness
0,130
-0,449
Kurtosis
0,106
0,023
Range
13
14
Minimum
0
0
Maximum
13
14
Source: own processing
6 Conclusions
Each school should have its own quality management system,
focusing on all learning processes. It is the employees who
should be actively involved in the realization of the changes
taking place on the campus. The school should provide regular
improvement, in the form of various training and consultations,
which should contribute to improving the learning process and
improving students' knowledge. Only then can we consider the
level of education of teaching staff to be effective if students are
regularly trained in their field and bring positive benefits to
society.
Improvement in the results of the subject of Mathematics by
incorporating new pedagogical processes leads us to further our
efforts in the implementation of the same for the subjects of
Microeconomics, Operative analysis and Econometrics.
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