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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Interests were the things that concern, involves, draws the
attention of, or arouses the curiosity of a person. There were many
reasons why a person becomes interested on a particular thing. An ECE
student has its reasons to be technically interested their course. There
were three major considerations namely:
motivations. They may be interested because its their skill, they may be
interested because its what people around them is doing, and they may
be interested because they are being motivated and eventually get hooked
up to it. Skills, Background and Motivation nowadays were big factors for
students to choose their course. Sometimes these three were the basis of
student for their own technical interest.
respective technical interest. But how really does this three aspect affect
the whole of the technical interest of an ECE student
Background
It has been a long time that people has been considering their
talents in everything they are doing. Talents may show your capabilities
but based on studies conducted motivations and backgrounds were
already a factor today. Since people nowadays has been considering
psychological capacities of a person to be affected by neither their
background nor the people that is motivating them to be interested on it.
This research will show us how this three (Skills, Background and
Motivations) as it affects the technical aspect of interests of BSECE
students,
knowing
that
the
course
they
choose
has
so
many
Conceptual framework
INPUT
PROCESS
OUTPUT
Random students
of different year
and section
Survey
Questionnaire
Knowledge on
how Skill,
Background, and
Motivation affects
thetechical
interests of ECE
students.
Fig. 1
The researcher chose Random students from different year and section
as respondent for this research to be unified, and to have a wide
perspective on how Skills, Background and Motivations affect each
student surveyed. The said respondents will undergo a survey in which
they will answer questionnaire. The researchers will then after analyze
the gathered data and then interpret the results according to the needs
of this research
Theoretical Framework
Statement of Problem
The main question in this research is, could Skill, Background,
and Motivation really affect the technical interest of an ECE student?
This research project was guided by the following research questions:
1.) What are the technical interests acquired by the respondents?
2.) What are the skills, background and motivation that are applied by
ECE students in their technical interest?
3.) Do the skills, background and motivation affect the technical
interest?
4.) In what way these skills, background and motivation affects their
technical interest?
Definition of Terms
Background - the circumstances or situation prevailing at a particular
time or underlying a particular event.
Electronics - the science dealing with the development and application of
devices and systems involving the flow of electrons or other carriers of
electric charge, in a vacuum, in gaseous media, in plasma, in
semiconductors, in solid-state and/or in similar devices, including, but
not limited to, applications involving optical, electromagnetic and other
energy forms when transduced or converted into electronic signals.
Chapter 2
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professor has no idea who they are talking about. The first professor
ends up having to describe what the student looks like, what he/she acts
like, etc. before the other professor says yes. This happens more often
than not. A professor might teach over 100 students per semester. It is
not that hard to get to know ones students and appreciate them as
individuals. A good professor avoids being a talking head. It is often seen
in engineering classes that the professor is standing in front of a class
and is talking, talking, talking. The students are lined up in their rows,
and most of them have glazed over looks on their faces. In order to have
an engaged class, a professor must engage the students. If a professor
believes that their field of expertise does not allow for discussion, then
the best faculty members interviewed in this study disagree. In the
honors program, mathematics professors have taught discussion-based
classes that are very effective for both the professor and the students. It
takes some give and take and learning on the part of the professor, but
we all can learn how to encourage our students in discussions which
leads to much more meaningful learning experiences.
In 1997, Besterfield-Sacre M. et al in their research
Characteristics
of
Freshman
Engineering
Students:
Models
for
12
year research effort to learn more about the attitudes of students and
how they impact upon retention. First they identified attitudes incoming
students have about the field of engineering, their perceptions about the
upcoming educational experience, and their confidence in their ability to
succeed in engineering. These attitudes were then related to performance
and retention in the freshman engineering program. To accomplish this,
a closed form survey was developed, tested and administered to the
199394 and 199495 freshman engineering classes. This study
demonstrated that student attitudes can provide an effective means for
evaluating aspects of their freshman engineering program, particularly
those relating to issues of attrition. They developed regression models to
predict attrition and performance in their freshman engineering program
using quantified measures of student attitudes. Implementation of the
models has allowed freshman advisors to better inform students of
opportunities that engineering offers, to devise better programs of study
that take advantage of students' varied interests, and to set retention
goals that are more realistic.
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Once in the life of the people we adore today; Wright Brother, Steve
Jobs, Jocrales, Galileo, and many more, holding back to showing the
world their ideas has been an issue. Situtaion is critical, tears about
peoples skeptics is even so. The good in this is that they pursue it. They
had thought of something new and believed it could be useful for the
society (Brimon A., A.J. Aquino, 2015).
In 2009, Bauzon stated in his book Fundamental Philosophies of
Eduacation that the age we are right now is an advance age where
humans are always seeking for development. He also stated that the
schools are established for the development of students to their skills.
Thus with enough skills, student which will be a professionals in the
mere future may have develop something new. But a mere skills is not
enough, a high motivation is needed. This is what Aquino G and Razon R
explained in their book Educational Psychology in 19993. According to
them, outcome gained during learning cannot be fully achieved if the
person learning has no motivation, an interest may develop after having
enough skills and background and a high motivation towards learning.
According to Aquino G. and Razon R., every individual have different
preferences for engaging in one activity. Each have tendency to give a
selective attention in different activities which makes everyone having
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percentage rating. The study revealed that the fourth year respondents
appear to experience stress and social concern anxiety compared to the
third years which means that have they are highly reactive to stress and
excessively concern about others opinion, and have weak support
system.
Andres (2011) investigated the effectiveness of the professional
elective
courses
of
the
Bachelor
of
Science
in
Electronics
and
of
school
profile;
communications,
microelectronics,
Power
specialization;
Instrumentation
and
and
control
communications,
and
Power
Information
and
Electronics,
computing
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basis of the research to find out the idea of the research samples about
their course.
Chapter 3
RESEARCH METHODOLOGY
This chapter contains the steps and processes used by the researchers in
this study. This chapter also contains the methods used by the
researchers, the way of selecting the respondents, population of the
respondents, description of the respondents, instruments used, and the
statistics.
Research Design
A descriptive research methodology was used for this study. A
survey was administered to a selected sample from a specific population
identified as BSECE students in PUP. The term survey is commonly
applied to a research methodology designed to collect data from a specific
population, or a sample from that population, and typically utilizes a
questionnaire or an interview as the survey instrument.
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Research Instrument
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Statistical Treatment
The researchers used the formula of percentage to know the
statistics of the data and information gathered from the respondents
through survey questionnaires. The formula is:
Where:
P (%) Percentage
f Frequency of the answers
N Total number of respondents
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
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In this chapter an analysis of the data collected for the study was
made. Statistical techniques were applied and interpretation of the data
was made in order to draw the conclusions of the study.
1. Technical Interest Acquired By The Respondents
Table 1
Technical/Subject Interest of ECE Students according to the Curriculum
Subject
No. of Students
Percentage
that chose
Math Related
155
51.67%
93
31%
Research related
48
16%
Computer/Programmi
117
39%
ng related
Others
28
9.3%
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interests. The two most common interest for ECE students are the math
related and computer/programming related.
2. Skills, Background And Motivation Applied By ECE Students In Their
Technical Interest
Table 2
Skills of ECE Students Prior to the Course
Skills
No. of
Percentage
Students that
Problem Solving
chose
201
108
67%
53.73%
skills
Computer Skills
Circuit Design/
19
72
9.45%
35.82%
2
99
0.99%
33%
Yes
Troubleshooting
skills
Others
No
24
No. of
Percentage
Motivation
Students that
Seminars and
chose
139
36
46.33%
25.98%
the course
Any professional
39
28.06%
engineer related
High school
84
60.43%
Family
Friends
Life Goals
Teacher/Instructo
1
161
87
34
92
8
0.72%
53.67%
54.04%
21.12%
57.14%
4.97%
r
Others
13
8.07%
Backgroun
d
talks related to
subject related to
ECE
Other
Motivation
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Table 3 shows that 46.33% of the respondents said that they have
background prior to the course. Those that have background to ECE,
seminars and talks related to ECE course are the background of 25.98%
students. To those that also have background to ECE, any professional
engineers related are the background of 28.06% students. High school
subject related to ECE is the background of 60.43% students. Only
0.72% has other background prior to the course. The table shows that
53.67% of the respondents have motivation prior to ECE. Family is the
motivation of 50.04% of the students. Friends are the motivation of
21.12% of the students. Life goals are the motivation of 57.14% of the
students. Teachers/ Instructors are the motivation of 4.97% of the
students. 8.07% of the students have other motivation. In this table,
there are more students that have background to ECE thru high school
subject that is related to the course. Family and Life Goals are the most
common motivation to ECE students.
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Table 4
Answer of ECE Students If Skill, Background and Motivation Affect
Their Technical Interest
Answer if the three
No. of
Percenta
Students
ge
interest
that
Yes
chose
273
91%
No
27
9%
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4. The way skills, background and motivation affect the ECE students
technical interest
Table 5
Effect of Skills, Background and Motivation to Students Interest in ECE
Effects of Skills,
No. of
Percentage
Background and
Students
Motivation
Good Grades
that chose
71
26.01%
61
22.34%
students
Gains advance
176
64.5%
1.01%
Table 5 shows that Good grade is the effect to 26.01% of the ECE
students. Being able to help their fellow students is the effect to 22.34%
of the ECE students. Gaining advance knowledge to ECE is the effect to
64.5% of the ECE students. There are effects to 1.01% of the ECE
students. In this table, most of the respondents said that the skills,
background and motivation affect their interest in ECE. Gaining advance
knowledge is the most common effect of the students skills, background
and motivation.
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Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Findings
The researchers have answered the question presented in the study
of effects of skill, background and motivation to the technical interest of
ECE students. There have been 300 respondents with a percentage error
of 5% that answered the questionnaire.
highest
percentage
of
51.67%
of
ECE
students.
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answered that they have skills prior to the ECE course. The most
common skill to the students is Problem solving skill.
3. 91% of the students said that the skills, background and motivation
have an effect to their interest in ECE. 9% of the respondents said
that the skills, background and motivation have no effect to their
interest in ECE. Almost all of the respondents answered that the
Conclusions
1. Based on the data collected, the students of ECE interested the
most in Math related subjects.
2. More respondents answered they have skills prior to ECE course.
And the most common skill is problem-solving skills. The most
common motivation applied by the respondents are family and life
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goals. And lastly, the most common background the ECE student
have is thru high school subject that is related to the course.
3. The skills, background and motivation did have an effect to the
students technical interest on the ECE course.
4. From the data gathered, we can conclude that most students used
their skills, background and motivation as to gain advance
knowledge prior to the ECE course.
Recommendations
1. The current or incoming ECE students must have at least have an
interest in the subjects of ECE course.
2. The students must have at least a skill, background and motivation so
that it may have a good effect in the course. And also that they may not
lost interest in the course.
3. Skill, background and motivation must be possessed by students in
order to affect the interest on the ECE course and help them to survive
the course.
4. The researchers can recommend to the students to have skills,
background and motivation in order to gain advance knowledge to the
course.
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BIBLIOGRAPHY
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Drimon A., A.J Aquino, Spectrum Vol. 21 No.1, Science and Technology,
Polytechnic University of the Philippines, p. 7
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