Development and validation of entry-level engineering mathematics readiness assessment (EEMRA) for first-year engineering students in Muntinlupa City

Date of Publication

2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Minie Rose C. Lapinid

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Ryan L. Cerveza
Vanessa C. Zubieta

Abstract/Summary

The move from senior high school to engineering programs frequently reveals gaps in mathematical readiness, prompting the development of measures to assess students' readiness for entry-level college mathematics. This study focused on developing and validating the Entry-Level Engineering Mathematical Readiness Assessment (EEMRA), which is aligned with the mathematical competencies established by DepEd and CHED. The EEMRA was developed after identifying the need for a diagnostic test for college mathematics readiness. It involved mapping out the prerequisite skills needed for entry-level technical mathematics in the engineering curriculum (Calculus 1), writing a table of specifications (TOS) based on the mapping as a test blueprint, and content validation by subject matter experts to ensure content validity. A pilot test was done with 27 students enrolled in preparatory mathematics courses, and item analysis was used to assess difficulty, discrimination, and distractor efficiency. The results showed that 32.65% showed desirable difficulty, and 62.33% of the items demonstrated excellent discrimination, with 36.73% reaching 100% distractor efficiency. The overall validity (S-CVI/AVE = 0.94) and reliability of the test (α=0.73) were acceptable; however, items with poor discrimination and distractor efficiency were revised, which prompted a second validation to be conducted. This validation was conducted with 68 first-year students, leading to refined results: 38.00% showed desirable difficulty, 64.00% showed very good discrimination power, and 48.00% showed optimal distractor efficiency. The improved reliability (α=0.884) and maintained high validity (S-CVI/AVE = 0.94) confirm that EEMRA is a robust tool for assessing engineering mathematics preparedness.

Abstract Format

html

Note

Undated; Publication date supplied

Language

English

Format

Electronic

Keywords

Mathematical ability—Testing; Engineering students—Philippines

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Embargo Period

4-15-2025

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