Professional Documents
Culture Documents
Chapter I
Introduction
Each year thousands of high school, vocational, and college graduates are being
added to the list of jobless people, each of them hoping to be employed first before the
others. Many of them will not be employed due to certain circumstances but one of the
reasons for sure is what the skills they have and what they have not. According to an
article published by Feature Magazine this March 2010, even in the presence of
opportunities, graduates remain unemployed nowadays because they either fall short of
the employability skills they are supposed to have acquired in school or their education
proves irrelevant when applied to the context of the employment in their country. This is
the same observation that local firms have found among the new graduates. They have a
difficulty finding graduates with the skills needed to make their business grow.
It sends a message that despite of ten or more years of schooling, the graduates
are short-handed in terms of concepts and skills they needed. As a result, many of them
will resort to unemployment, underemployment, and some will lost their job.
According to Carnevale, et al. (1989), the most important skills for any employee
are the academic triumvirate: reading, writing, and computation (p.8).SCANS (Secretary
(p.17). But these skills are broad in themselves. One can be adept to writing, speaking,
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and computation and still fall short of effectiveness in the workplace. What really are the
Since it is a very broad study to cover in only one deal, let us just have a portion
unconsciously we are using mathematics in our everyday living. In fact, in almost every
aspect of our life, we cannot help but to use skills that involves computations.
Math, in the words of Kathryn Tyler of HR Magazine, it is the word that strikes
tear deep in the souls of many otherwise well-educated professionals; most of whom
probably hoped that graduation day meant never having to solve another numbers
problem. But, as it turns out, high school teachers are right – we do use math in everyday
life.
word that would be “hard”. Had they been songs, nobody will sing. Had they been
movies, it will be flop. Had they been foods, it is exotic. Had they been teachers, they
is one of the most significant subjects in education. It is a group of science that includes
arithmetic, algebra, geometry, trigonometry etc. It uses numbers and symbols, deals with
measurement, properties, quantities, magnitudes and forms and the relationships and
Learning Mathematics forces one to learn how to think logically and to solve problems
using acquired skills. It also teaches one to be precise in thoughts and words.
3
Those who do not appreciate math are those who do not understand what math is
all about. That is why the nature of math desperately needs to be explained. Simply put,
math is all about solving problems. Ever since there was human existence, there have
been problems to solve. Whether the problems were basic requirements like sustaining
homes, problems such as these remain with us today. The strange thing about problems is
that they all have similar properties. These problems have to be dealt with the same
approach. A problem solver has to know the details surrounding the problems, and then
will eventually examine the details. Afterwards he will then make choices or decisions,
which is the beginning step of strategy. Then when actual solution is obtained, it must be
tested whether it is effective or not. It is a step-by-step process. Every math problems that
we encountered forces us to use many, if not all, of the detailed method of problem
solving. Each problem becomes a small yet important lesson for solving problems in
general. Traditionally, math is learned by doing many smaller problems and then these
small problems if put together, can solve bigger problems. One example is that, to solve
multiplication, and division. This is a reality that concretized the significance of math in
our daily life and therefore must be given ample amount of consideration and treatment.
However, no matter how much emphasis have been given on the importance of this
While it is true that some students may like math more than the others, all is
capable of learning math. Mathematics is not just for the elite but for the common
workers also. Math is common in the factory as it is common in the office.( Kathryn
4
Tyler). Jobs that pay a living need employees with strong mathematical problem solving
However, a study made by Riam Kay Sumajit of the University of the Philippines
showed that the labor sector is not equipped with the skills required by the local
industries. If the skills are inadequate to carry out specific tasks, that means they are
unable to meet the requirements and standards their job demands, there is therefore a
mismatch. Due to skills mismatch, there is a tendency for workers to become inflexible
One of the primary concerns is that many students try to avoid math that’s why
they are taking courses that they are resistant of solving it. Many factors affect to this
resistance and some are the behavior toward the subject, the teaching style and maybe the
broadness of the scope of the subject. There are so many topics that have nothing to do
with the field that they will go through. Educators spend much time discussing theories,
sharing knowledge, experimenting and searching with concept that has significance to the
students. We can say that methodologies and styles of teachings might affect as proven
but one of the neglected factors is the selection of the concept and skills that should have
given more emphasis. If only students are given just what they needed the most, their
skills will be maximized and will be equipped of right skills in the work place.
the used of letters and symbols to stand for numbers. Yet Algebra is a broad subject as a
whole. Obviously, not all the concepts and skills in Algebra will be needed in the
workplace. Under the subjects are topics and subtopics not a few.
5
student. This is the very end reason of this study, to enrich our high school curriculum.
This is the most crucial part of learning Algebra whether one will continue on college or
As said, there are only some skills and concepts that educators are to work onto.
The main goal of this study is to determine the most commonly used mathematical skills
and concepts in Algebra in two selected companies at Laguna Techno park. Findings may
vary depending on the position or the nature of work of the employee. Eventually, this
This study might lead and help the administrators to come up to some curriculum
enrichment and will give a hint to our teachers to focus on the skills and concepts most
Conceptual Framework
FEEDBACK
Figure 1
Figure 1 shows the conceptual framework of the study presents by the researcher
in order to give view of concepts of what and how the study will be done.
The framework consists of inputs which will be used by the research. It also
includes the process on how the researchers conduct the study. The output of the study
1. What is the profile of the respondents in terms of their position in the company?
2. What mathematical concepts and skills in Elementary Algebra are most used in
different positions?
Algebra?
Elementary Algebra used by the employees when they are grouped according to
their positions?
Hypothesis
Elementary Algebra used by the employees when they are grouped according to their
positions.
8
This study is conducted hoping that the findings would be more useful to the
following:
• High school teacher who are handling mathematics subjects. The findings of
this study may help those assists the needs of their students for their future work.
concepts needed in the industry. Teachers may also provide the necessary
activities and programs for the students to further enhance the skills needed in
• High school students who are ready to work in a company after graduation.
The findings of this study will give them ideas about the necessary skills they
modifying curriculum that will fit to the needs of the students considering the
• School Administrators who are responsible for designing the school activities
and programs. They may provide seminars to inform students and provide
training about the skills and concepts in Elementary Algebra needed in student’s
future work.
• Future researchers who will conduct researches related to this study. The
findings of the study may help other researches who will pursue the same nature
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of study because this can provide them information about the commonly used
This study looked into the mathematical skills and concepts used by employees in their
operations. The number of respondents from each selected companies were limited by using the
Slovin’s Formula.
The scope of this study is delimited to two companies leading electronics. The chosen
companies were Toshiba and Hitachi, which hire employees that are at least high school graduate.
The position of employees was classified according to the nature of work. Workers are classified
The mathematics covered in this study is the mathematical concepts and skills in
Elementary Algebra.
10
Definition of Terms
Employee – includes only the paid workers in a certain company from the lowest
Engineering Staff – are employees not necessarily engineers or professionals but are
mathematical concept.
Most Commonly Used – are skills and concepts with highest rank as to average.
Operator – position being occupied by mostly high school graduates and does not
Tool Aided – concepts and skills are encountered with the used of instruments or
tools.
Workforce – the collective force of the entire numbers of employee of the company.
Chapter II
Review of Related Literature and Studies
This chapter presents a review of literature that were gathered from books,
journals, and studies that are related to this research in order to give a view and support
Ferndale in Preparing Students for life and work states that the reason behind
creating new high school graduation requirements for the class of 2008 and beyond is
pretty simple: the world is much tougher and competitive place than it used to be, and our
children have to be much better prepared than we were when left high school. High
school is the last education opportunity that lays the significant foundation which is
requisite to enter college. Its purpose is to do the best it can to provide all the foundation
necessary to further prepare for adult life.1 High school graduates would have better
chances of getting employed than those who do not possess the minimum requirement in
most jobs available, which is a high school diploma. In the Philippines, children who are
able to finish at least high school can be considered luckier than the rest of youth
population who either fail to complete secondary or elementary school or has never
attended any schooling at all.2 However, there are reports written that there has been
insufficient focus on the types of high school training and learning that meets the needs
of students who decide not to go to college or who leave soon after enrolling – and on
education that meets the needs of potential employers.3 Students must have a fundamental
1
http://www.ferndale.wednet.edu/fhs/facts/GraduationRequirementsHandbook.pdf
2
“Beyond Access: Prospect for Relevant and Responsive Education in the
Philippines”, Feature, 26 March 2010
3
Lucy N. Friedman, The After-School Corporation (TASC), July 2007
12
set of skills when they leave high school. The most or majority of jobs now require some
kind of training or education after high school. And too many of our students are skill
struggling with just the basics. To succeed in life, whether it’s buying a house, choosing a
doctor, or applying for and keeping a job, people must be able to think critically and
creatively solve problems. We can no longer afford to let some students “fall through the
cracks” of our education system, and leave high school without the skills they need to
succeed in life.4
Today, however, most of the technical people are trained either at the area
skills are called for throughout the company, and yet, according to Speeding Managers,
many of its entry level employees are deficient in math (and communication) skills. But
industry’s demands for reading and math skills have outstripped overall educational
achievement.5
High school graduates should enter the workplace with the academic and
vocational skills that afford employment and sustain this longevity as productive
workplace readiness, and the opportunities in secondary education are in dire straits.
Educators spend much time discussing theories, sharing knowledge, experimenting and
searching for concepts, while employers who hire students who graduated from our
educational system want to see results and want their employees to be able to do
content (curricula, instruction and support values).7 It was reported that business leaders
can’t find qualified applicants who can read operating manuals, write coherent memos
and compute sales prices.8 On top of this, education system seems to be confused as the
economy as to what kind of education should they give to the children to prepare them
because they fail short of the employability skills they are supposed to have acquired in
school or, their education proves irrelevant when applied to the context of employment in
their community. Such is one of the major problems facing the Philippines education
system today.9
The common complaint among graduates every year in the Philippines is that
there is no job available to them. The truth of the matter, however, is aside from the
scarcity of jobs in the country, employers find many, if not most, of the graduates ill-
prepares for the workplace. Employers raise issue of minimum levels of competencies
and communication skills, which they usually find absent in most of the graduates.10
system wherein degree holders do not have the skills and knowledge required to qualify
for the job they aspire for “Raw training underwent by new graduates make them
7
Koffel, “Teaching Workplace Skills”, 1994
8
http://www.ferndale.wednet.edu/fhs/facts/GraduationRequirementsHandbook.pdf
9
“Beyond Access: Prospect for Relevant and Responsive Education in the
Philippines”, Feature 26 March 2010
10
“Beyond Access: Prospect for Relevant and Responsive Education in the
Philippines”, Feature 26 March 2010
14
industrialization that would generate mass employment and will provide adequate income
firms whine all the time about the difficulty of finding graduates with the skills needed to
make their business grow. Human resource experts say that most of the new entrants to
the labor force either know too much of what companies don’t really need in their
operations, or too little of the important study required by businesses to stay ahead of the
competition.12
institutions, and the business sector has continuously resulted to a skill mismatch in
labor requirements. However, a study made by Riam Kay Sumajit of the University of the
Philippines in Mindanao showed that Region XI’s labor sector is not equipped with the
skills required by these changes. Despite the technological advancements, she said, the
country has not improved its educational quality to get in line with other countries that
have already made advances in their educational curriculum decades ago. Thus, the
Philippines lagged behind. “If the society desires to maximize the effects of education on
the development, it has to systematize its educational system to hit the manpower
requirement of the economy”, she said. The skills acquired by each individual depends on
the quality of education they learned from a certain institution that has invested and
11
Carl Marc Ramota, Bulatlat Vol. V, No. 7, March 20-26, 2005
12
Tina Arceo – Dumlao ,Philippines Daily Inquirer 21 May 2008
15
upgraded its teaching quality from time to time depending on the socio – economic
changes. If the skills are inadequate to carry out specific tasks, it means that they are
unable to meet the requirements and standards their job demands, there is then a
mismatch. Mismatch is thus the gap between the skills in terms of type of quality
supplied by the education sector and the skills in terms of type and quality demanded by
the employers. The study found out that skills mismatch makes it more difficult for
employers to adapt new technology that will make their employees more productive and
competitive in the global market place. Due to skills mismatch, there is a tendency for
workers to become inflexible since they will find it difficult to adapt to the changes
within the system. As a result, they become bored, and unhappy with their work, which
economic growth according to ADB Schools in the Philippines are producing the wrong
kind of skills for its labor market needs, which is hurting economic growth, according to
an Asian Development Bank (ADB) study, ADB economist Hyun H. Son further
emphasized that the current education sector does not supply the right kind of skills that
are demanded by the labor market. Accelerating economic growth would require
government action in addressing the labor mismatch, he added.14 This is exactly what Edu
H. Lopez wrote in 2001 about new graduates facing industry skills mismatch in his
article. There is a big mismatch between the needs of industry and the manufacturing
sector and the skills gained by the new graduates. Although this problem has been known
for a long time, nothing substantial has been accomplished on the educational institution,
said Donald Dee, President of the Employers Confederation of the Philippines (ECOP).15
13
Riam Kay Sumajit, Asia Pulse News May 20, 2003
14
Agence France-Presse, ADB (Asian Development Bank) September 9, 2008
15
Edu H. Lopez, Manila Bulletin, 1 April 2001
16
Philippines is not the only nation facing skills mismatch and deficiency. De Leon
in his study entitled High School Graduate Employment Trends and The Skills Graduates
Need to Enter Texas Manufacturing Industry said that, experts predicts that due to the
influx of new technologies in the workplace, high school graduates will need to possess
executives said their organizations had a workforce skills gap. “The skill gap identified in
our survey will escalate and that means an increasing number of Australian organizations
face the risk of under-performing”, the chief executive of AIM in Victoria and Tasmania,
manufacturers, 60 percent of workers lacked even the most basic skills. In a survey of
300 executives conducted by the National Institute for Literacy, a federal institute in
Washington, D.C, 47 percent of the respondents said they think the workers in their
The number of individuals who lacked marketable skills fueled the growth of the
rehabilitative and vocational training industry. Firms in this industry were formed as a
16
John E. De Leon/ Ralph E. Borchers, High School Graduate Employment Trends and
The Skills Graduates need to Enter Texas Manufacturing Industry, December 10,
2009
17
Susan Heron, “Australia’s Workplace Skills Crisis”, December 15, 2009
18
Kathryn Tyler, “Not just solving for 'x': help employees master their fear of math by
creating support for math skills training - Training & Development Agenda”,HR
Magazine, August,2003
19
http://www.answers.com/topic/job-trainingandvocationalrehabilitationservice
17
and skills enhancement initiative being done by the company through collaboration with
the key universities in the country. Under the program, recipients or beneficiaries of
scholarship and research grants as well as OJT program are chosen every year based on
(Chemistry, Physics, Materials and Computer Science) and statistics. The six beneficiary
(PUP), University of the Philippines (UP) and University of Sto. Tomas (UST).20 Hitachi
has always been expanding every year, which is good, for it will create more opportunity
especially in Sta. Rosa and Biñan. Another giant company, the Toshiba Information
operations in the country. The new investment will translate to more jobs in the
between 15 and 25 years of age) and that means our young people including our
graduates are not finding enough jobs.22 Most of them are not armed with right skills
required by the companies. They are the ones affected by educational system since most
of the older employees will be retained and trained by the companies. It is therefore
20
Manila Bulletin, 27 August 2008
21
Ma. Elisa P. Osorio, The Philippine Star 20 February 2009
22
Ma. Lourdes A. Sereno, Manila Times 19 July 2009
18
Through the above discussion, is very that our individual must be equipped with
the correct knowledge and skills they need find or stay longer in a job. Training program
may be helpful but it benefit those who already in job. We find it necessary the student
should be prepared before applying for a job through high school training. The
researchers found out that having mathematical skills and abilities is one of the
know the commonly used mathematical skills and concepts in Algebra in the production
Chapter III
Methodology
This chapter presents the methods and procedures used by the researchers to come
up with this study. This includes the research methods used, research environment,
Research Method
The research method used by the researchers in this study is the descriptive
method. This method is used because the researchers gather and tabulate data regarding
present conditions.
Research Environment
industrial park. Among the attractions of locating in the Technopark is its accessibility to
key centers including Makati, the airports and seaports. The locators in the Technopark
are progressive companies, mostly foreign, and engaged in a wide range of enterprises
including precision or leading edge electronics including integrated circuit assembly and
20
packaging and hard drive manufacture, and assembly of automobiles and related parts. It
Matsushita, as well as major local manufacturers including Pure Foods and Integrated
Microelectronics.
Research Subjects
The two selected companies at Laguna Technopark are Hitachi and Toshiba. The
researchers chose Hitachi and Toshiba as the subjects of the study since both are one of
the leading international companies in the world and one of the bigggest electronics
engineers and six thousand (6,000) operators working in Hitachi while in Toshiba, there
are approximately three thousand (3,000) engineers and six thousand seven hundred fifty
(6,750) operators.
To determine the sample size of population for each company, the researchers
used the Slovin’s formula. From approximately 7,000 workers operating at Hitachi, the
researchers got 99 respondents, 85 from operators and 14 from engineers. And for
Sampling Design
21
The researchers used the Slovin’s Formula to determine the sample size of the
population.
where:
n = sample size
N = population size
Sampling Strategy
The researchers used the proportional allocation technique wherein they got the
HITACHI TOSHIBA
TOTAL
Operator Engineer Operator Engineer
Population 6,000 1,000 6,750 3,000 16,750
Sample 85 14 69 30 198
The researchers used survey questionnaire as their instrument in this research. The
lists of mathematical skills and competencies were gathered from the Department of
Education. The researchers modified the lists of math skills and competencies without
eliminating any concept to fit in the need of this research. The researchers asked the
The questionnaire consists of two parts. The first part sought to get the
background and position in the company. In the second part, the researchers used a
checklist to determine the most commonly used math skills and concepts in Elementary
Algebra considering the given scale. And to know how are those mathematical sills and
concepts encountered or used, the researchers provided another column for orally,
written, and tool-aided. The questions are divided into 6 different concepts in Elementary
Algebra.
To determine how frequent each math skills and concepts used, the researchers
5 – Always
4 – More Often
3 – Sometimes
2 – Rarely
1 – Never
In this study, the researchers find it hard to gather data since the respondents did
The researchers’ first step was to send letters to the administration of Hitachi and
Toshiba asking for permission to conduct a survey. The researchers started to conduct the
The researchers oriented the respondents about the purpose of the study and
The distribution of the instrument to the respondents took so much time because
the researchers had to wait for the respondents’ vacant time or perfect time to answer the
survey questionnaire. After retrieving all the needed data, the researchers tabulate the
Statistical Treatment
researchers used:
P = (F/N) x 100
where:
P = Percentage
F = Frequency
researchers used:
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where:
= Weighted mean
x = Measurement or value
w = Weight factor
n = Number of observations
the employees when they are grouped according to their positions, the researchers used t-
where:
= Mean of sample A
= Mean of sample B
= Variance of sample A
= Variance of sample B
Chapter IV
This chapter presents the data gathered, the analysis of this data and the
interpretation of the result using the statistical tools indicated in the previous chapter. The
presentation of this data follow the order in the statement of the problem indicated in
Chapter I.
Table 1
Number of Respondents
Position Total Percentage (%)
Hitachi Toshiba
Operator 85 69 154 77.78
Engineer 14 30 44 22.22
Total 99 99 198 100
position in the company. The respondents came from selected companies at Laguna
Technopark, the Toshiba and Hitachi. The respondents were grouped according to their
position. From the table, 77.78% of the respondents are operators and 22.22% are
engineers.
Table 2
Operators Engineers
A. Measurement 2.01 1 3.25 1
B. Real Number System 1.73 3 2.77 2
C. Algebraic Expression 1.41 6 2.47 5
D. First Degree Equation 1.66 4 2.72 3
E. Linear Equation in Two Variables 1.91 2 2.62 4
F. Special Products and Factoring 1.46 5 2.28 6
Table 2 shows the frequency of how often each mathematical concepts and skills
in Elementary Algebra were used in different positions. From the table, the first two
concepts in ranking for the mathematical concepts used by the operators are
Measurement and Linear Equation in two variables, while the first two in ranking for the
mathematical concepts used by the engineers are Measurement and Real Number System.
Therefore, the concepts of Measurement and Linear Equation in two variables are most
used by the operators in their work, while the concept of Measurement and Real Number
The skills under the concept of measurement are illustrating the development of
measurement from the primitive to the present international system of units; measuring of
length, weight, volume, temperature, time, angle; expressing relationship between two
quantities using ratios; converting measurements from one unit to another; and solving
Table 3
Algebra
A. Measurement 2.63 1
B. Real Number System 2.25 3
C. Algebraic Expression 1.94 5
D. First Degree Equation 2.19 4
E. Linear Equations in Two Variables 2.27 2
F. Special Products and Factoring 1.87 6
Table 3 shows the overall frequency of how often each Mathematical concept in
Elementary Algebra were encountered or used. From the table, the concept of
Measurement is first in ranking, followed by Linear Equations in two variables while the
concept of Algebraic Expression is fifth in ranking followed by the last in ranking which
Algebra are Measurement and Linear Equations in two variables. Some skills under these
concepts are measuring of length, weight, volume, temperature, time, and angle;
from one unit to another; and solving problems involving measurements; plotting of
points on the coordinate plane; constructing table of values for x and y given a linear
equation in two variables; and determining the slope, intercept, domain, range, and trend
of linear equation.
Algebraic Expression and Special Products and Factoring. Some skills under these
involve; simplifying algebraic expressions using the laws of exponent; finding special
Table 4
Table 4 shows the percentage on how the used mathematical concepts and skills
in Elementary Algebra were encountered or used. The mathematical concepts and skills
written, or with the aid of tools. From the table, 50.25% of the used skills in
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Measurement were encountered or used orally, while 61.59% of the used skills in
Measurement were encountered or used in written form, and 70.83% of the used skills in
measurement were used with the aid of tools. In the concept of Special Products and
Factoring, 79.73% of the used skills were encountered or used orally while 80% of the
used skills were encountered in written form and 78.89% of the used skills were
The table shows that there is greater percentage of the used skills that were
Table 5
Elementary Algebra Used by the Employees When they are Grouped according to
Their Position
The researchers worked for the computed value of t in order to find the significant
difference between the mathematical concepts and skills used by the employees when
they are grouped according to their position. The computed value of t is -5.96378, is less
than -2.57. It means that the null hypothesis will be rejected. Therefore, there is
Chapter V
This chapter presents the summary and conclusions of all the findings from the
data gathered. This chapter also contains the recommendations of the researchers for
respective persons.
Summary
This research was conducted at Laguna Technopark Inc. It attempted to know the
most commonly used mathematical skills and concept in Elementary Algebra in two
include the profile of the respondents and the checklist of the mathematical concepts and
The researchers also determined how are those mathematical concepts and skills
were encountered or used and if there a significant difference between the mathematical
concepts and skills in Elementary Algebra used by the employees when they are grouped
The researchers used statistical treatment such as percentage, weighted mean, and
1. Almost 78% of the respondents are operators and 22% are engineers.
3. Measurement has a mean of 2.63 and was ranked number 1 and being interpreted
Expression with a mean of 1.41 and Special Products and Factoring which has a
mean of 1.46.
5. The most commonly used skills are those under the most commonly used
concepts such as: (1) Illustrating the development of measurement from the
two quantities using ratios; (4) Converting measurements from one unit to
points in the coordinate plane; (8) Determining the quadrant of a point; (9)
constructing a table for the values of x and y, given a linear equation in two
for x and y; determining the slopes, intercepts, domain, range, and trend of linear
32
equation; (11) Illustrating the graph of a linear equation in two variables described
by our equation using the intercepts; any two-points and slope and a given point;
6. The least used mathematical skills in Elementary Algebra are the skills under the
least used mathematical concepts such as: (1) Simplifying numerical expression
expressions with given values for the variable(s) involve; (4) Simplifying
polynomials; (11) Finding special product given the factors; (12) Factoring the
polynomials completely.
50.25% is being encountered orally and 70.83% of the skills are encountered with
Conclusions
2. The most commonly used mathematical concept and skills in Elementary Algebra
3. The most commonly used concepts in Elementary Algebra are Measurement and
5. The most commonly used skills in Elementary Algebra are the skills under the
6. The least used skills in Elementary Algebra are the skills under the concepts of
7. Most of the most commonly used mathematical concepts and skills are being
Recommendations
1. The High School teachers who are teaching Elementary Algebra may assist the
needs of their students who are preparing for future work after graduation through
2. The High School teachers should provide more activities that use tools and
3. Future researchers may study the most commonly used mathematical skills and
production of companies.
the number of time allotted to each topic. They may allot more time to the concept
and skills in Elementary Algebra that are mostly used in the production of
companies for the students to have the mastery in those concepts and skills. They
may also lessen the time allotted to the mathematical skills and concepts in
Elementary Algebra that are least used in the production of companies. The
each. The number 1 being the longest time and number 6 being the shortest time
allotted.
1. Measurement
2. Linear Equation
5. Algebraic Expression
training about the skills and concepts in Elementary Algebra that are needed for
future work.
36
BIBLIOGRAPHY
• Scott , et. al. “Are we teaching the Mathematics Skills Students will Need for
• Tyler, Kathryn. “Not just solving for 'x': Help Employees Master their Fear of
Math by Creating Support for Math Skills Training - Training & Development
Trends and The Skills Graduates need to Enter Texas Manufacturing Industry” 10
December 2009
• http://www.answers.com/topic/job-trainingandvocationalrehabilitationservice
• http://www.ferndale.wednet.edu/fhs/facts/GraduationRequirementsHandbook.pdf