NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

Analysis of the Students’ Performance in

College Entrance Examinations

A Project presented to the teachers of the

Senior High School Department of

Nuestra Señora de Aranzazu Parochial School

In partial fulfillment of the requirements in

Grade 12 for K-12 curriculum

By:

Angcaya, Johann Kayle D.

Francisco, Jonathan Ian Miguel B.

Singson, Christian Benedict V.

Ms. Julie Ann Pajardo, MAE

Mr. Jose Alcalde Procalla, MSME
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL ii i

Approval Sheet

In partial fulfillment of the requirements for Research and Inquiry, this Research entitled
“Analysis of the Students’ Performance in College Entrance Examinations” has
been prepared and submitted by Jonathan Ian Miguel B. Francisco, Christian
Benedict V. Singson, and Johann Kayle D. Angcaya, who is hereby recommended for
oral examination.

Date ______________

Mr. Jose Alcalde Procalla Jr., MSME Ms. Julie Ann Pajardo, MAE
Research Adviser Research Adviser

Approved in partial fulfillment of the requirements in Research and Inquiry by the

examiner.

Dr. Violeta P. Navarro, Ph. D Mrs. Felicisima Rico

Assistant Principal SHS Assistant Principal SHS

Accepted and approved in partial fulfillment of the requirements in Research and

Inquiry subject for K to 12 Curriculum.

Date _______________

Mr. Jose A. Procalla Jr., MSME

Teacher
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL iii

TABLE OF CONTENTS

List of tables.........................................................................................
List of Figures ......................................................................................
List of Appendices................................................................................

Acknowledgement ………………………………………………………… v
Dedication ………………………………………………………………….. vi
Abstract …………………………………………………………………….. vii

Chapter 1

Introduction ............................................................................... 1
Theoretical Framework ............................................................. 2
Conceptual Framework ............................................................. 3
Statement of the Problem .......................................................... 4
Significance of the Study ........................................................... 4
Scope and Delimitation .............................................................. 5
Definition of Terms ..................................................................... 6

Chapter 2
Review of Related Literature and Studies ................................. 7
Synthesis ................................................................................... 11

Chapter 3
Methods and Techniques Used ................................................. 12
Respondents of the Study .......................................................... 13
Locale of the Study .................................................................... 13
Instrument .................................................................................. 13
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL iv

Chapter 4
Problem 1. ................................................................................... 14
Problem 2. .................................................................................. 16
Problem 3. .................................................................................. 19

Chapter 5
Summary of Findings .......................................................................... 22
Conclusions ........................................................................................ 22
Recommendations .............................................................................. 22

References ................................................................................................. 23

LIST OF TABLES

Table 1.1 .................................................................................................... 14

Table 2.1 .................................................................................................... 16
Table 3.1 .................................................................................................... 17
Table 4.1 .................................................................................................... 18
Table 5.1 .................................................................................................... 19
Table 6.1 .................................................................................................... 20

LIST OF FIGURES

Figure 1.1 ................................................................................................... 3

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL v

Acknowledgement

With deepest gratitude and appreciation, the researchers would like to thank the

people and institutions who gave their all to further develop in the making of this

research:

To Mr. Jose Alcalde Procalla Jr. and Ms. Julie Ann Pajardo for teaching and

guiding the researchers to complete and improve this research;

To Mr. Gilbert O. Cruz for helping the researchers prepare for the initial defense

and for giving them advices for this and for future researches.

To Dr. Violeta Navarro for giving the researchers the necessary criticism in order

to improve this research further.

To the researchers’ parents who gave them love, care, and support both

financially and morally. For the advices and understanding they have given at the times

of need and for being there at any circumstances.

Finally, to the Almighty God, for giving the researchers the knowledge and

wisdom they need to accomplish this research. With utmost love and gratitude, the

researchers thank him for his unending love and guidance in the making of this study.
NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL vi

Dedication

This endeavor is meant and dedicated

To the people and things closest to their heart

Researchers’ Parents

Jerry Angcaya, Jonalyn Francisco and Jun Singson

To all their colleagues and friends

Their Adviser

Mr. Jose Procalla Jr. and Ms. Julie Ann Pajardo

And most especially,

Our Almighty God

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL vii

Abstract

This study entitled “Analysis of the Students’ Performance in College

Entrance Examinations” is a research paper presented to the faculty of Nuestra

Señora de Aranzazu Parochial School and is created by Jonathan Ian Miguel

Francisco, Christian Benedict Singson, and Johann Kayle Angcaya. College

Entrance Examinations (also known as CEE’s) are common for Grade 12 students who

will become college freshmen next year. Taking any CEE will be the gateway for

admissions to various prestigious colleges situated within the country.

This research aims to solve the following problems:

1. What is the profile of the respondents in terms of:

1.1 academic batch?
1.2 entrance exam taken?
2. What are the preparations used by the respondents before taking College

Entrance Examination?
3. Which CEE among the respondents have taken did they pass?

This is a descriptive research and has a Quali-Quantitative research method. The

sampling method used was quota sampling where the quota needed to meet was only

10 respondents. In order to get the data needed. The researchers have resulted in using

Facebook Messenger in order to get in touch with the respondents of this study. viii
Based on the findings of this study, these conclusions were made.Most of the

Aranzan Alumni did not have a need for tutorials.Most respondents had chosen their

schools/universities based on the CEE/s they had taken and passed.

Due to the results and conclusions of this study, the researches came up with the

following recommendations in order to improve this research further. Conduct the survey

with a proper number of samples to accurately define the passing rate of Aranzan
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

students in terms of performing well in CEE’s. Make a survey instead of an interview so

that the future researchers can compare the data from the past batches and to

determine the passing rate of Aranzans in CEE’s.

Chapter I

The Problem and Its Setting

Introduction

College Entrance Examinations (also known as CEE’s) are common for Grade

12 students who will become college freshmen next year. Taking any CEE will be the

gateway for admissions to various prestigious colleges situated within the country. It is a

test for students who want to pursue a professional degree course in medicine, dentistry,

engineering, architecture, etc.

Examples of these CEE’s are University of the Philippines College Admission

Test (UPCAT), University of Santo Tomas Entrance Test (USTET), Polytechnic University

of the Philippines College Entrance Test (PUPCET), and the likes. These and many
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

more universities use entrance exams to make sure that the students who will be able to

admit into these universities are one of the best in their field.

This research will show what kind of preparations the former students of

NSDAPS used during their respective times with regards to College Entrance

Examinations. The purpose of this research is for the researchers and the beneficiaries

of this study to be informed with the performance of the students and the passing rate of

the school in CEE’s. 2

In China, the National College Entrance Examination (NCEE) determines

whether students from secondary schools are qualified to be admitted to higher

education. According to Li (2012), the NCEE in China is “a big issue that concerns the

interests of people of all the classes in the society; it is not only the reallocation of the

resources of higher education of one country, but also the reallocation of the whole

social interests.

Theoretical Framework

Scholossberg’s Transition Theory

The 4 S’s: “4 major factors that influence a person’s ability to cope in transition”

Situation – Trigger & timing of situation, person’s control, if situation causes a role

change, duration, previous experience with transitions, concurrent stress, & assessment

of transition.
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

Self – Personal and demographic characters: affecting how an individual views life.

Psychological resources: Aids in coping with transition

Support – Type, function & measurement of support as well as intimate relationships,

family units, networks of friends, institutions and communities

Strategies – Those that modify the situation, those that control the meaning of the

problem, and those that aid in managing the stress in the aftermath

Applications: Attendance, developmental interventions, consulting, advocacy, and self-

help groups, orientation programs, counseling

Input Process Output

1. Identified
1. Profile of the
whether there are
respondents. differences in the
preparations and
- CEE taken performance of
- Score (if available) Interview the students in
their CEE’s.
2. Preparations used (Through messenger
before taking any /chat) 2. Suggestions
on how to
CEE.
3. Performance of the prepare
effectively for the
respondents in in the incoming CEE
CEE. takers.
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

Figure 1.1 Conceptual Framework

The conceptual framework shows the variables needed to obtain the

preparations made by the respondents before they take any CEE.

Statement of the Problem:

The purpose of this study is to analyze the students’ performance in taking

College Entrance Examinations.

Specifically, this research aims to find answers to the following questions:

4. What is the profile of the respondents in terms of:

1.3 academic batch?
1.4 entrance exam taken?
5. What are the preparations used by the respondents before taking College

Entrance Examination?
6. Which CEE among the respondents have taken did they pass?

Significance of the study:

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

The results and findings of this study will benefit the following:

Students. This research will help them know the performance of the previous

students regarding CEE’s. They can also use this research as a reference when they are

already at grade 12 and they want to know the passing rate of NSDAPS in CEE’s.

Parents. The parents of these students and alumni alike can use this res earch

to see the passing rate of the students in the present or previous batches. 5

Teachers. Teachers can use this research to inform students who will take any

CEE out there because this research shows the performance of NSDAPS in the past 5

years.

Administrators. School administrators can utilize this research when they are

promoting the school and they can use this research as an advertising material. They

can use this research to promote the school to other people by telling them the passing

rates and the performance of the guidance office in helping the students in taking CEE’s

Scope and Delimitation:

This study is focused and limited only to the alumni of Nuestra Señora de

Aranzazu Parochial School who took any College Entrance Examination. The Research

instrument will only be administered once and there will be no achievement tests. The

researchers will not correlate the GPA with the passing rate of the respondents. This
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

study is held at Nuestra Señora de Aranzazu Parochial School which is located in the

municipality of San Mateo, Rizal and the process of making this study will only last a

semester. (June 2018 – October 2018). 6

San Mateo, Rizal is located at Region 4-A CALABARZON in the Philippines and

is a municipality headed by the Mayor, Mrs. Christina Diaz. San Mateo is home of the

canonically crowned image of the Blessed Virgin Mary of the Diocese of Antipolo, the

image of Our Lady of Aranzazu. Moreover, this is the 36 th image of Mary that is

canonically crowned in the Philippines.

Definition of terms

Here are some difficult words and their definitions to help you navigate through

the rest of the study:

 ACET. ADMU College Entrance Test.

 Alumni. (Sing. Alumnus) Someone who was a student at a particular

school, college, or university.

 Aranzan. People who studies/studied at Nuestra Señora de Aranzazu

Parochial School.
 CEE’s. College Entrance Examinations.
 CET’s. College Entrance Tests.
 Course. Subject taken in college.
 Program. Commonly mistaken as “Course”.
 Performance. Whether the respondents have passed at least one

College Entrance Examination.

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL 7

Chapter II

Review of Related Literature and Studies

In this chapter, the researchers defines the College Entrance Exam, researchers

find the related literature about the preparations of the schools and other examinations

for the college entrance exam.

Examinations:

In year 1913, Henry A. Fischel first discovered “exam”. He was an influential in

founding the Jewish Studies Program at Indiana University. After 150 years one of the

hallmarks in America Education testing the increasingly large groups of people by using

processes of growing sophistication made possible by continuing of changes in

technology of information processing.

According to Griffin R. (2018) The schools are preparing the standardized test

over the other and will clearly state which of the two they want applicants to take, says

Griffin. Every different test are have own test scores to make sure that students should

consider taking either test more than once.

For generations, the college admission process has been one part art and one

part science, as schools search for the perfect blend of assessments needed to identify

the most talented and inspired students. GPA, SAT, ACT and the college essay have

long been at the core of the admission process.

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL 8

Robert Sternberg, former President of the University of Wyoming and former

dean of School of Arts and Sciences at Tufts, has a lifetime of research that shows GPA,

standardized tests, and essays do not successfully measure the true talent of a college

applicant. From his research, Sternberg developed a theory that he has put to work in

the admission process.

Reviewing/Preparations

Ganglani L. (2014) stated that each person has a different method in reviewing.

Before you prepare through tutorial and review you must re-learn what you’ve learned

over years in your school. And you may want to ask your teacher for help too, because

teachers are always happy to tend to your needs.

According to Xiaoyue W. (2015), when he was preparing for the entrance exam.

He did some practice on reading, math and science. He also tried to train his English

harder, so he performed well in discussion part of the exam. Thus, the exam consisted of

the following: reading, mathematics and a group of discussion.

College

Rallonza D. (2014) implied that we must learn how to plan to have a good choice

of course, try to contemplate your chosen course, if you are unsure to your chosen

course you need to make an advance reading, take note all the important details, attend

the seminar in your school about the career.

Published last May, the study reported that a majority of Americans (57%) that

the higher education system in the United States fails to provide students with good
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL 9

value for money. In addition, only 19% of 1,055 college presidents surveyed said they

believe the higher education system is going in the wrong direction.

Related Studies

Findings from this study highlight the positive effects that college readiness has

on persistence in college to timely degree completion for students attending either two-

or four-year postsecondary institutions. But, without real reforms in K–12 education, we

will continue to see too many high school graduates entering college ill-prepared for

credit bearing college coursework and too few students earning a college degree. We

will also continue to see large gaps in college readiness and success rates among

racial/ethnic and family income groups. Implementation of college readiness standards is

a step in the right direction. But, in order for the US to have a properly skilled workforce

able to meet the workplace demands of the 21st century, multiple strategies and

programs for increasing the college and career readiness of high school graduates are

needed. (ACT Research and Policy, 2013)

According to Bereday (1964), the history of comparative education could be

divided into three phases. The first phase spans the 19th century. It might be called the

period of “borrowing.” It was believed in this period that total transplantation of one

country’s education practices to the other was feasible. Then the first half of the 20th

century witnessed the second phase of the comparative studies. This era could be called

the period of “prediction.” Researchers began to examine the social causes behind the

pedagogical scene when making cautious predictions of the likely success of

transplanting one country’s practices to another country (Bereday, 1964). Lastly, the third
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL 10

phase of comparative education, or the period of “analysis” follow. During this era,

comparative researchers put emphases on conducting “thorough analysis” in order to

generate greater cultural sensitivity and “lower the barriers of ethnocentrism and thus

contribute toward better international understanding” (Bereday, 1964, p. 9).

The United States of America (USA) is considered to have one of the most

advanced economic and political structures globally, and the People’s Republic of China

(PRC, hereinafter referred to as China) is becoming one of the USA’s most formidable

competitors. In the 21st century, higher education plays a key role in shaping economic

development among nations. In China, the number of new entrants to higher education

institutions increased from 2 million in 1997 to 7.3 million in 2006 (Yao et al., 2010).

Mazurek & Winzer (2006) stated that “higher education institutions are crucially

important; they train high-level personnel capable of competing with the educated elites

of other countries”.

One gauge of a university’s performance lies in the students’ capacity to finish an

academic program according to the prescribed time frame. This is one of the criteria for

the Major Final Output (MFO) for the Performance Based Bonus (PBB) given to State,

Universities and Colleges (SUCs). As such it is important to explore variables

contributing to this major output. One factor lies in the selection process of a student

entering in a university. (Admission Test as Predictor of Student Performance in Political

Science and Psychology Students of Rizal Technological University. Abstract)

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL 11

Synthesis

According to the related study and literature presented earlier, College entrance

examinations are just a gateway to finding the right college program for you. Different

people have different styles in reviewing for example, some people memorize, while

some studies the subjects given. To pass the entrance exams, one must practice solving

math problems at the shortest time possible.

Each study and literature stated a common idea which is college preparation and

planning. Preparing for college is a must for everyone who wants to finish their studies.

One must know his preferences and interests before taking college education.
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL 12

Chapter III

Methodology

This chapter includes the methods and techniques, used, subjects of the study,

research instruments, and data processing statistical instruments.

Methods and Techniques Used

A descriptive research was used to describe the characteristics of the schools

and its students on their preparation for the College Entrance Tests. Descriptive method

describes the characteristics of the population or phenomenon that is being studied. This

methodology focuses more on the “what” of the research subject rather than the “why” of

the research subject.

Quali-Quantitative research method was used in this study because numerical

and non-numerical data was gathered in order to satisfy the statement of the problem.

Numerical data in this research refers to the GPA and the results of the entrance exams

taken by the respondents during their time in SHS. On the other hand, the non-numerical

data in this research refers to the preparations used by the students before taking any

CEE.

The sampling technique used was quota sampling which requires that a number

of representative individuals are chosen out of a specific subgroup. For example, a

researcher might ask for a sample of 100 females, or 100 individuals between the ages

20-30 (www.businessdictionary.com).
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL 13

Respondents of the Study

Alumni graduates of Nuestra Señora de Aranzazu Parochial School from batch

2018 will be the respondents of this study. This batch was chosen for the reason that

they are the first batch who graduated in the new K-12 curriculum created by the

Department of Education. The age of the respondents will range from 18 – 20 years old.

Locale of the Study

This study occurred in Nuestra Señora De Aranzazu Parochial School Annex

Building, the home of Aranzan Senior High School. With Rev. Fr. Gerard Joaquin V.

Masangya.as the director of Nuestra Señora De Aranzazu Parochial School Annex

Building is located at B. Mariano, St. Brgy. Sta. Ana San Mateo, Rizal.

Instrument

The instrument used is Facebook Messenger. The researchers used this platform in

order to make contact with the top 10 of batch 2018. The respondents will be asked what

preparations have they done before taking any CEE. An interview through chat is also

more convenient for the researchers and the respondents because they don’t have to

experience the hassle of commuting to the respondent’s location, and the answers of the

respondents are automatically documented since the answers are all in text, rather than

voice.
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL 14

Chapter 4
Presentation, Analysis, and
Interpretation of Data

In this chapter, the researchers will present the data gathered which is the
performance of alumni regarding CEE’s. The statistical treatment of each of the
respondents’ answers will also be computed and analyzed accordingly. Furthermore, this
chapter will also contain the summaries, tables, and graphs regarding the questionnaire.

Problem 1. Profile of the respondents.

The researchers were able to get respondents from the past batch of NSDAPS.
Table 1 shows the total number of respondents.

Batch Frequency

2018 10

Total: 10

Table 1.1
(Number of respondents)
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL 15

Entrance exam taken.

Entrance Exam Batch 2018

UPCAT 8

PUPCET 6

ACET 2

USTET 3

DCAT 1

MSAE 1

CEUCET 1

FEUCAT 1

FEU-TECH EE 1

16

Problem 2. Preparations done before taking any College Entrance Examinations.

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

If enrolled in a review center.

The researchers asked the respondents if they have enrolled in a review center
or not. This table shows the percentage of those who have enrolled in a review center and
those who have not.

Enrolled in a review center Frequency (2018) Percentage (2018)

No 9 90.0%

Yes 1 10.0%

Table 2.1
Respondents who enrolled in a review center. (Batch 2018)

Table 2.1 shows the percentage of those who have answered yes and no to the
question “Did you enroll in a review center?” 90.0%% of the respondents have answered
“No” while 10.0% have answered “yes” which means that only a few have enrolled in a
review center.

17

For those who answered “no”. How did they review?

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

The researchers made the respondents who answered “no” in the last question
answer a separate question that cannot be answered by those who answered yes. This table
shows how the respondents who answered “no” reviewed for their CEE.

How did they review? Frequency Percentage

With Yourself 4 40.00%

With your peers 2 20.00%

With a tutor 0 0%

Did not review 4 40.00%

10 100%

Table 3.1
How the respondents reviewed (Batch 2018)

According to table 3.1, 44.44% of the respondents answered that they had
reviewed only with themselves. Next, 33.33% of the respondents answered that they did
not review. Lastly, 22.22% of the respondents answered that they had reviewed with
their peers.

18

Did the respondents pass at least one College Entrance Examination?

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

The researchers were able to get the data needed to determine whether the
respondents have passed at least one CEE. The table below shows if the respondents have
passed at least one College Entrance Examination.

Have passed at least one

Frequency Percentage
CEE

Yes 10 100%

No 0 0%

10 100%

Table 4.1
Did the respondents pass at least one CEE?
According to the table 4.1, 100% of the respondents passed at least one CEE/s they had
taken.

19

Problem 3. CEE’s passed by the Aranzan Alumni students.

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

The researchers were able to get the data needed to determine the CEE’s
passed by the respondents. The table below shows the list of schools that the respondents
had passed.

Entrance Exam Batch 2018

UPCAT 1

PUPCET 6

ACET 1

USTET 2

DCAT 1

MSAE 1

CEUCET 1

FEUCAT 1

FEU-TECH EE 1

Table 5.1
Schools that the respondents had passed.

According to Table 5.1, most of the respondents passed PUPCET with 40.0%,
next is USTET where 15% of the respondents passed on it. And lastly, UPCAT, ACET,
DCAT, MSAE, FEUCAT AND FEU-Tech EE has 10% from the respondents.
20

Problem 4. Schools that the respondents enrolled.

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

The researchers were able to get the data needed to determine the schools
attended by the respondents. The table below shows the schools attended by the
respondents.

School Batch 2018

UP 1

PUP 3

TIP 1

UST 1

MAPUA 1

FEU 1

CEU 1

FEU-Tech 1

Total 10

Table 6.1
Schools attended by the respondents.

According to Table 6.1, most of the respondents enrolled at PUP with 30% percentage
and the rest of the schools got 10% each equal to 100%.

21

Chapter V

Summary, Conclusions, and Recommendations

 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

This chapter presents the summary of findings based on the statistical treatment,

analysis and interpretation done in the previous chapter. It also includes the conclusions

and recommendations from the findings of this study.

Specifically, the study sought answers to the following questions:

1. What is the profile of the respondents in terms of:

1. Name
2. Age
3. Strand taken
4. Academic batch
5. Entrance Exam taken
2. What kind of preparations have you done before taking any CEE?
3. On what school/university you are studying right now?

A Descriptive Research was used to describe the how the Aranzan Alumni

prepared before taking CEE/s.

22

Summary of Findings

Based on the problem presented and the data gathered, the following findings

were obtained:
 NUESTRA SEÑORA DE ARANZAZU PAROCHIAL SCHOOL

1. The preparations that the Aranzan Alumni students before taking CEE/s

are just by themselves, with friends or peers, did not review at all or

enrolled on a Review Center.

2. Most of the respondents had chosen their schools/universities based on

the CEE/s that they have passed.

Conclusions:

1. Most of the Aranzan Alumni did not have a need for tutorials.
2. Most respondents had chosen their schools/universities based on the

CEE/s they had taken and passed.

Recommendations

1. Conduct the survey with a proper number of samples to accurately define

the passing rate of Aranzan students in terms of performing well in CEE’s.

2. Make a survey instead of an interview so that the future researchers can

compare the data from the past batches and to determine the passing

rate of Aranzans in CEE’s

3. Include past batches in future researches regarding CEE’s so that the

next researchers will have updated respondents. 23

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stories/Business-InformationTechnology

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Zhu, R. (2014, December). A Comparative Study of College Entrance Examinations

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Republic of China. Retrieved from http://etd.ohiolink.edu