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Ferido, Juanita A. |
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A comparative assessment of the use and non-use of information and communication technology in mathematics: implications to curricular enhancement / |
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Juanita A. Ferido. |
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46 |
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| Dimensions |
28 cm. |
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xix, 111 pages |
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| 500 ## - GENERAL NOTE |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2005.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship. |
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| 520 ## - SUMMARY, ETC. |
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ABSTRACT: This descriptive research was undertaken to compare the use and non-use of information and communication technology in mathematics in Arellano high School, Manila and its implications to curricular enhancement. Specifically, this study raised the following problems: 1. What is the performance of the students in Mathematics categorized as user and non-user of Information and Communication Technology based on the following: a. Second quarter grade; and b. Third quarter grade? 2. Is there a significant difference among the performance of the students in mathematics from different year level, categorized as non-user of ICT based on the quarter grades mentioned above? 3. Is there a significant difference among the performances of the students in mathematics from different year levels categorized as user of ICT based on the quarter grades mentioned above? 4. Is there a significant difference between the performance of the students in mathematics categorized as user and non-user of ICT based on the quarter grades mentioned above? 5. Is there a change in attitude among the students who used ICT in terms of: a. Attendance; b. Self-esteem; and c. Interest? 6. What are the implications of the results of this study in the integration of ICT to curricular enhancement in mathematics? The findings of the study are as follows: 1. The mean grades in the second and third quarter showed an over-all means of the user of ICT were 84.70 and 85.48 with standard deviation of 3.46 and 4.01 respectively while the non-user had means of 83.67 and 84.16 and standard deviations of 4.05 and 4.46 respectively. This shows that the user of ICT recorded higher mean than the non-user during the two quarter, except the third year which recorded higher mean with non-user. 2. The computed value of F=118.73 was greater than the tabular value of 2.651 at 0.05 level of significance as a result of comparing the four year levels for the non-user and therefore found out that there is a significant difference among the performances in mathematics of the different year levels. 3. The computed value of F=76.69 which is greater than the tabular value of 2.651 at 0.05 level of significance which means that the four year levels of the user of ICT group performed significantly during the second and third quarter. 4. The t-test for independent samples yielded computed values of t equal to 5.48 and 5.91 for the second and third quarter which are both greater than the tabular value of 1.65 at 0.05 level of significance. This means that there is a significant difference between the performance of the user and non-user of ICT. 5. There were changes in attitudes among the students who used ICT in terms of their attendance, self-esteem and interest. An average of 83% (166 out of 200) of them improved their attendance as reported by the teachers during the two quarters. They have improved their self-esteem and showed more interest in learning mathematics based from the teachers' feedback during the focused interview. The findings of the study led to the following conclusions: 1. There is a significant difference in the performances of students categorized as non-users of ICT by year level based from the result of the F-statistics which yielded a computed value of F greater than the tabular value. This shows that the students from each year level differ significantly with their performances in mathematics during the second and third quarter. The maturity level of the students as they move from one year level to a higher level affect their performances because of the knowledge of basic mathematical concepts learned which facilitates the understanding of other concepts. The performances of students will also depend upon the teacher who is great factor in the learning process of the students. 2. The result obtained when the mean grades of students categorized as user of ICT was compared by year level during the second and third quarter yielded an F computed value greater than the tabular value when the table was generated using the Excel Analysis Tool Pack. It shows that there is a significant difference among the performances of students from the different year levels. The use of ICT in mathematics improved the achievement level of students as shown by the increased mean grades by year level with a minimal improvement with the second year level. 3. The t-test for independent samples yielded a computed value of t greater than the tabular value when the mean grades of the user and non-user were compared during the second and third quarter. This shows that students of the user of ICT performed better than the non-user when ICT integration was implemented with the exception of third year which showed consistently the non-user to have a higher mean grade but still resulted to a significant difference when compared individually by year level as shown in Appendix M. 4. There is a positive improvement in the attitudes of students in terms of attendance, self-esteem and interest when ICT was used during the second and third quarter as observed by the teachers and the researcher. Observation of classes among the users showed also enhancement among the leadership skills of students when given a certain task or group activity. The students, especially the third and fourth year, gained more self-confidence in the use of ICT tools because of their exposure. The study shows that the use of ICT integration in mathematics can improve the different skills of students in the cognitive and non-cognitive aspects of learning. 5. The use of ICT software in mathematics can enhance the curriculum offered in each year level where more lessons and mathematical concepts could be selected carefully with the suggested ICT integration of the teachers in consultation with the head teacher in mathematics. Based on the findings and conclusions, the following recommendations are hereby given: 1. Students in all year level, especially the first and second year should be given the opportunity to be exposed on the use of the ICT tools in the teaching-learning process in Mathematics to enhance their learning skills and abilities under the supervision of teachers. Careful scheduling of classes on the use of ICT must be considered in order to give students more chances of using ICT not only in mathematics and if possible with other learning areas. 2. It is encouraged that the Intel Teach to the Future Training Package be conducted thoroughly in school-based training through the help of the master trainer of the school to enhance the skills and awareness of teachers on the use of ICT integration in mathematics, as well as in other learning areas. 3. The use of ICT tools and software in mathematics is encouraged to be implemented by the mathematics teachers in their classes whenever possible. The available instructional materials in teaching mathematics can be properly evaluated and improved through careful planning by teachers and the department head for its inclusion in the curriculum. More mathematics lessons in each year level using ICT like power point presentations may be considered to further enhance mathematics learning. Further search should be made by the department for more available and applicable from the internet for possible mathematics applications. 4. The use of ICT tools can be motivating factor for students to learn mathematics that will cater to their learning needs. Teachers must harness their skills with more confidence through practice to keep themselves abreast of the present times and they must realize that students now are exposed to a more technologically- advanced environment that captures their curiosity. 5. The use of the Microsoft Excel software in selected mathematics lessons is encouraged in all year levels in consultation with the mathematics teachers and head teacher through a continued school-based training. 6. School administrators should look into more possibilities of enhancing the skills of teachers on the use of ICT tools not only in Mathematics but in other learning areas through school-based training of the master trainer in the school. Their support is of primary importance for the implementation of the program. 7. Networking and linkages to school's stakeholders for the improvement of ICT facilities should be considered for a wider scope of implementation. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
8. Maximization of the use of available instructional materials using ICT in the library is also encouraged in classes of different learning areas. 9. Follow-up study on the use of ICT tools may be conducted in other areas more preferably in Science and English in order to find out where such tools can be most applicable and effective. 10. Updating and maintenance of the different ICT hardware and software should be done for its continued quality performance for a better implementation. |
| Uniform Resource Identifier |
<a href=""></a> |
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| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |