Comparative effectiveness of the JIGSAW II model and the traditional method in teaching business calculus / (Record no. 27761)
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| -- | Comparative effectiveness of the JIGSAW II model and the traditional method in teaching business calculus / |
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| Dimensions | 28 cm. |
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| -- | Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2001.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfilment of the requirements for the degree Master of Science in Mathematics Education. |
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| Summary, etc. | ABSTRACT: |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | This study aimed to compare the relative effectiveness of using the JIGSAW II and the traditional method in teaching Business Calculus. Specifically, this study has the following objectives: 1. |
| 525 ## - SUPPLEMENT NOTE | |
| Supplement note | To determine the profile of the respondents who were exposed to JIGSAW II model and the traditional method with respect to the following: 1.1. |
| 530 ## - ADDITIONAL PHYSICAL FORM AVAILABLE NOTE | |
| Additional physical form available note | Grades in College Algebra; and 1.2. |
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| Physical description of reproduction | Grades in Business Statistics. 2. |
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| Text of note | To determine the pretest and the posttest achievement and Mathematics Attitude mean scores of the students who are exposed to: 2.1. |
| 540 ## - TERMS GOVERNING USE AND REPRODUCTION NOTE | |
| Authorization | JIGSAW II model; and 2.2. |
| 542 ## - INFORMATION RELATING TO COPYRIGHT STATUS | |
| Copyright date | Traditional method in teaching Business Calculus. 3. |
| 546 ## - LANGUAGE NOTE | |
| Language note | To determine if there is a significant difference between the pretest and posttest achievement mean scores of the students who are exposed to: 3.1. |
| 555 ## - CUMULATIVE INDEX/FINDING AIDS NOTE | |
| Cumulative index/finding aids note | JIGSAW II model; and 3.2. |
| 580 ## - LINKING ENTRY COMPLEXITY NOTE | |
| Linking entry complexity note | Traditional method in teaching Business Calculus. 4. |
| 583 ## - ACTION NOTE | |
| Institution to which field applies | To determine if there is a significant difference between the posttest achievement mean scores of the students who had undergone the JIGSAW II model and the traditional method in teaching Business Calculus. 5. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | To determine if there is a significant difference between the pretest and the posttest Mathematics Attitude Scale mean scores of the students who were exposed to: 5.1. |
| 591 ## - | |
| -- | JIGSAW II model; and 5.2. |
| 598 ## - | |
| -- | Traditional method in teaching Business Calculus. 6. |
| 600 ## - SUBJECT ADDED ENTRY--PERSONAL NAME | |
| Numeration | To determine if there is a significant difference between the posttest Mathematics Attitude Scale mean scores of the students who had undergone the JIGSAW II model and the traditional method in teaching Business Calculus. |
| 610 ## - SUBJECT ADDED ENTRY--CORPORATE NAME | |
| Subordinate unit | This study was conducted at De La Salle - Dasmariñas, Cavite using two intact sections of third year Hotel and Restaurant Management students who were enrolled in Business Calculus during the second semester of the school year 2000-2001. |
| 611 ## - SUBJECT ADDED ENTRY--MEETING NAME | |
| Meeting name or jurisdiction name as entry element | This study used the quasi-experimental design, known as the Pretest-Posttest Nonequivalent Control Group Design. It made used of two instruments namely: the achievement test, prepared by the researcher, and a validated instrument known as Mathematics Attitude Scale (MAS). The statistical methods applied were the t-test for independent samples and the t-test for dependent samples. Validation of the achievement test was done through content validation, item analysis and by the Kuder-Richardson Formula 20. |
| 630 ## - SUBJECT ADDED ENTRY--UNIFORM TITLE | |
| General subdivision | The findings of the study are as follows: 1. |
| 648 ## - SUBJECT ADDED ENTRY--CHRONOLOGICAL TERM | |
| Source of heading or term | The profile of both groups were not significantly different. 2. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| General subdivision | The mean of the achievement posttest is higher than the pretest. On the other hand, the mean of the Mathematics Attitude pretest is higher than the posttest. 3. |
| 651 ## - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME | |
| General subdivision | There is a significant difference in the pretest and posttest of the achievement mean scores of the students who were exposed under the experimental group. Similarly, there is a significant difference between the pretest and posttest achievement mean scores of the students under the control group in teaching Business Calculus. 4. |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Although the posttest achievement mean score of the students exposed to the JIGSAW II is higher by 0.51 than the mean score of the students who were exposed to the traditional method, the difference was found to be not significant at 0.05 level of significance. 5. |
| 655 ## - INDEX TERM--GENRE/FORM | |
| Authority record control number or standard number | A decrease in the MAS mean score of the students after the treatment has significant effect at a level of significance of 0.05 using 18 degree of freedom. A slight decrease in the posttest MAS mean score of the students under the control group has no significant effect at a level of 0.05. 6. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Relationship information | A mean difference of 0.06 in the posttests of both groups with respect to the MAS has no bearing at a level of 0.05. This implies that the null hypothesis of no significant difference between the posttests of the Mathematics Attitude Scale mean scores of the students who had undergone the JIGSAW II model and the traditional method is accepted. |
| 710 ## - ADDED ENTRY--CORPORATE NAME | |
| Subordinate unit | The findings of the study led to the following conclusions on the relative effectiveness of the JIGSAW II model and the traditional method in teaching Business Calculus: 1. |
| 711 ## - ADDED ENTRY--MEETING NAME | |
| Meeting name or jurisdiction name as entry element | Learning took place when JIGSAW II model was used in teaching Business Calculus. This further guarantees that JIGSAW II model is an effective tool in teaching Business Calculus. 2. |
| 730 ## - ADDED ENTRY--UNIFORM TITLE | |
| Version | The mean difference between the posttests achievement scores of both experimental and control groups is not significant. This proves that JIGSAW II model is as effective as the traditional method in teaching Business Calculus. 3. |
| 740 ## - ADDED ENTRY--UNCONTROLLED RELATED/ANALYTICAL TITLE | |
| -- | The mean difference between the pretest and posttests MAS mean scores of the students who were exposed to JIGSAW II model is significant in teaching Business Calculus. 4. |
| 753 ## - SYSTEM DETAILS ACCESS TO COMPUTER FILES | |
| Operating system | The mean difference between the pretest and posttests MAS mean scores of the students who were exposed to traditional method is not significant in teaching Business Calculus. 5. |
| 767 ## - TRANSLATION ENTRY | |
| Title | The mean difference between the posttests MAS mean scores of both experimental and control groups is not significant. This shows that attitude is not easily affected by either of the teaching methodology - JIGSAW II model and traditional method. |
| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY | |
| Title | Based on the findings and conclusions the following recommendations were formulated: 1. |
| 773 ## - HOST ITEM ENTRY | |
| Main entry heading | JIGSAW II model may be used as an alternative strategy in teaching Business Calculus. 2. |
| 774 ## - CONSTITUENT UNIT ENTRY | |
| Title | Similar studies may be conducted to determine other factors that might affect the performance of the students who will be exposed to JIGSAW II model such as character traits, study habits and others. 3. |
| 775 ## - OTHER EDITION ENTRY | |
| Title | The study may be replicated with an emphasis on the possible effects of individual accountability and group accountability in students' achievements and behavior. 4. |
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY | |
| Uniform title | Other studies employing specific cooperative learning method should be done using larger sample and longer time frame to investigate the possible effects of time and heterogeneity of samples in students' achievements and behavior. 5. |
| 780 ## - PRECEDING ENTRY | |
| International Standard Serial Number | Further studies should be done to test the effectiveness of other cooperative learning techniques in other fields of mathematics and in other areas of science. 6. |
| 785 ## - SUCCEEDING ENTRY | |
| Title | With the success of the strategy in improving the achievements of students, it is proposed that seminars on JIGSAW II model and other cooperative learning be conducted for teachers and student-teacher as enhancement to the presently used classroom strategies. |
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