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Romero, Jimmy M. |
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The comparative effects of the authority teaching and cooperative learning in the remedial teaching program in basic Mathematics / |
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Jimmy M. Romero. |
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| Dimensions |
28 cm. |
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xiii, 158 pages |
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unmediated |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2002.;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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ABSTRACT: Combining the descriptive and experimental methods of research, which utilized a purposive sampling, this study attempted to examine the comparative effects of the authority teaching and the cooperative learning in the remedial teaching program in Basic Mathematics during the second semester of the school year 2001-2002. Also, it was called for a teaching experiment to propose a remedial teaching program employing an innovative cooperative learning strategy. This study was participated by 58 non-mathematics and non-science freshmen at Pamantasan ng Lungsod ng Maynila-College of Education in basis of their grades obtained in MTH 010 during the first semester. Pairing or matching of the respondents' final grades was done to constitute either the control group (authority teaching) or the experimental group (cooperative learning). Each group had 29 respondents. The results were tested, analyzed, compared, and interpreted utilizing the following statistical tools: arithmetic means, standard deviations, and two-tailed t-test. In the light of the findings, these showed that both groups had gained the necessary understanding and computational skills in MTH 010. Thus, learning took place after employing to such instructional strategies- the authority teaching and cooperative learning. However, as revealed by the achievement posttest, the experimental group that was taught under the proposed remedial teaching program utilizing an innovative cooperative learning strategy performed well than those who were taught under the traditional authority remedial teaching. Hence, the cooperative learning of the proposed remedial teaching program can be taught more effectively than authority teaching. Based on the findings and conclusions of the study, the following recommendations are set forth particularly for the PLM-CED: 1. Since the cooperative learning is found to be an effective strategy to enhance learning, it should be used as an alternative approach in teaching basic mathematics particularly remedial classes. 2. The cooperative learning activities could be incorporated in the mathematics syllabus or in other discipline, so that teachers could be able to facilitate more effectively and to ensure students active participation in the teaching-learning process. 3. The cooperative learning strategy could be made as a remedy to diagnose students' mathematical deficiencies, which could help develop the students' computational skills. However, the teacher should be a master of this strategy to be able to draw highly satisfactory results after remediation. 4. A seminar-workshop should be conducted to pre-service and in-service teachers so that they could know how to use this strategy in their own classroom activity. 5. A parallel study should be considered in wider perspectives or in other areas of specialization to determine the generality of findings across students as well as teachers. 6. Mathematics Curriculum of Teacher-Education Institutions should have an intensive remedial teaching program. 7. To facilitate teaching and learning process that bridges the gap and remedies mathematical deficiencies and difficulties, a remedial teaching program is proposed. 8. Once the proposed remedial teaching program has been implemented for the coming school year, evaluation should follow to further improve or enhance it to meet the needs of the present time. |
| Uniform Resource Identifier |
<a href=""></a> |
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lcc |
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Book |