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Salanga, Dolores Rotairo. |
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Comparative effectiveness of the cooperative learning strategy and the traditional method in teaching mathematics II at Manila High School, District V, Manila / |
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Dolores Rotairo Salanga. |
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28 cm. |
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xiv, 96 pages |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2003.;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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ABSTRACT: The faculty researcher used the Quasi - Experimental Method, which utilized the purposive sampling in the said study. It was participated in by 136 respondents out of (800) second year students from II-4, II-5, II-10 and II-14, out of 20 sections whose grades were 83 and below in the first grading ratings. Pairing or matching of the respondents first grading was done, thus equating the two groups by the first grading finals rating. The two groups constituted the control and the experimental groups, which had 68 respondents. The result obtained were tested at .05 level significance, analyzed, compared, and interpreted utilizing the following statistical tools, descriptive interpretations, arithmetic means, standard deviation and Z-test to test the significance of two groups. However as revealed by the result in the second grading the group treated by the Cooperative Learning Strategy got a higher mean that those taught with the traditional method. A. Objectives: A. General : To determine Comparative Effectiveness of the Cooperative Learning Strategy and the Traditional Method of Teaching Mathematics II, at Manila High School, District V, Manila. Summary of Findings 1. The mean ratings in Mathematics II of the first and second grading periods are: Control Group First Grading Period Mci = 76.88 Second Grading Period, Mcf = 77.32 Experimental Group First Grading Period Mei = 76.60 Second Grading Period, Mef = 79.84 2. The null hypothesis is accepted in the following pair of means: 2.1 Mean of control, initial (Mci) and mean of experimental, initial (Mei) 2.2 Mean of control, initial (Mci) and mean of control, final (Mcf) There is no significant difference between the two means. The alternate hypothesis is accepted in the following pair of means 2.3 Mean of experimental initial, (Mei) and mean of experimental final, (Mef) 2.4 Mean of control, final (Mcf), mean of experimental final, (Mef) There is significant difference between the two means. Based on the findings, the following recommendations are set forth: 1. Since cooperative learning strategy is found to be an effective strategy to enhance the teaching learning competencies of students, the teacher must use it often, especially if the class is heterogeneous. 2. Teachers may use traditional method in the introduction of basic mathematical concepts but use cooperative learning strategy to develop and motivate the students in their learning skills needed in the seatwork or in the computation of problems. 3. Mathematics Club adviser may enhance practical application of cooperative learning by conducting group work in Damath, song interpretations, bingo, trivia and others during mathematics month giving cooperative task incentives to winners on their grades. 4. Cooperative learning strategy to be used when you want learners to be peak performing individuals experiencing success in learning, Basic Education Curriculum (BBC 2002). 5. Teachers must be more creative in using the photo-type lessons provided by the new curriculum. 6. Encourage students to always find a study partner in solving difficult problems. 7. Similar study should be conducted in other schools to compare results with this study and venture on the possibility of using cooperative learning strategy in other subjects. |
| Uniform Resource Identifier |
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