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Development and validation of modules on circle and parabola for FEU engineering freshmen / Dominador Rivera Jimenez, Jr. 6

By: Jimenez, Dominador Rivera. 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 28 cm. 125 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

Contents:

Action note: In: Summary: ABSTRACT Statement of the Problem The general problem of the study is How Effective are the modules and the modular instruction as a strategy in teaching Analytic Geometry? Specifically, this study sought to answer the following questions: a) Is there a significant difference between the pretest and posttest means of the experimental group? b) Is there a significant difference between the pretest and posttest means of the control group? c) Is there a significant difference between the posttest means of the experimental and the control groups? Procedure In this study the Preobservation-Postobservation Equivalent Group Design of the experimental method was used. Pretests were introduced before the modules were introduced, and at the completion of the experiment, the groups were retested. The mean differences were computed and subjected to a t-test. Treatment of Data The mean and the t-test were used in the treatment of the results. To determine the significance of the differences between the mean scores obtained by each group in the pretest and posttest the t-test was used. The mean differences were tested at .05 level of significance. Findings The results showed that significant difference existed between the pretest and posttest mean scores of the experimental and control groups. This implies that both groups performed better in the posttest than in the pretest. Furthermore, the results also showed that there is no significant difference between the performance of the experimental and control groups in the posttests. This means that both groups performed equally well in the posttests. Conclusions The findings indicate that the use of modules is effective in the teaching of Circle and Parabola and that the modular teaching is an effective teaching-learning strategy. Since no significant difference was observed between the performance of the two groups of respondents in the posttests, the modular approach is as effective as the lecture approach and hence, these approaches could be used alternately. Recommendations Based on the findings of the study, the following recommendations are set forth: Students with identified difficulties should be given learning material like module in order that they will have enough time to catch up with the lesson not well learned in the classroom. Workshops on module construction should be conducted to provide teachers with basic knowledge on modules and modular instruction. Modules can also be constructed for other related subjects. Administrators should allocate funds for workshops and module construction and for the reproduction of developed modules. Further research be done on the possibility of modularizing other subject areas. Developed modules be tried out to students of other schools offering the same course for further validation. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	QA 11.2 .J56 1986 (Browse shelf)	Available		G13

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Previous	QA 11.2 .G85 1987 An assessment of readiness for calculus among FEU engineering freshmen /	QA 11.2 .J37 2017 An analysis of the performance in the national achievement test in mathematics (NAT-Math) of schools in the Division of Manila for shool years 2003-2015 /	QA 11.2 .J37 2017 An analysis of the performance in the national achievement test in mathematics (NAT-Math) of schools in the Division of Manila for shool years 2003-2015 /	QA 11.2 .J56 1986 Development and validation of modules on circle and parabola for FEU engineering freshmen /	QA 11.2 .K56 1999 Academic performance of the graduates of three-year and four-year secondary programs of Arellano High School for SY 1998-1999 /	QA 11.2 .L67 2000 Performance of students exposed to computer - aided instruction in analytic geometry : a comparative analysis /	QA 11.2 .L67 2000 Performance of students exposed to computer - aided instruction in analytic geometry : a comparative analysis /	Next

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1986.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Science in Mathematics Education. 56

ABSTRACT Statement of the Problem The general problem of the study is How Effective are the modules and the modular instruction as a strategy in teaching Analytic Geometry? Specifically, this study sought to answer the following questions: a) Is there a significant difference between the pretest and posttest means of the experimental group? b) Is there a significant difference between the pretest and posttest means of the control group? c) Is there a significant difference between the posttest means of the experimental and the control groups? Procedure In this study the Preobservation-Postobservation Equivalent Group Design of the experimental method was used. Pretests were introduced before the modules were introduced, and at the completion of the experiment, the groups were retested. The mean differences were computed and subjected to a t-test. Treatment of Data The mean and the t-test were used in the treatment of the results. To determine the significance of the differences between the mean scores obtained by each group in the pretest and posttest the t-test was used. The mean differences were tested at .05 level of significance. Findings The results showed that significant difference existed between the pretest and posttest mean scores of the experimental and control groups. This implies that both groups performed better in the posttest than in the pretest. Furthermore, the results also showed that there is no significant difference between the performance of the experimental and control groups in the posttests. This means that both groups performed equally well in the posttests. Conclusions The findings indicate that the use of modules is effective in the teaching of Circle and Parabola and that the modular teaching is an effective teaching-learning strategy. Since no significant difference was observed between the performance of the two groups of respondents in the posttests, the modular approach is as effective as the lecture approach and hence, these approaches could be used alternately. Recommendations Based on the findings of the study, the following recommendations are set forth: Students with identified difficulties should be given learning material like module in order that they will have enough time to catch up with the lesson not well learned in the classroom. Workshops on module construction should be conducted to provide teachers with basic knowledge on modules and modular instruction. Modules can also be constructed for other related subjects. Administrators should allocate funds for workshops and module construction and for the reproduction of developed modules. Further research be done on the possibility of modularizing other subject areas. Developed modules be tried out to students of other schools offering the same course for further validation.

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