Understanding maxima-minima problems in differential calculus through matlab assimilation employing cooperative learning / Rolando Jasmin Quitalig. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2004.;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. 56

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ABSTRACT: The purpose of this study was to investigate the effects of cooperative learning on understanding maxima-minima through MATLAB assimilation. For this purpose, two experimental groups were compared with the control group using the conventional approach. The researcher employed quasi-experimental design, utilized Analysis of Variance (ANOVA) to rift the total variation, and the hypothesis testing for dependent and independent samples. The sample consisted of 90 freshmen engineering students purposively selected from Calculus II (Math 134) and Matrix Laboratory (MATLAB) sections during 3rd term of the academic year 2003-2004. The treatment for all groups was carried out about 5 weeks. The researcher utilized the software Matrix Laboratory (MATLAB). There were four instruments used in the study: pre-assessment, post-assessment, the College and University Classroom Environment Inventory (CUCEI), and the exit questionnaires provided to the students after the individual interview. The results indicated that the MATLAB-Assisted Class (MAC) and the MATLAB-Assisted Class Employing Cooperative Learning (MCL) produced significantly better performance on the assessments administered than the conventional approach did. The MATLAB-Assisted Class Employing Cooperative Learning (MCL) approach produced significantly more positive attitudes for understanding maxima-minima in differential calculus than the other two methods, with the conventional approach being the least effective. The implication of the aforementioned results indicates that Matrix Laboratory (MATLAB) exposure in a social context cultivates enrichment of students' reasoning and conceptual understanding. It has opportunities for reinforced applications on the acquired concepts in maxima-minima. It involves creating and managing meaningful learning experiences and stimulating students' thinking through real world problems. In the light of these conclusions, the researcher recommended that teachers should consider banking to the idea of implementing technology with contemporary philosophy on their pedagogy.

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