Montibon, Milagros S.  4  0   <br/><br/>
Comparative effectiveness of the JIGSAW II model and the traditional method in teaching business calculus /        6 
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Milagros S. Montibon. 
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<br/><br/>   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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<br/><br/> ABSTRACT:         
<br/><br/> 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. 
<br/><br/>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. 
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<br/><br/><br/>Grades in Business Statistics.  2. 
<br/><br/> JIGSAW II model; and  2.2. 
<br/><br/><br/>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. 
<br/><br/> JIGSAW II model; and  3.2. 
<br/><br/>Traditional method in teaching Business Calculus.  4. 
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<br/><br/><label>Subjects--Personal Names: </label> 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.     
<br/><br/><label>Subjects--Corporate Names: </label> This study was conducted at De La Salle - Dasmariņas, 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.     
<br/><br/><label>Subjects--Meeting Names: </label><br/>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.    
<br/><br/><label>Subjects--Uniform Titles: </label>--The findings of the study are as follows:  1.
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<br/><br/><label>Subjects--Topical Terms: </label>--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.
<br/><br/><label>Subjects--Geographic Terms: </label>--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.
<br/><br/><label>Subjects--Index Terms: </label>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. 
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