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_e _e _aTolentino, Ma. Rebecca Corpuz. _d _b4 _u _c0 _q16 |
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_a _aValidation of a programmed instructional material in Mathematics of investment for students of the Arellano University / _d _b _n _cMa. Rebecca Corpuz Tolentino. _h6 _p |
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_e _e _c28 cm. _aiv, 124 pages _b |
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_b _atext _2rdacontent |
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_3 _30 _b _aunmediated _2rdamedia |
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_3 _30 _b _avolume _2rdacarrier |
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_a _aThesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1996.;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. _d _b _c56 |
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_b _b _c _aABSTRACT: Title: Validation of a Programmed Instructional Material in Mathematics of Investment for Students of the Arellano University The main objective of this study was to validate a programmed instructional material in Mathematics of Investment for the Arellano University freshmen students. Specifically it sought answers to the following questions: 1. Is there a significant gain in the pretest and posttest achievement scores of the students who were: 1.1. exposed to programmed instruction? 1.2. not exposed to programmed instruction? 2. Is there a significant gain in the pretest and posttest mathematics attitude scores of the students who were: 2.1. exposed to programmed instruction? 2.2. not exposed to programmed instruction? 3. Is there a significant difference between the posttest scores of the experimental and control groups in terms of the: 3.1. mathematics achievement 3.2. mathematics attitude This experimental study made used of the pretest-posttest group design. Two sections of Mathematics Investment during the second semester of school year 1994-1995 were the respondents of the study. The first class was assigned as the experimental group and was taught by using the programmed instructional material developed by the researcher. The second group was assigned as the control group and was taught by the Lecture-Discussion method. The researcher administered an achievement test and Mathematics Attitude Scale before the administration of the programmed instructional material. The results of the test were analyzed by using a one-way analysis of variance and analysis of covariance tests. Data were computerized by using the Microstat and SPSS softwares. The statistical test performed on the hypothesis yielded the following results: 1. There was a significant gain in the pretest and posttest achievement scores of the students who were: 1.1. exposed to programmed instruction. 1.2. not exposed to programmed instruction. 2. There was a significant gain in the pretest and posttest mathematics attitude scale of the students who were: 2.1. exposed to programmed instruction. 2.2. not exposed to programmed instruction. 3. There was a significant difference between the posttest scores of the experimental and control groups in terms of the: 3.1. mathematics achievement. 3.2. mathematics attitude. Based on the findings of the study, the following conclusions were drawn: 1. Programmed instruction and lecture-discussion method are both effective in increasing the students' achievement in Mathematics of Investment. 2. Programmed instruction and lecture-discussion method can both help students develop a better attitude towards the subject. 3. Programmed instruction is more effective than lecture-discussion method in increasing the students' achievement and in improving their attitude towards the subject. Based on the findings and conclusions of the study, the following recommendations are proposed: 1. Workshops on the construction of programmed instructional material should be conducted to train instructors and to provide them with basic knowledge on programming and programmed instruction. 2. Programmed instruction should be used whenever possible to facilitate classroom activities and to give teachers some time for individual follow-up of the students. 3. Programmed instruction should be made familiar and accessible to students in order for teachers or instructors to individualize instruction thus ensuring success in working with individual differences. 4. School administrators should allocate funds to provide financial support for the development of programmed instructional materials. 5. The programmed instructional material developed in this study should be tried out to another group of students to establish the validity of the findings of this study and to further enrich the content and improve the presentation of the modules. 6. The programmed instructional material that was validated in this study should be used by computer scientists in developing Computer Aided Instructions in Mathematics of Investment. _u |
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