Master of Arts in Mathematics

Permanent URI for this collectionhttps://dspace.uc-bcf.edu.ph/handle/123456789/85

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Start date: 2001End date: 2001

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    The effects of methods of teaching quadratic equations on the performance of college students
    (2001-03) Bang-as, Pamela Alos
    One’s teaching effectiveness may greatly increase depending on his ability to make the most out of the different teaching methods. In line with this postulate, this study was conducted to determine the performance of 70 students on quadratic equations using the inductive and deductive methods of teaching, the effects of the two methods on their attitude towards mathematics, the relationship between sex and mathematics performance, sex and attitude towards mathematics, and attitude and mathematics performance. The instruments used to gather data were a 30-item achievement test for the pretest and posttest, and the mathematics attitude scale for the attitude of students toward mathematics. The gathered data were analyzed using t-test and the Pearson product-moment correlation coefficient. It was found that the method used in teaching quadratic equations has an effect not only on the performance of the students but also on their attitude toward mathematics. The student taught by the use of the inductive method had higher ratings in the achievement test that those students taught using the deductive method. On the other hand, the students in the deductive group had manifested considerable increase in scores in the attitude test as compared to those in the inductive group. It was also found that sex is a factor, which has a substantial influence on the performance of students in mathematics and their attitude towards the subject. Male students performed better in the achievement test as well as in the attitude test than the female students. This attitude towards mathematics directly relates to their achievement scores. It was found to be a positive factor that could motivate students to perform better in the subject.
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    The effect of using three teaching methods on students' performance in plane trigonometry
    (2001-03) Aboy, Melinda F.
    The teacher plays a central role in the educative process and is the ultimate agent of education. He should be effective and a model himself in order to achieve a high level of competence and be able to effect change in the behavior and lives of the individual students. In this aspect, the teacher should choose the appropriate technique and strategies that promote students' active participation in learning Trigonometry. In this assumption, this study was conducted to find out the level of student's performance using the lecture-discussion, module and alternate lecture-discussion and module; the performance of students using three teaching methods according to sex and type of high school graduated; and the relationship between I.Q scores and college algebra grade and student's performance using the three methods of teaching. Out of 111 freshmen respondents, 38 were placed in the control group and taught through the lecture-discussion method; and 37 in the experimental group and taught through the modular approach. The rest were taught using both the lecture-discussion and module. Findings show that the experimental group and the group taught through lecture-discussion and module have higher mean scores. Likewise, female respondents in the control group and the group taught through lecture-discussion and module have higher mean score than the male respondents. However, male respondents in the experimental group have a higher mean score. Type of high school graduated from has no bearing an students' performance. Sex and types of high school graduated from do not affect students' performance. Rather, performance depended on intellectual factors such as I.Q and college algebra grade.