College of Arts and Sciences
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Item 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.