Effects of training in cognitive development and/or problem solving on the cognitive levels, problem solving ability, and achievement in basic Mathematics of freshman Bachelor of Elementary Education students
Date of Publication
1991
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Mathematics
Subject Categories
Elementary Education | Mathematics
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Adviser
Melecio Deauna
Defense Panel Chair
Severino B.Diesto
Defense Panel Member
Bee Ching U. Ong
Fe De la Rosa
Elizabeth Ong
Abstract/Summary
Using 144 freshman college students majoring in Elementary Education and taking up Basic Mathematics 2, this experimental study investigates the effects of training in cognitive development and/or training in problem solving in 3 criteria variables: cognitive level, mathematical performance, and problem solving ability. Also, it investigated significant differences in performance, if any, in the criteria variables of students who belonged to the lower and upper performance positions in pre-test scores in basic mathematics. The pre-test--posttest control group randomized design, Design 4, by Campbell and Stanley (1963) was used. The experiment lasted 30 hours distributed during the 2nd semester, SY 1990-91. Cognitive levels of students were significantly (Alpha=.05) enhanced when trained in cognitive development, problem solving, or in both than when they were not trained in any at all. Similarly, cognitive levels of students were better enhanced when trained solely in cognitive development than when trained in problem solving alone. The enhancement of the cognitive levels was significantly better among students who belonged to the upper performance position in the pretest in basic mathematics than those in the lower performance position. No significant interaction existed between the two factors--training and performance position--in the prediction of success in cognitive development.
Achievement in basic mathematics of students was better improved when they were trained in any of the three trainings, namely: cognitive development, problem solving, and both, than when they were not trained in any of these. The achievement in mathematics of those who participated in any of the trainings did not differ. Those who belonged to the upper performance position in the pre-test in basic mathematics did not differ in achievement in mathematics from those who belonged to the lower position. Furthermore, there is no significant interaction between type of training and performance position in the prediction of success in basic mathematics.
Abstract Format
html
Language
English
Format
Accession Number
TG02081
Shelf Location
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Physical Description
241 leaves, 28 cm.
Keywords
Cognition--Tests and scales; Problem solving; College freshmen; Mathematical ability--Testing; Education, Elementary--Study & teaching; Mathematics--Teacher training
Recommended Citation
Gengania, V. G. (1991). Effects of training in cognitive development and/or problem solving on the cognitive levels, problem solving ability, and achievement in basic Mathematics of freshman Bachelor of Elementary Education students. Retrieved from https://animorepository.dlsu.edu.ph/etd_doctoral/682