Development, validation and evaluation of modules on selected topics in probability and statistics for engineering students

Date of Publication

1992

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Educational Methods | Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Maxima Acelajado

Defense Panel Chair

Violeta Menil

Defense Panel Member

Bee Ching Ong
Fe G. De La Rosa

Abstract/Summary

This study develops, validates and evaluates modules in probability and statistics to determine their effects on the academic achievement of engineering students taking the subject Engineering Probability and Statistics at Adamson University. This study made use of two research designs, namely, the research and development design and the pretest-posttest control group design. This is basically a research and development study because the modules were developed after finding out the difficulties of the students taking the subject Engineering Probability and Statistics. The modules were then field tested and subsequently evaluated by means of an experiment using the pretest-posttest control group design. Based on this design, the control and experimental groups were given pretests before they were allowed to undergo different treatments and then were given posttests. The experimental group was subjected to modularized instruction while the control group underwent traditional instruction on the topics covered by the modules. To identify the difficulties of the students in probability and statistics, the study made use of the following instruments: diagnostics test and student and teacher questionnaires. To validate the modules, the study made use of the following assessment instruments: Feedback-based Readability Formula, student questionnaire for the evaluation of the modules and teacher questionnaire for the evaluation of the modules.

To determine the effects of the traditional and modularized instruction on student achievement, the experimental group was given modularized instruction in the selected topics while the control group was exposed to traditional instruction throughout the term. Pretests and posttests were given to both groups on the selected topics. The t-test for dependent samples and t-test for independent samples were used to test the hypotheses of the study. Since the posttest scores of both the experimental and control groups were significantly higher than the pretest scores, it may be concluded that the students can learn probability, mathematical expectation and sampling theory regardless of whether or not they use modules during concept formation. However, since the posttest mean score of the experimental group is significantly higher than that of the control group, then the use of modularized instruction is more effective than traditional instruction in the three topics mentioned.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG02064

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

[138] leaves; 28 cm.

Keywords

Modules (Algebra); Probabilities; Statistics; Engineering students; Adamson University -- Students; Mathematics -- Teaching aids and devices

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