Date of Publication

3-1998

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Algebra | Educational Technology | Mathematics

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Maxima J. Acelajado

Defense Panel Chair

Fe G. de la Rosa

Defense Panel Member

Auxencia A. Limjap
Bee Ching U. Ong

Abstract/Summary

This study investigates the effects of using Derive in teaching some selected topics of BMAT1.The study was done in De La Salle University - College of St. Benilde. It utilized two freshman Computer Applications (CA) blocks as sources of samples for the experimental and control groups during the second term of school year 1997-1998.This study determines whether the performance of the students measured in terms of the mean achievements differ before and after the experiment for the experimental group as well as the control group. It also seeks to find out whether the performance of those students measured in terms of the posttest - mean achievements differ in conceptual, in computational, and in overall examinations between the experimental and control groups. The experimental and control groups were pretested prior to any lectures and discussions on quadratic equations, parabola, and ellipse. After the pretests, similar lectures, discussions, and examples on the selected topics were given to the experimental and control groups except that the experimental group was treated with the use of Derive to supplement the traditional teaching method of chalk and board. The posttests were administered to both groups.

The results were analyzed statistically using the t-test significant difference between two dependent samples that the t-test of significant difference between two independent samples. The level of significance was set to 0.05. The difference in the pretests and posttests for each of the experimental and control groups on conceptual, computational, and overall examinations before and after the experiment were found to be significant at 0.05 level. The differences in the posttest-mean achievements between the experimental and control groups, however, varied. The difference in the posttest-mean conceptual achievement between the two groups was not significant while the differences in the posttest-mean computational and overall achievements were significant at 0.05 level. Based on these findings, comparable performance in conceptual examination was observed between the two groups slightly favoring the experimental group as evidenced by a higher mean achievement. This could be attributed to the exposure of the experimental group to Derive . On the other hand, the exposure of the experimental group to Derive helped them outperform the control group in computational and overall examinations significantly. It is then recommended to use Derive and other carefully selected computer software packages to supplement the traditional teaching of BMAT1 and other mathematics courses. School administrators should support the acquisition of computer software packages and provide a continuous program for faculty development in computer education and software development. It is further recommended that this study be replicated in other institutions of higher learning and in other mathematics courses in college to validate its findings.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

TG02750

Shelf Location

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

Physical Description

viii, 102 leaves

Keywords

Teaching effectiveness; Teaching--Aids and devices; Computer software; Algebra--Study and teaching; Educational technology

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