Title

The effect of increased instructional time on the achievement of students in mathematics

Date of Publication

1999

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Business Analytics

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

Judith D. Aldaba

. Yolando B Beronque

Abstract/Summary

This intensive study determines the effect of additional instructional time in the Mathematics achievement of the students in the Division of City Schools (DCS), Manila for the School Year 1998-1999.Thirty-six classes comprising 1,330 students having average ability from seven schools of different categories in five districts of Manila participated in the study. These students came from two middle sections of each curriculum year whose class averages in their previous grades in Mathematics were almost the same. The two classes considered were the experimental class (with additional instruction of twenty minutes) and the control class (with the regular forty-minute time interval).The quantitative evaluation was based on the results of the pretest, midyear achievement test, periodic tests, and posttest given to the experimental and control classes.The one-directional t test of independent and correlated means and the one-way analysis of variance at .05 level of significance were the statistical tools used in treating the data.

Based on the results of the tests, the following findings were noted: (1) There is no significant difference in the performance of students at the start of the study in the first, third and fourth year levels. (2) The difference in the performance of the students taught with additional instructional time and those taught with regular time interval is significant in first year, second year and fourth year levels in the midyear achievement test. (3) The difference between the two groups' performance in the posttest is not significant in first year, second year and third year levels, but is very strong in fourth year level. (4) There are periodic increases in the performance of students taught with additional instructional time in all year levels. (5) There is a remarkable improvement in the performance of students in the posttest as compared with the pretest, both for the experimental and control groups.The above findings of the study showed that the students taught with additional instructional time generally performed better than the students taught with the regular time interval. It may be concluded that increased instructional time helped improved the performance of students in Mathematics.The increase of instructional time in the teaching of Mathematics is recommended as a part of the implementing program of the DCS educational Plan (1998-2005), in order to improve students' performance in Mathematics.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03009

Shelf Location

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

Physical Description

344 leaves

Keywords

Academic achievement; Achievement tests; Mathematical ability--Testing; Mathematics--Study and teaching; School improvement programs; Curriculum enrichment

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