Title

Using open-ended questions for the enhancement of student's conceptual understanding

Date of Publication

2001

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Mathematics

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Auxencia A. Limjap

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Judith D. Aldaba
Yolando B. Beronque

Abstract/Summary

The study determines the effect of using open-ended questions to enhance student's conceptual understanding.A class of 15 students taking up college algebra at AMA Computer University was chosen as subjects for the study. The researcher focused on students' written responses to open-ended questions in their activity sheets while they are solving problems in Linear Equations in One Variable to build the students' prior knowledge. Here, the students were not shown how to solve problems. Instead they were given time to think of different solutions.In the process, students were able to communicate their ideas well while their teacher was able to assess their mathematical understanding. Instruction was designed in such a way that mathematical skills of students were built on their existing knowledge and mathematical understanding.This research shows that the level of performance of the students in algebra based on their responses in the open-ended activity sheets improved minimally from the first to the last. Out of the 15 participants, two improved two step level of competence from level 1 of novice understanding to level 3 of transitional understanding 10 participants improved one step level of competence from level 5 to level 6 of expert understanding and three participants remained in the same level, one participant at level 4 of transitional understanding and the other two at level 1 of novice understanding from the first to the fifth open-ended activity sheet. This paper also shows that the integration of Open-ended Questions with the Instruction-Assessment-Scoring Cycle in the classroom enhances students' conceptual understanding.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03136

Shelf Location

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

Physical Description

88 leaves 28 cm.

Keywords

Word problems (Mathematics); Mathematics-- Examinations; Questions and answers; Mathematical ability; Algebra; Students--Rating of; Ability--Testing

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