A mathematics curriculum design for freshman nursing students

Date of Publication

2002

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

Robert Roleda
Yolando B. Beronque

Abstract/Summary

This study seeks to construct a mathematics curriculum design that utilizes the pragmatist's utilitarian philosophy of education, If what we teach isn't useful, it isn't worth teaching. The curriculum, with the development of the course, Introductory Math for Nursing Students, is responsive to the felt-needs of freshmen nursing students. It decongests the traditional College Algebra by offering only topics that are related to the nursing course and enhances the analytical and reasoning skills of the students through discussion as the core of pedagogy. Seven faculty members and a co-educational class of forty-one students with ages 16 to 19 years participated in the experiment. Purposive sampling for the faculty and randomized cluster sampling for the students were employed. Phenomenography and the Sandler's A test at 5 percent level of significance on the part of the students validated the course. The TWO-FACTOR ANOVA F-test at 1 percent and 5 percent levels of significance on the part of the faculty validated the curriculum. Since the study deals with the development of the higher cognitive skills of the students, the occurrence of the shift of the interactive learning style of six submissive students was investigated through phenomenography.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03265

Shelf Location

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

Physical Description

133 leaves ; 28 cm.

Keywords

Instructional system--Design; Nursing students; Curriculum planning; Mathematics; College freshmen

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