Problem-based learning and change in students' conceptual understanding of fractions
Primarily, this study aimed at identifying alternative conceptions on the basic concepts and operations on the fractions among first year education students enrolled at Ateneo de Zamboanga University during the second semester SY 2003-2004. Based from the pretest, quizzes, problem sets, interview a...
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| Format: | text |
| Language: | English |
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Animo Repository
2004
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_doctoral/86 https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1085/viewcontent/CDTG003924_P.pdf |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | Primarily, this study aimed at identifying alternative conceptions on the basic concepts and operations on the fractions among first year education students enrolled at Ateneo de Zamboanga University during the second semester SY 2003-2004. Based from the pretest, quizzes, problem sets, interview and posttest conducted, alternative conceptions were identified in terms of conceptual and procedural understanding and then classified as either theoretical, functional or semantic. As corrective measure and to enhance change in conception, a remedial class using problem-based learning (PBL) was conducted. Changes in conceptions were then analyzed based from the responses in the pretest and posttest. Results showed that majority of the alternative conceptions were in terms of conceptual understanding on the basic concepts of fractions. Although most of the students have improved their scores in the posttest, alternative conceptions still continue to manifest. Moreover, findings in the study revealed a high incidence of students' unchanged misconceptions. |
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