Quasi-constructivist based approach: Effects on student's achievement in and attitude towards mathematics

• Main Author: Galia, Ma Lourdes Del Mundo
• Format: text
• Language: English
• Published: Animo Repository 1999
• Subjects: Academic achievement; Students > Attitudes; College freshmen; Mindanao State University > Freshmen; Teaching > Methods; Trigonometry; Mathematics
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/818
• Institution: De La Salle University

This study determines the effects of quasi-constructivist based approach on the achievement in and attitudes towards mathematics of freshmen college students.The study was conducted between two intact classes in trigonometry, one each from Mindanao State University-General Santos City and Notre Dame of Dadiangas College. The experimental group (MSU-GSC) used the quasi-constructivist based approach, while the control group (NDDC) used the traditional method of teaching. The researcher taught both classed for eight weeks. Both groups were given pretests and posttests to infer if there was any significant difference in their achievement. Similarly, a Mathematics Attitude Scale was given before and after the experiment to determine if there was any significant change in their attitudes. Journals were also written by the experimental group after each class session to resolve if there was a resultant change in their perception towards mathematics after the experiment. Teacher observers were allowed to visit each class to check if the researcher was impartial in handling both classes.Using alpha = 0.05, the following statistical treatments were used: t-test for dependent samples, t-test for independent samples, and Analysis of Covariance (ANCOVA) with the pretest as the covariate. The use of the quasi-constructivist based approach had a significant effect on the students' achievement based on the achievement test scores after partialling out initial differences due to the covariate. It also has a significant effect on the students' attitudes towards mathematics. Similarly, the traditional method of teaching had a significant effect on the attitude. However, the improvement in the attitude of the experimental group did not differ significantly with that of the control group. With respect to perception towards mathematics, the experimental group showed improvement after using the quasi-constructivist based approach.It can be concluded that the quasi-constructivist based approach is more effective than the traditional method of teaching mathematics. It can also be concluded that although the quasi-constructivist based approach has a significant effect on the attitude of the students towards mathematics, this effect is just the same when the traditional method of instruction is used. Lastly, the quasi-constructivist based approach has improved the perception of the students of mathematics.