The effects of three methods of remedial teaching on student's achievement in selected topics of college algebra
The study focuses on the effects of three methods of remedial teaching in college algebra to help mathematically deficient college students and to determine which method had the best effect on the achievement scores. Six intact classes of 40 students each with different shop majors, a total of 240 f...
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| Format: | text |
| Language: | English |
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Animo Repository
1989
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_doctoral/1267 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | The study focuses on the effects of three methods of remedial teaching in college algebra to help mathematically deficient college students and to determine which method had the best effect on the achievement scores. Six intact classes of 40 students each with different shop majors, a total of 240 first year technical students, were the subjects of the study. They were given pretest of the achievement test, mental ability test and a mathematics attitude scale at the start of the treatment. The groups were taught by the same teacher in College Algebra during the regular class session. After each class session, a remedial class followed. Two sections used the traditional lecture method, the other two used individualized programmed lessons, and the remaining two used the team-assisted individualization method. The scores of the quizzes of the first three sections under the three remedial teaching methods were given a weight of 20 percent of their grades. The quiz scores of the other three sections were not given any weight. All six sections were given an achievement test in college algebra at the end of the treatment.The study revealed that those students whose remedial quiz scores were given a weight of 20 percent of their grades achieved higher than those whose scores were not given any credit. Students taught in the team individualization method achieved higher than the students taught in the traditional lecture and individualized instruction methods. There was no significant difference in the achievement between individualized instruction method and traditional lecture method. Lastly, there is no significant change in the attitude of students toward mathematics, except those taught in team individualization method. |
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