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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Main Author: Luna, Charita A.
Format: text
Language:English
Published: Animo Repository 1989
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Online Access:https://animorepository.dlsu.edu.ph/etd_doctoral/1267
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_doctoral-22682021-06-10T07:17:32Z The effects of three methods of remedial teaching on student's achievement in selected topics of college algebra Luna, Charita A. 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. 1989-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/etd_doctoral/1267 Dissertations English Animo Repository Algebra--Study and teaching Remedial teaching Mathematics--Remedial teaching Algebra Mathematics
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Algebra--Study and teaching
Remedial teaching
Mathematics--Remedial teaching
Algebra
Mathematics
spellingShingle Algebra--Study and teaching
Remedial teaching
Mathematics--Remedial teaching
Algebra
Mathematics
Luna, Charita A.
The effects of three methods of remedial teaching on student's achievement in selected topics of college algebra
description 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.
format text
author Luna, Charita A.
author_facet Luna, Charita A.
author_sort Luna, Charita A.
title The effects of three methods of remedial teaching on student's achievement in selected topics of college algebra
title_short The effects of three methods of remedial teaching on student's achievement in selected topics of college algebra
title_full The effects of three methods of remedial teaching on student's achievement in selected topics of college algebra
title_fullStr The effects of three methods of remedial teaching on student's achievement in selected topics of college algebra
title_full_unstemmed The effects of three methods of remedial teaching on student's achievement in selected topics of college algebra
title_sort effects of three methods of remedial teaching on student's achievement in selected topics of college algebra
publisher Animo Repository
publishDate 1989
url https://animorepository.dlsu.edu.ph/etd_doctoral/1267
_version_ 1712576399309537280