A mathematics curriculum design for freshman nursing students
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 resp...
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2002
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/2671 |
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| Institution: | De La Salle University |
| Language: | English |
| 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. |
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