An evaluation of students' level of conceptual and procedural understanding in solid mensuration

• Main Authors: Tupas, Sylvino V., Go, Junie T., Limjap, Auxencia A.
• Format: text
• Published: Animo Repository 2008
• Subjects: Mathematics—Study and teaching; Problem-based learning; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/7430
• Institution: De La Salle University

This study evaluates the students' conceptual and procedural understanding using problem-based learning (PBL) approach. Fifteen participants were chosen among the 40 regular freshman BSMT students of John B. Lacson Colleges Foundation-Bacolod enrolled in Solid Mensuration. Participants for data analysis were based from their pretest results. They were exposed to a constructivist-inspired instruction for 5 months. Problems were posed for students to work individually and in group of two or three. They were encouraged to participate in the analysis of the problem situation. They were made to understand that there are multiple solutions to a problem and there are no prescribed standard procedures. Rubrics were made to determine the level of students' conceptual and procedural understanding of perimeter, area, and volume of plane and solid figures in solving the four routine and six non-routine problems. Results revealed that the levels of conceptual. and procedural understanding were both rated good. Participants employed various strategies as evidence of their conceptual and procedural understanding. Researcher believed that exposing students to PBL will develop long term conceptual and procedural understanding of mathematics.