Mathematics achievement of grade 4 pupils using the first language component - bridging program in Bascaran elementary school first grading period, sy 1994 - 1995/ (Record no. 824)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 06489nam a22001817a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250403162624.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250403b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | NVSIT |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Evangelista, Fabian A. |
| 245 ## - TITLE STATEMENT | |
| Title | Mathematics achievement of grade 4 pupils using the first language component - bridging program in Bascaran elementary school first grading period, sy 1994 - 1995/ |
| Statement of responsibility, etc. | Fabian A. Evangelista |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Bayombong: |
| Name of publisher, distributor, etc. | Nueva Vizcaya State Institute of Technology,, |
| Date of publication, distribution, etc. | 1995 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xvi, 148 leaves : |
| Other physical details | illustrations ; |
| Dimensions | 28 cm. |
| 500 ## - GENERAL NOTE | |
| General note | <br/>The study determining whether experimental in nature simed the use of st the First Language Component-Bridging Program (FLC-BP) of teaching mathematics will significantly improve the achievement of Grade 4 pupils on computation and problem solving of whole numbers only.<br/><br/>The study sought to answer the following questions:<br/><br/>1. Is there a significant difference in the means of the summative tests of the Experimental and Control Groups?<br/><br/>2. Is there a significant difference in the mean scores in the pretest and posttest of the Experimental Control Groups on: and<br/><br/>2.1 computation; and<br/><br/>2.2 problem solving of whole numbers?<br/><br/>3. Is there n significant difference in the posttest performances of the Experimental and Control Groups?4. In there a significant difference between the final average ratings in Mathematics in Grade 3 and posttest ratings of the Experimental and Control Groups?<br/><br/>For the purpose of finding the answers to the questions. rained in the study, the following null hypotheses were tested:<br/><br/>1. There is no significant difference in the means of the summative tests of the Experimental and Control Groups.<br/><br/>2. There is no significant difference in the mean scores in the pretest and posttest of the Experimental Control Groups on: and<br/><br/>2.1 computation; and<br/><br/>2.2 problem solving of whole numbers<br/><br/>3. There is no significant difference in the posttest performances of the Experimental and Control Groups.<br/><br/>4. There is no significant difference between the final average ratings in Mathematics in Grade 3 and posttest ratings of the Experimental and Control Groups.<br/><br/>The Nonequivalent Control Group Design of the Quasi-Experimantal Research Design was used in this study whereby subjects of the 2 intact groups were not randomized and assigned an Experimental and Control Groups by lottery.Both groups were subjected to the pretest and posttest but only the Experimental Group received the treatment (FLC-BP) while the Control Group received the traditional/regular medium of teaching Mathematics (English).<br/><br/>The research tools used to gather data for the study were the Pupil's Progress Report Card (DECS Form 138) and a teacher-nade criterion test. To statistically analyze the dats, the t-tests on gain scores and independent samples and the Analysis of Covariance (ANCOVA) were used.<br/><br/>The findings of the study are the following:<br/><br/>1. The addition and subtraction summative test mean of the Experimental Group was higher than the mean of the Control Group but the difference of the means of both groups was statistically insignificant.<br/><br/>The multiplication and division summative test menn scores of the Experimental Group were statistically higher than the Control Group.<br/><br/>As a whole, however, the analysis of the mean scores of the Experimental and Control Groups in the 3 summative test showed significant difference.<br/><br/>2. There was significant difference in the computation skills of the Experimental and Control Groups as shown by the gain scores from the present to the posttest. However, in the problem solving skills, there was significant difference in Experimental Group but not in the Control Group.<br/><br/>3. There was a significant difference in the posttest performances of the Experimental and Control Groups with the pretest as covariate.<br/><br/>4. The final average ratings in Mathematics in Grade 3 and Posttest ratings of the Experimental and Control Groups did not reveal any significant difference.<br/><br/>In the light of the findings, it is with tentativeness to conclude the following:<br/><br/>1. Grade 4 pupils perform significantly better in the computation and problem solving of whole numbers when exposed to the FLC-BP methodology of teaching than in the regular/traditional English medium of classroom instruction. The methodology significantly affects the mathematics achievement of Grade 4 pupils in the computation, especially in multiplication and division and problem solving of whole numbers.<br/><br/>2. There is a significant improvement in the initial performances of Grade 4 pupils on computation and problem solving of whole numbers when exposed to FLC-BP. taught in the regular/traditional English medium When of classroom instruction, the significant difference from the pretest to the posttest performances in only but not in problem solving. in computation Hence, the FLC-BP enhances significantly the acquisition of skills in computation and problem solving of whole numbers over the regular classroom English medium of instruction to Grade 4 pupils.<br/><br/>3. The final average Mathematics ratings in Grade 3 has significant effect and influence on the Mathematics no achievement of Grade 4 pupils on the computation and problem solving of whole numbers.<br/><br/>Based on the information generated by the study. following recommendations are made: the<br/><br/>1. Since the FLC-BP methodology of teaching Mathematics in computation and problem solving of whole numbers enhances Mathematics achievement of the group of Grade 4 pupils involved in this study, a replication of this investigation employing randomization of subjects is highly recommended.<br/><br/>2. To validate the applicability and find out whether the significant effect of the FLC-BP as a methodology of teaching remains constant and consistent, it is recommended that randomization of samples in the replication of the present research be conducted on other content/fields of Mathematica and other learning areas in any of the Grade level.<br/><br/>3. Further intensive research student using FLC-BP of teaching should also be conducted along the line of:3.1 ability grouping as variable;<br/>3.2 on wider scale. i.e. involving pupils of different schools ; and<br/><br/>3.3 Mathematics Mental Ability Test results as covariate. |
| 500 ## - GENERAL NOTE | |
| General note | Thesis (Master of Education - Language, Reading and Numeracy) |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes appendices and bibliographical references. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Thesis |
| Suppress in OPAC | No |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Total checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Nueva Vizcaya State University - Bayombong Campus | Nueva Vizcaya State University - Bayombong Campus | Graduate School Section | 04/03/2025 | Donation | T Ev92m 1995 | T140 | 04/03/2025 | 04/03/2025 | Thesis |
