Conceptual
The Modular Teaching Approach in College Algebra:
An Alternative to Improving the Learner’s Achievement, Persistence, and Confidence in Mathematics
Maxima J. Acelajado De La Salle University
Phillipines
Abstract
This experimental study used a pretest-posttest design to determine the effects of the modular teaching approach on the achievement, persistence, and confidence in mathematics of 24 freshmen (12 high ability and 12 low ability students) from the College of Business and Economics, De La Salle University, Manila, who were enrolled in College Algebra during the first term, schoolyear 2004–2005. The topics considered were those identified as difficult by students who have taken College Algebra, and by mathematics teachers who have handled this subject, namely, Systems of Linear Equations and Quadratic Inequalities in One Variable. The t-test applied on the pretest and posttest results of the two groups in all variables indicated significant differences at the .05 level of significance. Keywords: achievement, persistence, and confidence in mathematics, assessment, experimental study.
Introduction
A considerably low achievement in mathematics and a relatively low self-efficacy among students who are impatient in solving mathematical problems pose real great challenge to present day mathematics educators. This challenge may be addressed by introducing new programs of instructions, new instructional materials, and new teaching methods and approaches. In the light of the preceding arguments, this study attempted to use the modular teaching approach in College Algebra and investigate its effects on the students’ achievement, persistence, and confidence in mathematics.
Following are some literature and the findings of studies related to the concern of this paper.
On Modular Instruction
It is a fact that no two individuals are alike in their physical, mental, and emotional development: one may grow faster, another can easily recognize
An Alternative to Improving the Learner’s Achievement, Persistence, and Confidence in Mathematics
Maxima J. Acelajado De La Salle University
Phillipines
Abstract
This experimental study used a pretest-posttest design to determine the effects of the modular teaching approach on the achievement, persistence, and confidence in mathematics of 24 freshmen (12 high ability and 12 low ability students) from the College of Business and Economics, De La Salle University, Manila, who were enrolled in College Algebra during the first term, schoolyear 2004–2005. The topics considered were those identified as difficult by students who have taken College Algebra, and by mathematics teachers who have handled this subject, namely, Systems of Linear Equations and Quadratic Inequalities in One Variable. The t-test applied on the pretest and posttest results of the two groups in all variables indicated significant differences at the .05 level of significance. Keywords: achievement, persistence, and confidence in mathematics, assessment, experimental study.
Introduction
A considerably low achievement in mathematics and a relatively low self-efficacy among students who are impatient in solving mathematical problems pose real great challenge to present day mathematics educators. This challenge may be addressed by introducing new programs of instructions, new instructional materials, and new teaching methods and approaches. In the light of the preceding arguments, this study attempted to use the modular teaching approach in College Algebra and investigate its effects on the students’ achievement, persistence, and confidence in mathematics.
Following are some literature and the findings of studies related to the concern of this paper.
On Modular Instruction
It is a fact that no two individuals are alike in their physical, mental, and emotional development: one may grow faster, another can easily recognize
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