EFFECTS OF COOPERATIVE LEARNING APPROACH ON THE ALGEBRA PERFORMANCE OF MARITIME STUDENTS OF THE NAVAL STATE UNIVERSITY, NAVAL, BILIRAN PROVINCEJournal: International Journal of Engineering Sciences & Research Technology (IJESRT) (Vol.5, No. 8)
Publication Date: 2016-08-30
Authors : Teotima Asubar- Ampong;
Page : 194-2074
Keywords : KEYWORDS: College Algebra; Approach; Cooperative Learning; Maritime Students.;
The study aimed to find out the Algebra performance of the respondents exposed to cooperative learning approach and lecture method. The data were gathered with the use of evaluative test (pretest, weekly test and posttest) to determine the performance of the respondents in Algebra. The feedback evaluation sheet was used to draw opinion relative to the use of cooperative learning intervention. The descriptive statistics such as frequency count and mean were used to describe the performance of the respondents in the pre test, weekly test and posttest. The weighted mean was used to interpret results on the degree of agreement of the respondents on the use of cooperative learning approach. The t-test for dependent means was used to determine the Algebra performance of the respondents within the control and experimental groups. The t-test for independent means was used to determine the Algebra performance of students between the control and experimental groups. Results showed that the Algebra performance of the control and experimental groups in the pre test was both “satisfactory”. The control group had a “very satisfactory” performance in the weekly test, while the experimental group performed “outstanding”. The same result was obtained in the post test with respondents in the experimental group performing “very satisfactory”. A highly significant difference of Algebra performance of students within the control and experimental groups existed, which meant that either strategy used by the teacher causes or effects learning. In terms of performance in the pre test, weekly test and post test between the control and experimental groups, a significant difference was noted. In all these tests, learning was enhanced when respondents were exposed to the cooperative learning approach. The respondents commonly “agreed” to use the cooperative learning strategy because of the benefits that could be derived from it.
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