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By: Dr. Nora A. Oredina Miss Mary Joy Rodriguez Miss Imelda Lyn R. Rivera

The document discusses a study that aimed to improve student performance and participation in mathematics through the use of various teaching strategies. The strategies examined were peer practice, peer tutoring, drills, interactive discussion, and cooperative learning. The study found that: 1) Most students improved their performance and participation in business calculus and contemporary mathematics after experiencing the strategies. 2) In college algebra, few students improved their quiz scores but most improved participation after peer tutoring and think-pair-share. 3) The strategies were deemed effective in improving student outcomes based on pre- and post-implementation comparisons.

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Nora Arellano Oredina
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116 views

By: Dr. Nora A. Oredina Miss Mary Joy Rodriguez Miss Imelda Lyn R. Rivera

The document discusses a study that aimed to improve student performance and participation in mathematics through the use of various teaching strategies. The strategies examined were peer practice, peer tutoring, drills, interactive discussion, and cooperative learning. The study found that: 1) Most students improved their performance and participation in business calculus and contemporary mathematics after experiencing the strategies. 2) In college algebra, few students improved their quiz scores but most improved participation after peer tutoring and think-pair-share. 3) The strategies were deemed effective in improving student outcomes based on pre- and post-implementation comparisons.

Uploaded by

Nora Arellano Oredina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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by:

Dr. Nora A. Oredina


Miss Mary Joy Rodriguez
Miss Imelda Lyn R. Rivera
Statement of the Problem

This study aimed to determine the


effectiveness of peer practice strategy,
peer tutoring, drills, interactive
discussion and cooperative learning in
improving the performance and
participation of the students.
It was intended to answer the following questions:

1. How many percent (%) of the students have


improved in their participation while
experiencing peer practice strategy, drills,
interactive discussion and cooperative learning?

2. Is there a significant difference in the students’


participation before and while experiencing
peer practice strategy, drills, interactive
discussion and cooperative learning?
3. How many percent (%) of the students have
improved in their performance before and after
the use of peer practice strategy, drills,
interactive discussion and cooperative learning?

4. Is there a significant difference in the students’


performance before and after using peer practice
strategy, drills, interactive discussion and
cooperative learning?
A. OBJECTIVE:

The study aimed to improve the


performance and participation of
students in Mathematics.
B. STRATEGIES:

Peer Practice Strategy


Used when a teacher wants to develop a
deeper understanding of the concepts by
practicing previously taught information.
They do so by teaching their peers and
honing their helping skills in the process. It
allows students to learn how to help each
other and how to communicate effectively.
Cooperative Learning

Students work together in small mixed


ability groups to achieve a particular goal or
to complete an academic task. Foster social
skills, positive peer relationship and a high
level of self-esteem, thus reducing
competition and increasing cooperative
among students.
Drills

A drill lesson takes up the same material


over and over again until it is mastered. The
same activity is practiced until it becomes
automatic. It follows, therefore, that only
material that is important or of lasting value
should be drilled on.
THINK-PAIR-SHARE

The think-pair-share structure gives all


students the opportunity to discuss their
ideas to construct their knowledge in these
discussions. Each student was assigned a
partner with whom s/he interacted during the
discussion. The pairs helped each other in
answering the given problem-exercises in
understanding the lesson better.
INTERACTIVE DISCUSSION

The instructor facilitated the discussion


through oral questions and answers, board
work and paper-and-pencil problem solving
in which the students respond to the
questions, instructions and commands of the
teacher in order to have a smooth flow of
discussion.
C. Persons Involved

The persons involved were teachers


and students in Contemporary
Mathematics, College Algebra and
Business Calculus.
E. Success Indicator
Seventy-five percent (75%) of the research
subjects have improved their performance in
Math.

F. Time Frame
The study was conducted during the first
month of summer and the strategies were
implemented after the first quiz was given.
Number of students Percentage

With Improved 45 100%

Performance

With no 0 0%

Improvement in

Performance

Total 45 100
Comparison of Means of the Students Average
Quizzes Before and After Using the Strategy

Mean T-stat T-crit α Decision Interpretation

Before 20.51 19.41 2.15 0.05 Reject Ho There is a

After 38.04 significant

difference in the

performance of

the students.
Students’ Participation Grades Before and After
Implementing the Strategy

Number of Students Percentage

With Improved 43 98%

Participation

Without Improved 2 2%

Participation

Total 45 100%
Comparison of Means of the Students Participation
Grades
Mean Before
T-stat andT-crit
After Using
α theDecision
Strategy
Interpretatio

Before 82.62 3.80 2.02 0.05 Reject Ho There is a

After 87.49 significant

difference

in the

participati

on of the

students.
Participation STUDENTS IN CONTEMPORARY
MATHEMATICS

Number of Percentages (%)

Students

With improved 12 86%

participation

With no improvement 2 14%

in participation

Total 14 100%
Comparison of Means of the Students’ Participation
Mean t-stat t- α df Decisio

critical n

Before 5.36 6 2.16 0.05 13 Reject

Ho

While or 7.07

during
Number of Students Percentages (%)

With improved 9 64%

performance

With no improvement 5 36%

in performance

Total 14 100%
Comparison of Means of the Students’Performance
Mean t-stat t- Α Df Decisi

critical on

Before 77.07 2.35 2.16 0.05 13 Reject

Ho

After 85.07
PERFORMANCE OF STUDENTS IN ALGEBRA
Number of Percentage (%)

students

With improvement 8 27.59

Without 21 72.41

improvement

Total 29 100
Comparison of means of quizzes of the students

Means t-stat t-critical Α Decision

Before 69 2.84 2.05 0.05 Reject Ho

After 62.59
Comparison of means of recitation grades of the
students

Means t-value t- Α Decision

critical

Before 82.21 10.12 2.05 0.05 Reject Ho

After 83.83
FINDINGS

Business Calculus

1. 100% of the students had improved performance


in Business Calculus.
2. The students have higher average of quizzes
after applying the student-centered strategies.
3. 98% of the students have improved participation
in Business Calculus.
4. The students have higher average of grades
after applying the strategies.
Contemporary Mathematics
1. 11 out of 14 or 64% of the students improved
their participation during peer practice strategy,
drills, and cooperative learning.
2. There is a significant difference in the
participation of the students before and while
experiencing peer practice strategy, drills, and
cooperative learning.
3. 78% of the students improved their performance
after experiencing peer practice strategy, drills,
and cooperative learning.
4. There is a significant difference in the
performance of the students before and while
experiencing peer practice strategy, drills, and
cooperative learning.
COLLEGE ALGEBRA
1. 27.59% of students showed improvement in
their quizzes after having peer tutoring and
think, pair, and share.
2. There is no significant difference in the level of
performance of the students before and after
using peer tutoring and think, pair, and share.
3. 93.10% of students showed improvement in
their level of participation after having peer
tutoring and think, pair, and share.
4. There is a significant difference in the level of
participation of the students before and after
using peer tutoring and think, pair, and share.
Conclusion
With all the findings presented, it
was concluded that the use of
student-centered strategies had
improved the performance of the
students. Hence, they are very
effective.
Business Calculus
1. All of the students improved their
performance in Math3a after implementing
think-pair-share strategy.
2. Most of the students had improved their
participation in class learning activities.
3. The students’ participation was significantly
higher after interactive discussion was used.
4. The strategies used were effective.
Contemporary Mathematics
1. Most of the students had improved their participation
while experiencing peer practice strategy, drills, and
cooperative learning.

2. The students are significantly more participative, more


interested and more enthusiastic in class after peer
practice, drills, and cooperative learning.

3. Majority of the students had improved performance in the


quiz in Contemporary Math after peer practice strategy,
drills, and cooperative learning.

4. The students significantly scored higher in the second


quiz or after the implementation of peer practice strategy,
drills, and cooperative learning which means that the
students improved their competencies in the subject.
COLLEGE ALGEBRA
1. Few students showed improvement in their
quizzes after having peer tutoring and think, pair,
and share.
2. The improvement on the performance of the
students before and after using peer tutoring and
think, pair, and share did not matter much.
3. Most of the students showed improvement in
their level of participation after having peer
tutoring and think, pair, and share.
4. The improvement of the students’ participation
before and after using peer tutoring and think,
pair, and share had a great impact on the student’
performance.

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