Undergraduate students’ modular experiences in learning mathematics in the new normal education

Rovinson Deladia Gaganao, Rey Naranja Discar
{"title":"Undergraduate students’ modular experiences in learning mathematics in the new normal education","authors":"Rovinson Deladia Gaganao, Rey Naranja Discar","doi":"10.11591/ijere.v12i3.24686","DOIUrl":null,"url":null,"abstract":"The modular approach has been proven to be an effective tool in mathematics learning. However, this approach presents challenges regarding students’ learning. Hence, this study was conducted to determine and compare the modular experiences of 55 Bachelor of Secondary Education (BSED) Math students of Eastern Samar State University (ESSU) Salcedo based on gender, age, and year level. The study utilized a descriptive-comparative design and a survey questionnaire. Percentage, mean, t-test, and analysis of variance (ANOVA) were used to treat the data. The study revealed that respondents were satisfied with their modular experience in learning mathematics in the new normal education. Specifically, the respondents rated their experience satisfactory in good teaching, high in clear outcomes, manageable in appropriate workload, moderate in appropriate assessment, and average in generic skills. Furthermore, the study found a significant difference in good teaching, clear outcomes, appropriate workload, appropriate assessment, generic skills, and satisfaction with modular learning across the respondents’ year level, but insignificant across age and gender. Based on the findings, it is recommended that teachers should attend intensive seminars and training on current trends in math teaching and module development. Modules’ quality must be improved considering the workload, assessment, outcomes, and skills development.","PeriodicalId":52277,"journal":{"name":"International Journal of Evaluation and Research in Education","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Evaluation and Research in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.11591/ijere.v12i3.24686","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0

Abstract

The modular approach has been proven to be an effective tool in mathematics learning. However, this approach presents challenges regarding students’ learning. Hence, this study was conducted to determine and compare the modular experiences of 55 Bachelor of Secondary Education (BSED) Math students of Eastern Samar State University (ESSU) Salcedo based on gender, age, and year level. The study utilized a descriptive-comparative design and a survey questionnaire. Percentage, mean, t-test, and analysis of variance (ANOVA) were used to treat the data. The study revealed that respondents were satisfied with their modular experience in learning mathematics in the new normal education. Specifically, the respondents rated their experience satisfactory in good teaching, high in clear outcomes, manageable in appropriate workload, moderate in appropriate assessment, and average in generic skills. Furthermore, the study found a significant difference in good teaching, clear outcomes, appropriate workload, appropriate assessment, generic skills, and satisfaction with modular learning across the respondents’ year level, but insignificant across age and gender. Based on the findings, it is recommended that teachers should attend intensive seminars and training on current trends in math teaching and module development. Modules’ quality must be improved considering the workload, assessment, outcomes, and skills development.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
新师范教育下大学生数学学习的模块化体验
模块化方法已被证明是数学学习的有效工具。然而,这种方法对学生的学习提出了挑战。因此,本研究旨在确定和比较萨尔塞多东萨马尔州立大学(ESSU)55名中等教育学士数学学生基于性别、年龄和年级水平的模块化体验。该研究采用了描述性比较设计和调查问卷。使用百分比、平均值、t检验和方差分析(ANOVA)对数据进行处理。研究显示,受访者对他们在新师范教育中学习数学的模块化经验感到满意。具体而言,受访者认为他们的经验在良好的教学中令人满意,结果清晰,工作量适中,评估适中,通用技能一般。此外,研究发现,受访者在良好的教学、明确的结果、适当的工作量、适当的评估、通用技能和对模块化学习的满意度方面存在显著差异,但在年龄和性别方面差异不大。根据研究结果,建议教师参加关于当前数学教学和模块开发趋势的强化研讨会和培训。必须考虑工作量、评估、结果和技能发展来提高模块的质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
2.70
自引率
0.00%
发文量
242
期刊最新文献
Budget Planning and Defense Practices adopted by Principals of Public Secondary Schools for Effective Financial Management in Delta State, Nigeria Education and Community Development in Contemporary Ogoni Society Soft Skills and Mathematics Teacher’s Job Performance in Public Senior Secondary Schools in Ikwerre Local Government Area Functional Language: A Panacea for Effective Implementation of the Primary School Social Studies Curriculum Enrolment Planning and Class Allocation Practices Utilized by Principals as Correlates of Students Population Management in Public Secondary Schools in Delta State
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1