LEVELS OF SMC - CED STUDENTS COMPUTATIONAL SKILLS IN SOLVING RATIONAL NUMBERS

An Undergraduate Research Presented to the Faculty of the College of Education of Saint Michaels College Iligan City

In Partial Fulfillment Of the Requirements in CCM 20 (Action Research in Mathematics)

By

ACE AMIR C. PRECILLAS DARYL G. BASTATAS MARLON C. BASLOT

November 23, 2011

Chapter 1

THE PROBLEM AND ITS SCOPE Introduction Concepts on rational numbers are among the most complex and important mathematical ideas which students encounter during their college years. Their importance may be seen from a variety of perspectives: (a) from a practical perspective, the ability to deal effectively with these concepts vastly improves one's ability to understand and handle situations and problems in the real world; (b) from a psychological perspective, rational numbers provide a rich arena within which students can develop and expand the mental structures necessary for continued intellectual development; and (c) from a mathematical perspective, rational-number understandings provide the foundation upon which elementary algebraic operations can later be based (Behr, et. al, 2000). Most notably the methodologies used in the teaching and learning process are bound to have a larger impact on the learning process. This comes right from the grassroots of teaching mathematics because if a student does not understand the meaning of numbers and of numerical relationships then his later achievement in mathematics is greatly compromised (Sun, 2009). In a major review of research on what teachers can do to influence student achievement, Brophy (2002), drew this conclusion

about drill practice. He said that development of basic knowledge and skills to the necessary levels of automatic and errorless performance requires a great deal of drill and practice. Carried out properly, they appear to be just as essential to complex and creative intellectual performance. Research has also shown that repetition is important in the wiring of the persons brain, i.e., the forming of connections or synapses between the brain cells. Without these connections, the brain cells are as useless as batteries standing in a row next to a flashlight. Only when the batteries and flashlight are connected, can they make a shining light (Heward, 2003). The purpose of this paper is to look for the possible solutions of the students with difficulties in dealing with rational numbers. Using drill method, the researchers took up three main things in this paper. First, we determined the different competencies on rational numbers which we gauged as to where we could apply such intervention. Next, we conducted drill method to test the computational skills of the students in terms of rational numbers to determine the effects of the said method. Lastly, we formulated recommendations leading to the improvement of students computational skills in solving rational numbers.

Theoretical Framework Behaviorism is described as a developmental theory that measures observable behaviors produced by a learners response to stimuli. Responses to stimuli can be reinforced with positive or negative feedback to condition desired behaviors. Punishment is sometimes used in eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational effects of behaviorism are keys in developing basic skills and foundations of understanding in all subject areas and in classroom management. According to

behaviorism, knowing is giving the correct response when exposed to a particular stimulus. The behaviorist is not concerned with how or why knowledge is obtained, but rather if the correct response is given. (Wade, C., & Tavris, C., 2003). The behaviorist theory also gave birth to rote learning, the drill and practice method which put emphasis on the explain-practicememorize teaching model. These methods do not focus on

understanding of concepts but the production of a desired response (Sun, 2009). The theory puts emphasis on overt behavior which makes it very popular in education systems that dwell much on the achievement tests or examinations. As a result learners do not concentrate on understanding concepts but more on giving the desired

responses in the examinations. This kind of norm leads to mathematics anxiety as the learners try to drill and practice in order to avoid failure. Like most education practitioners, it is believed that personal and process oriented teaching which places emphasis on comprehension of concepts and process is preferred to the direct instruction approach of teaching (Karimi & Venkatesan, 2009).

Research Paradigm This research is encapsulated in the concepts presented in figure 1. As presented, there are two variables being considered in the intervention process; the profiles of the CED students and their level of computational skills. The profiles of the respondents include their age, year level, gender and the type of school last attended inorder to find relationship in their computational skills in solving mathematical problems. Another variable being considered is the level of

computational skills relative to their performance in rational numbers. These two identified variables serve as bases of such intervention called the drill method. With the guiding principles as enumerated in the theoretical framework, it is believed that drill method can alter the performance of students if it is conducted regularly until the respondents get exposed with the competencies being developed. Alongside, the researchers formulated recommendations so that this

method would be implemented in such a way that teachers and students alike could benefit its resulting effects. The concept is illustrated on the succeeding figure.

Profiles of CED students

Level of Computational Skills

(Intervention) DRILL METHOD

Recommendations

Figure 1.Schema Showing the Interplay of Variables in the Study

Statement of the Problem

This study determined the computational skills of CED students in St. Michaels College in solving rational numbers. Specifically, it sought to answer the following questions: 1. What is the profile of the CED students in terms of age, gender, year level, and type of school last attended? 2. What is the level of computational skills of CED students in solving rational numbers? 3. Is there a significant difference between the pretest scores of the CED students on rational numbers and the posttest scores after the application of the drill method in teaching? 4. What possible recommendations can be formulated based from the results of the study?

Hypothesis
Ho1: There is no significant difference between the pretest scores of the CED students on rational numbers and the posttest scores after the application of the drill method in teaching.

Significance of the Study The findings of the study would be beneficial to the following: Teachers. This might serve as their basis on using drill method in one of their strategies in teaching Mathematics inorder to improve the academic performance of the students.

Students. The findings could serve as reinforcement in solving rational numbers and other concepts in Mathematics by the suggested strategies inorder to learn Mathematics better. Future Researchers. The output of the study would serve as a benchmark on how a research should be conducted.

Scope and Limitation The present study was conducted in the first semester of academic year 2011 2012. Specifically, it considered only the students in CCME 01(Advanced Algebra and Trigonometry) where some of the competencies on rational numbers were included as part of the course. Furthermore, it performed profiling of the respondents inorder to gain relationship towards the computational skills of the respondents. There were competencies chosen that would suit to the parameters of the study which contain four competencies. Competency 1 falls on the place value with three skills namely: a.) Indentifying place value, b.) Writing numbers using word notation, standard notation, and expanded notation, and c.) Rounding whole numbers. Competency 2 refers to the whole numbers with only two skills which are the following: a.) Performing operations of addition, subtraction, multiplication, and division on whole numbers, and b.) solving applications involving operations of

whole numbers. Competency 3 deals with fractions which include these skills like: a.) Performing operations of addition, subtraction, multiplication, and division of fractions, b.) Distinguishing between proper fractions, improper fractions, and mixed numbers, c.) Performing operations of addition, subtraction, multiplication, and division of mixed numbers, and d.) Solving applications involving operations of fractions. Competency 4 is about decimals which include three skills like: a.) Performing operations of addition, subtraction, multiplication, and division of decimals, b.) Rounding decimals, and c.) Solving applications involving operations of decimals.

Chapter 2 METHODOLOGY

Research Method This study employed descriptive - experimental method of research. It is descriptive in the sense that it determined the demographic profile of the students and their level of computational skills in solving rational numbers. It is also experimental because it underwent pretesting and post testing of the mean scores of the respondents relative to the control group and the experimental group under drill method.

Research Locale St. Michael's College of Iligan City , a Catholic institution of higher learning in Iligan City, administered by the Religious of the Virgin Mary (RVM), offering four levels of education: elementary, secondary, tertiary and graduate school. Its programs are accredited by the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU). Specifically, it considered the College of Education where students have to take CCME01 subject as part of the CED curriculum. Students under the general education programs have to take Advanced Algebra and Trigonometry as part of the requirements needed in some CCME subjects. Respondents of the Study The respondents of the study included the students of College of Education who took up CCME 01 subject during the first semester of the academic year 2011 2012. A total of 38 students were taken as sample size of the study since it utilized complete enumeration in identifying the number of respondents for the study.

Sampling Method The CCME01 students which constituted the respondents of this investigation were identified using purposive sampling considering the feasibility and accessibility of this selected section. Complete

enumeration was used in getting the sample size of the study, thus all students enrolled in CCME01 were included as respondents.

Data Gathering Procedure Before the onset of the study, the researchers underwent concept paper presentation before a set of panel members who scrutinized the feasibility of the study. When the researchers got the consensus of the panel members, a structured questionnaire was formulated which focused on the respondents profile. Formal letter of permission was forwarded to the research director and the academic heads of Saint Michaels College to ensure ethical aspect of conducting a research study. A pre test was conducted to the respondents after a pilot testing of the achievement test was done to other students to provide validity and reliability of the questionnaire which was followed by the post testing after introducing the drill method. The data were gathered, tabulated, and calculated using descriptive and inferential statistics.

Research Instruments

Structured

questionnaires

were

designed

to

gather

the

demographic profiles of the respondents. An achievement test was made considering the different competencies in solving rational numbers with the aid of Table of Specifications. Scoring of the said test was determined using rubrics so that consistency of the assessment could be achieved. Furthermore, the researchers utilized the numerical grading system of Saint Michaels College in determining the level of computational skills of the respondents in the pretest and posttest.

Statistical Treatment The study was analyzed using descriptive and inferential statistics. The frequency count, percentage distribution, and the mean were used to describe the students profile such as age, gender, year level and type of school last attended. To determine the significant difference between the pre-test and the post test scores of the respondents, a t-test used with the aid of a rubric for the remarks. Chapter 3 PRESENTATION, ANALYSES AND INTERPRETATIONS OF DATA This chapter presents, analyzes, and interprets the obtained data. Here, the various data are presented following their respective arrangement in the statement of the problem.

Problem 1: What is the profile of the CED students in terms of age, gender, year level and type of school last attended? Table 1 shows the distribution of the respondents by age. The whole population of the respondents is clustered according to their specified age bracket as follows: (16-17), (18-19), (20-21), (22 & above). The data revealed that majority (55.26%) of the respondents were at the range age of (18-19). This means that most of the respondents are in there second year or third year in college life. Table 1. Distribution of Respondents by Age Age 16-17 18-19 20-21 22 and above Total Freq 6 21 4 7 38 % 15.79 55.26 10.53 18.42 100.00

Table 2 displays the distribution of the respondents according to their gender. The data revealed that majority (92.11%) of the respondents were females. Females have better odds of attending school than males (Maligalig & Rodriguez,2010). Likewise, the finding could be attributed to the rise in the female population in the over-all population of Saint Michaels College. Moreover, it can be observed that in the CED population, only few male students enroll in education courses as compared to female students.

Table 2. Distribution of Respondents by Gender

Gender Male Female Total

Frequency 3 35 38

% 7.89 92.11 100.00

Table 3 presents the distribution of the respondents by year level. The data revealed that 19 out of 38 or (50.00%) of the

respondents are second year students. The findings could be attributed in the said subject for it was intended for 2 nd year students in their second semester.

Table 3. Distribution of Respondents by Year Level

Year Level 1st 2nd 3rd 4th Total

Frequency 1 19 16 2 38

% 2.63 50.00 42.11 5.26 100.00

Table 4 shows the distribution of the respondents by type of school last attended. The data shows that 20 out of 38 or (52.63%) of the respondents were studying in the private school. The findings could be attributed to the socio economic status of the students since they are pursuing their college degree in a private institution.

Table 4. Distribution of Respondents by Type of School last attended

School Frequency %

Private Public Total

20 18 38

52.63 47.37 100.00

Problem 2: What is the respondents level of computational skills in solving rational numbers? Table 5 presents the level of computational skills of the respondents in terms of place value. As indicated below, on the two skills, the respondents got a mean percentage of 88.89 which is equivalent to good remarks while the second skill got a mean percentage of 95.05 or excellent. The result shows that the

respondents had enough knowledge on place value since the total mean percentage on both skills is 91.97% which means excellent. Table 5. Level of Computational Skills on Place Value Average No. of Correct Responses 34 36 Mean Percenta ge 88.89 95.05 Remarks

SKILLS a. Identifying Place Value b. Writing numbers using word notation, standard notation, and expanded notation. Total: Scale:

Good Excellent

35

91.97

Excellen t
82-

92 up (Excellent);

87-91 (Very Good);

86 (Good); 77-81 (Satisfactory); (Failed) 75-76 (Passed); 74-below

Table 6 shows the respondents skills on whole numbers. As shown on the table, out of 38 respondents, 35 or 92.10% of them got the correct answers on performing operations of whole numbers. On the other hand, 33 or 85.96% answered correctly on rounding whole numbers thus giving an overall remark of very good. Table 6. Level of Computational Skills on Whole Numbers Average No. of Correct Responses
35

SKILLS

Mean Percenta ge
92.10

Remarks

a. Performing operations of addition, subtraction, multiplication, and division on whole numbers.

Very Good

b. Rounding whole numbers Total: Scale:

92 up (Excellent);

33 34

85.96 89.03
87-91 (Very Good);

Good Very Good

82-

86 (Good); 77-81 (Satisfactory); (Failed) 75-76 (Passed); 74-below

Table 7 displays the level of computational skills of the respondents in solving word problems involving whole numbers. As displayed, the respondents got a mean score of 3.61 which means that they have a very good remark in solving problems wherein whole number is applied.

Table 7. Level of Computational Skills on word problems involving Whole Numbers Mean Remarks Score SKILL a. Solving applications involving operations of whole numbers Total: 3.61 3.61 Very Good Very Good
(Very

Scale: 4.20 5.00 (Excellent); 3.40 4.19 Good); 2.60 3.39 (Good) 1.80 2.59 (Satisfactory); 1.00 1.79 (Poor)

Table

points

out

the

respondents

performance

in

computational skills on fractions. As pointed out, 31 or 82.23% of the respondents got the right answers with a good remark, thus the respondents need to have an intervention to remedy this particular component on rational numbers. The result signifies low performance of the students due to the complexity of the interrelated concepts about fractions.

Table 8. Level of Computational Skills on Fractions

Average No. of Correct Responses 31 Mean Percentag e 82.23 Remarks

SKILL a. Performing operations of addition, subtraction, multiplication, and division on fractions and mixed forms Total:

Good

31

82.23

Good

Scale:

92 up (Excellent);

87-91 (Very Good);

82-

86 (Good); 77-81 (Satisfactory); (Failed) 75-76 (Passed); 74-below

Table 9 shows the computational skills of the respondents in terms of decimals. Based from the results, 31 or 81.60% of the respondents answered correctly the items found on both skills of decimals which is interpreted as satisfactory. From the stated data, decimals got the lowest performance of the respondents. It can be implied that students did not master the concepts on decimals thereby failed to apply these concepts in solving problems related to decimals. Table 9. Level of Computational Skills on Decimals
Average No. of Correct Responses 31 Mean Percentag e 81.60 Remarks

SKILLS a. Performing operations of addition, subtraction, multiplication, and division on decimals. b. Rounding decimals Total:

Satisfactory

31 31

81.60 81.60

Satisfactory Satisfactor y

Scale:
86 (Good);

92 up (Excellent);

87-91 (Very Good);

82-

77-81 (Satisfactory); (Failed)

75-76 (Passed);

74-below

Problem 3: Is there a significant difference between the pretest scores of the CED students on rational numbers and the posttest scores after the application of the drill method in teaching? Table 3.1 shows the relationship of the pre-test to the post test. The data show that there is significance in pre-test and post-test. When the p value is below 0.05 level of significance then, reject the null

hypothesis. Then, if a test of significance gives the p-value lower than the significance level , the null hypothesis can also be rejected. The findings divulged that the two groups did differ significantly in their evaluation of the relevance of rational numbers, with t-value 0.05. Thus, the hypothesis was rejected. Since our p values is below 0.05 level of significance and lower than the significance level thus led to the rejection of the null hypothesis. Moreover, in this test p value 2.66E-09, is smaller than 0.05, therefore the null hypothesis was rejected. This further indicate that the drill method used was effective as indicated in the results of the respondents scores on pretest and posttest.

Table 10. T-test: Paired Two Sample for Means

Variable 1 Mean Variance Observations Pearson Correlation Hypothesized Mean Difference Df t Stat P(T<=t) one-tail 33.39473684 53.70483642 38 0.278397741 0 37 7.779612049 1.33107E-09 Variable 2 42.6578947 4 16.9879089 6 38

t Critical one-tail P(T<=t) two-tail t Critical two-tail

1.687093597 2.66214E-09 2.026192447 Accept Reject

Decision: t stat> t crit t stat < t crit

Chapter 5 SUMMARY, CONCLUSIONS AND RECOMMENDATION This chapter brings out the summary, findings, conclusions, and recommendations. Results of the data gathered are all covered in this chapter. Summary of the Findings This study determined the computational skills of CED students in St. Michaels College in solving rational numbers. Specifically, it sought to answer the following questions: 1.) What is the profile of the CED students in terms of age, gender, year level, and type of school last attended?; 2.) What is the level of computational skills of CED

students in solving rational numbers?; 3.) Is there a significant difference between the pretest scores of the CED students on rational numbers and the posttest scores after the application of the drill method in teaching?; and 4.) What possible recommendations can be formulated based from the results of the study? To find answers to the problems stated in the study, the descriptive - experimental method of research was employed. The study was conducted at Saint Michaels College for the school year 2011 - 2012. The respondents of the study were the students of CCME01 or Advanced Algebra and Trigonometry. To facilitate the gathering of data, the instrument used was the structured questionnaire. To determine the results of the study, percentage, average weighted mean, and t-test for correlation were utilized. Based from the data gathered, the findings of the study are summarized as follow: 1. Majority (55.26%) of the respondents were at the range age of (18-19) years old. 2. Majority (92.11%) of the respondents were females. 3. 19 out of 38 or (50.00%) of the respondents are second year students.

4. 20 out of 38 or (52.63%) of the respondents were studying in the private school. 5. The respondents got a mean percentage of 88.89 which is equivalent to good remarks while the second skill got a mean percentage of 95.05 or excellent. The result shows that the respondents had enough knowledge on place value since the total mean percentage on both skills is 91.97% which means excellent. 6. Out of 38 respondents, 35 or 92.10% of them got the correct answers on performing operations of whole numbers. On the other hand, 33 or 85.96% answered correctly on rounding whole numbers thus giving an overall remark of very good. 7. The respondents got a mean score of 3.61 which means that they have a very good remark in solving problems wherein whole number is applied. 8. 31 or 82.23% of the respondents got the right answers with a good remark, thus the respondents need to have an intervention to remedy this particular component on rational numbers. 9. 31 or 81.60% of the respondents answered correctly the items found on both skills of decimals which is interpreted as

satisfactory. From the stated data, decimals got the lowest performance of the respondents. 10. The findings divulged that the two groups did differ

significantly in their evaluation of the relevance of rational numbers, with t-value 0.05. Thus, the null hypothesis was rejected.

Conclusion: Based on the findings revealed in the study, it can be concluded that the levels of computational skills of SMC CED students vary from satisfactory to excellent in the various competencies identified from the concepts of rational numbers. Among the competencies, the respondents got lowest scores on decimals and highest scores on place value. It was also found out that the pretest and post scores of the respondents had a significant difference when an intervention was conducted. Drill method that was conducted by giving sets of three worksheets for three sessions was effective as indicated in the two test results. With these repetitive drill activities the learners learned effectively due to the exposure of the same skill on a specified time.

Recommendations In light of the findings of the study, the researchers formulated the following recommendations: 1. Students should constantly have time for exercises to enhance their retention and improve their comprehension level. 2. Teachers should constantly prepare a lot of exercises for a particular topic in math to help their learners retain the concepts on rational numbers and other mathematical concepts. 3. Teachers should at least give assignments and worksheets after the class. 4. Constant drill method should always be included as part of the strategies of the teachers in teaching mathematics to expose the students in solving rational numbers and other ideas. 5. Teachers must monitor the skills where the students perform low so that they can initiate other means to supplement the weaknesses of the students where drill method can be one of them. 7. There should be a regular check-up on the performances of the students at least once a week through a summative test to check the retention level of the students.

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Appendix A Structured Questionnaire LEVELS OF SMC - CED STUDENTS COMPUTATIONAL SKILLS IN SOLVING RATIONAL NUMBERS

Part 1: Students Profile Name:______________________________________________________ Age: Gender: [ ] 16 17 [ ] 20 21 [ ] Male [ ] 18 19 [ ] 22 & above [ ] Female [ ] Second Year [ ] Fourth Year [ ] Public

Year Level: [ ] First Year [ ] Third Year Type of School Last Attended: [ ] Private Part 2: Test on Rational Numbers

Test I. Directions: Encircle the letter of your answer. 1. What is the place value of the underlined digit in 2,465 ? A. tens B. hundreds C. ones D. thousands 2. What is the place value of 6 in 132,864? A. tens B. hundreds C. ones D. thousands 3. Which digit has the place value of hundreds in 573,968? A. 5 B. 7 C. 9 D. 8 4. What is the value of 5 in 839,527? A. 5000 B. 500 C. 50 D. 5 5. What is the place value of the digit greater than 8 in 389,462? A. Hundreds C. Thousands B. Ten Thousands D. Hundred Thousands 6. Which symbol goes in the blank? 6,523 ____ 9,700 A. < B. > C. = D. 7. Which symbol goes in the blanks? 2,872 + 5 _____2,845 2 A. < B. > C. = D. 8. Which symbol means less than?

A. < B. > C. = D. 9. What is the standard form of 500 + 30 + 4? A. 453 B. 543 C. 354 D. 534 10. What is the expanded form of 918? A. 900 + 8 + 1 B. 900 + 80 + 10 B. 900 + 18 D. 900 + 10 + 8 11. What is this number? 2000 + 700 + 90 + 5 A. 2,795 B. 9,270 C. 5,927 D. 2,769 12. What is the expanded notation of 9,284? A. 200 + 80 + 4 + 9000 C. 9000 + 200 + 80 + 4 B. 900 + 200 + 80 + 4 D. 2000 + 900 + 8 + 40 13. How is 125 written in words? A. One hundred twenty five. B. One hundred fifty two C. Two hundred twenty five D. One hundred and two 14. What is two thousand, one hundred, thirty six in figures? A. 2,163 B. 1,236 C. 2,136 D. 2,631 15. What is the biggest possible number formed out of 819? A. 918 B. 981 C. 819 D. 198 Test II. Perform the indicated operations. Show your solutions clearly. 1. 2. 3. 4. 5. 6. 7. 8. Round off 139 to the nearest tens. Around how many tens are there in 136? Find the sum of 54 and 27. What is the difference between 67 and 24? What is the product of 88 and 64? What is the quotient when 54 is divided by 9? Round 2,443 to the highest place value. What is the total amount paid for a car if the destination charges of P280 and taxes of P250 are added to the price of P87,700? 9. A car averages 24 miles per gallon. How far could it travel using 18 gallons of fuel? 10. What is the monthly income of a person earning P16,500 per year? Scoring Guide 5 has answered the problem completely 4 has correct answer but no unit of measurement 3 has leading to the correct answer 2 shows inconsistencies of solution 1 has weak solution to the problem 0 has not attempted to answer the problem

Test III. Directions: Write the letter on the space provided that match up the answer. ___1. ___2. ___3. ___4. ___5. ___6. ___7. ___8. Column A Reciprocal of 8 + 5/8 9/10 1/8 5 - 3 2/3 1+ 2/3 x n = 1 5/8 2/5 1 1/8 x 2/5 Column B a. 31/40 b. 1 1/8 c. 4/33 d. 1 7/8 e. 1 f. 1 7/12 g. 2 h. 9/20

Test IV. Directions: Perform the indicated operation. 1. 2. 3. 4. 5. 265 4.39 = 32.05 21.378 = 429 + 25.148 = 23.56 + 582 = 2.53 x 0.0041 =

Round the answer to the nearest hundredths. 6. 12.5 x 0.8 = 7. 12.6 / 2.5 =

Thank you for your time!

The Researchers

ABSTRACT This study determined the computational skills of CED students in St. Michaels College in solving rational numbers. Competencies

that were considered in the study were the place values, whole numbers, fractions, and decimals. Specifically, it sought to answer the following questions: 1.) What is the profile of the CED students in terms of age, gender, year level, and type of school last attended?; 2.) What is the level of computational skills of CED students in solving rational numbers?; 3.) Is there a significant difference between the pretest scores of the CED students on rational numbers and the posttest scores after the application of the drill method in teaching?; and 4.) What possible recommendations can be formulated based from the results of the study? It employed descriptive experimental research design and purposive sampling technique using complete enumeration in

identifying the respondents. A structured questionnaire was used to gather data that could solved the problems stated in the study. Descriptive and inferential statistics were utilized to interpret the data gathered. As a result, there was a significant difference on the scores of the respondents in the pretest and posttest. A drill method served as the intervention which resulted to the formulation of the possible

recommendation to augment the conduct of the said intervention in improving the performance of the students on rational numbers.