INTEGRATION OF MEDIA IN LEARNING GEOMETRIC SEQUENCE

College of Advanced Studies

BOHOL ISLAND STATE UNIVERSITY

Main Campus, Tagbilaran City

MARVIN G. BONGATO

September 2018
 ABSTRACT

The main thrust of this study was to determine the effectiveness

of using media in learning geometric sequence. The study utilized

the Pre-test Post-test experimental design wherein 60 Grade 10

students were equally grouped into control and experimental group.

The pre – test and post – test questionnaires were item analyzed

and pilot tested. Then, it was administered to both groups before

and after exposure of the control group to conventional way of

teaching geometric sequence and the experimental group were

exposed to using media. The performances were determined through

t – test. The results showed that the performance of students in

control group is “Very Satisfactory” while in the experimental

group is marked “Excellent. From the t – test computation, it

showed the significant difference between the post – test

performances of both groups. Using media have more satisfoary

results than conventional teaching. From the conclusions, the

researchers recommend integration of technology like using media

in the classroom.

BONGATO, MARVIN
Name: MARVIN G. BONGATO August 11, 2018

Activity 3

T-test

THE PROBLEM

Statement of the Problem

The main purpose of this investigation was to determine the

effectiveness of using media in learning geometric sequence among

the Grade 10 students of Anda High School Academic Year 2018 –

2019.

It will answer the following specific problems:

1. What is the Mathematics performance of the students before and

after exposure to Conventional Teaching and Using of Media?

2. Is there a significant difference between the performance of

the students exposed to conventional teaching and using of media

in:

2.1. pre-test and post-test of control group;

2.2. pre-test and post-test of experimental group; and

2.3. post-tests of both groups?

Statement of Null Hypothesis

There is no significant difference between the performance of

the students exposed to conventional teaching and using of media

in:

Ho1: pre-test and post-test of control group;

BONGATO, MARVIN
 Ho2: pre-test and post-test of experimental group; and

Ho3: post-tests of both groups.

Statistical Treatment

Frequency and percentage was used to determine the profile of the

respondents in performance in Mathematics.

𝑓
𝑃= 𝑋 100
𝑁

Where:

𝑃 = percentage

𝑓 = frequency of responses

𝑁 = number of cases

The scores were interpreted according to the following scale:

Numerical Value Interpretation

20 - 25 Excellent

15 - 19 Very Satisfactory

10 – 14 Satisfactory

5 – 9 Fair

0 – 4 Poor

In determining the whole performance of the control and

experimental groups in their pretests and posttests, the

arithmetic mean was used with the formula:

BONGATO, MARVIN
 x 
x
N

Where: x = arithmetic mean

∑ 𝑥 = summation of the scores of the respondents

N = number of cases

The result of the computed arithmetic mean was interpreted

according to the following scale:

Numerical Value Interpretation

20.00 - 25.00 Excellent

15.00 - 19.99 Very Satisfactory

10.00 – 14.99 Satisfactory

5.00 – 9.99 Fair

0 – 4.99 Poor

To determine the significant difference in students’

performances in pre – test and post – test in each group, the

researchers used the t - test formula for dependent sample.

𝐷 − 𝜇𝐷
𝑡=
𝑆𝐷
√𝑛
where:

𝑡 = computed t – value

𝐷 = mean difference of the score

𝑆𝐷 = standard deviation of differences of scores

𝑛 = number of respondents

BONGATO, MARVIN
 The computed t – value was compared to the tabular t –

value at 5% level of significance with n-1 degrees of freedom

where n = number of respondents in the group.

To determine the significant difference in students’

performances in post – tests of both groups, the researchers used

another t - test formula for independent samples.

𝑥̅1 − 𝑥̅2
𝑡=
𝑠1 2 𝑠2 2
√
𝑛1 + 𝑛2

where:

𝑡 = computed t – value

𝑥̅1 = mean of the first group

𝑥̅2 = mean of the second group

𝑠1 2 = variance of the first group

𝑠2 2 = variance of the second group

𝑛1 = number of respondents of first group

𝑛2 = number of respondents of second group

The computed t - test was compared to the tabular t - test at

5% level of significance with the specified degrees of freedom.

BONGATO, MARVIN
 Chapter 2

PRESENTATION, ANALYSIS AND PRESENTATION OF DATA

This chapter covers with the presentation, analysis and

interpretation of the gathered data on the effectiveness of using

media in learning geometric sequence among the Grade 10 students

of Anda High School Academic Year 2018 – 2019.

Table 1 below shows students’ performance in Mathematics

particularly in geometric sequence before and after exposure to

conventional way of teaching and using of media.

Table 1

Mathematics performance of the students before and after

exposure to Conventional Teaching and Using of Media
N = 60

Conventional Teaching Using of Media

Range (N=30) (N=30)
Description Posttest Posttest
Score Pretest Pretest
f % f % f % f %
20 - 25 Excellent 0 0 4 13.33 0 0 18 60.00
Very
15 - 19 Satisfactory
0 0 14 46.67 0 0 10 33.33
10 – 14 Satisfactory 4 13.33 10 33.33 5 16.67 2 6.67
5 – 9 Fair 17 56.67 2 6.67 16 53.33 0 0
0 – 4 Poor 9 30.00 0 0 9 30.00 0 0
Weighted Mean 6.3667 15.0333 6.3333 20.2667
Very
Description Fair Satisfactory
Fair Excellent

As shown on the table above, 57% of the students exposed to

conventional teaching has performance described as “fair” while

none performed “very satisfactory” and “excellent” during the pre-

BONGATO, MARVIN
test. However, in post-test, there are 47% of the students were in

the “Very Satisfactory” performance. The weighted mean shows an

increase of 8.6667 in the weighted mean of the average scores of

students exposed in conventional teaching that is from descriptive

interpretation of fair to very satisfactory from pre-test to post-

test respectively.

As to students exposed to using media, 53% of the students

exposed to using media has performance described as “fair” while

none performed “excellent” during the pre-test. On the other hand,

in post-test, there are 60% of the students were in the “Excellent”

performance while none performed “fair” and “poor”. The weighted

mean shows an increase of 13.9334 in the weighted mean of the

average scores of students exposed in using social media which

have descriptive interpretation of fair to excellent from pre-test

to post-test respectively.

BONGATO, MARVIN
 Table 3
Analysis of the Performance of the
Control and Experimental Group
N = 60

Computed t- Tabular
Degree value t-value
Difference of Decision Interpretation
Freedom at 0.05 level of
significance

Pretest and Null

Posttest of the 29 -9.514 ±2.002 Hypothesis Significant
Control Group Rejected

Pretest and
Null
Posttest of the
29 -17.843 ±2.002 Hypothesis Significant
Experimental
Rejected
Group

Posttests of
Null
Control and
58 -5.448 ±2.002 Hypothesis Significant
Experimental
Rejected
Group

Table 3 presents the analysis of performances of the control

and experimental group. The first row of Table 3 presents the

analysis of the pretest – posttest performance of the students

exposed to Conventional Method teaching.

For the control group, the computed t – value of -9.514

is beyond the tabular t - value of -2.002 with 29 degrees of

freedom at 5% significance level. Thus, the null hypothesis was

rejected. It suggests that there is a significant difference

between the pretest and posttest performance in sequences of the

students exposed to the conventional way of teaching.

BONGATO, MARVIN
 Furthermore, there is also a significant difference between

the pretests – posttests performances of the students in the

experimental group who were exposed to using media. The null

hypothesis has been rejected since the computed t – value of -

17.947 is beyond the tabular t – value of -2.002 with 29 degrees

of freedom at 5% significance level.

The results imply that the students have increased their

performances in sequence after being exposed in either

conventional way of teaching and using of Media. Thus, learning

takes place in both methods of teaching being employed.

The third row depicts analysis of the posttests performances

in sequence. The table shows that there is significant difference

between the posttest performances in sequence of the control group

and experimental group since the null hypothesis was failed to be

accepted because the computed t – value of -5.448 which is

lesser than the tabular t - value of -2.002 with 58 degrees

of freedom at 5% significance level.

This result implies that using Media increase the students’

skills in understanding sequence. Thus, integrating technology in

classroom may help the students to grasp the lesson easily.

BONGATO, MARVIN
 Chapter 3

SUMMARY, CONCLUSIONS AND REOMMENDATIONS

This chapter covers the summary of the study and the findings.

It also includes the conclusions and recommendations which were

also based on the findings of the study. This will also serve as

a useful reference of future researchers who have similar area of

investigation.

Summary

The main purpose of this investigation was to determine the

effectiveness of using media in learning geometric sequence.

Specifically, this study sought to determine the performance of

the conventional teaching and using media. Second was to determine

the significant difference between the level of performance of

students who were exposed to using media and those who were exposed

to conventional way of teaching.

This research was conducted at Anda High School, Katipunan,

Anda, Bohol. The respondents of the study were Grade 10 sttudents.

The researchers chose 30 students for the control group and 30

students for the experimental group.

The researchers employed Experimental Design particularly the

Pre-test Post-test Design. This design made use of matching the

scores of the respondents to form two groups. The pre - test was

BONGATO, MARVIN
administered first and the pre - test scores were the basis of the

groupings. The design employed involves the pre - test,

experimentation, and post - test.

Findings

The following are the findings based upon the data obtained:

1. The performance of the students in the control group before

exposure to the conventional way of teaching was marked very

fair. After the exposure to the said method, there was an

increase of 8.6667, from 6.3667 to 15.0333 described as very

satisfactory.

2. The performance of the students in the experimental group before

exposure using media fell in the fair level. After the exposure

to the said method, there was an increase of 13.9334, from

6.3333 to 20.2667 described as excellent.

3. The performance of the students in the control and experimental

groups before and after the exposure to each conventional

teaching and using of media were marked as Very Satisfactory

and Excellent respectively.

4. a.) There was a significant difference in the pre – test to post

- test performance of the control group because the computed t

- test value of ±9.514 which is higher than the tabular value

of ± 2.002 which is at 0.05 level of significance.

BONGATO, MARVIN
 b.) There was also significant difference in the pre – test to

post - test performance of the experimental group because the

computed t-test value of ±5.448 which higher than the tabular

value of ± 2.002 which is at 0.05 level of significance.

c.) There was also significant difference between the post -

tests performance of the both groups because the computed t-

test value of ± 5.448 is higher than the tabular value which is

at 0.05 level of significance.

Conclusion

The Conventional Way of Teaching and Using of Media are both

effective in improving performance in solving geometric sequence

since the students from both groups increased their performance

level after the exposure to the methods. Since there is significant

difference between the two methods, using of media have excellent

results.

Recommendations

Based on the drawn conclusions of the study, the researcher

came up with the following recommendations:

1. To the Teachers. Using of can be used as an alternative to

Conventional way of teaching and vice versa in teaching

radical expression. Integrating technology like using media

is highly recommended.

BONGATO, MARVIN
 2. To the Students. It is recommended that the students should

continue practice more problems involving geometric sequence

to improve their performance in the subject. Being abreast to

media is a plus factor to better understand the content.

3. To the Future Researchers. To conduct follow – up study to

improve the tool for income generation purposes.

BONGATO, MARVIN
 Appendix B

QUESTIONNAIRE

1. A geometric sequence is characterized by a constant _________.

A. ratio B. difference C. number of items D. sum
2. Which of the following describes a finite geometric sequence.
A. has infinite number of terms
B. has n terms
C. sum of terms does not exist sometimes
D. set of even integers
2 2
3. Find the 8th term of the geometric sequence 10, 2, 5, 25, …
2 2 2 2
A. B. C. D.
625 15 625 31025 78 125
4.
5.
6.
7.
8.
9.
10.
11.
12.
13
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

BONGATO, MARVIN
 APPENDIX C – 1

T – TEST COMPUTATIONS OF THE PRETEST – POSTTEST

RESULTS FOR THE CONTROL GROUP
STUDENTS PRETEST POSTTEST 𝑫 𝑫𝟐
(Control Group) (𝒙) (𝒚) (𝒙 − 𝒚) (𝒙 − 𝒚)𝟐
1 5 23 -18 324
2 4 15 -11 121
3 11 15 -4 16
4 8 12 -4 16
5 7 10 -3 9
6 6 11 -5 25
7 4 15 -11 121
8 5 23 -18 324
9 6 18 -12 144
10 4 16 -12 144
11 3 15 -12 144
12 5 15 -10 100
13 3 10 -7 49
14 4 10 -6 36
15 3 9 -6 36
16 8 13 -5 25
17 6 10 -4 16
18 5 9 -4 16
19 10 18 -8 64
20 8 16 -8 64
21 8 19 -11 121
22 10 17 -7 49
23 9 21 -12 144
24 6 22 -16 256
25 3 19 -16 256
26 2 19 -17 289
27 9 12 -3 9
28 8 12 -4 16
29 9 12 -3 9
30 12 15 -3 9

𝒏 = 𝟑𝟎 ∑ 𝒙 = 𝟏𝟗𝟏 ∑ 𝒚 = 𝟒𝟓𝟏 ∑ 𝑫 = − 𝟐𝟔𝟎 ∑ 𝑫𝟐 = 𝟐𝟗𝟓𝟐

𝟐
(∑ 𝑫 ) = −2602 𝑛(∑ 𝐷 2 ) − (∑ 𝐷)2 𝐷 − 𝜇𝐷
𝑺𝑫 = √ 𝒕=
𝑛(𝑛 − 1) 𝑆𝐷
= 𝟔𝟕𝟔𝟎𝟎
√𝑛
(30)(2952) − (67600) (−8.67) − 0
∑𝐷 𝑺𝑫 = √ 𝒕=
̅= 30(30 − 1) 4.91
𝑫
𝑛 √30
−260 −8.67
= (88560) − (67600) 𝒕=
30 𝑺𝑫 = √ 0.896
30(29)
𝒕 = −𝟗. 𝟓𝟏𝟒
̅ = −𝟖. 𝟔𝟕
𝑫
𝒕𝒕 = −𝟐. 𝟎𝟎𝟐
BONGATO, MARVIN 20960 𝒕 < 𝒕𝒕 : Reject Ho
𝑺𝑫 = √ = √24.09 = 𝟒. 𝟗𝟏
870 𝒕 > 𝒕𝒕 : Significant
 APPENDIX C – 2

T – TEST COMPUTATIONS OF THE PRETEST – POSTTEST

RESULTS FOR THE EXPERIMENTAL GROUP
STUDENTS PRETEST POSTTEST 𝑫 𝑫𝟐
(Control Group) (𝒙) (𝒚) (𝒙 − 𝒚) (𝒙 − 𝒚)𝟐
1 6 24 -18 324
2 5 23 -18 324
3 10 19 -9 81
4 11 18 -7 49
5 5 19 -14 196
6 9 18 -9 81
7 3 17 -14 196
8 7 14 -7 49
9 3 19 -16 256
10 4 21 -17 289
11 2 24 -22 484
12 6 15 -9 81
13 8 14 -6 36
14 9 19 -10 100
15 4 21 -17 289
16 5 21 -16 256
17 7 23 -16 256
18 4 24 -20 400
19 2 24 -22 484
20 5 21 -16 256
21 4 23 -19 361
22 3 20 -17 289
23 8 16 -8 64
24 5 24 -19 361
25 6 22 -16 256
26 7 21 -14 196
27 8 16 -8 64
28 10 23 -13 169
29 11 21 -10 100
30 13 24 -11 121
𝒏 = 𝟑𝟎 ∑ 𝒙 = 𝟏𝟗𝟎 ∑ 𝒚 = 𝟔𝟎𝟖 ∑ 𝑫 = − 𝟒𝟏𝟖 ∑ 𝑫𝟐 = 𝟔𝟒𝟔𝟖

𝟐
(∑ 𝑫 ) = −4182 𝑛(∑ 𝐷 2 ) − (∑ 𝐷)2 𝐷 − 𝜇𝐷
𝑺𝑫 = √ 𝒕=
𝑛(𝑛 − 1) 𝑆𝐷
= 𝟏𝟕𝟒𝟕𝟐𝟒
√𝑛
(30)(6468) − (174724) (−13.93) − 0
∑𝐷 𝑺𝑫 = √ 𝒕=
̅= 30(30 − 1) 4.71
𝑫
𝑛 √30
−418 −13.93
= (194040) − (174724) 𝒕=
30 𝑺𝑫 = √ 0.860
30(29)
𝒕 = −𝟏𝟕. 𝟖𝟒𝟑
̅ = −𝟏𝟑. 𝟗𝟑
𝑫
𝒕𝒕 = −𝟐. 𝟎𝟎𝟐
19316 𝒕 < 𝒕𝒕 : Reject Ho
𝑺𝑫 = √ = √24.20 = 𝟒. 𝟕𝟏
BONGATO, MARVIN 870 𝒕 > 𝒕𝒕 : Significant
 APPENDIX C – 6
T - TEST COMPUTATIONS OF THE POSTTEST – POSTTEST RESULTS OF
THE CONTROL GROUP AND THE EXPERIMENTAL GROUP
STUDENTS CONTROL (𝒙𝟏 ) EXPERIMENTAL (𝒙𝟐 ) (𝒙𝟏 )𝟐 (𝒙𝟐 )𝟐
1 23 24 529 576
2 15 23 225 529
3 15 19 225 361
4 12 18 144 324
5 10 19 100 361
6 11 18 121 324
7 15 17 225 289
8 23 14 529 196
9 18 19 324 361
10 16 21 256 441
11 15 24 225 576
12 15 15 225 225
13 10 14 100 196
14 10 19 100 361
15 9 21 81 441
16 13 21 169 441
17 10 23 100 529
18 9 24 81 576
19 18 24 324 576
20 16 21 256 441
21 19 23 361 529
22 17 20 289 400
23 21 16 441 256
24 22 24 484 576
25 19 22 361 484
26 19 21 361 441
27 12 16 144 256
28 12 23 144 529
29 12 21 144 441
30 15 24 225 576

∑ 𝒙𝟐 𝟐
𝑵 = 𝟑𝟎 ∑ 𝒙𝟏 = 𝟒𝟓𝟏 ∑ 𝒙𝟐 = 𝟔𝟎𝟖 ∑ 𝒙𝟏 𝟐 = 𝟕𝟐𝟗𝟑
= 𝟏𝟐𝟔𝟏𝟐

𝑥1 − 𝑥2
∑ 𝑥1 451 𝟐 𝑛(∑ 𝑥1 2 ) − (∑ 𝑥1 )2 𝒕=
𝒙𝟏 = = = 𝟏𝟓. 𝟎𝟑 𝑺𝟏 =
𝑛 30 𝑛(𝑛 − 1) 2 2
√𝑆1 + 𝑆2
(30)(7293) − (116281) 𝑛1 𝑛2
∑ 𝑥2 608 𝑺𝟏 𝟐 =
𝒙𝟐 = = = 𝟐𝟎. 𝟐𝟕 30(30 − 1)
𝑛 30 15.03 − 20.27
𝟐 102509 𝒕=
𝑺𝟏 = = 𝟏𝟏𝟕. 𝟖𝟐𝟔
√117.826 + 9.995
𝟐
(∑ 𝒙𝟏 ) = (451)2 870
30 30
= 𝟏𝟏𝟔𝟐𝟖𝟏 𝟐 𝑛(∑ 𝑥2 2 ) − (∑ 𝑥2 )2 −5.24
𝟐 𝑺𝟐 = 𝒕=
(∑ 𝒙𝟐 ) = (608)2 𝑛(𝑛 − 1) √4.2607
𝟐
(30)(12612) − (369664) 𝒕 = −5.4476432 …
𝑺𝟏 =
BONGATO, MARVIN 30(30 − 1) 𝒕 = −𝟓. 𝟒𝟒𝟖
8,696
𝑺𝟏 𝟐 = = 𝟗. 𝟗𝟗𝟓 𝒕𝒕 = −𝟐. 𝟎𝟎𝟐
870 𝒕 > 𝒕𝒕 : Reject Ho
𝒕 < 𝒕𝒕 : Significant
 = 𝟑𝟔𝟗, 𝟔𝟔𝟒
APPENDIX D
MS EXCEL DATA ANALYSIS OUTPUTS

T – TEST COMPUTATIONS OF THE PRETEST – POSTTEST

RESULTS FOR THE CONTROL GROUP

t-Test: Two-Sample Assuming Equal Variances

Pretest Posttest
Mean 6.366666667 15.03333
Variance 7.205747126 17.68851
Observations 30 30
Pooled Variance 12.44712644
Hypothesized Mean Difference 0
df 58
t Stat -9.514000551
P(T<=t) one-tail 9.51248E-14
t Critical one-tail 1.671552762
P(T<=t) two-tail 1.9025E-13
t Critical two-tail 2.001717484
Reject Null Hypothesis: Significant

T – TEST COMPUTATIONS OF THE PRETEST – POSTTEST

RESULTS FOR THE EXPERIMENTAL GROUP

t-Test: Two-Sample Assuming Equal Variances

Pretest Posttest
Mean 6.333333333 20.26666667
Variance 8.298850575 9.995402299
Observations 30 30
Pooled Variance 9.147126437
Hypothesized Mean Difference 0
df 58
t Stat -17.84260723
P(T<=t) one-tail 1.58239E-25
t Critical one-tail 1.671552762
P(T<=t) two-tail 3.16479E-25
t Critical two-tail 2.001717484
Reject Null Hypothesis: Significant

BONGATO, MARVIN
 T - TEST COMPUTATIONS OF THE POSTTEST – POSTTEST RESULTS OF
THE CONTROL GROUP AND THE EXPERIMENTAL GROUP

t-Test: Two-Sample Assuming Equal Variances

Conventional Using of Media

Mean 15.03333333 20.2666667
Variance 17.68850575 9.9954023
Observations 30 30
Pooled Variance 13.84195402
Hypothesized Mean Difference 0
df 58
t Stat -5.447852317
P(T<=t) one-tail 5.42997E-07
t Critical one-tail 1.671552762
P(T<=t) two-tail 1.08599E-06
t Critical two-tail 2.001717484
Reject Null Hypothesis: Significant

BONGATO, MARVIN
 APPENDIX E
SCREENSHOTS OF MEDIA USED

BONGATO, MARVIN