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Tamban, Victoria E
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Decision Sciences, Operations Research & Management Mathematics Social Sciences

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Journal : Applied Quantitative Analysis (AQA)

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Improving high school students' performance in basic calculus using the Enhancing Mastery & Expertise in Mathematics supplementary material Nunez, Maria Merlinda A; Yazon, Alberto D; Sapin, Sherwin B; Tamban, Victoria E; Manaig, Karen A
Applied Quantitative Analysis Vol. 3 No. 1 (2023): June 2023
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/quant.1597

Abstract

Preparing K-12 students to gear up for higher mathematics and sciences, and to be more mathematically college-ready, teachers were given the essential role in bridging the learning gaps. One way to address this was the utilization of modules. The researcher developed Enhancing Mastery & Expertise in Mathematics (EM&EM) module in Basic Calculus. The objective of this quasi-experimental research was to evaluate the effectiveness of the EM&EM module in improving students' performance about the theorems of differentiation. The experimental and comparison groups comprised forty-six (46) Grade 11 students who used the EM&EM module and the DepEd module, respectively. The instruments used in the study were the pretest, formative tests, and posttest found in the EM&EM module. Mean and standard deviation were used to describe student performance in these assessments. To see if a significant difference existed, the formative test and posttest scores between the two groups were analyzed using an independent t-test, while the pretest and posttest scores within each group were analyzed using a paired sample t-test. The findings showed that the experimental and comparison groups' formative tests and posttest scores did not differ significantly, although the former generally performed better when their mean scores were compared. However, there was a significant difference between the two groups' pretest and posttest scores, and that had a large positive effect on their improvement. Therefore, just like the DepEd module, the EM&EM module was effective in facilitating the learning process. Overall, the EM&EM module significantly and substantially enhanced students' learning of Basic Calculus.
Enhancing Readiness and Mathematics Performance in Face-to-Face Learning Among Grade 7 Students: A Descriptive-Correlational Study Batiao, Conrado A; Yazon, Alberto D; Manaig, Karen A; Sapin, Sherwin B; Tamban, Victoria E
Applied Quantitative Analysis Vol. 3 No. 1 (2023): June 2023
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/quant.1598

Abstract

This study aimed to determine the relationship between the level of readiness and mathematics performance in face-to-face learning among Grade 7 learners at Balibago Integrated High School. This study employed a descriptive-correlational design to determine the correlation between the two variables under consideration. A stratified proportionate random sampling technique was used to determine the sample from the population of learners, and the number of samples was established using the Cochran formula. The study utilized a researcher-made questionnaire to measure the learners’ readiness level and mathematics performance and was verified by a pool of experts in the field. The questionnaire on readiness focused on measuring students’ cognitive, social, physical, and emotional aspects. The gathered data were evaluated using frequency count and percentage, mean, standard deviation, Pearson r, and hierarchical multiple regression. Based on the findings, it showed that learners’ levels of cognitive, social, and physical readiness were high but only moderate emotionally. Nonetheless, students' mathematics performance was poor because the computed mean fell within a low range. Thus, findings revealed that there was a strong and positive correlation between students' readiness and mathematics performance, with a p-value of .007, which rejected the hypothesis. However, the findings revealed that there was no substantial moderating influence on the profile of learners' mathematics performance in relation to their readiness with a p-value greater than .01. In light of this, a learner's level of preparedness in terms of cognitive, social, emotional, and physical factors may have an impact on how well they perform mathematically.
Effectiveness of Interactive Classroom Tool: A Quasi-Experiment in Assessing Students’ Engagement and Performance in Mathematics 10 using ClassPoint Querido, Doris V; Yazon, Alberto D; Manaig, Karen A; Tamban, Victoria E; Sapin, Sherwin B
Applied Quantitative Analysis Vol. 3 No. 1 (2023): June 2023
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/quant.1601

Abstract

Concerns about students' math skills have long existed on a global scale, the Philippines performed "significantly low" compared to all other participating countries in different achievement assessments. In addition, many students are showing signs of growing disengagement, particularly in mathematics. This is a significant matter since students' success and performance in mathematics may be at risk because of their lack of engagement. This study aimed to determine the effectiveness of the ClassPoint, an Interactive Classroom Tool, in enhancing students' engagement and performance in mathematics in face-to-face classes. The researcher utilized a quantitative quasi-experimental design, with 60 students as participants, covering the second quarter of Most Essential Learning Skills of Mathematics 10. Independent and Paired Samples t-test was employed to determine significant differences between formative test, posttest, and student engagement mean responses. The results showed that the students in the Experimental group who used the Interactive Classroom Tool performed better than the Comparison group who did not. The Experimental group showed a significant improvement in their performance, reaching a mastery level of 78% MPS, and a highly significant difference between the Comparison group in the independent t-test result. In addition, a paired t-test revealed that the interactive classroom tool considerably increased student engagement, as indicated by the significant difference in engagement scores between before and after the Interactive Classroom Tool was implemented. The study suggests that instructors may use Interactive Classroom Tool or ClassPoint as instructional materials to increase student participation and performance.
Self-Guided Analysis Tool Pack (S-Gat) Improved Students’ Performance in Statistics: Experimental Approach Ramos, Kristian James S; Sapin, Sherwin B; Yazon, Alberto D; Tamban, Victoria E; Cortezano, Glen P
Applied Quantitative Analysis Vol. 3 No. 1 (2023): June 2023
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/quant.1602

Abstract

Nowadays, there are different platforms, applications, and software available, yet it is not implemented nor integrated into the class discussion as part of teaching and learning. SPSS, Jamovi, and even Microsoft Excel are some that may be used by the students for the statistical treatment of data. Students are lacking the advantage to be equipped with technology in this kind of situation. They are becoming incompetent to other students who have the skills in using the different applications as mentioned above.This study aimed to determine the effectiveness of Self-guided Analysis Tool Pack (S-GAT) as a supplementary material in improving students’ performance in Statistics. The researcher used quasi-experimental research. The respondents were selected Grade 12 students. Two sections were selected as the comparison and experimental group. From these participants, the researcher match-paired the scores in pretest as basis to form the students under comparison group and those in experimental group. The prescribed module was used by the comparison group while the experimental group utilized SGAT. The statistical tools used were the weighted mean, Standard Deviation, Independent Samples t-test and Paired Samples T-test. The researcher also utilized Cohen’s d to determine the effect size. Findings revealed that S-GAT and prescribed module improved students’ performance in Statistics. Both groups had improvement in their performance revealed in their posttest scores, however, students who used SGAT had significantly higher performance than those who used the prescribed module as revealed in the posttest scores. S-GAT is effective and may be utilized as supplementary material in Statistics. Thus, the researcher encouraged other teacher-researchers to innovate technology-based instructional materials to enhance the student’s performance in general.
Co-Authors Batiao, Conrado A Cortezano, Glen P Manaig, Karen A Nunez, Maria Merlinda A Querido, Doris V Ramos, Kristian James S Sapin, Sherwin B Yazon, Alberto D