The document summarizes a study on utilizing the GeoGebra mathematics software application to teach operations in grade 4 mathematics. The study used a quasi-experimental research design with a control and experimental group. Results showed that using GeoGebra as an intervention improved students' math performance and that students perceived GeoGebra positively. The study concluded that GeoGebra can boost student interest and help teachers facilitate learning beyond traditional instruction. Recommendations included supporting the use of GeoGebra in teacher education and ensuring students and teachers have access and skills to use the application.
The document discusses a study on the effectiveness of a flipped classroom environment in improving learners' academic achievement in Araling Panlipunan. It begins with background on blended learning and the flipped classroom approach. It then states the problem of students' poor study habits and performance. The study used a quasi-experimental design with control and experimental groups. Results showed a significant improvement in test scores for the experimental group who experienced the flipped classroom. The conclusions were that the flipped approach improved performance, helped students prepare and catch up, and allowed teachers to better support students. Recommendations included considering students' technology access and continuing to explore educational technology approaches.
This document outlines a research proposal to enhance the word problem solving skills of grade 9 students through the use of group conversation on Facebook Messenger. The researcher aims to select an experimental group that will receive instruction through Facebook group chat in addition to regular modules, while a control group receives only modules. Both groups will take pre- and post-tests to measure the impact of the intervention on test scores. If successful, the approach could improve student-teacher interaction and engagement with word problems during remote learning.
Active Learning Strategy in Teaching Science to Grade 8 Students: A Lesson StudyPaula Marie Llido
An Action Research specifically lesson study about Teaching the Science topic Typhoon to 3 classes of Grade 8 level students using Active Learning Strategy.
This document provides an agenda and background information for a virtual meeting as part of the TOWN 2013 Phase 2 numeracy initiative. The meeting will focus on continuous assessment, feedback strategies, and planning for sustainability of the program. Teachers are asked to complete tasks between meetings, including assessing students during a lesson, providing feedback on the lesson and assessment, and continuing to update student progress records. The next meeting will be on November 4th to discuss feedback from continuous assessments, implementing self-feedback activities, and completing tracking sheets and assessments for the program.
This action research study examined the effects of activity-based teaching methods on 7th grade students' understanding of adding and subtracting integers. The study involved 26 students who completed pre- and post-tests on integer addition. Between the tests, students learned about integers using group work, interviews, math lab activities, notebooks, games, and debates. Results showed students significantly improved their conceptual understanding and procedural skills, with the average test score increasing from 63.85 to 90.77. Specifically, students improved most at adding negative integers and adding negative and positive integers. The study concluded activity-based learning is effective for teaching integers and benefits students' mathematics performance.
The document discusses objective and subjective methods for measuring performance, with objective measures using tools like stopwatches and tapes to precisely measure elements like time or distance, while subjective measures involve personal judgements of qualities like style that require interpretation; it also notes that measures exist on a continuum between completely objective to highly subjective depending on the sport or skills being assessed.
GROUP 3 BTMbnvvvvvbcccccccccbxfhffdddhhhhhhhggggggggggggggggg.pptxabusunabakali
The document discusses assessment in the teaching of biology. It covers several key points:
1) It defines assessment as gathering data to understand student learning strengths and weaknesses. Assessment is more than just grading, and provides important insights into student learning.
2) There are several types of assessments discussed, including pre-assessment to understand prior knowledge, formative assessment to provide feedback, interim assessment after 6-8 weeks, and summative assessment as a final measure of learning.
3) The relevance of assessment is that it allows students, teachers, parents, and administrators to understand learning and plan next steps. It also enables evaluation of teaching methods and curriculum.
offshore lecture 1 12th SEptember 2015 IPGKSAH.pptxWanFadh1
This document provides an overview of a PLG 501 class on research methods in education taught by Prof Munirah Ghazali. It includes information about the course such as administrative details, lecture topics, required textbook, and support systems. The course will cover an introduction to educational research including the scientific method, different types of research classified by purpose (e.g. basic, applied) and method (e.g. quantitative, qualitative). It will also provide examples of various research designs like descriptive research, experimental research, and ethnography.
The document discusses a study on the effectiveness of a flipped classroom environment in improving learners' academic achievement in Araling Panlipunan. It begins with background on blended learning and the flipped classroom approach. It then states the problem of students' poor study habits and performance. The study used a quasi-experimental design with control and experimental groups. Results showed a significant improvement in test scores for the experimental group who experienced the flipped classroom. The conclusions were that the flipped approach improved performance, helped students prepare and catch up, and allowed teachers to better support students. Recommendations included considering students' technology access and continuing to explore educational technology approaches.
This document outlines a research proposal to enhance the word problem solving skills of grade 9 students through the use of group conversation on Facebook Messenger. The researcher aims to select an experimental group that will receive instruction through Facebook group chat in addition to regular modules, while a control group receives only modules. Both groups will take pre- and post-tests to measure the impact of the intervention on test scores. If successful, the approach could improve student-teacher interaction and engagement with word problems during remote learning.
Active Learning Strategy in Teaching Science to Grade 8 Students: A Lesson StudyPaula Marie Llido
An Action Research specifically lesson study about Teaching the Science topic Typhoon to 3 classes of Grade 8 level students using Active Learning Strategy.
This document provides an agenda and background information for a virtual meeting as part of the TOWN 2013 Phase 2 numeracy initiative. The meeting will focus on continuous assessment, feedback strategies, and planning for sustainability of the program. Teachers are asked to complete tasks between meetings, including assessing students during a lesson, providing feedback on the lesson and assessment, and continuing to update student progress records. The next meeting will be on November 4th to discuss feedback from continuous assessments, implementing self-feedback activities, and completing tracking sheets and assessments for the program.
This action research study examined the effects of activity-based teaching methods on 7th grade students' understanding of adding and subtracting integers. The study involved 26 students who completed pre- and post-tests on integer addition. Between the tests, students learned about integers using group work, interviews, math lab activities, notebooks, games, and debates. Results showed students significantly improved their conceptual understanding and procedural skills, with the average test score increasing from 63.85 to 90.77. Specifically, students improved most at adding negative integers and adding negative and positive integers. The study concluded activity-based learning is effective for teaching integers and benefits students' mathematics performance.
The document discusses objective and subjective methods for measuring performance, with objective measures using tools like stopwatches and tapes to precisely measure elements like time or distance, while subjective measures involve personal judgements of qualities like style that require interpretation; it also notes that measures exist on a continuum between completely objective to highly subjective depending on the sport or skills being assessed.
GROUP 3 BTMbnvvvvvbcccccccccbxfhffdddhhhhhhhggggggggggggggggg.pptxabusunabakali
The document discusses assessment in the teaching of biology. It covers several key points:
1) It defines assessment as gathering data to understand student learning strengths and weaknesses. Assessment is more than just grading, and provides important insights into student learning.
2) There are several types of assessments discussed, including pre-assessment to understand prior knowledge, formative assessment to provide feedback, interim assessment after 6-8 weeks, and summative assessment as a final measure of learning.
3) The relevance of assessment is that it allows students, teachers, parents, and administrators to understand learning and plan next steps. It also enables evaluation of teaching methods and curriculum.
offshore lecture 1 12th SEptember 2015 IPGKSAH.pptxWanFadh1
This document provides an overview of a PLG 501 class on research methods in education taught by Prof Munirah Ghazali. It includes information about the course such as administrative details, lecture topics, required textbook, and support systems. The course will cover an introduction to educational research including the scientific method, different types of research classified by purpose (e.g. basic, applied) and method (e.g. quantitative, qualitative). It will also provide examples of various research designs like descriptive research, experimental research, and ethnography.
The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
This study examined the impact of incorporating basic computer programming skills into a senior-level algebra class. The study found that homework completion rates increased from 22% to 114% and student attitudes improved, with more feeling math was relevant to their lives. Problem-solving skills increased as evidenced by more students attempting higher-level questions. While attendance did not change, students stayed more engaged in the programming unit. The study concluded that incorporating programming benefited students and recommended continuing and expanding its use.
mRIDGE project - final presentation in evaluation of WP4 and WP5Manuel Castro
Presentation of Manuel Castro form UNED, THE MDR model - gained skills, knowledge and competences. the effectiveness and efficiency of THE mdr approach, part of the mRIDGE Erasmus Plus European Project.
Presentation during the final Workshop of the Results of the research project "mRIDGE – Using mobile technology to improve policy Reform for Inclusion of Disadvantaged Groups in Education" in Plovdiv House of Culture, promoted by the Municipality of Plovdiv and the University of Plovdiv.
http://mridge.dipseil.net/
PROJECT 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
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It describes how the system would work, the types of feedback and reports it would generate, and how the data-driven approach could help improve student learning and inform educational improvements at various levels of an institution.
Pd continuum plan goodspiritmodule2 - catch-up modulequintinrobertson
This document provides an overview of Module 2, which focuses on using pre-assessment and formative assessment strategies. It discusses the importance of formative assessment in informing instruction and improving student learning. Various pre, formative, and summative assessment strategies are presented, including entrance slips, observations, quizzes, and student self-assessments. Teachers are asked to implement three new pre-assessment or formative assessment strategies. The module aims to increase awareness and use of these assessment types and link them to the school division's unit planning template.
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The document announces a conference on January 12-13, 2023 titled "Let's Engage" presented by Dr. Elizabeth Lugosi. It discusses strategies to improve student learning in Calculus I, including increasing baseline knowledge, emphasizing critical thinking and scaffolding, and building collaboration. A survey found that the strategies helped improve math skills and collaboration. Most students reported a good relationship with the professor and a positive learning environment. Students with prior math anxiety reported it was reduced. The strategies were deemed effective as the class average was 85% and students engaged well with the applied pedagogical approaches.
ggfgggvfghghhhhh Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about the
Presentation from International Assessment in Higher Education Conference, June 2015 on the evaluation of the use of formative thresholded assessment at the Open University Science Faculty.
April washburn eed 509 spring 2016 chapter 10 the inquiry modelApril Washburn
The document discusses the inquiry model of instruction. It defines the inquiry model as a process-oriented model that teaches students skills for systematically answering important questions. The inquiry model involves engaging students through active collaboration. It can be used across different subject areas and education levels.
The document then describes the key elements of the inquiry model process. It involves posing a question, forming a hypothesis, gathering data, assessing the hypothesis, generalizing findings, and analyzing the process. There are four levels of inquiry that vary the amount of teacher guidance provided. Technology can support various stages of planning, implementing, and assessing inquiry lessons. Differentiating instruction content, process and products allows the model to meet varied student needs.
Results of Application of Lessons Learned Flipped Classroom--Follow Up StudyGeorge Krueger
The professor implemented a modified "lessons learned" flipped classroom approach in an introductory marketing class based on the results of a previous study. The modifications included highly focused lectures followed by weekly discussions applying concepts, and utilizing student projects throughout the semester. Assessment of student outcomes showed no significant difference in quiz scores but statistically higher final exam and marketing project scores compared to the previous flipped classroom approach. While student evaluations reverted to the mean, qualitative feedback was positive and learning outcomes improved with the modified approach. The professor concluded the lessons learned approach was an effective way to implement a flipped classroom strategy while improving key learning outcomes.
ActionResearch - Strategies FOR PRACTICE.pptx300272
This document discusses instructional strategies that can be used in action research, including active learning, cooperative learning, experimental inquiry, and graphic organizers. It also provides examples of problems identified in past action research studies, such as students having low scores in problem solving, mathematics, and difficulty comprehending science concepts. The document outlines identifying problems, analyzing problems, considering alternative courses of action, and selecting a probable action, such as using activity cards, assignment sheets, or cooperative learning, to address the issues identified.
This document describes a study that investigated the impact of the "Box Me" strategy on students' computational skills in multiplication. It employed a mixed-methods approach, using pre- and post-tests to quantitatively measure students' skills before and after using the strategy, and interviews to qualitatively understand students' experiences. The results showed a statistically significant improvement in students' multiplication skills after using the "Box Me" strategy. In interviews, students also reported having a more positive learning experience with multiplication when engaging with this strategy. The study concludes that the "Box Me" strategy effectively improved students' computational abilities in multiplication.
Technology Based Assessment Tools TEC 536 AA (1).pptxAlaaAlian
This document discusses different tools that teachers can use for formative and summative assessments, including Quizlet for recall questions, Blooket for skills and concepts, Edpuzzle for strategic thinking, Buncee for extended thinking, and Nearpod for peer review and self-assessment. Each tool is described in 1-2 sentences and their appropriate grade levels are provided. Standards from the International Society for Technology in Education are included for each tool.
Types of Evaluation prior to Instructional Actitspetacular
Evaluations prior to instructional act are pre-assessment, formative, and summative test. These three types of evaluation are done to determine the needs and strengths o the students
New Assessments in Higher Education with Computers by: Prof Lili Saghafi Professor Lili Saghafi
Assessment is the measurement of what students are learning. Assessments provide educators with both objective and subjective data in order to ascertain the student’s progress and skill mastery. It can be done in 6 different types and in the format of Computer Adaptive Assessment and The Virtual Performance Assessment (VPA)....
1. Classroom Action Research (CAR) is a type of research designed to improve teaching quality and student achievement in the classroom. Teachers evaluate their teaching methods and plan improvements based on the results.
2. CAR begins with identifying problems in the classroom that are prioritized for solving. The product of CAR is an innovative instructional strategy to address the identified problems.
3. CAR involves repeated cycles of planning an instructional strategy, implementing it, observing its effects, and reflecting on the results to revise the strategy if needed. The goal is to develop a strategy that effectively solves classroom issues.
The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
This study examined the impact of incorporating basic computer programming skills into a senior-level algebra class. The study found that homework completion rates increased from 22% to 114% and student attitudes improved, with more feeling math was relevant to their lives. Problem-solving skills increased as evidenced by more students attempting higher-level questions. While attendance did not change, students stayed more engaged in the programming unit. The study concluded that incorporating programming benefited students and recommended continuing and expanding its use.
mRIDGE project - final presentation in evaluation of WP4 and WP5Manuel Castro
Presentation of Manuel Castro form UNED, THE MDR model - gained skills, knowledge and competences. the effectiveness and efficiency of THE mdr approach, part of the mRIDGE Erasmus Plus European Project.
Presentation during the final Workshop of the Results of the research project "mRIDGE – Using mobile technology to improve policy Reform for Inclusion of Disadvantaged Groups in Education" in Plovdiv House of Culture, promoted by the Municipality of Plovdiv and the University of Plovdiv.
http://mridge.dipseil.net/
PROJECT 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
This document presents a study on enhancing the problem solving skills of Grade 4 pupils in Duit Elementary School through the bar model technique. It discusses the background of the study, research gap, theoretical framework, statement of the problem, methodology, and ethical considerations. The methodology section details that a pre-test will be administered to 32 Grade 4 pupils to assess their initial problem solving level. The bar model technique will then be implemented as intervention 3 times a week. A post-test will then evaluate any changes in the pupils' problem solving abilities after using the bar model technique.
It describes how the system would work, the types of feedback and reports it would generate, and how the data-driven approach could help improve student learning and inform educational improvements at various levels of an institution.
Pd continuum plan goodspiritmodule2 - catch-up modulequintinrobertson
This document provides an overview of Module 2, which focuses on using pre-assessment and formative assessment strategies. It discusses the importance of formative assessment in informing instruction and improving student learning. Various pre, formative, and summative assessment strategies are presented, including entrance slips, observations, quizzes, and student self-assessments. Teachers are asked to implement three new pre-assessment or formative assessment strategies. The module aims to increase awareness and use of these assessment types and link them to the school division's unit planning template.
E_Lugosi Engage to Enhance Understanding and Success-1.pdfLucindaStanley
The document announces a conference on January 12-13, 2023 titled "Let's Engage" presented by Dr. Elizabeth Lugosi. It discusses strategies to improve student learning in Calculus I, including increasing baseline knowledge, emphasizing critical thinking and scaffolding, and building collaboration. A survey found that the strategies helped improve math skills and collaboration. Most students reported a good relationship with the professor and a positive learning environment. Students with prior math anxiety reported it was reduced. The strategies were deemed effective as the class average was 85% and students engaged well with the applied pedagogical approaches.
ggfgggvfghghhhhh Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about the
Presentation from International Assessment in Higher Education Conference, June 2015 on the evaluation of the use of formative thresholded assessment at the Open University Science Faculty.
April washburn eed 509 spring 2016 chapter 10 the inquiry modelApril Washburn
The document discusses the inquiry model of instruction. It defines the inquiry model as a process-oriented model that teaches students skills for systematically answering important questions. The inquiry model involves engaging students through active collaboration. It can be used across different subject areas and education levels.
The document then describes the key elements of the inquiry model process. It involves posing a question, forming a hypothesis, gathering data, assessing the hypothesis, generalizing findings, and analyzing the process. There are four levels of inquiry that vary the amount of teacher guidance provided. Technology can support various stages of planning, implementing, and assessing inquiry lessons. Differentiating instruction content, process and products allows the model to meet varied student needs.
Results of Application of Lessons Learned Flipped Classroom--Follow Up StudyGeorge Krueger
The professor implemented a modified "lessons learned" flipped classroom approach in an introductory marketing class based on the results of a previous study. The modifications included highly focused lectures followed by weekly discussions applying concepts, and utilizing student projects throughout the semester. Assessment of student outcomes showed no significant difference in quiz scores but statistically higher final exam and marketing project scores compared to the previous flipped classroom approach. While student evaluations reverted to the mean, qualitative feedback was positive and learning outcomes improved with the modified approach. The professor concluded the lessons learned approach was an effective way to implement a flipped classroom strategy while improving key learning outcomes.
ActionResearch - Strategies FOR PRACTICE.pptx300272
This document discusses instructional strategies that can be used in action research, including active learning, cooperative learning, experimental inquiry, and graphic organizers. It also provides examples of problems identified in past action research studies, such as students having low scores in problem solving, mathematics, and difficulty comprehending science concepts. The document outlines identifying problems, analyzing problems, considering alternative courses of action, and selecting a probable action, such as using activity cards, assignment sheets, or cooperative learning, to address the issues identified.
This document describes a study that investigated the impact of the "Box Me" strategy on students' computational skills in multiplication. It employed a mixed-methods approach, using pre- and post-tests to quantitatively measure students' skills before and after using the strategy, and interviews to qualitatively understand students' experiences. The results showed a statistically significant improvement in students' multiplication skills after using the "Box Me" strategy. In interviews, students also reported having a more positive learning experience with multiplication when engaging with this strategy. The study concludes that the "Box Me" strategy effectively improved students' computational abilities in multiplication.
Technology Based Assessment Tools TEC 536 AA (1).pptxAlaaAlian
This document discusses different tools that teachers can use for formative and summative assessments, including Quizlet for recall questions, Blooket for skills and concepts, Edpuzzle for strategic thinking, Buncee for extended thinking, and Nearpod for peer review and self-assessment. Each tool is described in 1-2 sentences and their appropriate grade levels are provided. Standards from the International Society for Technology in Education are included for each tool.
Types of Evaluation prior to Instructional Actitspetacular
Evaluations prior to instructional act are pre-assessment, formative, and summative test. These three types of evaluation are done to determine the needs and strengths o the students
New Assessments in Higher Education with Computers by: Prof Lili Saghafi Professor Lili Saghafi
Assessment is the measurement of what students are learning. Assessments provide educators with both objective and subjective data in order to ascertain the student’s progress and skill mastery. It can be done in 6 different types and in the format of Computer Adaptive Assessment and The Virtual Performance Assessment (VPA)....
1. Classroom Action Research (CAR) is a type of research designed to improve teaching quality and student achievement in the classroom. Teachers evaluate their teaching methods and plan improvements based on the results.
2. CAR begins with identifying problems in the classroom that are prioritized for solving. The product of CAR is an innovative instructional strategy to address the identified problems.
3. CAR involves repeated cycles of planning an instructional strategy, implementing it, observing its effects, and reflecting on the results to revise the strategy if needed. The goal is to develop a strategy that effectively solves classroom issues.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
B. Ed Syllabus for babasaheb ambedkar education university.pdf
PPT FINAL PROPOSAL DEFENCE.pptx
1. UTILIZATION OF GEOGEBRA IN
TEACHING LEARNING
OPERATIONS IN GRADE 4
MATHEMATICS
SALDI P. VITORILLO
RESEARCHER
OLGA C. ALONSABE PHD, CESO V
ADVISER
2. GEOGEBRA
• Mathematics is a foundational subject that plays a crucial role in the
academic and future success of students. However, many elementary school
pupils struggle with mathematical concepts and skills, which can lead to
long term difficulties in their education. To address this challenge, teachers
have turned to technology-based instruction as a potential solution.
• is a dynamic mathematics software for all levels of education that brings
together geometry, algebra, spreadsheets, graphing.
• A student can solve word problems and equations using this
software/application.
3.
4. STATEMENT OF THE PROBLEM
• Specifically, it sought to answer the following questions:
1. 1. What is the performance of grade 4 pupils in the control and the experimental groups as reflected in
the pre-test scores?
2. 2. What is the performance of grade 4 pupils in the control and the experimental groups as reflected in
the post-test scores?
3. 3. Is there a significant difference between the pretest scores of the control and experimental group?
4. 4. Is there a significant difference between the postest scores of the control and experimental group?
5. 5. Is there a significant difference between the pre and post test scores in the control and experimental
group?
6. 6. How do the Grade 4 pupils perceive the utilization of GeoGebra mathematics application?
7. 7. What teaching guide on the Utilization of GeoGebra application can be developed based from the
findings of the study?
5. SCOPE AND
LIMITATIONS
OF THE STUDY
The study’s goal is to utilize
GeoGebra as an intervention
for teaching learning
process to the fourth
graders in one school in
South District, 1st
Legislative District, Division
of Cagayan de Oro City.
6. RESEARCH DESIGN
• The study will utilize quasi-experimental as a type of research
design. A quasi-experimental design aims to evaluate an
intervention and demonstrate causality between dependent and
independent variables in the study.
• Pretest and Post-test to test how effective is the intervention to
the mathematical performance skills of grade 4 students.
7. RESPONDENTS OF THE
STUDY
• Two Grade 4 sections/classes
will be used as control and
experimental group in this study.
The experimental group will be
exposed to the intervention while
traditional method for the control
group.
9. RESEARCH INSTRUMENT
• There are two research instruments that is used in this study.
The first instrument is an examination questionnaire with 30
items for pretest and post-test. The questions has been taken
from Grade 4 Mathematics learning material, learning resource of
the Department of Education.
• The second instrument is a survey questionnaire to know how the
respondents perceive the utilization of GeoGebra mathematics
software.
11. 1. WHAT IS THE
PERFORMANCE OF
GRADE 4 PUPILS IN
THE CONTROL
AND THE
EXPERIMENTAL
GROUPS AS
REFLECTED IN THE
PRE-TEST SCORES?
Pretest Level
of
Performance
Control
Group
Experimental
Group
Frequency Percent Frequency Percent
0 – 8 1 2.2 9 20
9 - 14 24 53.3 29 64.4
15 - 19 18 40.0 5 11.1
20 -24 2 4.4 2 4.4
25 -30 0 0 0 0
Average Score 13.71 100 11.4 100
12. 2. WHAT IS THE
PERFORMANCE OF
GRADE 4 PUPILS IN
THE CONTROL AND
THE EXPERIMENTAL
GROUPS AS
REFLECTED IN THE
POST-TEST SCORES?
Post Test
Level of
Performance
Control
Group
Experiment
Group
Frequency Percent Frequency Percent
0 – 8 0 0 0 0
9 - 14 0 0 0 0
15 - 19 1 2.2 0 0
20 - 24 35 77.8 0 0
25 -30 9 20.0 45 100.0
Average Score 22.29 28.04
13. 3. IS THERE A
SIGNIFICANT
DIFFERENCE
BETWEEN THE
PRETEST
SCORES OF THE
CONTROL AND
EXPERIMENTAL
GROUP?
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
PreControl .176 45 .001 .940 45 .022
PreExp .120 45 .100 .933 45 .012
PostControl .299 45 .000 .831 45 .000
PostExp .287 45 .000 .776 45 .000
a. Lilliefors Significance Correction
14. 3. IS THERE A SIGNIFICANT
DIFFERENCE BETWEEN THE
PRETEST SCORES OF THE
CONTROL AND
EXPERIMENTAL GROUP?
Variable Z Wilcoxon
Signed-
Ranks Test
Probability
Performance
Score
- 2.94* 0.003
• Wilcoxon Signed-Ranks Test for the pretest
scores of the control and experimental group
15. 4. IS THERE A
SIGNIFICANT DIFFERENCE
BETWEEN THE POSTEST
SCORES OF THE CONTROL
AND EXPERIMENTAL
GROUP?
Variable Z Wilcoxon
Signed-
Ranks Test
Probability
Performance Score - 5.86* 0.00
*p < .01, two-tailed.
Wilcoxon Signed-Ranks Test for the
posttest scores of the control and
experimental group
16. 5. Is there a significant
difference between the
pre and post test scores
in the control and
experimental group?
Time Control Experimental Difference
Pre 13.711 11.400 2.311
Post 22.289 28.044 -5.756
Change 8.578 16.644 -8.067
The Pre-test and Post test scores
Control and Experimental group and
the DID result.
17. 5. Is there a
significant
difference between
the pre and post test
scores in the control
and experimental
group?
Unstandardized
Coefficients
Std.
Error t Sig.
(Constant) 13.711 .414 33.122 .000
Timeline 8.578 .585 14.652 .000
Group -2.311 .585 -3.948 .000
Interaction 8.067 .828 9.743 .000
a. Dependent
Variable:
The regression results of double difference
model with Scores as dependent variable.
18. 5. Is there a
significant
difference between
the pre and post test
scores in the control
and experimental
group?
Unstandardized
Coefficients
Std.
Error t Sig.
(Constant) 13.711 .414 33.122 .000
Timeline 8.578 .585 14.652 .000
Group -2.311 .585 -3.948 .000
Interaction 8.067 .828 9.743 .000
a.
Dependent
Variable:
Score
The regression results of double difference
model with Scores as dependent variable.
19. 5. Is there a
significant difference
between the pre and
post test scores in
the control and
experimental group?
A Crossover Interaction plot between the groups
(i.e. control/experimental) and timeline (i.e.
before/after intervention)
20. 6. How do the
Grade 4 pupils
perceive the
utilization of
GeoGebra
mathematics
application?
Student’s Perceptions Mean Std. Deviation Interpretation
I was excited about using GeoGebra software 3.80 0.40 Highly Utilized
I leant a lot using GeoGebra 3.60 0.50 Highly Utilized
I felt confident using the GeoGebra software during the
activities
3.69 0.47
Highly Utilized
I was very engaged in the learning process 3.49 0.55 Highly Utilized
I benefited a lot through the teacher-students interaction 3.79 0.40 Highly Utilized
I was able to visualize and answer the questions after each
activity
3.38 0.49
Highly Utilized
I was able to think creatively and critically in the discussions
and during the question-and-answer session
3.04 0.93
Moderately Utilized
I was able to make logical assumptions when attempting to
solve equations
3.00 0.88
Moderately Utilized
I enjoyed learning mathematics much more using GeoGebra 3.80 0.55
Highly Utilized
I was able to form better connections between previous
learning and new learning
2.98 0.50
Moderately Utilized
I can use the tablet with GeoGebra software anytime on solving
mathematics problems
2.49 0.55
Rarely Utilized
I can discuss freely my problems on using the GeoGebra to my
teacher
3.53 0.59
Highly Utilized
Average 3.38 .67 Highly Utilized
21. CONCLUSION
• According to the study's results, GeoGebra's learning
intervention helps kids perform better in class. When
using GeoGebra in the classroom, all pupils profited
equally. Furthermore, this type of learning intervention
using GeoGebra is successful in influencing students'
various scoring levels to reach equality in each activity.
Using a learning intervention in geometry and algebra
using GeoGebra received generally positive reviews from
students.
22. CONCLUSION
• GeoGebra as an intervention in teaching and learning
mathematics, especially in geometry and algebra can
help boost the interest and performance of the students.
And it shows the collaboration of students and teachers
in enhancing their performance with the help of
GeoGebra. Finally, this study shows how mathematics
teachers can utilize GeoGebra in their own classrooms
that takes them from the traditional role of teaching to
one that is a facilitator.
23. RECOMMENDATIONS
• The findings and conclusions of this study lead
to the following recommendations addressed to
the different school stakeholders:
24. RECOMMENDATIONS
1. The Elementary School Principal. The results can be used to support
teacher education programs utilizing GeoGebra in the teaching and
learning of mathematics. With the development of information
technology, math teachers may find this study useful as a reference for
their action research. They also need to constantly investigate innovative
methods of teaching mathematics.
25. RECOMMENDATIONS
• The Elementary School Teachers. Bearing full responsibility for their
student’s learning, they may seek ways to ensure that they have the functional
abilities to use the program effectively. Mathematics teachers may explore the
different extensions of GeoGebra as it can help to effectively attain the learning
objectives in various topics in mathematics, not just in algebra, and geometry but
also in other branches of mathematics.
26. RECOMMENDATIONS
• The Elementary School Administrators. The idea of one laptop per
student should be stressed because not all schools are fully computerized,
even though computer distribution is still not sufficient in all public
schools, especially for other remote locations. Students can interact with
the software even at home once they have access to their own laptops.
27. RECOMMENDATIONS
• The Elementary School Students. To improve their skills and reduce
misconceptions, particularly for those who are not yet technologically literate, they should
regularly practice using the GeoGebra software. This will help them to learn more
effectively and efficiently. Further, they should affectively and cognitively engage
themselves in their learning for such engagement results in positive learning outcomes
and school success with the use of this mathematical application software.
28. RECOMMENDATIONS
1. The Future Researchers. Other than this Utilization of GeoGebra mathematical
application to teach in subjects of geometry and algebra, more factors with the use of
this application software that can impact students school engagement may be explored.
Such factors include the capability of students to manipulate the application and the
assurance of having good results in solving problems. Future researchers may be
motivated by this study to investigate the other GeoGebra extensions and their value in
educating students about various mathematical concepts.