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5. Edmundo Cabiltes Lopez, Ph. D. Surigao Del Sur State University Tandag, Surigao Del Sur edcalopez@yahoo.com Constructivism In Teaching Elementary Algebra: Its Influence In Mathematics Performance Of Students In Large Classes

6. Introduction  Description of constructivism  Effects of Constructed knowledge  Role of mathematics Teachers  Reasons for Conducting the Study

7. Statement of the Problem  Influence of teaching methods: a. Constructivist b. Traditional?  Teaching methods’ effects in students’ achievement scores: a. knowledge and comprehension b. application and analysis types of questions? questions?

8. Statement of the Null Hypotheses  No significant difference in the students’ mathematics achievement scores  No significant difference in the students’ achievement scores in knowledge and comprehension, application and and comprehension, application andanalysis

9. Research Method  Research Design The pretest-posttest nonequivalent quasi experimental design quasi experimental design Pretest Posttest O 1 X O 2 O 1 X O 2 ------------------------------------------------- ------------------------------------------------- O 1 O 2 O 1 O 2

10. Research Method  Subjects of the Study  Setting of the Study  Sampling Procedure  Data Gathering Procedure  The Statistical Treatment

11. Results and Discussion Table 1. Mean and Standard Deviation of the Mathematics Achievement Scores Mathematics Achievement Scores Experimental Group Control Group Experimental Group Control Group Pretest Posttest Pretest Posttest Pretest Posttest Pretest Posttest Mean 10.55 10.63 10.56 13.72 SD 2.97 3.05 3.03 4.38 F-ratio of the pretest variance: 1.04

12. Sources Adjusted df Adjusted F F of Sum of Mean Computed Critical Variation Squares Squares Treatment 208.38 1 208.38 22.65* 3.92 Between Error 1241.91 135 9.20 Within Total 1450.29 136 Table 2. Summary Table of ANCOVA on Mathematics Achievement Scores *Significant at 0.05 level

13. Experimental Group Control Group Pretest Posttest Pretest Posttest Mean 2.62 2.32 2.71 3.22 SD 1.45 1.38 1.54 1.35 Table 3. Mean and Standard Deviation of the Students’ Achievement Scores in Knowledge and Comprehension Questions

14. Sources Adjusted df Adjusted F F of Sum of Mean Computed Critical Variation Squares Squares Treatment 27.05 1 27.05 14.84* 3.92 Between Error 246.13 135 1.823 Within Total 273.18 136 Table 4. Summary Table of ANCOVA on the Students’ Achievement Scores in Knowledge and Comprehension Questions *Significant at 0.05 level

15. Experimental Group Control Group Pretest Posttest Pretest Posttest Mean 7.87 8.32 7.77 10.62 SD 2.35 2.54 2.54 3.70 Table 5. Mean and Standard Deviation of the Students’ Scores in Analysis and Application Questions

16. Sources Adjusted df Adjusted F F of Sum of Mean Computed Critical Variation Squares Squares Treatment 183.26 1 183.26 18.34* 3.92 Between Error 1348.65 135 9.99 Within Total 1531.91 136 Table 6. Summary Table of ANCOVA on the Students’ Scores in Analysis and Application Questions *Significant at 0.05 level

17. Table 7. Weighted mean of the Observers’ Rating in the Conduct of the Study Table 7. Weighted mean of the Observers’ Rating in the Conduct of the Study Observers 1 2 3 4 Grand Mean Weighted Mean 3.17 3.75 3.67 3.08 3.42

18. Conclusions  Methods of teaching affects students’ academic performance  In this study, traditional approach is an effective method of teaching in large class  Constructivist approach can be used as an alternative method in motivating students’ learning interest

19. Recommendations  Verify first the effectiveness of the new method of teaching in large and small classes before massive implementation.  Introduce new method with preparedness on the intricacies of the method

20. Recommendations  Be aware of the degrading effects of large classes in students’ learning.  Use Constructivist approach as motivating agent forstudents to learn by demonstration.

21. The fruitfulness of our teaching endeavors is laid on the students’ future achievements in life. GodBlessUsAll!!!!!