记忆辅助教学对海事学生微积分学习成绩的影响

IF 0.2 Q4 MATHEMATICS
Rogie E. Padernal
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引用次数: 0

摘要

本文描述了助记法辅助教学对海事学生微积分学习成绩的影响。具体来说,它旨在确定学生在整体和主题领域干预前后的学习成绩水平。此外,它旨在确定干预前后的学习成绩水平之间的显著差异,当作为一个整体,并在主题领域(导数和积分)。采用单组前测后测准实验研究设计,评估助记辅助教学对2021-2022学年海事学生微积分学业成绩的影响。数据是使用研究人员制造的仪器收集的,以回答研究的目标,如研究人员准备的规格表中所反映的,这些规格表经过了有效性和可靠性测试。34名海事学生参加了研究,考虑到他们从干预前的考试到干预后的考试都完全出勤。结果表明,海事学生在干预前的微积分学业成绩较低,干预后的微积分学业成绩处于平均水平。这意味着学生在接受了助记法辅助教学后,在整体和主题领域的学习成绩水平都有了有利的提高。此外,Wilcoxon sign - rank测试结果显示,在整体和主题领域方面,干预前后的学业成绩水平存在显著差异。从结果来看,本研究强调需要考虑注入助记辅助教学,以提高学生在微积分中的记忆,特别是在导数和积分主题领域的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus
: This paper describes the effect of mnemonic aided instruction on the academic performance of maritime students in Calculus. Specifically, it aimed to determine the level of academic performance of students before and after the intervention when taken as a whole and in terms of the topic areas. Furthermore, it aimed to determine the significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas (Derivative and Integral). A One-Group Pre-test Post-test Quasi-Experimental research design was used to assess the effect of mnemonic aided instruction on the academic performance of maritime students in calculus during the school year 2021-2022. The data were gathered using a researcher-made instrument in order to answer the study’s objectives, as reflected in the table of specifications prepared by the researcher, which had undergone validity and reliability testing. Thirty-four (34) maritime students participated in the study, considering they have complete attendance from the administration of test before intervention up to the administration of test after the intervention. The results showed that maritime students got low academic performance in calculus before the intervention and average level of academic performance in calculus after the intervention. This implied a favorable increase in students’ level of academic performance when taken as a whole and in terms of the topic areas after they are infused with mnemonic-aided instruction. Furthermore, the Wilcoxon Signed-Rank test results revealed a significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas. From the results, this study emphasizes the need to consider the infusion of mnemonic-aided instruction to improve students’ learning through memory retention in calculus, specifically in the topic areas of derivative and integral.
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来源期刊
CiteScore
0.60
自引率
0.00%
发文量
2
期刊介绍: The “Italian Journal of Pure and Applied Mathematics” publishes original research works containing significant results in the field of pure and applied mathematics.
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