Learning Exponential-Logarithmic Equations through Values-Driven Interventions


Mathematics is, undeniably, a fundamental skill that a learner should acquire and master. Its purposes since the era when man learned to write his annals cannot be overemphasized. The learners should explore independently the intricacies of the subject; hence, constructivist approach. As developed by Jerome Bruner, it is where the learners construct new ideas based upon their current or past undertakings. This study covered the performances of selected 34 College students in learning exponential-logarithmic equations. Revealed here were: pretest and post-test performances have averaged differently; the null hypothesis of no significant difference between the two performances is rejected. The null hypothesis stating that the interventions used have equal influence to post-test results is accepted; the most predominant behavioral changes are determination, organization of thoughts, self-confidence, and humility; all interventions used are assessed effective. As concluded, a significant difference exists between the two performances and that the interventions have equal influence over the post-test performances.

Author Information
Avelino S. Caraan, Jr., Jose Rizal University, Philippines

Paper Information
Conference: ACE2015
Stream: Student learning

This paper is part of the ACE2015 Conference Proceedings (View)
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Posted by James Alexander Gordon