Anchored Instruction in Teaching Business Mathematics.
This study aims to determine the effectiveness of Anchored Instruction in teaching Business Mathematics to the senior high school students of Simala National High School in Cebu, Philippines. Anchored Instruction is a teaching method in which the learners can generate problems, look for the relevant...
| Publicado en: | Pertanika Journal of Social Sciences & Humanities Vol. 30; no. 1; pp. 31 - 41 |
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| Formato: | Artículo |
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Universiti Putra Malaysia
Mar2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=156149937&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 156149937 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: Mar2022 vid: 30 iid: 1 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 156149937 10.47836/pjssh.30.1.02 ppf: 31 ppct: 10 formats: fmt: @attributes: type: P size: 1.9MB tig: atl: Anchored Instruction in Teaching Business Mathematics. aug: au: Abella, Rongie C. affil: College of Teacher Education, Cebu Normal University, Osmeña Boulevard., Cebu City, 6000, Philippines su: Business mathematics High school students Experimental groups Control groups Philippines sug: subj: Philippines Business mathematics High school students Experimental groups Control groups keyword: Anchored instruction business mathematics teaching method ab: This study aims to determine the effectiveness of Anchored Instruction in teaching Business Mathematics to the senior high school students of Simala National High School in Cebu, Philippines. Anchored Instruction is a teaching method in which the learners can generate problems, look for the relevant data, and find solutions from the situated problem-solving environment shown through videos. Its instructional design highlights three main features: generative stories, embedded data, and problem complexity. A quasi-experimental research method was utilized using pretest-posttest control and experimental group design. Both the control and experimental groups with 40 subjects each were not significantly different from each other as established in the match pairing of their profile. They were given a pretest, exposed to their respective interventions, and then were given a posttest. The control group was exposed to Conventional Instruction, while the experimental group was exposed to Anchored Instruction as the method in teaching Business Mathematics. Findings revealed that Anchored Instruction is a more effective method in teaching Business Mathematics than conventional instruction. The learner-centeredness of Anchored Instruction provided opportunities for the learners to be highly engaged in the learning process, as noted in the researcher's observation and interview with selected subjects. As a result, they could identify the useful knowledge and eventually overcome the inert knowledge problem. Hence, it is recommended to utilize this method in teaching Business Mathematics. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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