International journal of physics & mathematics
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Sample size and its role in Central Limit Theorem (CLT)
Get PDFIt is very important to determine the proper or accurate sample size in any field of research. Sometimes researchers cannot take the decision that how many numbers of individuals or objects will they select for their study purpose. Also, a set of survey data is used to verify that central limit theorem (CLT) for different sample sizes. From the data of 1348 students, we got the average weight for our population of BRAC University students is 62.62 kg with standard deviation 11.79 kg. We observed that our sample means became better estimators of the true population mean. In addition, the shape of the distribution became more Normal as the sample size increased. So it is concluded that our simulation results were consistent with the central limit theorem
Text2teach educational media: Implementer’s feedback and learner’s academic performance
Get PDFThis study investigated the implementer’s feedback on the implementation of the text2teach educational media and how it affects the pupils’ academic performance. Specifically, this research studied the manner which the text, image, audio and the video aspects were presented in the text2teach educational media. There were twenty-three (23) teachers and five hundred ninety-nine (599) pupils of the select elementary schools in the Division of Cagayan de Oro City who acts as respondents of this study. Survey questionnaires were given to the respondents and focus group discussion was facilitated to ensure triangulation of their responses. Data were analyzed using frequency, percentage, mean, standard deviation, correlation and regression analysis. The result showed that the text2teach educational media was strongly associated to the pupils’ academic performance, specifically, the audio aspect revealed strong impact however the teachers wanted to enhance the text2teach educational media by showing a localized version. The researcher then proposed a localized version of the text2teach educational media which would significantly satisfy the teachers and hopefully would further improve students’ performance. It was then recommended that text2teach educational media producers/makers may consider making educational videos for the rest of the subjects not only English, Mathematics and Science, teachers using the text2teach educational media may consider finding other alternative videos to supplement the limitations of the available videos of the text2teach and further studies can be made as to the impact of the text2teach educational media on pupils’ study habits, anxiety, learning styles, self-efficacy and attitude towards the subject in a much bigger population
Contribution of prior knowledge, appreciation of mathematics and logical-mathematical intelligence to the ability of solving mathematical problems
Get PDFThe objectives of this research were to figure out the contribution of prior knowledge, appreciation of mathematics and logical-mathematical intelligence toward the ability to solve mathematical problems as well as to explore the errors made by students in solving mathematical problems concerning polyhedron. The population of this research consisted of 3,583 students of grade IX of all state middle schools across over Denpasar City. The sampling technique we used was a stratified cluster random sampling technique with samples number of 553 students. The type of this research is ex-post facto research with path analysis technique. The data were collected by using questionnaires and carrying out a mathematical ability test. Furthermore, the kinds of students answers on the ability to solve mathematical problems were analyzed to study the errors made by the students. The results of the research show two regression relationships, namely X3 = 0.523X1 + 0.636X2 + 0.506?3 and Y = 0.640X1 + 0.264X2 + 0.280X3 + 0.311?Y. The first regression relationship indicates that (1) the contribution of mathematical appreciation towards prior knowledge is of 52.3 percent, and (2) the contribution of logical-mathematical intelligence towards prior knowledge is of 63.3 percent. Whereas the second regression relationship describes that (1) the direct contribution of mathematical appreciation towards the ability of solving mathematical problems is of 64 percent, and the indirect contribution is of 14.6 percent, (2) the direct contribution of logical-mathematical intelligence to the ability of solving mathematical problems was is of 26.4 percent, and the indirect contribution is of 17.8 percent, (3) the direct contribution of prior knowledge towards the ability solving mathematical problems is of 28 percent, (4) the mathematical appreciation and logical-mathematical intelligence contributed simultaneously towards prior knowledge is of 74.4 percent, (5) the mathematical appreciation, logical-mathematical intelligence, and prior knowledge contributed simultaneously towards the ability to solve mathematical problems is 90.3 percent. Furthermore, based on the analysis of students answers in mathematical ability test showed that the students still made errors in the concept of prior knowledge, in interpreting questions and weaknesses in arithmetic skills related to logical-mathematical intelligence
Development of interactive multimedia learning surface area of solid geometry
Get PDFoai:sloap:article/38This research was aimed to (1) create the interactive multimedia learning design surface area of solid geometry (cube, cuboid, prism, pyramid); (2) produce the multimedia by using GeoGebra as a media of exploration, Camtasia Studio as an application for editing sound and video, Lectora Inspire as an application for making layout and quiz; (3) know the effectiveness of interactive multimedia learning surface area of solid geometry (cube, cuboid, prism, pyramid). The 4-D model research and development designed was applied in this study through four stages, such as for define, design, develop, and disseminate stages with adjusted subjects in each stage. This research used quantitative and qualitative data analysis. The result of this research showed that the development of multimedia learning can be accepted as learning media with the mean score from the expert of multimedia devices was 27 with good criteria, and the mean score from the expert of material was 29 with good criteria. The development of multimedia was also fulfill the usage criteria with good criteria. Based on the result of the research that had been done from dissemination stages, the implementation was limited, the interactive multimedia learning surface area of solid geometry was effective, with the percentage of classical completeness of students by 80%. Hence, both the teachers and students are encouraged to use multimedia learning developed as a supporter of computer-based learning so that the learning process is more varied