Teaching Mathematics through Verbalï€Linguistic Intelligence
Keywords:
Multiple intelligences, verbal-linguistic, mathematically under-prepared, pre-College Algebra, traditional lecture methodAbstract
This paper is based on a quasi-experiment conducted last SY 2009-2010. From six sections of Pre-College Algebra course offered during first semester in Silliman University, one section was randomly chosen to be taught using verbal-linguistic approach and another section was chosen as the control. The control section made use of the traditional lecture method. Preests were given to both sections as well as posttests. The topics covered were (a) operations on algebraic expressions, and (b) factoring. There were 37 students in the experimental group and 33 in the control group.
After the data had been analyzed using the method of Analysis of Covariance, the computed F-value for the pre-test is 26.276 with p-value of 0.00 and the F-value for treatment between Verbal-Linguistic and Control is 5.817 with p-value of 0.019. The first p-value of 0.00 signified that there is a relationship between pre-test results and post-test results and hence, the difference in the means between the control and experimental groups is due to teaching methods. The second p-value of 0.019 on treatment implies that the group that received using the methods of Verbal-linguistic instruction performed better than those that received using the traditional lecture methodÂ
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