TY  - MANSCPT
AU  - Cleopas,Danica Mae
TI  - Blended learning approaches in teaching selected topics in statistics and probability at Tapinac Senior High School
T2  - Blended learning approaches in teaching selected topics in statistics and probability at Tapinac Senior High School
PY  - 2018///
CY  - Balanga City
PB  - BPSU
KW  - Blended learning
KW  - sears
KW  - Computer-assisted instruction
KW  - Internet in education
N1  - Thesis (MAED - Mathematics) - BPSU, 2018
N2  - The study aimed to determine the effectivity of blended learning approaches in teaching selected topics in Statistics and Probability in Tapinac Senior High School, Olongapo City in School Year 2017 - 2018.   Specifically, the respondents were selected from the Grade 11 students with a General Weighted Average (GWA) ranging from 75 - 80, regardless of their chosen strand. The profile of the students was comprised of their general weighted average and age. The study used Input-Process-Output design to determine the effectivity of the blended learning approach.   The data were collected through experimental study which comprised of two groups, the control group and the experimental group. The control group received an intervention using the traditional classroom setting and the experimental group received an intervention using the blended learning approach. Before the intervention, each of the group had a pre-test then had a post-test after the intervention. Data were tallied and tabulated in order being required by previously stated problems and distributed in accordance with the variables stated in the problems.   Data collected through the pre-test and post-test were encoded and statistically processed using the built-in statistical package in MS Excel 2013 and Statistical Package for Social Sciences (SPSS) version 16. The program was used to facilitate the processing and interpretation of data. SPSS provides the significant levels for the statistical tests.  Data gathered were analyzed with the use of the following statistical tools: Frequency distribution and percentage were used to describe the profile of the respondents in terms of general weighted average and age.  Independent Sample t-test was used to determine the comparison between the pretest scores before the intervention and the post-test scores after the intervention. Rejecting the null hypothesis denotes that there is no significant difference between the effectivity of the two classroom settings.  The significant difference between the two classroom settings can be readily seen based on the output of the Statistical Package for Social Sciences (SPSS) used in analyzing the data. This interprets that there is a significant difference between the posttest scores of both control and experimental group. With a mean score of 18.00 from the control group as compared to 21.53 mean score of the experimental group with standard deviation of 3.48 and 4, respectively. It has a mean difference of -3.53. The T value of -2.580 with the degree of freedom of 28 and corresponding probability of 0.015 is significant at alpha = 0.05. A less than 0.05 alpha value means that the null hypothesis is not true.  Therefore, with the given results, the significant difference between the traditional classroom setting and the blended learning approaches in the selected topics on Statistics and Probability exist. This significant difference is indicated by the high increase of mean score of the students at the end of each test. Posttest mean score is the highest compared with those of the pretest and posttest.  Comparison was done by comparing pretest with the post-test. Pre-test had a mean difference of 3.93 while comparing the pretest mean score with that of the posttest mean score revealed a mean difference of 8.06. These comparisons indicate that there is a positive effect on the performance of the student.  It is recommended that since the blended learning approach resulted significantly to students learning process in statistics and probability and attitude towards it, this strategy therefore, is highly recommended as one of the many strategies/approaches a teacher can use in the classroom to motivate students and to produce better achievement in mathematics.  Mathematics teachers and other content area teachers should be encouraged to use and design more of this strategy that may apply to the needs of their students. Heads of academic institutions must be encouraged to sponsor or conduct seminars and trainings on reading across the curriculum as the key to students success. Use experts on the field as part of their faculty development program and a replication of the study using bigger sample and more strategies should be conducted to ascertain the same results.  Further researches must consider to do this study to test the effectiveness of blended learning approach in teaching other topics or different subject areas
ER  -