000			02923nam a22002897a 4500
003			OSt
005			20190716110529.0
008			190128b xxu||||| |||| 00| 0 eng d
040			_aUniversity of Cebu- Banilad _cUniversity of Cebu- Banilad
100			_aPerales, Maria Fe O.
245			_aExposing students to translating word problems into algebraic equations / _cMaria Fe O. Perales [and three others].
260			_aCebu City : _c2018. _bUniversity of Cebu,
300			_av, 74 leaves :
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
501			_aThesis (Degree of Bachelor of Secondary Education Major in Mathematics) -- University of Cebu- Banilad, 2018.
520			_aSummary: The translation of word problems into algebraic equations is one of the major difficulties of the students regarding problem-solving. Many students do not have a solid foundation and the prior knowledge needed in order to establish accurate and precise problem-solving skills. This is a present scenario as experienced by most of the students. This is a basic skills that needs to be learned and relearned in order to strengthen other mathematical skills. This study was conducted to determine the effectiveness of exposing students to translating word problems into an algebraic equation of the University of Cebu-Banilad Campus of the school year 2018-2019. The researchers employed a quasi-experimental design. A researcher made a questionnaire was used for data gathering. This study was conducted in the University of Cebu-Banilad in the College of Teacher Education. The participants were the selected students who were enrolled in Math 100: Basic Algebra. The participants were identified using random sampling, 33 collected, tabulated and subjected to statistical treatments. Percentages, mean, standard deviation, variance, paired t-test were the statistical treatments used in data analysis. The research findings revealed that most of the participants were females with the age of 18 years old. It also revealed that there is a significant relationship between age and the mean score gains of the students. The researchers conducted pre-test, five practice tests and then practice test. Thus, there is a significant difference between the performance in the pre-test. It was then concluded from the findings that the constructivist approach of teaching and learning employed during the intervention processes which is the series of test in translating word problems into algebraic equations improved the students’ academic achievements.
541			_xMarjorie Sta. Teresa _yEducation _zElectronic Communication Engineering
546			_aEnglish
700			_aLagaras, Anne Shirley M.
700			_aTeleron, Mary Grace L.
700			_aBihag, Florence Abigail O.
942			_2ddc _cTHE
998			_cCharmaine[new] _d01/28/2019
999			_c9781 _d9781