Discipline: Mathematics, Education
The study determined the effect of the use of supplemental readings and the workbook in Mathematics IV on the academic achievement of fourth year high school students. Mean gain scores on academic
achievement of supplemental reading group, workbook group, and textbook group are tested for significant difference at 0.05 level of significance. The study employs a pre-test/post-test true experimental design with the t-test used to evaluate significant difference.
Findings show that there is no significant difference among the three groups in all of the following topics: a) Polynomial Functions; b) Logarithmic and Exponential Functions; and c) Circles, Trigonometric and Circular Functions. However, analyses of variance show that the workbook group performed better during the pretest, and this could have contributed to the insignificant difference of the mean gain scores among the three groups. Be that as, it may, this study shows that the students improved their achievement measures in Mathematics IV regardless of the instructional tool used.
ISSN 2094-1722 (Print)
Philippine E-Journals
