Enhanced gradual release of responsibility instructional model on students' problem solving skills and conceptual understanding in limits and continuity (Record no. 13698)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01812nam a22001697a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | UPMIN |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20230414162047.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 230414b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | UP MIN |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| 9 (RLIN) | 3363 |
| Personal name | Asparin, Ariel A. |
| 245 ## - TITLE STATEMENT | |
| Title | Enhanced gradual release of responsibility instructional model on students' problem solving skills and conceptual understanding in limits and continuity |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | University Town, Musuan, 8710 Bukidnon, Philippines |
| Name of publisher, distributor, etc. | Graduate School of Central Mindanao University |
| Date of publication, distribution, etc. | August 2017 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 25-46 pages |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | This study introduced an instructional model in mathematics based from a model known as Gradual Release of Responsibility Model (GRRM). The developed model in this study added "Dyad Learning" in the four phases and introduced the flow of instruction. This model is referred to as Enhanced Gradual Release of Responsibility Instructional Model (EGRRIM) applied to topics in Calculus particularly in Limits and Continuity. It involved an initial enhanced model of GRRM validated through actual teaching and recommendations to come up with the final EGRRIM. Moreover, the problem solving ability of the students who were exposed to EGRRIM improved in the post test and in the retention test. Those who were not exposed to EGRRIM improved in the posttest but not in the retention test. Their level of conceptual understanding of students exposed to EGRRIM improved in the posttest and remained the same in the retention test while those who were not exposed to EGRRIM improved only in the posttest. Moreover, the mean score in problem solving and conceptual understanding of those who were exposed to EGRRIM is significantly higher than those who were not exposed to EGRRIM. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mathematics |
| General subdivision | Study and Teaching |
| 9 (RLIN) | 2564 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Article |
| Suppress in OPAC | No |
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