Chapter 5
Summary, Conclusions and Recommendations
Summary
The following are the findings of the study:
1. On the Perceptions of the Science, Technology, Engineering and Mathematics
(STEM) Students on the Most Difficult Mathematics Major Subject
It can be gleaned from table 2 that there are “19” or “79.17 percent” of the
respondents who consider Basic Calculus as the most difficult mathematics major subject
and placed rank 1. On the other hand, there are “5” or “20.83 percent” of student
respondents and placed rank 2.
2. On the Perceptions of the Science, Technology, Engineering and Mathematics
(STEM) Students on the Hardest Topic Under Basic Calculus
It is shown from table 3 that “Derivatives” got “8” or “42.10 percent”; hence,
ranked 1 as the hardest topic in Basic Calculus. Also, “Limits and Continuity” got “6” or
“31.58 percent” and placed rank 2. Finally, “Integration” got “5” or “26.32 percent” and
placed rank 3.
3. On the Perceptions of Science, Technology, Engineering and Mathematics (STEM)
Students on the Most Helpful Teaching Strategy in Learning Mathematics
It can be gathered from table 4 that “Cooperative Learning” got “5” or “26.32
percent”; hence, ranked 1 as the most helpful teaching strategy in learning mathematics.
Meanwhile, “Lesson Stating” and “Graphics” got “3” or “15.79 percent” and are both
ranked 2.5 respectively. Furthermore, “Discussion” and “Student-led Class” got “2” or
10.53” percent” and are both ranked 4.5 respectively. Finally, “Feedback”, “Experiential”,
“Showing Mistakes” and “Inquiry-guided” got “1” or “5.26 percent” and are all ranked
7.5 respectively.
4. On the Perceptions of Science, Technology, Engineering and Mathematics (STEM)
Students in Applying Cooperative Learning in Understanding Derivatives under
Basic Calculus
It is reflected from table 5 that there are “13 or “54.17 percent” of student
respondents said that it “Improves critical thinking skills” as an impact of cooperative
learning teaching strategy in understanding Derivatives in Basic Calculus and placed
rank 1. On the other hand, “4” or “16.67 percent” of the respondents said that it
“Improves focus on lesson” and placed rank 2. Furthermore, there are “3” or “12.50
percent” of the respondents said that it is “Better than traditional method” and was
placed rank 3. Finally, “2” or “8.33 percent” of the respondents said that it “Builds
positive relationship” and “Higher achievement”; hence, ranked 4.5 respectively.
5. On the Significant Difference of the Pre-test and Post-test Mean Scores of the
Respondents Before and After Applying Cooperative Learning Teaching Strategy
Table 5 shows the results of the significant difference of the pre-test and post-test
mean scores of the respondents before and after applying cooperative learning teaching
strategy.
A computed t-value of “0.57” was verbally interpreted as “Not Significant” for it
is less than the computed critical value of 1.69912 for the pre-test of the two groups; hence,
“Accept Ho”. This implied that there is no significant difference that exists in both groups
before applying cooperative learning to treatment group. Furthermore, a computed t-
value of “|−8.87|” was verbally interpreted as “Significant” for it is greater than the
computed critical value of 1.69912 for the post-test of two groups; hence, “Reject Ho”. This
implied that there is significant difference that exists in applying cooperative learning
teaching strategy in understanding Derivatives in Basic Calculus.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. The most difficult mathematics major subject in STEM strand is Basic Calculus.
2. The STEM students are having a hard time understanding Derivatives, a topic
under Basic Calculus.
3. The STEM students are more comfortable with working in groups. Majority of the
respondents chose “Cooperative Learning” as the most helpful teaching strategy
in learning mathematics.
4. The major impact of applying cooperative learning teaching strategy is improved
critical thinking skills. Students tend to think more when working in groups.
5. There is significant difference exists in applying cooperative learning teaching
strategy in understanding Derivatives in Basic Calculus.
Recommendations
Based on the findings and conclusions, the following recommendations are drawn:
1. Students should be taught in other subjects through cooperative method.
2. Cooperative learning is an easy method. It should be used so that students’ future
life both in practice and academics is made more productive and effective.
3. Teachers must convince students of secondary classes to learn through
cooperative method.
4. Applying cooperative learning maybe risky because some students rely most on
groupmates and tend to do nothing. Due to this, teachers should guide groups and
remind students that everyone should participate actively.
5. If we still insist to use traditional method, then it must be improved according to
the recommendations of the researchers.
6. This study may be used as a guide for future studies of other researchers.
7. Department of Education (DepEd) may take this study as a basis for further
improvements of education curriculum.
