000			02507nam a22001937a 4500
003			CHED
005			20240425163251.0
008			231201b |||||||| |||| 00| 0 eng d
040			_cCommission on Higher Education
050			_aLG 995 2018C6 G85 _bCHEDTD-000074
100			_aGuita, Gilbert Banguis
245			_aReciprocal learning strategy _b: its effect on the student mathematics anxiety and academic achievement _cGilbert Banguis Guita
260			_aBukidnon _b : Central Mindanao University _c,2018.
300			_axiv, 92 pages _c; 29cm. _ewith CD-ROM.
500			_aThesis (Master of Science in Mathematics Education) -- Central Mindanao University, June 2018
501			_aThe study determined the reciprocal learning strategy and its effect on the student mathematics anxiety and academic achievement. It sought to determine the level of achievement of students when exposed to reciprocal learning strategy (RLS) and to those exposed to non- reciprocal learning strategy (non- RLS) in terms of their pretest, posttest and retention test scores; describe the level of anxiety in mathematics when exposed to RLS and those exposed to non- RLS; identify the difference between the achievement of the students when exposed to RLS and to those exposed to non- RLS in terms of their posttest and retention test scores; and lastly, compare the difference of the anxiety of students in mathematics when exposed to RLS and those exposed to non- RLS. The study utilized a quasi- experimental research design which was conducted at Magpet National High School, Poblacion, Magpet, North Cotabato. Students in Grade 8 were the research respondents of the study. The students who are exposed to RLS have "very low performance" in the pre test and have "moderate performance" in the post test and retention test while those who were exposed to Non- RLS also have "very low performance" in the pretest and have "moderate performance" in the posttest and retention test. Moreover, for the level of students' anxiety towards mathematics, they have high anxiety before the treatment and becomes moderate after the intervention for both RLS and Non- RLS groups. The mathematics achievement of the students who were exposed to RLS is comparable to the achievement of those students who were exposed to non- RLS. Also, no significant difference in the mathematics anxiety of students was observed in both groups.
650			_aMathematics -- Study and teaching _xSecondary education _zPhilippines.
942			_2lcc _cTD _n0
999			_c7238 _d7238