EMBAR

Author:
Ariel F. Melad
Ariel F. Melad

Published Date: 20-Feb, 2023

Keywords: Quantitative Techniques in Business, teaching and learning process, intervention program, trainings and seminars, teacher, student

Abstract:
This study aimed to assess the business mathematics course, Quantitative Techniques in Business which constitutes as basis for proposed intervention program. Descriptiveresearch design was used to assess the teaching and learning process of the course as to the extent of the attainment of the course objectives, coverage of the course content, use of teaching and assessment strategies and resources and facilities. The participants of the study were students and teachers of Cagayan State University offering programs like business, entrepreneurship and accountancy particularly on programs having Quantitative Techniques in Business course. Findings revealed that teachersas well as the students assessed to have a great extent in the teaching and learning the course on the different competencies like attainment of the course objectives, coverage of the course content, use of teaching and assessment strategies and learning resources and facilities. Nevertheless, there are problems and difficulties experienced by both participants and need to improve in order to enhance the teaching and learning process like unavailability of software needed in the course, lack of trainings and seminars related to the course, lack of course textbooks and poor foundation in mathematics. Student-participants revealed that there are many mathematical formulas to be memorized in the course and to address the issue, math software should be utilized in order to enhance the teaching and learning process

References:

[1]. Afework, T. &Asfaw, M. (2014). The availability of school facilities and their effects on the quality of education in government primary schools of Harari Regional State and East Hararghe Zone, Ethiopia. Middle Eastern & African

[2] Aronson, E. (2018). The jigsaw classroom. Retrieved from https://www.jigsaw.org

[3]. Bishop, John H., (1989). Is the test score decline responsible for the productivity growth decline? American Economic Review, 79(1), 178-97.

[4]. Boudersa, N. (2016). The importance of teachers' training programs and professional development in the Algerian educational context: Toward informed and effective teaching practices. Exp?riences P?dagogiques. 01.

[5]. Capellari, L., Lucifora, C., Pozzoli, D. (2009). Determinants of grades in maths for students in Economics. Aarhus: Aarhus School of Business, Aarhus University, Department of Economics.ISBN 9788778824103 (print). Retrieved from http://citeseerx.ist.psu.edu

[6]. Colado, A.Z, Vazquez, R.A, & Patron, D.R. (2017). Evaluation of using mathematics educational software for the learning of first-year primary schools students. Retrieved

[7]. Earthman, G.I. (2017). The relationship between school building condition and studentachievement: A critical examination of the literature.Journal of Ethical Educational Leadership, 4(3), 1-16. Retrieved from: http://www.cojeel.org

[8]. Kiley, M., & Mullins, G. (2005). Supervisors? conceptions of research: What are they? Scandinavian Journal of Educational Research, 49(3), 245-262.

[9]. Kilicman, et.,al. (2010). Teaching and learning using mathematics software: The new challenge. International Conference on Mathematics Education Research 2010 (ICMER 2010). Elsevier Procedia Social and Behavioral Sciences, 8, 613-619.

[10]. Ma X., (2001). A national assessment of mathematics participation in the United States: A survival analysis model for describing students' academic careers. Lewiston, NY: Edwin Mellen.

[11]. Mac anBhaird, C., and Lawson, D. (2012). Sigma guide: How to set up amathematicsand statistics support provision. Coventry University. Retrieved from: http://www.mathcentre.ac.uk/resources/uploaded/51691-how-to setupfinal.pdf

[12]. Meyer, et.al. (2005). Students? conceptions of research ? a qualitative and quantitative analysis. Scandinavian Journal of EducationalResearch, 49(3), 225-244.

[13]. Onwuegbuzie, A. J. (2000). Statistics anxiety and the role of self-perceptions. Journal of Educational Research, 93(5), 323-330.

[14]. Stenberg, L., Varua, M. E., & Yong, J. (2010). Multiple methods: How to help students succeed in quantitative methods for business unit. Paper presented at the ALTC Leadership Symposium. University of Wollongong, NSW.

[15]. Wenglinsky, H. (2001). Teacher classroom practices and student performance: How schools can make a difference. Educational Testing Service. Statistics & Research Division Princeton, NJ 08541