000			02183nam a2200265Ia 4500
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008			110924s19uu 000 0 eng d
035			_a(AEA)A8CB9A65390D4A7399D7091C0888831F
040			_aAEA _cAEA
050			_aARCH FP COS 72 2010
100			_aBuhay, Jerome L. _9110836
245		0	_aClassroom voting in statistics / _cJerome L. Buhay.
300			_a20 leaves : _bill. _c28 cm.
500			_aAn URO funded research.
520			_a 3. Classroom voting is more effective than the conventional method in teaching Statistics.
520			_a and able to develop positive attitude towards the study of Statistics. , 2. There is a significant difference in the performance of the students under the control (conventional method) and experimental group (classroom voting) both in the midterm and final examinations
520			_a able to develop self-confidence
520			_aThe study was conducted to determine the effectiveness of classroom voting in teaching Statistics. The study utilizes the 2-group experimental method particularly the experimental group and the control group. The students in the experimental group are subjected to classroom voting while the students in control group are subjected under the conventional teaching method. The respondents of the study are the students enrolled in Elementary Statistics during the second semester of SY 2009-2010. This study also uses the classroom voting procedure presented by Dr, Lorna Almocera in the MTAP Seminar (August 2009). Comparative analysis of means is used in this study. In addition, the analysis of covariance is used to determine the significant difference on the performance of the students under the control and experimental group. Based on the results of the study the following conclusions are derived: 1.The students exposed to classroom voting when compared to the students under the conventional method are : more participative and active in class
650			_aClassroom Voting. _zStudy and teaching. _9110837
650			_aMathematics
942			_cASC
999			_c77118 _d77118