Effectiveness of Concrete-Language-Symbol Model in Teaching Probability and Statistics among Second Year College Students of St. Paul University Philippines

Abstract

This empirical study investigated the effectiveness of the Concrete-Language-Symbol (CLS) model in the Teaching of Probability and Statistics among second-year college students of the School of Information Technology and Engineering. The total enumeration was employed in the selection of the students enrolled in Probability & Statistics, as subjects of the study. The researcher made use of the quasi-experimental method. Activity sheets on selected topics along Probability and Statistics were prepared and used for the experimental group. A pre-post test was administered to both control and experimental groups based on the topics covered during the midterm period, which was drawn from the researcher’s bank and subjected to test item analysis. The results of the pre-post test were treated using the t-test for independent means and paired samples to determine the significant difference in the posttest mean performance scores of both groups. The findings of the study revealed that there is a significant difference in the performance of the two groups. Students’ exposed to the Concrete-Language-Symbol model performed better than those exposed to the lecture-discussion method. From the preceding findings, the researcher concluded that through CLS model, Mathematics learning is facilitated as the students are exposed to learning situations that are concrete and realistic, thus making learning more meaningful, interesting and engaging.