Group Integration Method in Integral Calculus at the College of Engineering University of Eastern Philippines

Abstract

This study intended to determine the effect of Group Integration Method on academic performance in Integral Calculus at the College of Engineering University of Eastern Philippines.
 It employed a quasi-experimental design that involved two sections of second year BSEE students enrolled in Integral Calculus in the College of Engineering. The students in these sections were comparable since their pre-test on a 1-1 scoring system were not significantly different using the t-test of independent sample at 0.05 level of significance in Integral Calculus ability of the students between the control and experimental group.
 The average pre-test scores per class were determined to set the experimental and control group. The former bears the lower average scores, which needs more attention through cooperative learning among group members while the latter bears the higher ones since the students can handle individual learning. The individual pre-test scores were used in the categorization of the students in both control and experimental groups. The scores were ranked and categorized into three (3): the High Performer (HP), the Average Performer (AP) and the low Performer (LP).
 The result showed that most of the respondents for both groups are males, first timers and average students with respect to differential calculus academic performance. As to the age bracket, the data shows majority of the students were (18-20) years old. 
 The outcomes of the study further showed that the respondents exposed to the Integration Method and Traditional Method had the overall interpretation of failed rating at the start of the study. As the study progressed 8 respondents from the Group Integration and 12 respondents were added in Traditional method above failing stage considering the post-test administered to both groups.
 The T-test at 0.05 level of significance stressed out that post-test and combined tests for pre-test/post-test significantly differs for both Group Integration and Traditional methods of instruction.
 Finally, as to the academic performance, Group Integration is better than Traditional Methods of Instruction. This implies that the intervention aided the students to boost their skills in Integral calculus under the experimental group.