Abstract
Rubric has been associated with the term assessment used for grading and/or scoring. However, it might observe less, but it is also designed as students ‘learning tool. This study was conducted to provide empirical facts on its effectiveness as a learning tool in teaching Applications of Derivatives in Basic Calculus. It used the quasi-experimental design called the pretest posttest design. The participants were the 96 students from two classes of Grade 11 STEM students at the University of Mindanao. The instruments used were the adapted and improved rubric designed from two different research, a 25-item teacher-made problem-solving test questionnaire that was used in both pretest and posttest to measure the performance of the experimental and control group. The test questionnaire and rubric were both validated by 3 experts in the field with a result of very good, and it has a good internal consistency. The data gathered were summarized, translated, and analyzed using the mean scores of pretest and posttest. Findings showed that both the experimental and control group showed improvement, however, the experimental group who used rubric as a learning tool showed more significant improvement than control group. Thus, using a rubric as a learning tool in teaching Applications of derivatives is effective in improving students’ academic achievement as it teaches students to develop their understanding of procedural knowledge.
Highlights
One of the main goals of mathematics education is to teach problem solving and apply the concept in real-life setting (Gurat, 2018)
Utilization of rubric Rubric as learning tool was presented to the experimental group as a treatment of this experiment
The results showed that the use of rubric as a teaching strategy has a significant difference in the traditional way of teaching or the conventional method of teaching problem-solving
Summary
One of the main goals of mathematics education is to teach problem solving and apply the concept in real-life setting (Gurat, 2018). Problem solving is one of the most important skills a student should acquire in studying Mathematics (Wilson, Fernandez, & Hadaway, 2011). According to Rickard as cited by Hammond, Flook, Harvey, Barron, and Osher (2020), it continues to be a chief focus of K-12 mathematics education reform since it is one of the skills that is needed to develop in the primary education years. It is one of the key components, which requires the highest level of mathematical knowledge and skills (Bradbury, 2010). According to Callaman and Itaas (2020), one of the underlying reasons why students do not like math is the idea that they could not see the usefulness in their daily
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