A Modular Approach Utilizing Decision Tree in Teaching Integration Techniques in Calculus

This study was conducted to test the effectiveness of modular approach using decision tree in teaching integration techniques in Calculus. It sought answer to the question: Is there a significant difference between the mean scores of two groups of students in their quizzes on (1) integration by parts and (2) integration by trigonometric transformation? Twenty-eight second year B.S. Computer Science students at City College of Calamba who were enrolled in Mathematical Analysis II for the second semester of school year 2013-2014 were purposively chosen as respondents. The study made use of the non-equivalent control group posttest-only design of quasi-experimental research. The experimental group was taught using modular approach while the comparison group was exposed to traditional instruction. The research instruments used were two twenty-item multiple-choice-type quizzes. Statistical treatment used the mean, standard deviation, Shapiro-Wilk test for normality, two- tailed t-test for independent samples, and Mann-Whitney U-test. The findings led to the conclusion that both modular and traditional instructions were equally effective in facilitating the learning of integration by parts. The other result revealed that the use of modular approach utilizing decision tree in teaching integration by trigonometric transformation was more effective than the traditional method.

Keywords – Calculus, decision tree, integration techniques, Mathematics education, modular approach