__Electronic Proceedings
of the 12 ^{th} Asian Technology Conference in Mathematics__

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**Abstract for 13994 **

Comparison Between Computer Supported Collaborative Learning and The Traditional Means in Learning Probability Concepts

Authors: Carmelita Ragasa

Affiliations: University of the East Manila, Philippine Normal University, MATHTED, Inc., Philippine E-Learning Society

Keywords:

Topics: Mathematics Education using Information & Communication Technology, Assessment of Implementation of Technology in Education, Mathematics Teaching, Learning and Assessment using Technology, Applications on Statistics with Technology

Abstract

This study is a quasi experimental research involving 35 students in the experimental group (taught probability concepts using CD-ROM) and eight students in the control group (taught same topics using the traditional method of teaching). The experimental group were sophomore students taking up Information Technology while the control group were mixture of different courses. The statistical tools used were the t test of the difference of means for dependent and independent correlated samples, descriptive statistics, and the regression analysis using spss 11.5 version. The following were the findings of the study. There is a significant difference between the mean of the achievement test of the pretest and the mean of the achievement test of the posttest in the experimental group. There is no significant difference between the mean of the pretest and the mean of the posttest of the achievement tests in the control group. There is no significant difference between the pretests of both the experimental and the control group. There is a significant difference between the posttests of the experimental and the control groups. The variables that are correlated significantly at the .05 level of significance are: high school mathematics grade and the college entrance test total; the high school general weighted average with the college entrance test total. The posttest is not correlated with any of the variables and neither is the pretest correlated with any of the variables. The predictors of the posttest achievement test are the pretest achievement, the high school mathematics grade, the high school general weighted average, the college entrance test in mathematics, the college entrance test total score.