This is the abstract page, follow the entries in the heading changing only those which are

appropriate to your study.

Dela Cruz, Juan Z. “Unlearning Process: Its Effect on

Students’ Misconceptions.” Unpublished Master of Arts
in Teaching (Mathematics) Thesis, Filamer Christian
University, December 2012.
3 spaces
6 spaces overhang
Abstract Italicized,
No indention here 3 spaces centered
The study aimed to ascertain the effect of unlearning

process on the mathematical misconception of the students

of Filamer Christian University for the academic year 2011

- 2012. The participants of this investigation were the 37

third year BEEd students who were enrolled in GEC 322,

descriptively titled Analytic Geometry and Introduction to

Calculus. The data needed for the study was gathered using

face-validated instrument; adopted from the standardized

test authored by Ilan Samson and David Burges (2006)

comprising of the items dealing with the common

misconceptions. Wrong answer represents the number of

misconceived mathematical principles. Frequency and

percentage were used to determine the ranking of the

different mathematical misconception in the pretest and in

the posttest. However, mean and standard deviation were

used to determine the level of mathematical misconception

also in the pretest and in the posttest. While the t-test

for independent-samples was used to determine the

difference between the levels of mathematical misconception

iv
 This is the abstract page, follow the entries in the heading changing only those which are
appropriate to your study.

in the pretest and in the posttest. Moreover, Wilcoxon Rank

Sum test was used among the ranks mathematical

misconception in the pretest and in the posttest.

Furthermore, Spearman rho was used to establish

relationship between the rankings of mathematical

misconception in the pretest and the posttest. All test

used two-tailed and at 5% alpha level. Study results

revealed that generally, the students had “moderate”

mathematical misconceptions. The consistent and persistent

mathematical misconceptions were working out fractions of

fractions, division with fractions, more adding with

fractions, and how to write (A + B)2 without the ( ). A very

highly significant difference existed between the level of

mathematical misconceptions in the pretest and in the

posttest. A very highly significant difference existed

between the rankings of mathematical misconceptions in the

pretest and in the posttest. Positive and highly

significant relationships existed between the rankings of

the mathematical misconceptions in the pretest and in the

posttest. N.B. Abstract is composed of only one paragraph and block.

N.B. Abstract must be at least 2 to 3 pages comprising of the problem, respondents,

sampling, the instruments, research design, statistical tools, and findings.

N.B. Maintain double space and the same margins.

page number is still roman numeral bottom
center
v