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This is Chapter 5 chapter has no page
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Summary, Conclusions and Recommendations 3spaces

Chapter 5 consists of three parts, (1) Summary of the

Problems, Methods, and Findings; (2) Conclusions; and (3)

Recommendations.

Part One, Summary of the Problems, Methods, and Findings,

gives the summary, methods used, and findings of the study.

Part Two, Conclusions, presents the generalizations

obtained from the results and findings of the study.

Part Three, Recommendations, presents possible areas for

future investigation and applications of findings to target

groups

3spaces
italicized, Summary of the Problems, Methods, Findings
center
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.

Specifically, the study sought to answer the following:

1. What is the level of mathematical misconceptions of

students in the pretest and in the posttest?

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2. Is there a significant difference in the rankings of

mathematical misconceptions in the pretest and in the posttest?

3. Is there a significant relationship between the rankings

of mathematical misconceptions in the pretest and the posttest?

In view of the aforementioned statement problems, the

following were hypothesized:

1. There is no significant difference in the rankings of

mathematical misconceptions in the pretest and in the posttest.

2. There is no significant relationship between the

rankings of mathematical misconceptions in the pretest and the

posttest.

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 of the

academic year 2011 – 2012 of Filamer Christian University,

College of Teacher Education.

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.

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

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to determine the level of mathematical misconception also in the

pretest and in the posttest. All test used two-tailed and at 5%

these are
alpha level.
the findings

The findings of the investigation were as follows:

1. Generally, the students had “moderate” mathematical

misconceptions.

2. A very highly significant difference existed between the

rankings of mathematical misconceptions in the pretest and in

the posttest.

3. Positive and highly significant relationships existed

between the rankings of mathematical misconceptions in the

pretest and in the posttest.

heading is 3 spaces
centered, Conclusions
italicized

Based on the aforementioned findings, the following

conclusions were drawn:

1. As revealed, the students had “moderate” mathematical

misconceptions. This means that the students had fairly enough

misconceptions reckoned from their previous mathematical

experiences. It can be surmised that the students are

continually in the process of accumulating and unlearning

misconceptions. Chi (2005) contended that many robust

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misconceptions are caused by a mismatch between students'

conception and the reality at the ontological level. In other

words, robust misconceptions are mis-categorizations across

ontological boundaries in that a member of one ontological

category is misrepresented as a member of another ontological

category.

2. A very significantly difference between the pretest and

posttest levels of mathematical misconceptions of the students.

This implies that the unlearning process that has been

intervened resulted to the significant lowering of the

mathematical misconceptions of the students. Knowledge of the

common mathematical errors and misconceptions of students can

provide teachers with an insight into student thinking and a

focus for teaching and learning (Williams & Ryan, 2000).

3. Significant and positive correlation exists between the

rankings in the pretest and the posttest mathematical

misconceptions of students. This means that the higher the

misconceptions of the students before the unlearning process,

the higher the misconceptions after the process, considering

that the misconceptions before and after the unlearning process

belong on the same array of misconceptions. According to Mayer

(2003) the traditional learning involves adding more and more

facts to one’s memory, however, the conceptual-change learning

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occurs when one’s mental model (or naive conception) is replaced

by a new one.

3 spaces
heading is
Recommendations
centered,
italicized
Based on the findings, conclusions, and implications for

theory and practice, the following are recommended:

1. Informed of the findings, the school administrators

are encourage to include assessment of mathematical

misconceptions among the placement examinations and the training

of mathematics teachers improve their pedagogical content

knowledge especially on countering mathematical misconceptions.

This can be implemented through the construction of more

comprehensive mathematical misconceptions test and the conduct

of seminars, workshops, symposia.

2. Aware of the results, the mathematics teachers can

integrate the evaluation of mathematical misconceptions in the

class prior to formal teaching of mathematical principles so

that they will know what approach that could best fit in the

situation. This can be done through the conduct of classroom

misconceptions test, knowledge of different misconceptions and

their treatment, and research studies.