Abstract of The Effect of Daily-Time Pressured Test with Scaff
International Journal of Science and Research (IJSR)

International Journal of Science and Research (IJSR)
Open Access | Fully Refereed | Peer Reviewed

ISSN: 2319-7064

Downloads: 90

Research Paper | Education Management | Philippines | Volume 6 Issue 10, October 2017

The Effect of Daily-Time Pressured Test with Scaffoldings on Students Achievement and Problem Solving Test Scores as a Mark of Fluid Intelligence

Wenie L Nahial, Laila S. Lomibao, Charita A. Luna

This paper reports the influence of daily time-pressured test with scaffoldings on the students achievement and problem solving test scores as an indication of the development of fluid intelligence. In this research, the data were gathered using pretest-posttest quasi-experimental control grouped design among the general section of Grade 10 students in mathematics. Results of the analysis revealed that those students who underwent daily-time pressured test with journal writing and enforced note-taking as scaffoldings did better in their achievement and problem solving test compared to those students who were subjected with weekly quiz, unforced note-taking and journal writing. The students in the experimental group were enthusiastic and participative in the class discussions and activities than those students in the control group. The researchers recommend that daily-time pressured test with journal writing and forced note-taking be practiced in the classroom to develop students focus and concentration thereby establish their fluid intelligence.

Keywords: fluid intelligence, scaffolding, achievement

Edition: Volume 6 Issue 10, October 2017

Pages: 1798 - 1801

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How to Cite this Article?

Wenie L Nahial, Laila S. Lomibao, Charita A. Luna, "The Effect of Daily-Time Pressured Test with Scaffoldings on Students Achievement and Problem Solving Test Scores as a Mark of Fluid Intelligence", International Journal of Science and Research (IJSR), https://www.ijsr.net/search_index_results_paperid.php?id=ART20177108, Volume 6 Issue 10, October 2017, 1798 - 1801

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