Rubric as a learning tool in teaching application of derivatives in basic calculus

Abstract

Rubric has been associated with the term assessment used for grading and/or scoring. However, it might observe less, but it is also designed as students ‘learning tool. This study was conducted to provide empirical facts on its effectiveness as a learning tool in teaching Applications of Derivatives in Basic Calculus. It used the quasi-experimental design called the pretest posttest design. The participants were the 96 students from two classes of Grade 11 STEM students at the University of Mindanao. The instruments used were the adapted and improved rubric designed from two different research, a 25-item teacher-made problem-solving test questionnaire that was used in both pretest and posttest to measure the performance of the experimental and control group. The test questionnaire and rubric were both validated by 3 experts in the field with a result of very good, and it has a good internal consistency. The data gathered were summarized, translated, and analyzed using the mean scores of pretest and posttest. Findings showed that both the experimental and control group showed improvement, however, the experimental group who used rubric as a learning tool showed more significant improvement than control group. Thus, using a rubric as a learning tool in teaching Applications of derivatives is effective in improving students’ academic achievement as it teaches students to develop their understanding of procedural knowledge.

Undergraduate basic sciences and engineering students’ understanding of the concept of derivative

“…Answering the relative rate of change shows an increase in the rate of change. This issue was first discussed by Byerley and Thompson (2017) and Weber et al (2012) and Auxtero and Callaman (2020). The same results were obtained in this study and most of the students selected the wrong option a.…”

“…Such a concept is presented in the new mathematics textbooks of Iran in the 12 th grade, as well as the undergraduate curriculum of universities in the first year. Some studies show that understanding the concept of derivative is one of the most difficult concepts for students due to the complexity of its definition and representations (Thompson & Thompson, 1996;Zandieh, 2000;Auxtero & Callaman, 2020;Mirin, 2018). Many studies were conducted on students' thinking about the concepts of calculus including derivative (e.g., Berry & Nyman, 2003;Oehrtman, 2009;Rivera-Figueroa & Guevara-Basaldúa, 2019;Selden, Selden, Hauk & Mason, 2000).…”

Development and use of a rubric to assess undergraduates’ problem solutions in Physics

“…Such a result suggests that if students, who use rubrics, know what they need to focus on and what steps they need to follow, their success in problem solving is significantly improved. Similarly, an increase in students' expertise of problem solving in kinematics (Hull et al, 2013) and calculus (Auxtero & Callaman. 2021) and improvement in students' chemical problemsolving skills (Shadle et al, 2012) were reported in other studies in which the students were able to establish a relationship more easily between the qualitative definition of the related concept and its mathematical definitions in the form of equations.…”

“…There are many case studies on the formative use of rubrics to improve student performance * Correspondency: ayselko@balikesir.edu.tr (Panadero & Jonsson, 2013). In these studies, it was reported that the students had 'increased transparency' (Jonsson, 2014;Reynolds-Keefer, 2010), higher 'self-confidence' (Andrade & Du, 2005;Andrade, Wang, Du & Akawi, 2009) and 'increased performances' (Auxtero & Callaman, 2021;Shadle, Brown, Towns & Warner, 2012) by informing them about what was expected in advance. Lee and Cherner (2015), Vercellotti and McCormick (2021) consider the explicit definition of evaluation criteria of rubrics and scoring levels as crucial.…”

Calculus Teacher’s Competencies as Correlates of Students’ Learning Experiences

“…On the face of it, the study by stated that a repeated problem in introducing calculus topics (graphing, differentiating, and integrating) to newbies exists due to its difficult nature. Another difficult area in teaching calculus is problem-solving where the theoretical concepts are applied to the realistic application (Auxtero & Callaman, 2020). Likewise, Callaman and Itaas (2020) stated that students are having difficulty understanding math topics since they can't grasp the usefulness and significance of their daily learning experiences.…”