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Guidelines in Writing Critique Paper

The document provides guidelines for writing a critique paper on an article about challenges of blended e-learning tools in mathematics education. It outlines the expected parts of the critique paper and questions to consider for each part, and provides a sample paper format and assessment standards.

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Alexis Gee lawat
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36 views3 pages

Guidelines in Writing Critique Paper

The document provides guidelines for writing a critique paper on an article about challenges of blended e-learning tools in mathematics education. It outlines the expected parts of the critique paper and questions to consider for each part, and provides a sample paper format and assessment standards.

Uploaded by

Alexis Gee lawat
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SEME 113. Technology for Teaching and Learning 2 (Instrumentation and Technology in
Mathematics)
First Semester, SY. 2021-2022

Guidelines in writing Critique Paper


I. We don’t expect the articles to have the same format. When we say “format,” in our
guidelines we refer to as parts. The articles mostly include these parts in general: 1)
Preliminaries (which include the Abstract), 2) Introduction (Background of the Study/
Rationale, Literature Review, Conceptual Framework, Problem Statement), 3)
Methodology, 4) Results and Discussions, 5) Conclusion and Recommendation, 6)
References. However, you are expected to focus your discussion on these parts
(WHICHEVER IS AVAILABLE):
1. Introduction
a. Background of the Study/ Rationale
b. Review of related literature (optional)
c. Statement of the problem/ Purpose of the study
2. Salient Findings and Results
3. Conclusion and Recommendations
II. In the critique paper, consider the following guide questions (WHICHEVER IS APPLICABLE):
1. What is the thesis in the article? How did the article stablished the need to conduct the
study?
2. What are the reasons stated in the article to show that there is a need to conduct the
study? Do you agree that these situations are happening? Why?
3. Are there statements in the Background of the Study/ Rationale which you think not
reasonable, false, or unaccepted by you? What are these? What made you think that
these oppose your idea?
4. The focus of the article is on the set-up where the study is conducted. Compare and
contrast this in the local set-up (classroom, community, country).
5. Do you find the statement of the problem appropriate to answer the arguments stated
in the background of the study? Why?
6. Are the findings significant enough to solve the problem? Why?
7. Are the conclusions stated appropriately represents the meaning of the findings? Do you
agree in the conclusions? Why?
8. If the recommendations will be implemented, do you think it could minimize or remove
the problems stated? Why?
9. Do you think the recommendations can also be applied in a similar case in the local set-
up (classroom, community, country)? Why?
10. Are there articles similar/ different from your personal claims about the paper? Cite
them.
11. What is your general stand about the article?

III. Format:
Document format: Word
Paper Size: Letter
Font: Trebuchet MS
Font Size: 10
Range of Number of words: 500 - 1000 words (includes cited literatures)
Margin: All sides: 2.54 cm.
Page format: (SAMPLE)
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Name: Ryan L. Cerveza Date: August 30, 2021


SEME 113. Technology for Teaching and Learning 2 (Instrumentation and Technology in Mathematics)

Title: Challenges of Blended E-Learning Tools in Mathematics: Students’ Perspectives


University of Uyo
Author/s Joseph B. Umoh & Ekemini T. Akpan

An in-depth knowledge of pedagogical approaches can help improve the formulation of


effective and efficient pedagogy, tools and technology to support and enhance the teaching and
learning of Mathematics in higher institutions. This study investigated students’ perceptions of the
challenges of blended e-learning tools in the teaching and learning of mathematics. The study is a
descriptive survey design conducted with thirty undergraduate students of the University of Uyo,
Nigeria. A research questionnaire of students’ perceptions on the challenges of blended e-learning
tools in mathematics was used to elicit responses. The questionnaire has three sections of the
perceived challenges of blended e-learning tools in mathematics; availability, accessibility and
students’ ICT skills towards utilization of blended e-learning tools. Data were analyzed using SPSS at
the 0.05 level of significance. The results revealed non-availability, non-accessibility and inadequate
students’ ICT skills towards the utilization of blende e-learning tools for the teaching and learning
mathematics. The overall results revealed that there is significant difference on students’ perceptions
towards the challenges of blended e-learning tools. Based on the research findings, the institution and
instructors need to identify the perceived challenges and opportunities of blended e-learning and
provide practical support such as provision of Virtual Learning Environment (VLE) to diversified
students learning of mathematics. The study could be used as proactive response towards the
institutions’ preparedness on the development of blended e-learning approaches in terms of content
design models and pedagogical approach for the teaching and learning of mathematics.
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Assessment Standards:

I. Format 5
II. Coherence 10
III. Evidence of critical thinking 20
IV. Clarity of Explanation 15

These guidelines were provided for your reference and compliance.

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