The document describes the mountain climbing learning analogy method, a student-centered teaching strategy used in Japan. It focuses on students actively building knowledge through collaboration, with the teacher serving as a facilitator. An experiment was conducted comparing this method to a traditional lecture in a basic math class. Results showed the experimental group performed significantly better on a post-test, while both groups had similar attitudes towards math. It was concluded the mountain climbing method can be an effective teaching strategy. Further research at other universities was recommended.

1. The Effects Of Mountain Climbing Learning Analogy On The Achievement And Attitude Of The First Year University Students In Basic Mathematics Methusael B. Cebrian College of Education Capitol University

32. Pretest Scores of Experimental and Control Group

33. Comparison of Pretest differences of the Two Groups Groups Mean S.D. Computed t Critical Region Remarks Experimental 16.89 2.74 0.353 -1.729 < t > 1.729 No significant difference Control 16.5 4.33

34. Posttest Scores of Experimental and Control Group

35. Comparison of Posttest differences of the Two Groups Groups Mean S.D. Computed t Critical Region Remarks Experimental 20.5 6.25 2.1 -1.734 < t > 1.734 There is significant difference bet. The two groups. Control 18.28 18.3

36. Comparison of Pretest and Posttest means of Both Groups

37. Comparison of Mathematical Attitudes of the Two Groups GROUPS Mean S.D. Computed t Critical Region Remarks Experimental 2.7664 0.478077 0.62 -1.721 < t > 1.721 No significant difference Control 2.656 0.654994