TRADITIONAL AND DIGITAL VISUAL AIDS IN MATHEMATICS: BASIS FOR TEACHING ENHANCEMENT

Abstract

This research explores “Traditional and Digital Visual Aids in Mathematics: A Basis for Teaching Enhancement”, focusing on the effectiveness of visual aids in mathematics education and their impact on the teaching and learning process.

Mathematics is often seen as a challenging subject as it consists of different numbers, formulas, shapes, etc. that are complex and sometimes hard to understand and follow. Many students or individuals show difficulties in this subject as it requires cognitive skills all the time to understand the process that is being taught.

However, research suggests that the brain processes information more efficiently when supported by visual representations. By integrating visual aids—both traditional and digital—into mathematics instruction, educators can enhance students' understanding and retention of concepts. This study aims to evaluate the role of visual aids in making mathematics more accessible and engaging for learners. With a total sample size of 84 respondents, the researchers collected sufficient data to analyze the relationship between visual aids and students' academic performance. Using Pearson’s correlation coefficient (Pearson R), the results indicate that there is no significant relationship between the use of visual aids and students' academic performance. The results indicate that traditional visual aids are more appreciated than digital visual aids in teaching Mathematics. Students reported several challenges with digital visual aids, primarily internet connectivity issues, which hinder their full functionality. Additionally, accessibility remains a concern, as digital tools require technology, a stable internet connection, electricity, and, in some cases, paid memberships to unlock advanced features. Given these limitations, traditional visual aids are recommended as a more practical and effective approach for teaching Mathematics. The result implies that other factors affect a student’s academic performance, such as the teaching style, the instructor, financial status, students’ willingness to learn, etc.