The Use of Digitized and Traditional Instructional Materials in Teaching Mathematics among Selected Public Elementary School: Basis for an Enhancement Program

Abstract

This study was conducted to determine the use of digitized and traditional instructional materials in teaching Mathematics among the selected public elementary schools in the Third Congressional District of Quezon. It employed a descriptive type of research with researcher-made questionnaire as the main tool in gathering data. Data gathered from the one hundred-four (104) teachers were analyzed and interpreted with the use of percentage and weighted mean. Typically, the demographic profile of the respondents comprised mainly of 45-55 years old, married, Bachelor’s Degree holders, Teacher I, mostly teaching in the school for 16-20 years, and attended seminars related to digital literacy. Findings of the study revealed that on digitized instructional materials majority of the respondents employed Print Materials while in terms of traditional instructional materials, majority of the respondents employed non-projected display materials. The study also reveals that there is a high impact of using traditional and digitized instructional materials in teaching Mathematics as evidenced by the active participation among pupils in the classroom which increased knowledge retention. The was no significant impact of using DIM’s and TIM’s in the performance of pupils in relation to their grades in Mathematics. On the use of digitized instructional materials, the main problem of teachers was lack of time to prepare digitized materials, while on the use of traditional instructional materials the main problem was the limited supply of learning materials such as textbooks and workbooks. On the basis of the findings and conclusions, the study recommends to intensify the utilization of digitized instructional materials for Mathematics.