Application of Interactive Multimedia as Teaching Learning Tools in Mathematics for Kindergarten Learners

Abstract

INTRODUCTION

Many interactive multimedia programs today are designed as self-contained learning packages which visualize the learners as individuals, working independently and privately. With the advances in educational technology, the way educators teach and shape the way children learn have changed. Teachers are becoming more reliant in engaging learners and keeping them hooked. Screen media are increasingly common in young children's life; it is, therefore, essential to understanding the impact of such technologies such as tablets or e-books for literacy and the best ways for including these technologies in children's routine at home, in childcare or in the classroom. Technology nowadays is common among schools, offices, and to every individual, as this supports learning and helps in developing knowledge. Integration is the use of technology to enhance, reiterate, present, and assess how students understand the syllabus or the program. Hence, teachers in early childhood education must understand the diversity of learning styles in the classroom environment. Since each child is likely to have a different learning style, students need a variety of lesson plans and activities to engage the entire class and, to create appropriate lesson plans for the educational program. Teachers can engage the entire class by providing visuals, telling stories, and offering activities that explore the curriculum children need to learn. By incorporating these most common learning styles in lesson plans, teachers can provide an environment that engages the entire class.

METHODS

The study used the descriptive mixed method in the application of interactive multimedia in teaching Mathematics to Kindergarten learners. During the data gathering, the researcher utilized their performance on the pre-test and post-test results.

RESULTS

There is a significant difference between the pre-test and post-test score. There is also a difference in the performance of learners when exposed to interactive media in learning mathematics.

DISCUSSIONS

An assessment test instrument was used in gathering primary data. The test covered was made by the teacher with a table of specifications. The performance from pre-test and post-tests serve as the basis for a proposed set of guidelines in the application of interactive multimedia as a teaching-learning tool in Mathematics.