Impact of Using Gadgets in Mathematics 10

Abstract

INTRODUCTION

Mathematics, to most, is a complex and difficult subject. The tendency for most students is to consider the subject as one that is boring, thus, creating a lack of interest in the topics being discussed. This poses a great challenge for teachers and educators, especially in the primary and intermediate levels, wherein a good study habit and a firm grasp of basic concepts should be developed. The use of gadgets in a Mathematics classroom has been at the center stage for quite a while now. Although the use of a Smartphone in the classroom is still somewhat controversial, the researcher encourages it as a learning tool. Since cellphones or tablets are the most available ICT tool among both students and teachers, the researcher tried to explore its affectivity as an educational tool.

METHODS

The researcher utilized the experimental research method. Two classes were used as subjects of the study. The main source of data was the two classes' pre-test and post-test. Test results were compared and analyzed to find out if there was indeed an impact of ICT integration.

RESULTS

Both sets of classes, the experimental and the control groups, attained a Fair level of performance in Math 10 at the beginning of the study. The comparative result of the pretest of the two groups revealed no significant difference. At the end of the experiment, the experimental class of Gemelina registered a Very Good level of performance based on their posttest, while the control group of Mahogany obtained a Good level of performance. There is a significant difference between the pre-test and the post-test of class Gemelina. The comparative result of the two groups' posttest resulted in a significant difference. An action plan was crafted to strengthen the use of gadgets like cellphones and tablets in the Mathematics 10 classroom.

DISCUSSIONS

During the pretest, the Gemelina class and Mahogany class were at the same level of performance in Math 10. However, after ICT integration was fully implemented in the Gemelina class and was not utilized in the Mahogany class, their posttest revealed that Gemelina achieved a better level of performance that the Mahogany class. The use of ICT integration for the experimental group, Gemelina, had a positive impact on the students' performance in the subject area noted in this study. ICT integration was effective in improving the performance of the students in Math 10. A work plan to effectively implement the use of ICT integration must be implemented.