Interactive Multimedia Module with Pedagogical Agent and Students Achievement in Geometry: Enhancing Student's Views in Learning Mathematics

Abstract

INTRODUCTION

The results of the National Achievement Test (Department of Education, 2008) administered by NETRC showed that Mathematics Achievement rate from 2003-2008 is not satisfactory. It does not exceed the expectation of the Department of Education which is to achieve an MPS of 80% and above. The results are pertaining to mathematics education as a whole, nationally and locally. With this, teachers nowadays are becoming innovative in their teaching styles like the integration of technology in the teaching-learning process. Thus, a study was conducted to determine the possible effect of using Interactive Multimedia Module with Pedagogical Agent in Academic Achievement in Geometry and to know whether it can be a help in improving the rate of achievement in Mathematics.

METHODS

A quasi-experimental nonequivalent pre-test-post-test design was used in the study. One hundred sixty Grade 9 students of A.Y. 2017-2018 were selected to be the respondents of the study. Descriptive statistics using relative frequency and relative percentage were used to determine the level of achievement of students in the test. Paired sample t-test was used to evaluate the effectiveness of the IMMPA on students' scores in the diagnostic and achievement test.

RESULTS

The study measured the degree of change that occurred as a result of the integration of IMPPA in teaching Quadrilaterals. The students conceptual, reasoning, and computational skills were improved using the IMMPA. Also, it was found that students’ level of achievement in all mathematical skills increased significantly after the implementation of the module. Based on the significant findings gathered in the study, it was concluded that the hypothesis stating that "There are no significant differences in pre-test and post-test scores of students in terms of three mathematical skills" is not supported.

DISCUSSIONS

The results demonstrate the positive effect of incorporating an Interactive Multimedia Module in teaching Mathematics. The module works best in the development of students' conceptual skills. The number of students who failed the tests decreased and the number of students who passed increased. These results can be further supported by the study conducted by Thompson, K. V (2010). He worked on the effect of incorporating online interactive multimedia module in enhancing quantitative proficiency in Biology. In light with the findings, it is further recommended that the content of the module and the manner of presenting it should be taken into consideration.