Effectiveness of Multimedia Instructions in Teaching Mathematics among Grade V Pupils at Lunsad Elementary School

Abstract

INTRODUCTION

Motivation influence the readiness of pupils to learn and participate. A class full of motivated pupils may result in successful learning. This is one of the problems that we teachers are experiencing. Technology as one of the reasons why pupils lack of focus needs to be addressed. The researcher would like to use the same platform to regain what is missing among our learners. Teachers may be aware of different modern multimedia instructional materials. And, pupils may be encouraged in using all of these to their advancement in school.

METHODS

The experimental method of research utilizing a pretest and posttest was used in the study. Experimental research parallel group design was utilized. The experimental group was exposed to the multimedia instruction in Mathematics while the parallel group or the unexposed group served as the control for comparative purposes. This followed the Gantt chart of Activities in the conduct of the study. It includes the formulation of a research problem up to the revision of the manuscript and submission of the final copy. After the validation of the instrument, administration and retrieval of data, processing, and analysis were done.

RESULTS

Level of Performance in Mathematics of the two groups in the pretest showed the control group obtained a mean score of 39.34 with a verbal interpretation of Satisfactory. Similarly, the experimental group obtained a satisfactory performance with a mean score of 38.99. The computed standard deviation of 1.51 and 1.03 respectively. Results in the posttest obtained a 45.28 mean score with a Very Satisfactory interpretation and a standard deviation of 3.11 and 2.39. The obtained mean difference on the posttest performance of the two groups of respondents is 1.17. This yields a computed t-value of 2.76 which exceeded the tabular t-value of 1.98 at .05 level of significance thus rejects the null hypothesis.

DISCUSSIONS

Findings indicated that the two groups of respondents have the same entry knowledge in Mathematics. The pupils who were exposed to multimedia instructions have higher scores than those pupils exposed to the traditional methods of teaching. Moreover, the results indicated that pupils exposed to technology performed better than those pupils taught using the traditional method of teaching. There may be imperfections in the multimedia instruction used but designing new technology-assisted instruction will improve the current dilemma of teachers. This may be suggested for future research and for policymakers to make it happen.