Face-To-Face Driver Model: Effects on the Academic Performance and Attitude towards Mathematics of 4th Grade Learners

Abstract

INTRODUCTION

Many people do not have the basic math skills needed to function successfully in school (Hom, 2013). In addition, difficulties in Math can persist and become seriously debilitating in adulthood (Garnett & Fleischner 1987). Generation Z learners are more engaged in an ICT integrated learning environment thus teachers need to incorporate technology to aid instruction. This experiment was conducted to determine the effects of Face-to-Face Driver Model to the academic performance and attitude towards Mathematics of Fourth grade Learners.

METHODS

A Quasi-Experimental design was conducted in one of the Elementary School in Dasmarinas, 60 learners from 4th grade learners, with three instruments: achievement test (pretest and post-test), attitude scale, and online questionnaire. Both control and experimental groups were statistically equated at the start of the experiment. The data gathered were analyzed using the descriptive statistic, t-test for independent and dependent, and MANOVA.

RESULTS

Findings revealed that there is a significant difference in the mean achievement in Mathematics and academic performance mean scores of each group. Experimental group obtained a higher mean gain. No significant difference in the attitude of the control group. However, there is a significant difference in the attitude of the experimental group. There is a significant difference in the gain score between the experimental and control groups, but no significant difference exists on achievement and attitude of the groups according to types of learner. There is a significant difference in the change in attitude and performance of the students in the experimental and control group while there is no significant difference in the change on attitude and performance of different type of learners. Likewise, the interaction effect of treatment (Control and Experimental) and type of learner (Auditory, Visual and Tactile) is not significant.

DISCUSSIONS

The result indicates that learners' performance and positive attitude of learning towards Mathematics increased when technology was integrated. The type of learner is not a moderating variable in the effect of the treatment on the attitude of the learners. This agree with Abd Wahab (2006) that academic achievement is not due to their learning style. The findings led to conclusion that Face to Face Driver Model proved to be a better approach in teaching 4th grade Mathematics.