Effect of Interactive Multimedia Courseware (IMC) on the Mathematics Achievement of Grade Eight Students

Abstract

The main purpose of the study was to determine the effect of an interactive multimedia courseware (IMC) such as the Quipper School (QS) on the Mathematics achievement. Specifically, it sought answers if there was a significant difference on the Mathematics achievement of grade eight students before and after giving instruction for students who were taught using IMC and traditional method, and what were the students' experiences and perceptions in using QS. The study utilised a quasi-experimental design specifically Pretest-Posttest Control Group design. The participants of the study were eighty grade eight students in a public junior high school in Makati. Intact groups were used to come up with comparable groups. Fishbowl technique was used as a sampling strategy in selecting the control and experimental groups. The control and experimental groups were given a pre-test, exposed to different treatments and then finally given a post-test. The control group was taught using traditional-lecture method while the experimental group was taught using an IMC such as the QS in Grade 8 Mathematics. Both groups were taught the same topics in geometry. The tools used were the lesson plans using IMC, a semi-structured interview and the achievement tests developed by the researcher. The data collected were evaluated and/or analysed through the t-test of independent means and tested at 0.05 significance level. There was no significant difference in the mathematics achievement between the control and experimental groups before the experiment. Since both groups of students had about the same knowledge level based on their pre-testand mathematical ability, the sample selection has been carefully done to assure attainment of accurate result. There was a significant difference in the mathematics achievement between the control and experimental groups after the experiment. Moreover, the experimental group performed better than the control group. The students in the experimental group who used IMC such as QS had more positive perceptions and experiences of the instruction than students in the control group who did not have access to the IMC. Thus, using an IMC such as QS as shown in this study could significantly help students in improving their achievements in Mathematics. In view of the findings in this study, the researcher recommends the use of IMC as an alternative approach in the teaching and learning of mathematics, and should be further tested to a wider scale to affirm its maximum significance and effectiveness in the educational settings. Professional development and trainings for teachers on the use of IMC should be encouraged, supported and funded.