Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 9 no. 5 (2023)

Utilization of Technology-Based Instructional Materials in Developing the Least Learned Competencies in Mathematics for Grade 9 Learners at Sto. Domingo National High School, Division of Quezon

Catherine Masaganda | Rogel L. Limpiada

Discipline: Education

 

Abstract:

This study investigated the effects of technology-based instructional material on the least learned competencies in mathematics for Grade 9 learners, such as mathematics-free digital tools, videos, and digital textbooks. The participants were 162 students divided into four (4) groups: 40 students in the non-technology group and 122 respondents in the technology group, which included digital books with 37 respondents, video lessons with 45 students, and digital free app tools with 40 respondents. The control group was non-tech-based, and the experimental group used technology-based instructional materials. The chosen respondents were those who demonstrated a lack of competencies in their competency-based tests. Analysis of variance (ANOVA) was used to determine multiple comparisons of the posttest of the control (non-tech-based) and experimental (tech- based) groups. The efficiency of using technology-based instructional materials was determined by comparing the pretest and posttest means of learning competencies. It revealed that the difference between the posttests of the nontechnology-based and technology-based instruction (digital book and video lesson) is not statistically significant, except for the non-technology and digital applications. This means that the learner’s performance using the two strategies (non-tech and digital app) differs significantly. Similarly, there is a significant difference in the posttests of the learners between a digital book and a digital app, a video lesson, and a digital app. It recommends that the technology-based instructional materials be highly effective in assisting students to achieve knowledge of the six learning competencies in mathematics. Therefore, educators should consider integrating technology into their lessons to enhance students’ engagement and promote better academic outcomes.



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