Online and Offline Mathematical Applications for Mastery of Basic Math Skills of Lower Grades Students
Igraine Lynnil Latumbo | Michael Cañada
Discipline: Mathematics
Abstract:
This quasi-experimental study investigated the effectiveness of adding drill and practice by means of online and offline
mathematical applications to the usual classroom discussion routine on the mastery of basic mathematical skills of
fourth-grade students at the University of St. La Salle – Integrated School. The study sought to assess the effectiveness
of utilizing traditional teaching methods (TTM) such as problem solving, direct-explicit instruction, and demonstration
against the use of these methods in conjunction with drill and practice (DP). The effectiveness was determined by
analyzing pretest and posttest scores, mean gain scores, and differences in scores between the two approaches. Eightyseven students from two classes participated in the study. One class served as the Control Group, receiving traditional
teaching methods, while the other was the Experimental Group, receiving DP. The t-test for dependent samples was
used to compare pretest and posttest scores within each group, and the t-test for independent samples was used to
compare scores between groups. The Traditional Teaching Approach, employed in the Control Group, was effective
in increasing the mastery of basic mathematical skills of the Grade 4 Lower Grades students of the University of St.
La Salle-Integrated School, as evidenced by a significant difference in their pre-test and post-test means. The Drill
and PracticApproach, by means of online and offline mathematical applications employed by the Experimental Group,
also displayed an increase in the mastery level of their basic mathematical skills as evidenced by a significant
difference in their pre-test and post-test means. This finding proved that Drill and Practice by means of online and
offline mathematical applications was likewise an effective teaching approach. Both approaches are effective teaching
approaches and can improve the mastery of basic mathematical skills of the Grade 4 Lower Grades students. However,
Drill and Practice by means of online and offline mathematical applications proved to be more effective in terms of
enhancing the mastery level of the basic mathematical skills of the students as compared to the traditional teaching
approach, as evidenced by a significant difference in their mean gain scores. The study recommends that school
administrators and curriculum planners consider incorporating DP by means of online and offline math applications
and providing a tech-lab for students in the Lower Grades for them to explore online applications without glitches and
internet speed constraints to enhance student learning. It also suggests that teachers receive training in terms of their
knowledge and skills in integrating mathematical applications into their lessons. Additionally, students should be
encouraged to express their learning preferences, and the math department was recommended to continue integrating
math applications in their lessons.
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