Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 6 (2025)

Electronic Learning System in Teaching Mathematics Enhancing Achievement among Students

Charlotte S. Tamayo-Urbina | Reynaldo Dalayap

Discipline: Education

 

Abstract:

This study investigates the effectiveness of Computer-Aided Instruc-tion (CAI) in improving mathematics achievement among 70 Grade 7 stu-dents over an eight-week period at Bacongco National High School. Using a quasi-experimental design, it compares CAI with traditional lecture-based teaching through pretest and posttest assessments. Grounded in Constructivist, Behaviorist, and Cognitive Load theories, the research ex-plores how CAI may enhance active learning, reduce cognitive overload, and increase engagement. Participants were split into two groups: one received CAI-based in-struction, while the other followed traditional methods. Pretest results showed both groups performed at a “weak” level with nearly identical scores (CAI: 14.34%, traditional: 14.29%), indicating similar academic baselines. After the intervention, both improved to a “developing” level (CAI: 20.06%, traditional: 20.86%). However, statistical analysis found no significant difference in posttest scores or mean gain scores (CAI: 5.71%, traditional: 6.57%, p > 0.05). While both approaches were equally effective in enhancing performance, the short duration of the study (eight weeks) may have limited CAI’s impact. The findings suggest CAI should be seen as a complementary tool rather than a replacement for tradi-tional instruction. The study recommends longer-term implementation, development of localized CAI materials, and teacher training to maximize benefits. It contributes to the broader discourse on educational technology by af-firming the comparable effectiveness of CAI and traditional methods, while emphasizing the need for strategic planning, contextual adaptation, and institutional support to optimize technology integration in educa-tion.



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