INTERACTIVE MATHEMATICAL APPLICATIONS: A FACTOR ON ENHANCING GRADE 9 MATH STUDENTS’ ACADEMIC PERFORMANCE

EDUCATION

The researcher observes the needs of the students to be transformed and integrated information and communications technology in the teaching and learning process. The students should be exposed to new technology in mathematics. This study investigated interactive mathematical applications representation as a strategy in teaching Trigonometry. The research subjects of this study were the two sections of Grade 9 through purposive sampling. Two sections were subjected to different teaching methods. The Grade 9 Ruby was the experimental group, and section Diamond was the control group. There is no significant difference between the pre-test scores. The post-test scores in trigonometry of the learners in the control and experimental groups can be observed that after applying the study, the experimental group which greater than the score of the traditional group, 15.7857. This can be concluded that students who received experimental treatment outscored the ones who received traditional treatment. The significant difference between the post-test mean scores of the experimental and control groups is that the P-value is 0.000, less than 0.05. This means that there is a significant difference between the pre-test scores. It can also be implied that the intervention is effective because the experimental group's post-test is greater than the control group. The researcher believed that learning using the proper methods and media will positively impact student learning outcomes, primarily supported by technology that is now increasingly developing. Teachers are required to update information and learning materials, while students must be independent in learning both at and outside of school.

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