Role of Technology in Enhancing Learning Outcomes in Mathematics

Education – Mathematics Education / Educational Technology

This study examines the role of technology-aided instruction in enhancing the learning outcomes in Mathematics among Grade 11 learners of Mapawa National High School, Mapawa, Maragusan, Davao de Oro, Philippines. This research is guided by a quasi-experimental design, which compares the results of the learners’ academic performance between the experimental group, who were exposed to technology-aided instruction, and the control group, who were exposed to traditional direct instruction. Using a 30-item standardized pretest and posttest tool aligned to Most Essential Learning Competencies (MELCs) as an assessment to evaluate the impact of technology-aided instruction on learners’ academic performance. Both the experimental and control groups were subject to answer the said pretest. After that, the experimental group will undergo a remedial session by implementing the daily intervention plan utilizing the technology-based instructions, which include web-based platforms, augmented reality, and gamification in every session. However, the control group will also have their remedial session by continually implementing the traditional-based instructions. Results showed significant improvements in both experimental and control groups' posttest scores compared to their pretests, yet the experimental groups showed a higher significant difference compared to the control groups’ posttest scores. These results indicate that the use of technological web-based instructions significantly enhances learners’ academic achievement in Mathematics, even though the experimental group and control group started at the same baseline based on the results of their pretests. The findings for this study contribute to the growing body of evidence supporting the strategic use of technology-aided instruction, such as web-based platforms, augmented reality, and gamification, in Mathematics instruction with implications for policy, curriculum design, and classroom practice.

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