1

THE EFFECT OF COMPUTER ASSISSTED INSTRUCTION TO MATHEMATICS

ACHIEVEMENT OF GRADE V STUDENTS

A Thesis Presented to the Faculty of the

COLLEGE OF EDUCATION
University of Southeastern Philippines
Davao City

In Partial Fulfillment of the Requirements for the Degree

Master of Education in Instructional Leadership

KISTER QUIN E. ESCANILLA

June 2019

APPROVAL SHEET
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This thesis entitled, “THE EFFECT OF COMPUTER ASSISSTED

INSTRUCTION TO MATHEMATICS ACHIEVEMENT OF GRADE V
STUDENTS”, prepared and submitted by KISTER QUIN E. ESCANILLA, in
partial fulfilment of the requirements for the degree, Master of Education in
Instructional Leadership, has been examined and is, hereby, recommended for
the corresponding oral examination, approval and acceptance.

YVONNE M. KIEL, MST

Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners with a grade of 1.50

MARIVIC N. NERI, Med-LT, MAT-ELA

Chairman

AGNES JOANA T. YU, Ed. D. BONIFACIO G. GABALES JR. Ph.D.

Member Member

ACCEPTED in partial fulfilment of the requirements for the degree, Masters of

Education in Instructional Leadership.

Comprehensive Examination: Exempted

REC C. EGUIA Ph.D.

Dean
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ACKNOWLEDGMENT

The researcher desires to extend his utmost gratitude to the persons who

contribute, support and share their ideals, knowledge and guidance in reaching

this noble academic and professional pursuit for the successful completion of this

study.

To Prof. Yvonne M. Kiel, thesis adviser, for sharing her expertise

including her unconditional support, unselfish help and guidance for the study.

To the members of the thesis committee, chaired by Prof. Marivic N. Neri

with members Dr. Bonifacio G. Gabales Jr. and Dr. Agnes T. Yu, for sharing

their constructive comments and valuable suggestions which contributed much in

the improvement of this study.

To the superintendent of Cotabato Division, Supervisor of Kabacan South

District, school principal, teachers and grade V students of Cuyapon Elementary

School for allowing the researcher to conduct the study.

To the test validators, Dr. Jennifer Arbiol, Dr. Philip Lester P. Benjamin,

Maam Teresa Exala, Paul John B. Ongcoy MST-MATH and Jimboy G. Abaya

MST-MATH for sharing their expertise in validating my test instruments

To the principal of Kabacan Pilot Central Elementary School, Aida S.

Delon Principal II, for allowing me to pilot test my instruments.

To the family and friends of the researcher, for their never ending support,

without them, the researcher will not found strength to finish the study.
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And above all to God almighty, for extending His blessings, spiritual

guidance and gift of wisdom, in spite of many obstacles, this study became a

valuable accomplishment.
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DEDICATION

To my parents and sibling:

John, Baka and Apot,
and to Mang Jodina,

To my best friend
Analou G. Catalan,

This endeavor is lovingly dedicated.

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Republic of the Philippines

UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF EDUCATION
Davao City

Declaration of Originality

I Kister Quin E. Escanilla, declare that this research is original to the best
of my knowledge. I declare further that this activity was undertaken by me.

KISTER QUIN E. ESCANILLA

Researcher

June 2019
Date Signed
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Abstract

This study was conducted to determine the

effect of Computer Assisted Instruction to
academic achievement of Grade V students in
Mathematics. A total of ninety students were
identified as participants through complete
enumeration. Further, this study investigated the
influence of math anxiety to Mathematics
achievement. This study made used of quasi-
experimental research design particularly the
pretest-posttest non-equivalent control group
design using the statistical tools: Mean, t-test and
ANCOVA. The experimental group was exposed to
Computer Assisted Instruction while the control
group was exposed to conventional approach.
Findings revealed that before the intervention, both
students in the control and experimental groups
were comparable in terms of their prior knowledge.
Further, the results show that there was a
significant difference between the post-test mean
scores of the experimental and control groups.
This implies that Computer Assisted Instruction is
effective intervention to improve the Mathematics
achievement of the Grade V students. Also, the
data revealed that the anxiety level of students did
not affect their mathematics achievement. The
study, therefore recommends that Mathematics
teachers may intensify the use of Computer
Assisted Instruction to improve the academic
achievement of students in Mathematics. The
utilization of Computer Assisted Instruction is
highly recommended for more effective teaching
and learning in Mathematics. The administrators
should spearhead seminars and trainings on the
uses and importance of Computer Assisted
Instruction to student’s mathematical performance.
Lastly, future researchers are encouraged to
conduct similar studies that would investigate the
effect of Computer Assisted Instruction to larger
sample and other mathematics topics.
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TABLE OF CONTENTS

Page

Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Approval Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Acknowledgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Declaration of Originality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . vii
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

CHAPTER

1 THE PROBLEM AND RELATED LITERATURE

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . 3

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . 25

Null Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

2 METHOD

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Participants/Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Sampling Design…………………………………………………28

Research Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . 32

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Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

3 RESULTS AND DISCUSSION

Mathematics Performance of Students before the Intervention was

Implemented

Significant Difference in Pre-test Mean Scores of the Experimental

and Control Groups

Mathematics Performance of Students after the Intervention was

implemented

Significant Difference in Post-test Mean Scores of the Experimental

and Control Groups.

Mathematics Anxiety Level of Experimental and Control Group

Independent Samples T-Test on Level of Anxiety

Influence of Mathematics Anxiety on Post-test Scores of Two

Groups

4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

A Letter Permission to Conduct the Study . . . . . . . . . . 54

B Letter permission to Conduct the Pilot Test . . . . . . . . 57

C Letter Request for Expert Validation . . . . . . . . . . . . . 58

D Mathematics Questionnaire . . . . . . . . . . . . . . . . . . . . 59
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E Table of Specifications . . . . . . . . . . . . . . . . . . . . . . . . 61

F Mathematics Anxiety Test . . . . . . . . . . . . . . . . . . . . . 62

G Reliability of the Research Tools . . . . . . . . . . . . . . . . 64

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

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LIST OF TABLES

Table

1 Distribution of Participants

2 K-12 Mastery Descriptive Equivalent

3 Interpretation of Mathematics Anxiety Scores

4 The Pre-test Mean Scores of the Control and Experimental Groups

5 Test of difference of between the pre-test mean scores of the experimental

and control group

6 Post-test Mean Scores of the Experimental and Control Groups

7 The Difference of the Post-test Mean Scores of the Experimental and

Control Groups

8 Anxiety Level of Grade V Students in Mathematics

9 Moderating Effect of Math Anxiety on the Relationship Teaching approach

and students’ Performance

10 ANCOVA on Students post-test scores with Anxiety level as covariate

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LIST OF FIGURES

Figure

1 Conceptual Framework Showing the Variables of the Study

2 Experimental Model Design

3 Relationship of anxiety level to the post-test scores of both groups.

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Chapter 1

THE PROBLEM AND THE RELATED LITERATURE

Introduction

In the 21st century context, learners can learn Mathematics in many ways

but they enjoy learning it through technology. The world now is in digital age and

the inhabitants are called digital natives. Learners now a days learn best when

they are comfortable and can relate with what they often do. Technology became

a comfort zone for today’s generation. Thus, technology is everywhere; therefore

it should be utilized in the teaching and learning process particularly for complex

subjects like Mathematics.

Mathematics is considered as the mother of all learnings in both arts and

sciences. It is a necessity for people of all ages to be successful in life. Despite

the usefulness and importance of mathematics, students' ability to understand

and apply mathematical concepts has been adversely affected by several factors

(Andaya, 2014). Few of these could be the student ideas relevant to their

interests, their perceptions of the usefulness of mathematics, or their intrinsic

interests in logic or challenge of mathematics (Kulm, 1980).

Anxiety, on the other hand, shown to have negatively influence students’

performance. Students’ attitudes towards mathematics are affected by their

teachers’ attitudes and beliefs (Sinay & Nahornick, 2016), and their teaching

strategies (Adeyami, 2015 as cited by Bantiding, 2016). According to Colgan

(2014 cited by Sinay & Nahornick, 2016), majority of the students find
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mathematics as boring, mostly irrelevant and unrewarding. This could explain

why students perform poorly in mathematics.

In 2017, the results from the National Assessment of Educational

Progress (NAEP) showed that only 33 percent of eighth graders tested proficient

in Mathematics, also 33 percent in 2015 and 36 percent in 2013. According to the

United States Department of Education, this unfortunate performance was

pointed on how Mathematics was taught (Venesky, 2018). On the other hand, in

UK, according to Program for International Student Assessment (PISA) last

results, 22 percent of 15 year old performed at the lowest level of proficiency in

Mathematics (Gurney 2016).

Also, the same scenario has been experienced by Filipino students. In the

study of Leongson (2003), it reveals that Filipino students excel in knowledge

acquisition but fare considerably low in lessons requiring higher order thinking

skills. Similarly, Patena and Dinglasan (2013)’s findings show that Filipino

students have low understanding level and discouraging achievements in

Mathematics. This disappointing condition is evident in the performance of

students in national and international surveys on Mathematics and Science

competencies (Philippine Daily Inquirer, 1986; Ibe, 1995). It is agreed also by

DOST report in 2016 that Filipinos performed poorly in international exams in

Science and Mathematics.

The Third International Mathematical Science Study (TIMMS, 2000)

examined patterns of student’s achievement in mathematics. It was found out

that the school effectiveness and teacher’s competency impact learning and

promote higher level of achievements. The quality of instruction and effective

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instructional design are necessary to alleviate problems related to teaching and

learning Mathematics (Dursun & Dede, 2004).

In one of the public elementary schools in Kabacan, Cotabato where the

researcher is currently employed, observed that 95% of their grade V pupils are

struggling in Mathematics. The school got a low Mathematics rating in National

Achievement Test in the previous exams. Further, many of their students got a

grade of 75% throughout the grading period. These students struggled most

when they are confronted with math word problems as shown in the actual

responses. With this, the researcher seeks to determine the effect of Computer

Assisted Instruction to students’ performance in mathematics. Furthermore, this

study aims to determine the moderating effect of math anxiety between the

teaching approach and students’ academic performance in mathematics.

Moreover, results of the study were deemed important in motivating

teachers to employ Computer Assisted instruction in improving students’

academic performance. The results would also encourage teachers to venture on

other instructional strategies aside from the conventional way of teaching to

facilitate better instructions.

Review of Related Literature

This section dwells on literatures and studies in which the current study

finds strength and support. The topics under consideration are the following:

Computer Assisted Instruction, Traditional method in teaching Mathematics and

Mathematics Anxiety.

Computer Assisted Instruction

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Using computers to teach students is not a new idea. Computers have

been utilized for educational purposes since then (Pressey, 1926).Kaur (2013)

asserts that computer programs are interactive and can illustrate a concept

through attractive animation, sound, and demonstration. They allow students to

progress at their own pace and work individually or problem solve in a group.

Computers provide immediate feedback, letting students know whether their

answer is correct. If the answer is not correct, the program shows students how

to correctly answer the question. Computers offer a different type of activity and a

change of pace from teacher-led to group instruction. On the other hand,

Computer-assisted instruction improves instruction for students with disabilities

because students receive immediate feedback and do not continue to practice

the wrong skills. Computers capture the students’ attention because the

programs are interactive and engage the students’ spirit of competitiveness to

increase their scores. Also, computer assisted instruction moves at the students’

pace and usually does not move ahead until they have mastered the skill. On the

other hand, Computer Assisted Instruction can improve the Mathematics

performance of the students. Kaur (2013) added that Computer Based Instruction

enables students to be self-directed and reflective learners. It also motivates

them to learn by providing them with the quick feedback and reinforcement and

creating an enjoyable and interesting learning atmosphere.

Computer assisted instruction resulted in significant achievement

differences for elementary and secondary students regarding all ability levels in

mathematics (Hamilton, 1995). In the study conducted by Hay (2003) on

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computer assisted instruction in mathematics with purpose of teaching an in-

depth, unique lesson of finding the volume of three dimensional figures, which the

subjects were eighth grade general math students from a heterogeneous group

from Palos Verde’s intermediate school, found out that computer assisted

instruction tutorial was valuable in helping students learn how to determine

volume of three dimensional figures. In addition, Bump (2004) also studied the

effect of computer based multimedia, interactive mathematics program on the

mathematics achievement of developmental mathematics college students. The

findings indicated that there is a statistically significant difference between the

mathematics performance of learners who participated in a computer multimedia

interactive mathematics program and the mathematics performance of learners

who did not participate in a computer multimedia interactive mathematics

program.

Further, Ash (2005) studied the effects of computer-assisted instruction on

middle school mathematics achievement. A quasi-experimental study was used

with a two-group, pre-test post-test design. The control group was taught by

traditionally accepted teaching methods throughout the study. The experimental

group received the same traditional teaching methods plus one hour a week of

computer assisted instruction in the form of Orchard software. The differences

between the scores on the post-test and pre-test were calculated and the means

of the differences from the experimental group and the control group were

compared using a t-test. The results of the data analysis indicated that the use of

computer assisted instruction in addition to traditional teaching methods is more

effective than traditional teaching methods alone. Iyekekpolar (2011) also studied
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the computer assisted instruction on students’ performance in mathematics. A

stratified random sample of 80 students made up equal number of boys and girls

were divided into two groups, the experimental and control group. They were

taught mathematics for 10 weeks using conventional instruction for the control

group and supplement of computer assisted instruction programmed packages

for the experimental group. Pre-test and Post-test were administered to them

before and after the experiment to determine difference in performance between

the two groups. The results showed that computer assisted instruction produced

higher mathematics achievement in students than the conventional instruction.

Likewise, Bayturan and Kesan (2012) studied the effect of computer

assisted instruction on the achievement and attitudes towards mathematics of

students in mathematics education. The research was also designed based on

an experimental pre-test post-test model. It was conducted in 60 ninth grade

students from an Anatolian high-school during 2009-2010 academic school years.

The experiment group consists of 30 students and the control group consists of

30 students. The research is implemented by using computer-assisted teaching

material that is developed by Flash MX program related with the unit of “Relation,

Function and Operation” of the area of learning algebra and took 10 weeks.

Computer–assisted instruction and traditional instruction methods were used in

the experiment group and the control group respectively. The results

demonstrated that teaching mathematics with a computer assisted instruction

method significantly increased student achievement in mathematics lesson.

Moreover, Dhevakrishnan et. al (2012) agrees that CAI is an effective

instruction for teaching of mathematics. It is evident thought the result of their

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study which clearly point out the significant increase in the mean scores in the

post test scores of the experimental group than in the control group. They

concluded that Computer Assisted Instruction is an effective media of instruction

for teaching of Mathematics in students.

However, in the study conducted by Spradlin and Ackerma (2010), it was

found out that students perform equally well when receiving traditional classroom

instruction and those who receive computer assisted instruction. In addition,

females outperformed males in both instructional designs. Similarly, Slultz (2013)

found out in her study involving students with Specific Learning Disability that

there is no significant difference between the post test scores of experimental

group who receives computer assisted instruction to the control group who

receives direct instruction. In short, her study proves that computer assisted

instruction is not effective in teaching student with specific learning disability.

On the other hand, Information and Communication Technology (ICT) has

great potential for teaching and learning process at all levels. The use of ICT has

enriched the teaching learning process with the help of computer. It has brought a

great change, innovativeness, and creativity in teachers in teaching learning

process. Mathematics and computer are both important in today’s life as they

open the gate of ample opportunities in this modern world. Mathematics is widely

used in computers both in hardware and software. Computer helps in improving

the knowledge of mathematics. Computer helps in making classroom teaching

lively. Computer can play vital role in learning process as it can work with the

imagination of students. Any concept in mathematics can be explained with the

help of pictures and this visual image can help in understanding the concept at
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ease. CAI works as a change and increases the curiosity of students and they

can learn interestingly without any difficulty. Also, whatever is learnt through

computer aided instructions, the contents can be retained for longer time as they

use more senses of the students. Certain topics like solving word problems,

finding the perimeter and the like, can be explained very easily using CAI. Variety

of exercises can be provided and this ensures active involvement of the students

(Ramani & Patadia, 2012).

Further, Kim,jain, Westhoff and Rezabek (2008) asserted that computer

based technology is one good application within educational settings. Using

computer based technology in educational settings helps students in their

learning (Sahin and Sinson 2003). Thus, using computers and other multimedia

devices can increase student’s achievement. Through this, teachers can also

improve their instruction by using variety of technology resources such as the

internet, multimedia CD-ROMs, audio and graphics. In short, teaching with

technology provides more benefits for both teachers and students than teaching

without any technology (Whetstone& Chellman, 2001).

Traditional Method of Teaching

Traditional teaching method through lecture is a form of information

sharing in which the teacher shares information directly to the students. Lectures

are often used when introducing new concepts, or to expand on previously

presented materials. This is useful for large groups that allow the teacher to

present facts directly and logically (Thompson, 1999).

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Thompson (1999) states that traditional teaching method in the form of

discussion or lecture can help facilitate learning among students in terms of

elaborating views, principles, approaches and personal or social issues. It is very

useful when giving introductions and backgrounds on the topic or subject matter.

It is also effective in getting the learners to think constructively while interacting

with the rest of the group. However, this method is not applicable at all times. It

will depend upon the type of subject matter, atmosphere in classroom setting and

learning styles of the learners (Pondent 2011).

Based on the study of Suazo (2008), she explicitly justifies the concept of

traditional teaching method. She had been using input-output process since

majority of the teachers nowadays have applied it in the classroom. It means that

presentation of the lesson would be done first using the lecture or discussion

methods on the board and afterwards, simple evaluations would be given to the

students such as quiz and board work to find out their learning or level of

understanding. It was found out in her study that performance of students in

Elementary Algebra who were exposed to traditional teaching method was

significant. In short, traditional way of teaching especially lecture method is still

effective in the instructional process depending on the needs and learning styles

of the learners.

However, with the current trends of having more engaging and interactive

teaching methods to improve student learning, it is quite difficult to find someone

who continues to embrace the traditional instruction in Mathematics.

In the study done by Alsup (2003), two different forms of Mathematics

curriculum were put to test and compared using students Scholastic Aptitude Test
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over a three-year period. The traditional curriculum used Houghton Mifflin while

the reform curriculum was by the Cord Applied Math. Results showed that the

reform instruction did not appear to improve achievement significantly over the

traditional method. The result also shows that the traditional approach had a

positive impact on procedural task such as computation and equation solving.

On the other hand, the major concept in traditional mathematics instruction

is the idea of spiraling in traditional math, spiraling is the idea of revisiting a

specific mathematical concept several times over a period of time. It is based on

research of spaced learning which explains that learning is enhanced through

stronger memory retention if learning is spaced out over a period of time

(Wartonic, 2005).

Sungur and Teklaya (2006) stressed out that in traditional method, it is

expected that students can answer questions generated by their teachers. The

teacher controls everything in the classroom, the teacher let students read a

textbook and afterwards explain the concepts, procedures, facts and diagram.

Classes are lecture-based and with the aid of chalkboard.

Boud and Feletti (1999) claimed that in lecture style presentations,

students simply obtain information from the teacher without building their

engagement level with the subject being taught. The approach is least practical,

more theoretical and memorizing (Teo & Wong, 2000). However, there are

studies that dealt with traditional methods in the education system, it is concluded

that traditional methods have many flaws and shortcomings (Placek and Sullivan,

1997).
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Traditional method of teaching is common in American schools; it is

ineffective and seriously hinders the growth of students reasoning and problem

solving skills (Batista, 1992). This method fails in knowledge transfer with the

students being unable to move the knowledge acquired in school to outside the

classroom (Eggebrecht, 1996) Moreover, traditional approaches cannot create

link between the syllabi and the real world application (Findley, 2000).

Zakaria, Chin and Daud (2010) have specified that teaching should not

merely focus on dispensing rules, definitions and procedures for the students to

memorize, but should also actively engage students as primary participants.

Thus, newly emerging insights and empirical findings in the learning

science suggest that traditional approach to education that emphasize the ability

to recall disconnected facts and follow prescribed set of rules and operations

should be replaced by learning that enables critical thinking, flexible problem

solving, and the transfer of skills and use of knowledge in new situations

(Hammond 2008). Further, Perkins (2009) argues that students should be given

opportunities to play the game where they can experience junior versions as to

how knowledge is created and communicated within specific disciplines.

However, Harvard study (2010) shows that lectures method presentations

lead to higher student’s achievement. Schwerdt & Wupperman (2010) finds that

8th grade students in U.S. score higher on standardized test in math and science

when their teachers allocate greater amounts of class time to lecture style

presentations than group problem solving activities. For both subjects, the study

finds that a shift pf 10 percentage points of time from problem solving to lecture

style presentations. The teaching style matters for student’s achievement, but in
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the opposite direction than anticipated by conventional wisdom, an emphasis on

lecture style rather than problem solving activities, is associated with an increase

in student achievement. This result implies that a shift to problem solving

instruction is more likely to adversely affect student learning than to improve it.

On the other hand, the study of McLeish (1968) stressed out that during

lectures, there is a little give and take between the teacher and students and

among students. It increases student passivity and reduces the student’s role to

note taking instead of luring students into more active learning. Moreover, if a

student misses or lost, s/he cannot interrupt for a personal explanation or stop

and review unlike with a book, computer program, or tape (Seiler, 1982).

For levels below senior high school, these criticisms are valid for formal

lectures, especially when teachers do not allow for students response and when

the lectures are not adequately prepared and are repetitive or digressive.

According to many researchers, attention span is correlated with age and ability.

Especially with young and low achieving students, attention span is limited

(Biecher & Hudson 1990). For such students it is essential that teacher talk in any

form, be limited to a few minutes duration at any one time and be intermixed with

other instructional activities (audio, visual and actual). There should be more

concrete activities than verbal and abstract presentations.

In conclusion, Gage and Berliner (1998) feel that lecture method is

appropriate when the basic purpose is to disseminate information and to

introduce or explain learning task. However, traditional approach is inappropriate

when objectives other than acquisition of information are sought such as

analysis, synthesis and students are below average in ability.

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Mathematics Anxiety

Math anxiety is feeling of tension or anxiety when confronted with

Mathematics that interferes with the ability to use math in an academic or

everyday setting (Richardson & Suinn, 1972). Philips (2001) cited that Math

anxiety affects the manipulation of numbers and solving of mathematical

problems in academic situations and even in everyday life. Also, math anxiety

can generate pressure to drive people to think or react in an unreasonable way or

cause avoidance of math classes (Tobias, 1978).

Mathematics achievement plays a very important role in the attainment of

the ideal academic development of a student (Kaur, 2013). Research proves

some factors affecting the low performance of students including Mathematics

anxiety. Further, Mathematics anxiety in students continues to be a barrier to

Mathematics achievement. Also, higher levels of math anxiety are linked to

student poor performance in Mathematics (Barrows et al., 2013; McMullan et al.

2012).

In the study of Askcraft and Kirk (2001), it is reported that when a student

has been asked to perform, their anxiety with the situation over takes the working

memory port of the brain normally used for skill performance and interferes with

the actual problem solving process. Therefore, the student is preoccupied with

doubt about his or her ability and is unable to focus on the task at hand. The

student's focus becomes talk of self-doubt rather than computing problems. With

this anxiety or tension, understanding and recall pathways become cluttered by

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emotions which resulted to inability to think and short term memory is severely

affected (Steenhuysen 2007).

Farrell (2006) reminds teachers that students who are not succeeding in

math most often are afraid to ask questions regarding prior learning because they

do not want to appear foolish in front of their peers. She adds that if students are

unable to verbalize their learning, they probably are unable to apply it when

working independently; therefore oral assessments are an important tool for

teachers. The methods teachers use to provide learning opportunities are

important factors which can create or reduce anxiety for students. Teachers

should limit the lecture type, repetitious board work format of teaching in the

classroom. This is where notes and problems are written on the board and the

teacher lectures and models the steps to solving mathematical problems (Farrell,

2006). Further, lecture type teaching does not ensure learning is taking place.

When memorization methods are stressed rather than the understanding of

concepts and reasoning as well as the linking of current learning to real-life

experiences (Farrell 2006),

Furthermore, according to Furner and Duffy (2002) Mathematics anxiety is

connected to both the affective and cognitive domains. The affective domain is

connected to a state of emotion that is linked with fear and dread toward the

future, and the cognitive domain is connected to the inability to perform certain

math tasks. This emotion towards the subject can impact student success. Nunez

and Pena (2013) confirm that Mathematics anxiety plays a role in students’

academic achievement. The higher a student’s level of mathematics anxiety, the

less likely he or she is to be successful in mathematics, regardless of whether he

 27

or she is an elementary student, high school student, or college student. This

math anxiety is a serious hindrance for many children across all grade levels.

Math-anxious students learn less in math than their low-anxious peers because

they take fewer math classes and get poorer grades in the math classes they

were in. Moreover, anxiety similarly affected characteristics of how students

performed in mathematics subjects, with higher levels of anxiety leading to lower

class attendance and lower achievement (Hendy et al., 2014).

On the other hand, Math anxiety has been universally recognized as a

non-intellectual factor that impedes math achievement. Some students who

perform poorly on math assessments have a full understanding of the

mathematical concepts being tested. However, their anxiety interferes with their

ability to solve mathematical problems (Tsui & Mazzocco, 2007).

Legg and Locker (2009) cited that math anxiety can develop at any age. In

addition, some researchers have found that math anxiety is most likely to begin

around fourth grade and peak in middle and senior high school. Thus, for many

children, negative attitudes toward math begin early in life, sometimes even

before they enter kindergarten. In fact, they have found a negative relationship

between math anxiety and math achievement across all grade levels.

Gender also plays a role in Mathematics anxiety. Studies have also found

that math anxiety is more common in girls, especially at the middle and senior

high school levels (Beilock et al., 2010). Peters (2013) added that females

reported high level of Math anxiety than males even when the levels of ability are

similar.
 28

The reason for math anxiety is often based on years of painful experiences

with math. Sun and Pysdrowski (2009) argues that the origin of math anxiety is

complex and that anxiety forms three factors; personality, intellectual, and

environmental factors. Personality factors include low self-esteem, inability to

handle frustration, shyness, and intimidation. The intellectual factor that most

strongly contributes to math anxiety is the inability to understand mathematical

concepts. Environmental factors include overly demanding parents and negative

classroom experiences, such as unintelligible textbooks, an emphasis on drill

without understanding, and a poor math teacher. Math teachers who are unable

to adequately explain concepts, lack patience with students, make intimidating

comments, and have little enthusiasm for the subject matter frequently produce

math-anxious students.

However, Ye Sun and Pyzdrowski (2009) added that using technology to

teach mathematics does provide some help in reducing mathematics anxiety.

Thus, the challenges of math anxiety can be addressed by shifting our focus on

the teaching and learning process in mathematics to focus on the 21st century

principles that meet a variety of learners. In addition, the most important factor

influencing teachers’ use of technology in mathematics appears to be their

knowledge of how to use the technology and how they believe it will support

student learning for the particular lesson. Further, the integration of technology

into mathematics assists both the educator and the learners in explaining and

understanding math concepts. Through the use of technology in mathematics,

students receive more one-to-one support and individualized programs where

they were able to make mistakes and easily fix their answers in a supportive
 29

environment. With all the positive aspects technology brings to mathematics,

students with math anxiety experience more of hands on, visual and dynamic

approach to learning, and felt that may lower their level of math anxiety.

On the other hand, research indicates that there is a strong negative

relationship between math anxiety and test scores. In other words, as students’

math anxiety increases, their test scores decrease (Furner & Berman, 2004).

Sparks (2011) concur that educators have reduced the diagnostic ability of math

tests by administering them in stressful situations and Scarpello (2007) stated

that over reliance on high stakes tests has reinforced the development of

negative attitudes toward math and increased students’ anxiety levels by turning

math into a high risk activity.

In addition, Math anxiety is the way in which students’ lack of confidence in

that subject undermines their academic performance and is a serious obstacle for

many children across all grade levels. Studies have hypothesized that math

anxiety disrupts performance because it reduces students’ working memory,

leaving them unable to block out distractions and irrelevant information or to

retain information while working on tasks (Beilock & Carr, 2005).

However, despite many researchers proves the negative effect of math

anxiety on students’ performance, there are studies that contradict with it. Wang

and Petrill (2015) conducted two studies about math anxiety and performance

and found out that moderate level of mathematics anxiety was associated with

high mathematics performance. The result of their study reveals that slight

anxious but high motivated students succeed in mathematics. Hence, one of the

strengths of computer assisted instruction is to increase motivation among

 30

students. Therefore, moderate math anxiety plus motivating instruction may

increase math performance. Wang and Petrill (2015) added that negative

association between math anxiety and math performance is not universal.

Motivation is an important factor to lessen the negative influence of math anxiety

on math performance. Some students might fear math and perform poorly, others

might use this fear in math to perform well. The findings of that study proves that,

although math anxiety has its negative effect to some children in their math

learning, motivation may help overcome these effects of math anxiety and

improve math achievement, specifically for highly motivated children with

moderate level of math anxiety. Further, Mutiu, Famuyiwa, Dotun and Aikabeli

(2018), concluded that the two Mathematics anxiety factors which are cognitive

and affective factors have negatively effect on the academic performance of the

students. Also, the study of Venkatesan (2009) reveals that Mathematics anxiety

significantly has negative correlation with Mathematics performances and overall

academic performance.

On the other hand, Newton (2015) suggests using a step-by-

step approach to lessen math anxiety. Even strong students in math can feel

daunted and overwhelmed when there is too much information at once and not

enough time to practice. Also, encouraging students to take risks and have a

growth mindset is motivating. By giving students problems that get harder, you

can show them they can surmount any challenge through hard work and practice.

Newton added that, the first step to lessen Math anxiety is to build confidence. It

is true that confidence is a huge factor in students’ anxiety towards mathematics.

Previous negative experiences with the subject can lead to a negative and
 31

defeatist attitude. To overcome this, you should provide students with regular

confidence building exercises that look challenging but enable all students to do

well. This boost in confidence and self-efficacy can decrease anxiety and fear, as

students feel more and more capable and motivated. Second is strengthening

students’ basic skills. After building confidence are strengthening students’ basic

numerical skills. Giving students opportunities to practice and master

essential skills for computational fluency is important. Lastly, a teacher’s attitude

towards mathematics can have a huge influence. Just as we ask teachers to

demonstrate a love of reading when it comes to literacy, we must also encourage

teachers to show a love of Math. Teachers are instrumental in creating

positive and active learning environments, such as by incorporating math

puzzles, visuals, audio and games into explanations and examples.

Furthermore, both teachers and parents have a strong influence on

students’ math anxiety. There are plenty of strategies teachers and parents can

use to prevent or reduce math anxiety. For example, teachers should develop

strong skills and a positive attitude toward math, relate math to real life

experiences, encourage critical thinking and active learning and consider effort

for incorrect answers and slow computational speed. However, parents should

avoid expressing negative attitudes about math. They should provide their

children with support and encouragement and carefully monitor their children’s

math progress. Also, include strategies students can use to overcome their own

math anxiety. Students should practice math every day, study according to their

individual learning style, and seek immediate assistance when they don’t

understand a particular mathematical concept (Blazer 2011).

 32

Nevertheless, math anxiety has been studied for many years but there is

no single strategy to alleviate it. Researchers now believe that implementation of

varied strategies to prevent or reduce math anxiety will improve math

achievement for many students (Geist, 2010; Mission College, 2009).

One of these intervention strategies is the use of technology in education.

According to Sun and Pyzdrowski (2009), it is documented that using technology

to teach mathematics does provide some help in reducing mathematics anxiety.

At the same the time, using technology in the classroom has some

disadvantages. So it is important that it is used appropriately to target internal

and external factors that contribute to mathematics anxiety. Teachers can use

software technology to enforce fundamental skills and concepts. Technology

used in this way can assist in strengthening student cognition. The use of online

discussion boards provides a platform for both cooperative learning and provides

an opportunity to express feelings. The use of the Internet provides the

opportunity to access resources to quickly retrieve information and to provide

deeper insight or multiple strategies to getting solutions. There are internet sites

that can be accessed by students, teachers and parents. Such sites provide

virtual manipulatives and hands-on activities as well as separate discussion

areas. In addition to helping to improve student cognition, the said sites might

also serve to reduce the anxiety of teachers and students. Thus, technology

integration is helping to eliminate external factors that contribute to mathematics

anxiety in the students (Sun & Pyzdrowski, 2009).

In summary, even though there are many strategies, math anxiety is still

rampant now a day. The reason behind is, because of our fast changing world
 33

and kind of learners that we have now a days. We are in digital age and we need

to cope up with the need of 21 st century learners especially in alleviating math

anxiety. Those strategies will no longer applicable to type of learner’s that we

have. We should focus on what is fun and motivating to these 21 st century

learners. Thus, technology integration in education is very in demand especially

in addressing difficulties and hindrances among the learners. One particular way

our education system can continue to keep elementary achievement graduate

rates is to adapt teaching and learning methods to what students are most

engaged with. With the integration of technology into the classroom, the overall

benefits include greater peer interaction, student engagement and collaboration,

an easy way to collect classroom feedback, improves communication and

extends the place and time of learning (Kiger, Herro, & Prunty, 2012).

In conclusion, the integration of technology into classrooms can enrich

students learning and result in a positive learning environment that integrates

students’ interests (like using computers, tablets, cellphones etc.) into the

curriculum. Therefore, this strategy is the most appropriate and applicable to

improve math performance and to alleviate math anxiety among 21 st century

learners.

Theoretical Framework

This study anchors to Cognitive Theory of Multimedia Learning by Richard

Mayer. According to this theory, the first step to understanding why multimedia

learning can be so powerful is to understand how the brain processes

information. Mayer (2001) explains that the brain takes in information and
 34

processes it in multiple channels, based on how that information is presented.

The first channel is for visually represented material and the second is for

auditory represented material. When a learner is presented visual information,

including pictures, videos, charts, or printed words, all of that information goes

into the visual channel and is processed there. Auditory information includes

spoken words in a narration and other non-verbal sounds, and these are

processed by the brain separately from the visual (McGrawHill, 2017). Thus, this

study used computer assisted instruction to increase math performance. Hence,

the different channels of the brain according to Cognitive Multimedia Learning

theory will be utilized in this study.

Furthermore, Computer Assisted Instruction has roots in Programmed

Instruction by BF Skinner (1954) and Pressey’s (1925) multiple-choice machine.

This multiple-choice machine presented instruction, tested the user, waited for an

answer, provided immediate feedback, and recorded each attempt (Mann, 2009).

Thus, these characteristics of computer assisted instruction are useful to

stimulate and enhance learning also facilitating a higher level of understanding

(Tompson & Dass, 2000).

On the other hand, Mathematics anxiety was anchored on the theory of

Cognitive Dissonance theory by Festinger (1957). This theory will helps us to

understand better about the students’ attitude and anxiety towards math as a

subject.

Cognitive Dissonance refers to a situation involving conflicting attitudes,

beliefs or behaviors. This produces a feeling of discomfort leading to an alteration

in one of the attitudes, beliefs or behaviors to reduce the discomfort and restore
 35

balance. Cognitive dissonance theory suggests that we have an inner drive to

hold all our attitudes and beliefs in harmony and avoid disharmony or

dissonance. We hold much cognition about the world and ourselves, when they

clash, a discrepancy is evoked, resulting in a state of tension known as cognitive

dissonance. As the experience of dissonance is unpleasant, we are motivated to

reduce or eliminate it, and achieve consonance or harmony (Festinger, 1957).

Conceptual Framework

The conceptual framework of the study displayed in Figure 1 shows the

primary variables of the research namely the Computer Assisted Instruction,

traditional approach, the level of students’ math anxiety and the students’

academic performance particularly in solving for areas of circle and word problem

involving area of circle. The independent variables are the Computer Assisted

Instruction and the traditional approach. In Computer Assisted Instruction,

students are grouped together, provided with multimedia materials with

instruction to follow. Students will brainstorm to arrive to the correct response and

discuss the answer within the group for further understanding. Presentation of

output should be done for further discussion and immediate feedback. The

teacher will guide the learners throughout each activity to ensure proper direction.

On the contrary, the traditional approach in this study is the usually

teacher-centered instruction where the teacher explains the concepts of the

lesson and students answer the questions thrown by the teacher. The dependent

variable on the other hand, is the student’s achievement in Mathematics

particularly in finding the area of a circle and solving word problems involving the
 36

area of a circle. Moreover, the level of anxiety acts as the moderating variable

between the teaching approach and the students’ academic performance.

Independent Variables Dependent Variables

Teaching Approach Mathematics Academic

Performance in:
 Computer Assisted
Instruction  finding the area of a circle
 solving word problem
 Traditional Approach involving the area of a circle

Level of Math Anxiety

Moderating variable

Figure 1 shows conceptual framework of the Study.

Statement of the Problem

The purpose of this study was to determine the effect of Computer

Assisted Instruction in improving the Mathematics performance of Grade V

students.

Mainly the study sought to answer the following questions:

1. What is the pre-test mean score of the experimental and control group?

2. Is there a significant difference between the pre-test mean scores of the

experimental and control group?

 37

3. What is the post-test mean score of students in experimental and control

group?

4. Is there a significant difference between the post-test mean score of the

students in experimental and control group?

5. What is the level of Mathematics anxiety of the grade V students?

6. Does Mathematics anxiety influence Mathematics performance of the

students?

Null Hypothesis

The following null hypotheses were tested ta 0.05 level of significance.

Ho1: There is no significant difference between the pre-test mean scores of the

students in experimental and control group.

Ho2: There is no significant difference between the post-test mean score of the

students in experimental and control group.

Ho3: Mathematics anxiety has no significant influence to Mathematics

performance of the students.

Chapter 2

METHOD
 38

In this chapter, the research design, participants, sampling design,

research instruments, data gathering procedure and data analysis are discussed

Research Design

This study used the quasi-experimental research design, particularly the

pretest-posttest non-equivalent control group design. The primary purpose of this

research design was to compare groups and/or measure the change resulting

from the experimental intervention/treatment. Also, Gay and Alrasian (2000; in

Scott, 2005) have defined quasi-experimental research design as an appropriate

design to be used when the researcher was not able to assign subjects randomly

to groups. This design involved two groups chosen by non-random assignment.

Both groups were pre-tested and post-tested, however only one group was given

an experimental treatment. After the pre-test, the experimental group was

exposed to Computer Assisted Instruction.

Experimental Group

O1 X O2
--------------------------------------------------------------------
O3 O4

Control Group

Figure 2 Experimental Model Design

 39

Where O1 = Pretest of the experimental group

O2 = Posttest of the experimental group

O3 = Pretest of the control group

O4 = Posttest of the control group

X = Treatment of experimental group using Computer Assisted

Instruction

Participants/Subjects

The respondents/subject of the study were the two intact classes of grade

V learners for the school year 2018-2019 in one of the public elementary schools

in Kabacan, Cotabato. The distribution of respondents/subjects was shown in

table 1.

Table 1: Distribution of Respondents/Subjects

Section Male Female Total
Uranus (Experimental group) 23 22 45
Saturn (Control group) 21 24 45
Total 44 46 90

Sampling Design

The research employs the purposive sampling design. In this design, two

grade V sections were purposely selected as the subject of the study. The

samples are true representative of the population because there are two sections

of grade V students. One section is the experimental group and the other section

is for control group. Both sections have the same curriculum and paced of

learning in Mathematics. However, the experimental underwent a Computer

 40

Assisted Instruction while the control group followed the regular traditional

approach. Both groups were composed of heterogeneous students and were

both handled by the researcher.

Research Instrument

The researcher developed a test questionnaire based on the learning

competencies: finding the area of a circle and solving word problems involving

the area of a circle. It is contextualized based on the setting of the school where

the study was conducted in order to suit to the variables of the study. The test

was composed of 25 questions that focused on the said competencies and was

based from the k-12 curriculum in Mathematics grade V.

The 25-item test questionnaire was designed to measure the level of

academic achievement of Grade V learners in the said competencies. To ensure

the content validity of the test, a Table of Specifications was made based on the

K-12 competencies (see appendix). The content of the test was checked and

validated by experts. The experts were Chairman of Mathematics department of

University of Southern Mindanao (USM), Principal of Senior High School of the

same university and senior high school Mathematics teacher of Pikit National

High School (PNHS). After the validation, the test was pilot tested to one section

in Kabacan Pilot Central Elementary School (KPCES) to establish the reliability

and construct validity of the said instrument. The result showed that the test

instrument is highly reliable which meant good internal consistency.

 41

The respondents took the test twice with the same content of the test, pre-

test and post-test. The pre-test was administered to all subjects prior to the

treatment. It is helpful in assessing prior knowledge of the topic and also in

testing initial equivalence among groups. However, the post-test was

administered to measure the effect of the treatment.

The result was scaled using the standard-based assessment by the

Department of Education as cited by Fernadez (2013), and assigned to the

following descriptive equivalent outlined in Table 2:

Table 2. K-12 Mastery Descriptive Equivalent

Percentage Descriptive Interpretation
96%-100% Mastered
86%-95% Closely Approximating Mastery
66%-85% Moving Towards Mastery
35%-65% Average
16%-34% Low
5%-15% Very Low
0%-4% Absolutely No Mastery

Another instrument personally made by the researcher was the

Mathematics Anxiety test. It was designed to measure the level of Mathematics

anxiety of experimental and control group and to determine if Mathematics

anxiety has influence the Mathematics performance of grade V students. It was

also contextualized based on the setting of the school in order to suit to the

needs of the students. Further, it was translated to Filipino to increase its face

validity. The test contains 10 statements pertaining to the behavior and views of

the learners towards Mathematics subject. The respondents/subjects rated their

level of anxiety considering each statement on a 5-point Likert-type scale ranging

 42

from 1 (never) to 5 (always). Each statement response had a corresponding

weight from 1 to 5, respectively, and then summed all 10 items.

To determine the Math anxiety level of the pupils the ratings are assigned

the following descriptive equivalents.

Table 3 Interpretation of Mathematics Anxiety Mean Scores

Range of Means Descriptive Equivalent
4.51 – 5.00 Very High

3.51 – 4.50 High

2.51 – 3.50 Moderate
1.51 – 2.50 Low
1.00 – 1.50 Very Low

On the other hand, the content of Mathematics anxiety test is also checked

and validated by psychology experts for comments/suggestions, suitability to the

study and content validity. The experts were Director of university guidance of

University of Southeastern Philippines (USeP), Obrero Campus and a Guidance

Counselor of the same university (see appendix). After the validation, this was

pilot tested to another section of Kabacan Pilot Central Elementary School

(KPCES) to establish the reliability and construct validity of the test.

The researcher also used coursework computer application (Finding the

Area of a Circle for grade V students) made by DOST science Education Institute

in 2017. This coursework is locally produced, all original Filipino highly interactive

multimedia educational application made by DOST in cooperation with DepEd,

PNU and UP National Institute for Science and Mathematics Education (UP-

NISMED). The said application offers step by step process of finding the area of a
 43

circle. Also, it offers exercises on how to find the area of circle through interactive

activities. The first part of the application will guide the students to discover and

derived the formula of area of circle followed by finding the area of a circle

through exercises. And lastly, was the evaluation on how to solve word problems

involving the area of a circle.

In addition, the researcher personally made the lesson plan incorporating

Computer Assisted Instruction. It is also reflected in the matrix showing the

activities in the whole duration of the experiment. Furthermore, lessons were

carefully prepared and planned before the experiment was conducted. Also,

consultation and checking of the master teacher of the school was held to ensure

the appropriateness of the lessons and materials to be used. In the experimental

group, multimedia was used like computer, laptop, tablet and cellphone during

the class session by the researcher. Cellphones and tablets used were brought

by the learners while laptop and desktop were available inside the school.

Data Gathering Procedure

In gathering the data needed in this study, the researcher does the

following task:

Asking Permission to Conduct the Study. The researcher sent a letter to

the principal of Cuyapon Elementary School, to the District Supervisor of

Kabacan South District and to the Schools Division Superintendent of Cotabato

Division asking permission to allow the researcher to conduct the study (Please

see appendix).
 44

Preparation and Administration of Pre-test. The researcher prepares the

questionnaire and was administered to the respondents/subjects individually. The

test was based on the competency of the K -12 Curriculum for Grade V

Mathematics focusing on the finding the area of a circle and solving word

problems involving area of circle. The other test was the Mathematics anxiety test

measuring the anxiety level of the respondents/subjects which was administered

on the sixth day of implementation. For accurate and reliable result, the

researcher explained to the respondents/subjects the purpose of the study and

importance of answering the questionnaire honestly.

Furthermore, lessons were thoroughly prepared and planned before the

experiment was conducted. Also, checking of the master teacher of the school

was done to ensure the appropriateness of the lessons and materials. Next, was

administering the pre-test to the experimental and control groups. After the pre-

test the Computer Assisted Instruction was applied to the experimental group. In

the sixth day of implementation of Computer Assisted Instruction, Mathematics

Anxiety test was administered to both groups to know if it has moderating effect

to the two variables.

Implementation of the Intervention. After the pre-test, Computer Assisted

Instruction was applied to the experimental group. The teacher grouped the

students and gave them the materials needed (computer, cellphone, tablet etc.)

embedded by instructions. The students followed the instruction in every activity,

which some activity was guided and checked by the software. The students

discussed their answer within the group for deeper understanding. Also,
 45

presentation of output was done for further discussions and feedback. The

teacher guides the learners in every activity to ensure proper direction.

On the other hand, the control group class session were taught in a

conventional way in which the teacher wrote on the blackboard; with students

listened, memorized facts or rules and answered when they asked. Purely it was

a chalk and talk teaching and learning process.

Administration of Post-test. The post-test was administered after the

competencies included in the study were presented to the experimental and

control group (see matrix of activities). The same test given during the pre-test

was administered to the two groups for the post-test.

Recording and tallying of the data. The questionnaires will be gathered,

checked, tabulated and tallied in the master data sheet. All statistical computation

was done using SPSS.

Data Analysis

To test the hypothesis formulated, the following statistical tools were used

in the research:

Mean scores was used to determine the pre-test performance of the

students in the experimental and control group.

Mean scores was used to determine the post-test performance of the

students in the experimental and control group after the treatment was given.
 46

The independent t-test for correlated samples was used to test the

significant difference between the pre-test and post-test mean scores of the

experimental and control group.

The independent Samples t-test was used to measure the Level of

Mathematics anxiety of experimental and control group.

ANCOVA was used to student’s post-test scores with math anxiety level as

covariate to determine if anxiety level has interaction effect to Computer Assisted

Instruction and student’s academic performance.

Testing of hypothesis was based at a = 0.05 level of significance

CHAPTER 3

RESULTS AND DISCUSSION

This section presents the analysis and interpretations of the data collected.

The discussions of the results are presented in the following subheadings: the

pretest means scores of the control and experimental groups; the posttest means

scores of the students both in control and experimental groups, and the level of

Mathematics anxiety of the Grade V students.

 47

The Pre-test Mean Scores of the Control and the Experimental Groups

The pretest means scores of the control and experimental groups is shown

in table 4. The pretest mean score obtained by the experimental group is 6.42 or

25.68 percent in mean percentage scores that indicates low while the control

group obtained the mean score of 5.66 or 22.66 mean percentage with the

descriptive equivalent of low. The results imply that the students’ performance

both in control and experimental groups are of the same level prior to the conduct

of the study.

Table 4 The Pre-test Mean Scores of the Control and Experimental Groups
Descriptive
Group N Mean Score
Equivalent
Control Group 45 5.667 Low
Experimental Group 45 6.422 Low

The Mean Difference of the Pre-test Mean Scores of the Experimental and
Control Groups

Table 5 shows the result of test of difference between the pretest mean

scores of the experimental and control groups. It yielded a p-value of 0.27 which

is greater than α =0.05. This implies that there is no significant difference

between the pretest mean scores of the experimental and control group.

Table 5 Test of difference of between the pre-test mean scores of the

experimental and control group
 48

T df p Remarks
No Significant
Pre-test -1.101 88.00 0.274
Difference
Significant if p<.05

The acceptance of the null hypothesis indicates that the academic

performance of the students in mathematics both in experimental and control

groups are comparable. Hence, the result indicates that no group is better than

the other prior in the conduct of the study.

Post-test Means Scores of the Experimental and Control Groups

The posttest mean scores of the experimental and control groups are

presented in table 6. After the Computer Assisted Instruction was employed in the

experimental group, it obtained a mean score of 16.35 or 65.42 percentage mean

score which indicates average while the control group got the mean score of 6.57

or 26.31 percentage mean score that indicates low. The results show that the

experimental group performed better than the control group after the intervention.

This could mean that Computer Assisted instruction in this study is effective in

improving students’ academic performance in mathematics as compared to the

traditional method of teaching.

Table 6 Post-test Mean Scores of the Experimental and Control Groups

Descriptive
Group N Mean
Equivalent
Control Group 45 6.578 Low
Experimental Group 45 16.356 Average
 49

The findings support the claim of Colgan (2014 as cited by Sinay &

Nahornick, 2016) that to capture the students’ interest and spike motivation,

teachers should strive to use resources and strategies that would make teaching

mathematics to be fun and engaging.

Similarly, Ramani and Patadia (2012) agreed that CAI works as a change

and increases the curiosity of students and they can learn interestingly without

any difficulty. Also, whatever is learnt through computer aided instructions, the

contents can be retained for longer time as they use more senses of the

students. Further, CAI ensures active involvement of the students.

Hay (2003) attested that computer assisted instruction helped students in

determining the volume of three dimensional figures which resulted to a positive

result in their mathematics performance. In addition, based on the study of Bump

(2004), computer based instruction provides greater impact to students’

mathematics performance in a way that it can enhance student’s interest. Further,

based on the research analysis on the comparison between the uses of computer

aided instruction and traditional instructions conducted by Ash (2005), the use of

computer assisted instruction is more effective than traditional teaching methods

alone. However, Slultz (2013) contradicted this premise; according to her, the use

of computer aided instruction is not beneficial to all especially those who have

learning disability.

The control group which exposed to traditional method has a minimal

increase in their post-test performance but not as much as the experimental

group. The findings of this study agrees with Kinney and Robertson (2003)’s

research findings that pupils who underwent the traditional instruction were not
 50

motivated and participative during the lessons. They were easily got bored and

unruly which resulted to the poor mathematical performance.

The Mean Difference of the Post-test Mean Scores of the Experimental and
Control Groups

Table 7 displays the results of the test of difference between the posttest

mean scores of the experimental and control groups. It shows that p-value is

0.001 which is less than α =0.05.

Table 7 The Difference of the Post-test Mean Scores of the Experimental and
Control Groups
T df p Remarks
Significantly
Posttest -11.71 88.00 <.001
Different
Significant if p<.05

This means that there is a significant difference between the posttest

means scores of the experimental and control group. It leads to the rejection of

null hypothesis that there is no significant difference between the post-test mean

scores of the students in experimental and control group.

Further, the results imply that Computer Assisted Instruction indeed

enhance students’ academic performance particularly in solving for the area of

circle and word problem involving the area of circle.

This findings agree the idea of Iyekekpolar (2011) that the more the

students are get engage to instruction using computer aided the more they get

involve themselves to the lessons which resulted to a higher mathematics

achievement compared to students who were expose to conventional instruction.

 51

Further, computer assisted instruction resulted in significant achievement

differences for elementary and secondary students regarding all ability levels in

mathematics (Hamilton, 1995). Bayturan and Kesan (2012) cited that teaching

mathematics with a computer assisted instruction method significantly increased

student achievement in mathematics lesson. Moreover, Dhevakrishnan et. al

(2012) agrees that CAI is an effective instruction for teaching of mathematics.

They concluded that Computer Assisted Instruction is an effective media of

instruction for teaching math.

However, in the study conducted by Spradlin and Ackerma (2010), it was

found out that students perform equally well when receiving traditional classroom

instruction and those who receive computer assisted instruction.

Mathematics Anxiety Level of the Grade V Students

Table 8 presents the level of mathematics anxiety of Grade V students

both in the experimental and control groups.

Table 8 Anxiety Level of Grade V Students in Mathematics

Group N Mean Descriptive Equivalent
Anxiety Control Group 45 2.644 Moderate
Experimental Group 45 2.662 Moderate

It shows that the students in the experimental group obtained a mean

score of 2.66 that indicates moderate level while the control group got a mean

score of 2.64 also means a moderate level of Mathematics anxiety. Thus, the
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data above means that the mathematics anxiety of the experimental and control

group are relatively the same.

Moderating Effect of Math Anxiety on the Relationship between Teaching

approach and students’ Academic Performance

As depicted in Table 9, the result of this study identified that mathematics

anxiety of the Grade V students has a p-value of 0.88 which is less than a=0.05.

This implies that the level of mathematics anxiety does not affect the level of

mathematics performance of students. Hence, in this study, math anxiety has no

moderating effect in the relationship between teaching approach and students’

performance in mathematics.

Table 9 Moderating Effect of Math Anxiety on the Relationship among

Teaching approach and Students’ Performance
T Df P Remarks
No Significant
Anxiety -0.149 88.00 0.882
Difference
Significant if p<.05

This result supports the findings of Mutiu, [Link]. (2018) that Mathematics

anxiety factors have no significant effect on the academic performance of the

students. However, the study of Venkatesan (2009) found out that Mathematics

anxiety has negative correlation with Mathematics performance and overall

academic performance.

Influence of Mathematics Anxiety on Post-test Scores of Two Groups

Presented in Table 10 is the result of the post-test scores of both groups

with anxiety level as covariate.

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Table 10 ANCOVA on Students post-test scores with Anxiety level as covariate

Sum Mean
Cases df F p
of Squares Square
Group 1909.209 1 1909.209 123.445 < .001
Anxiety level 48.038 1 48.038 3.106 0.082
Group ✻ Anxiety level 2.801 1 2.801 0.181 0.671
Residual 1330.082 86 15.466

Figure 3 shows the relationship of anxiety level to the post-test scores of both
groups.
As shown in table 10, the math anxiety of students in experimental and

control group are relatively the same. The post-test scores of the two groups with

the anxiety level as covariate has a p-value of 0.67 which is greater than α

=0.05. This implies that math anxiety is not significant to posttest mean scores of

the experimental and control group. Further, figure 3 shows that the two lines are

parallel to each other, which means that anxiety level of experimental and control

groups are in the same moderate level.

The result further implies that the level of anxiety of student does not

influence student’s mathematical performance and that poor mathematical

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performance might due to other factors. This leads to the acceptance of the null

hypothesis that Mathematics anxiety has no influence to Mathematics

performance of the students. The result contradicts with the study of Askcraft and

Kirk (2001) that math anxiety influence student’s math performance in a way that

anxiety would overlap the working memory port of the brain which interferes with

the actual problem solving process that leads to under performance. Moreover,

Furner and Berman (2004) indicate that there is a strong negative relationship

between math anxiety and test scores. In short, as students’ math anxiety

increases, their test scores also decrease. However, Wang and Petrill (2015)

concluded in their study that moderate level of math anxiety and motivation was

associated with high math performance.

On the other hand, multimedia learning through computer assisted

instruction is effective intervention to increase mathematics performance. Mayer

(2008) stressed out that multimedia learning theory strengthens the concept of

multimedia teaching which about using multimedia materials such as video clips,

illustrations, animation, music and others.

The result of this study provides an avenue for administrators like the

researcher to improve the quality of approaches to plan out intervention programs

that would strengthen Mathematics instructions through incorporating multimedia

instruction to the curriculum. Teachers are strongly encourage to use multimedia

particularly computer and cellphone to facilitate learning improvement. Further,

Computer Assisted Instruction should be strengthen to increase student

participation.
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Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This section presents the summary, conclusions and recommendations

drawn from the results obtained based on the statements of the problem and

hypotheses presented.

This study was conducted to determine the effect of Computer Assisted

Instruction in improving mathematical performance of Grade V students in one of

the public elementary schools in Kabacan, Cotabato. Specifically, this sought to

determine the pre-test and the posttest mean scores of the experimental and

control group, the significant difference between the pre-test and posttest mean
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scores of the experimental and control group, the level of Mathematics anxiety of

both groups, and the moderating effect of mathematics anxiety between the

relationship of teaching approach and mathematics performance of the students.

The Summary and Findings of the study are summarized as follows

1. The pre-test mean scores of the experimental and control groups are at low

level. This could mean that the mathematics performance of the two groups

is relatively the same.

2. There is no significant difference in the pre-test mean scores between the

experimental and control groups. This means that the mathematics

performance of the two intact groups is comparable before the conduct of

the study.
3. The post-test mean score of the experimental group is average while the

control group is still low. This means that students who are exposed to

computer assisted instruction improved their academic performance in

mathematics while students in the control group remained at the low level.
4. There is a significant difference between the post-test mean scores of the

experimental and control groups. This means that computer assisted

instruction is effective in enhancing the academic performance of Grade V

students particularly in calculating the area of circles and solving word

problems involving area of circle.

5. Both students in the experimental and control groups are in the same

anxiety level which is moderate.

6. Mathematics anxiety has no significant or moderating effect between

teaching approach and students’ performance.

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7. The level of mathematics anxiety did not influence mathematics performance

of the students.

Conclusions

Based on the findings of the study, the following conclusions were drawn:
1. There is no significant difference between the pretest mean scores of the

experimental and control groups. Hence, the two groups are comparable

prior to the conduct of the study.

2. There is significant difference between the post-test mean scores of Grade V

students in experimental and control groups. This implies that students in the

experimental group who were exposed to Computer Assisted Instruction

performed better than those in the control group.

3. The level of math anxiety does not influence the relationship between

teaching approach and students’ mathematical performance.

Recommendations

Based on the aforementioned results and conclusions, the following

recommendations were drawn:

1. Mathematics teacher should consider Computer Assisted Instruction

particularly on topics that needed improvement on student’s mathematics

performance.
2. Teachers should utilize multimedia instruction to optimize student’s

participation.
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3. The Department of Education should conduct seminars and trainings on the

dissemination on the uses and importance of computer assisted instruction to

student’s mathematical performance.

4. Teachers should find more effective strategy to lessen mathematics anxiety

among students.
5. Future researches can be conducted to investigate the effect of computer

assisted instruction in other/larger venues.