1Central Mindanao University, Department of Education, Maramag, Bukidnon, Philippines
American Journal of Educational Research.
2023,
Vol. 11 No. 9, 603-613
DOI: 10.12691/education-11-9-9
Copyright © 2023 Science and Education PublishingCite this paper: Gilbert J. Ballenas. Improving the Computational Skills in Integers, Fractions, and Decimals Through Technology-Enhanced Mathematics Instruction (TEMI).
American Journal of Educational Research. 2023; 11(9):603-613. doi: 10.12691/education-11-9-9.
Correspondence to: Gilbert J. Ballenas, Central Mindanao University, Department of Education, Maramag, Bukidnon, Philippines. Email:
s.ballenas.gilbert@cmu.edu.phAbstract
Advances in instructional technologies for teaching mathematics are seen as an effective method of learning. Several studies have shown that technology-enhanced mathematics instruction (TEMI) is effective in enhancing the transfer of learning to mathematics students. This study investigates the effect of TEMI on the computational skills in integers, fractions, and decimals of the Grade 7 students at Dologon National High School, focusing on the level of the students’ computational skills and the effectiveness of TEMI in their learning, as well as the learning experiences of the students who experienced the TEMI intervention.The study employed a quasi-experimental pretest-posttest design that compared the scores of the control group and the experimental group before and after the TEMI intervention. Simple random sampling was used in selecting the two groups of respondents. The study further used descriptive statistics such as means, frequencies, and standard deviation in analyzing the computational skills scores of the students and the Likert scale questionnaire that solicited learning experiences from the TEMI group. It utilized the independent t-test in comparing the mean scores between the experimental and control groups, while a 0.05 level of significance was used to test the significance of the difference between the two independent means.Results show that the level of computational skills of the experimental and control groups before exposure to TEMI showed no significant difference; however, when TEMI was applied to the experimental group, there was a highly significant difference in the posttest scores of the two groups. Moreover, the findings from the learning experiences of the students in the TEMI group showed that they had pleasant learning experiences, and TEMI motivated the students to enjoy the learning. These findings prove that, indeed, TEMI as an intervention was very effective in enhancing the computational skills of the Grade 7 students at Dologon National High School.
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