Struggling Learners' Achievement Level Using Electronic Strategic Intervention Material In Mathematics (ESIMATH)

Authors

  • Glory Fe Oraller Balazo

DOI:

https://doi.org/10.54536/ajaset.v5i2.96

Keywords:

Achievement Level, Conventional Teaching, Electronic Strategic Intervention Material, Pre-test, Posttest

Abstract

This study focused on the achievement levels of Grade 11 struggling learners using an electronic Strategic Intervention Material in Mathematics (eSIMath) in teaching least mastered competencies in the subject, Statistics and Probability for Senior High School. A Solomon four-group quasi-experimental research design was employed to two classes using eSIMath-based instruction, and two classes via conventional instruction, who were identified through a local diagnostic examination given by the teacher-researcher before the instruction for the second semester of the school year 2019-2020. The data gathered were analyzed using independent and dependent t-test, Dunnett's T3 test for post-hoc analysis of posttest scores, and assessment of mean gained scores. Findings of the study showed that the use of eSIMath-based instruction is an effective approach in the increase of struggling learners' achievement level in Statistics & Probability.

Author Biography

Glory Fe Oraller Balazo

Graduate Student
Eastern Samar State University

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Published

2021-11-11

How to Cite

Balazo, G. F. O. (2021). Struggling Learners’ Achievement Level Using Electronic Strategic Intervention Material In Mathematics (ESIMATH). American Journal of Agricultural Science, Engineering and Technology, 5(2), 207–214. https://doi.org/10.54536/ajaset.v5i2.96