The Effects of Computer-Based Learning Strategy

in Teaching Mathematics in Grade Two Pupils

of Marick Elementary School

An Action Research
Presented to
Department of Education
Division of Rizal
Taytay, Rizal

In Partial fulfilment
of the Requirements during the Action Research
2014 Division Seminar-Workshop
in Elementary Mathematics

MA. LORENA G. SOGUILON

Marick Elementary School
February 2015

APPROVAL SHEET

This action research entitled THE EFFECTS OF COMPUTER-BASED

LEARNING STRATEGY IN TEACHING MATHEMATICS IN GRADE TWO OF
MARICK ELEMENTARY SCHOOL has been prepared and submitted by Ma. Lorena
G. Soguilon in partial fulfilment of the requirements during the Action Research 2014
Division Seminar-Workshop in Elementary Mathematics is hereby recommended for
approval and acceptance.
February 15, 2014

ELISA D. DIUMANO
Principal II

Approved in partial fulfilment of the requirements for Action Research 2014 Division
Seminar-Workshop in Elementary Mathematics by the Oral Examination Committee.

EVELYN R. MINA, Ed. D.

Research Coordinator

RICHARD S. ROBI OL

FERDINAND C. PASCUAL
EPS, Mathematics

Researcher

CLARISE SAN JUAN

Researcher

Accepted in partial fulfilment of the requirements for the Action Research 2014
Division Seminar-Workshop in Elementary Mathematics.
ii
___________________

ROMMEL C. BAUTISTA, CESO VI

Date

OIC, Schools Division Superintendent

ACKNOWLEDGEMENT

The researcher would like to extend her sincerest appreciation and deep
gratitude to those kind persons who gave their warm support and assistance in the
completion and fulfilment of this study. She would like to extend her sincere thanks to
the following persons:
MR. FERDINAND C. PASCUAL, EPS MATHEMATICS, for his encouragement
to conduct the study;
DR. ROMMEL C. BAUTISTA, OIC, Schools Division Superintendent, Division
of Rizal, MRS. GLORIA C. ROQUE, Division Research Coordinator, and ELISA D.
DIUMANO, Principal II of Marick Elementary School for their permission to conduct
this study and valuable support and assistance.
DR. EVELYN R. MINA, District Supervisor of Cainta II, for giving her
suggestions for the improvement of the study;
Likewise, special acknowledgement is also due to the following:
GRADE TWO TEACHERS of Marick Elementary School, for sharing their time
and suggestions in developing and validating the result on THE EFFECTS OF
COMPUTER-BASED LEARNING STRATEGY IN TEACHING MATHEMATICS

and her

MES family for their moral support;

VILMA SELPA, for her generosity for sharing her expertise in statistics and
treatment
of data;
iii

Grateful appreciation goes especially to RAFFY, my loving and supportive

husband for the inspiration, motivation and words of encouragement to pursue this
piece of work;
Her PARENTS, BROTHER, and SISTER, for their love and support;
To the persons who contributed and share their efforts to make this study
more successful;
Above all, to GOD ALMIGHTY, for the endless love and wisdom He has given
to the researcher.

The Researcher

iv

DEDICATION
I dedicate this piece of work
to my family, (Raffy, Michaela and
Ralf John ,Papa, Mama ,Ome and Ddhng)
To my friends,
colleagues,
teachers,
who gave me inspiration to finish this
undertaking.
Because of you,I continue to dream,
Strive harder and believe in myself.
Thank you for the inspiration.
Most especially,
I dedicate
this work to our Lord Jesus Christ,
as I bring back the honor
and glory
to HIM.
Lorena
v

ABSTRACT

This study was designed to determine the Effects of Computer-Based

Learning Strategy in Teaching Mathematics in Grade Two pupils. It was undertaken
during the school year 2014 2015 in Marick Elementary School in Cainta II District.
The study employed the Simple Experimental method using Two -Group Pre - Post
Test design using 55 pupils in Traditional way Group and 55 pupils in ComputerBased Group of Grade Two enrolled in the school year.
The general objective of the study sought to answer the following statements:
The effectiveness of the strategies using computer-based learning compare to the
traditional way of teaching. The significant effect in the level of performance of the
pupils in Math before and after using computer-based learning strategy. The
problems encountered by the teacher in computer-based learning strategy. The plan
of action that could be proposed in order to improve the teaching and learning in
Mathematics.

1.

The following hypothesis are formulated: There is no significant difference on the

level of performance of the respondents in Math before and after exposure to
Computer-Based Learning Strategy. There is no significant difference on the level of
performance of pupil respondents using computer-based learning compare to the
traditional way of teaching.
2.

The researcher made of following instruments: Arithmetic Mean, T-test and

Questionnaire. To answer the presented problems, the following statistical treatment
were used.
To interpret the gathered data in reference to the problem investigated, the
researcher made use of the weighted mean and T-Test.

vi

The following findings implies that there is a significant difference in the level
of

academic performance of the pupil respondents in computer-based learning

strategy who got a computed mean of 14.18 which is higher compare to traditional
way of teaching that has a computed mean of 10.87. It simply implies that the
computer-based learning strategy is more effective than the traditional way of
teaching Mathematics.
It also revealed that there is significant effect in the level of performance of the
pupils before and after exposure to Computer-based learning strategy in teaching
Mathematics which leads to the rejection of null hypothesis. In terms of level of
performance, the pre- and post-test results indicated that there was a significant
improvement in the level of performance of the 55 selected pupils based on their
overall mean in Mathematics at .05 level of significance.
The problems encountered in the implementation in computer-based learning
strategy are very minimal and it cant affect to the success of the implementation of
the program.
In light of the findings, the following conclusions were drawn: The
implementation of computer-based learning strategy in Marick Elementary School
could directly influence the pupils numerical competencies as well as their level of
performance which is higher compare if we used the traditional way of teaching. The
implementation of computer-based learning strategy was properly done and not a
hindrance to the teaching learning process in terms with the problems encountered
by the implementers. Therefore, the implementation of computer-based learning
strategy shows improvement in both numerical and academic performance of the
pupils.

vii

Based on the findings and conclusions, the following recommendations are

hereby given: A sustainability program of computer-based learning strategy should
be established to maximize the academic skills of the pupils. A continuing in-service
training of teachers shall be provided to retool the teachers for enhanced teaching
approaches especially in ICT.
The School should be made regular with focus on the following:

Preparation/Development of IMs for computer-based instruction

Proper Utilization of ICT room for computer-aid classes

The proposed action plan must be implemented as early as the beginning

of the school year.

viii
TABLE OF CONTENTS

Page

TITLE PAGE

APPROVAL SHEET
ACKNOWLEDGMENT

i
ii

iii

DEDICATION

ABSTRACT

vi

TABLE OF CONTENT

ix

LIST OF TABLES

xi

LIST OF FIGURE

xii

INTRODUCTION
Background of the Study

Statement of the Problem

Hypothesis

Scope and Limitation of the Study

Significance of the Study

..
Definition of Terms

1
2
3
3
4
5

Chapter
1

EVALUATION; DESIGN AND FRAMEWORK

Review of Related Literature and Studies . .
Theoretical Framework
Conceptual Framework

6
8
9

RESEARCH METHODOLOGY
Research Design
Setting of the Study
Subject of the Study

11
12
15

ix
Instrumentation

Data Gathering Procedure

Statistical Treatment
4

PRESENTATION, ANALYSIS and INTERPRETATION

15
17
18

Analysis and Interpretation of Finding

5

19

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations

26
28
28

Action Plan for the

Computer-Based Learning Strategy

29

THE OUTPUT

BIBLIOGRAPHY

...

31

APPENDICES
A. Questionnaire on the Problems Encountered by the
Teachers in Computer-Based Learning Strategy

32

B. Letter Requesting for Permission to Conduct

the Study
..

34

C. Pretest and Posttest in Mathematics II .

35

CURRICULUM VITAE

..

42

x
LIST OF TABLES
Table

Page

1 Two -Group Pre-test/Post-test Design

2 Total Population of the Study
3

6.

...............

12

15

Table of Computed Mean in Pretest and Posttest in the Level of

Performance of the Pupil Respondents Before and After
Exposure to Computer-Based Learning Strategy.

19

Table of Computed Mean in Pretest and Posttest in the Level

of Performance of the Pupil Respondents
in Traditional Way of Teaching
......

21

Table of Computed Mean and Mean Difference in the Level

of Performance of the Pupil Respondents in Math on
Computer-Based Learning Strategy Compare to Traditional Way
of Teaching Mathematics.

22

Computed Mean on the Problems Encountered by the Teachers

Using Computer-Based Learning Strategy as Evaluated by
Teacher Respondents and by the Principal

25

xi

LIST OF FIGURE
Figure
1 Conceptual Model on the Effects of ComputerBased Learning Strategy in Teaching Mathematics

Page

In Grade Two Pupils

2

Vicinity Map of Marick Elementary School

xii
Chapter 1
INTRODUCTION

........

10

..

14

This chapter deals with the discussion of background of the study, statement
of the problem, research hypothesis, scope and limitation of the study, significance of
the study and definition of terms.

Background of the Study

In the Philippine context, education remains a top priority. Despite the various
development plans and projects formulated by the government and different sectors,
the quality of Philippine education still leaves much room for improvement. One of
the thrusts pursued by the Department of Education policy makers is quality
education. This implies an upgrading of educational standards for instructional
materials, physical facilities, pupil evaluation, and curriculum content and
administrative as well as teaching competencies. To be concern only to one or two of
these areas of instruction would render upgrading effort futile. The pursuit of quality
in one area is equal to the efforts needed in other areas.
As part of the efforts of the present administration to respond to the perceived
needs of the education sector, the Department of Education (DepEd) had pushed for
the implementation of the Enhanced K to 12 Basic Education Program.
In consonance to Deped Order No. 78, s. 2010 entitled Guidelines on the
Implementation of Computerization Program (DCP), with the legal mandate of
promoting the rights of the citizens to take appropriate steps in making education
accessible to all, The Department of Education (DepEd) is geared toward the
transformation of education through the DepEd Computerization Program
(DCP).
The DepEd Computerization Program aims to provide the public schools an
appropriate technologies that would enhance the teaching-learning process and
meet the challenges of the 21st century.

ICT curriculum standards for K-12 schools in the Philippines will serve as a
framework for technology integration in various academic content area instructions
from kindergarten through grade 12, function as a guide for curriculum decisions by
providing student performance expectations in the areas of knowledge, skills and
attitudes, and provide examples of classroom activities and instructional strategies
utilizing ICT that will guide teachers as they design instruction to help their students
meet learning expectations.
With this in mind, this study is an overview of motivational design with a
focus on computer-based instruction strategies. Using computer-based learning
(CBL) as part of a teachers instructional design may increase student motivation
specially in teaching Mathematics.

Statement of the Problem

The main thrust of this study was to determine the effects of using computerbased learning strategy in teaching Mathematics in grade two pupils of Marick
Elementary School, Marick Subdivision, Cainta, Rizal as implemented in the School
Year 2014 - 2015.

Specifically, this study sought to answer the following questions:

1. How effective are the strategies using computer-based learning compare to
the traditional way of teaching?
2. Is there significant effect in the level of performance of the pupils in Math
before and after using computer-based learning strategy?

3. What are the problems encountered by the teacher using computer-based

3.

learning strategy?
4. What plan of action could be proposed in order to improve the teaching and

4.

learning in Mathematics?

5.

Research Hypothesis
1. There is no significant difference on the level of performance of the
respondents in Math before and after exposure to Computer-Based Learning
Strategy.
2. There is no significant difference on the level of performance of pupil
respondents using computer-based learning compare to the traditional way of
teaching.

Scope and Limitation of the Study

The objective of the study was to determine the effects of computerbased learning strategy in teaching Mathematics of grade two pupils of Marick
Elementary School, Marick Subdivision, Cainta, Rizal.

The study started from November 2014 to December 2014 within the
3
3rd Grading period. The respondents came from different sections of Grade Two with
heterogeneous and homogeneous type to measure the effects of the computerbased learning strategy in different level of pupils.

Significance of the Study

The researcher believes that the findings of this study will have significant
contributions to the following people:
The Pupils. Specifically, the grade two pupils. The results will provide the
pupils relevant information as to their numerical status and hopefully motivate and
inspire them to study harder.
Classroom Teachers. This study will serve as their appraisal in their
involvement in the implementation of computer-based learning strategy that will
provide them insights for remediation and enhancement of their teaching process.
School Principal. As head of the school, she can monitor her resources to
seek solutions for poor performance or enhance the good performance of pupils as
the case may be. With her leadership the success of any endeavor the school
pursues rests on her hand.
Department of Education Top Management. It had become imperative that
the progress of computer-based learning strategy implementation in Marick
Elementary School be monitored for the purpose of evaluating its success or failure.
Hence, the feedbacks will proved useful in determining whether the computer-based
learning strategy has answered the specific problem and use this as basis for
improving instructional teaching and management of project implementation.

Definition of Terms
For a better understanding of the study, certain terms were defined:
Academic Performance. This refers to the academic achievement of the
pupils in one school year.
CBI. (Computer-Based Instruction) is the use of computers in the teaching
and learning activities

Computer-Based Learning Strategy. A balanced mathematics program, the

strategic use of technology strengthens mathematics teaching and learning.
DCP. DepEd Computerization Program
Experiential Education.

It is focused on the process of learning by

constructing meanings from direct experiences.

Instructional Materials. This refers to the workbooks, visual aids and other
materials utilized during the remedial instruction/ class discussion.
Post-test. A test given to students after completion of an instructional
program or segment and often used in conjunction with a pretest to measure their
achievement and the effectiveness of the program.
Pre-test. A preliminary test to evaluate the preparedness of students for
further studies.
Project RPM. Rudiment Program in Mathematics. This is an intensive
remedial program in Mathematics which is launched and strengthened to lessen the
number of non-numerates.

5
Chapter 2

EVALUATION, DESIGN AND FRAMEWORK

This chapter deals with the discussion of review of related literature and
studies, theoretical framework, and conceptual framework that explains the theories
of the study.

Review of Related Literature and Studies

The computer based teaching has had an impact on the development of the
educational technology to a great extent in the 21 stCentury and this has resulted in
the production of the software for the computer-based instruction.
Senemolu (2003) stated that Computer-Based Instruction (CBI) motivates
children to learn better by providing them with the immediate feedback and
reinforcement and by creating an exciting and interesting game-like atmosphere. The
studies in the field reveal that the students achievements increase when the CBI
technique is provided as a supplement to the classroom education. It is more on
hands on learning. CBI is more effective on less successful children. The reason for
this is that the computer-based instruction enables the children to progress at their
own pace and provides them with appropriate alternative ways of learning by
individualizing the learning process.
Gadanidis & Geiger (2010) emphasized that in addition to enriching students
experiences as learners of mathematics, use of these tools maximizes the
possibilities afforded by students increasing knowledge about and comfort with
technology-driven means of communication and information retrieval.
Programs in teacher education and professional development must
continually update practitioners knowledge of technology and its application to
support learning. This work with practitioners should include the development of
mathematics lessons that take advantage of technology-rich environments and the
integration of digital tools in daily instruction, instilling an appreciation for the power
of technology and its potential impact on students understanding and use of
mathematics.

Moreover, Nelson & Mims, (2009) sighted that all schools and mathematics
programs should provide students and teachers with access to instructional
technologyincluding classroom hardware, handheld and lab-based devices with
mathematical software and applications, and Web-based resourcestogether with
adequate training to ensure its effective use.
On the other hand, simply having access to technology is not sufficient. The
teacher and the curriculum play critical roles in mediating the use of technological
tools (King-Sears, 2009; Roschelle, et al., 2010; Suh, 2010).
Esme Qunhua (2008) highlighted the importance of the activities being
engage in suggesting that If it is not engaging, we shouldn't claim that we are
embracing Virtual World (VW) technology because it is engaging to us alone.
Dick & Hollebrands (2011) stressed that in a balanced mathematics program,
the strategic use of technology strengthens mathematics teaching and learning.
These reviewed literature and studies of different educators, researchers and
other authors had provided the researcher a deeper and wider insight of the status,
content, evaluation and processes of the subject under study.
7
Theoretical Framework
This study is anchored with the theory learning by doing, by John Dewey.
One of Deweys main ideas is that education and learning are social and
interactive processes. Thus the school itself is a social institution through which
social reform can and should take place. Dewey didnt agree with one-way delivery
style of authoritarian schooling, because it does not provide a good model for life in
democratic society. Instead, students need educational experiences which enable

them to become valued, equal, and responsible members of society. He believed

that students thrive in an environment where they are allowed to experience and
interact with the curriculum, and all students should have the opportunity to take part
in their own learning.
Dewey was concerned that the curriculum provided at school was mainly
focused on the subject matter to be taught and students had a very passive role. In
addition he saw dangers of formal education as widening the gap between school
learning

and

knowledge

acquired

by

direct

experience.

Dewey said that an educator must take into account the unique differences between
each student. Each person is different genetically and in terms of past experiences.
Even when a standard curriculum is presented using established pedagogical
methods, each student will have a different quality of experience. Thus, teaching and
curriculum must be designed in ways that allow for such individual differences .
Dewey believed that learning should include plays, games, and constructive
occupations, It has been proven that when they are incorporated into the curriculum,
the student is more engaged in what he is doing.

8
Conceptual Framework
This study focused on the effects of Computer-Based Learning Strategy in
teaching Mathematics in Grade Two in Marick Elementary School, Marick
Subdivision, Cainta, Rizal, School year 2014-2015.
Teachers of Mathematics play a great role in creating and enhancing
classroom context that support and improve motivation. It is through their input to
children they strongly influence a childs expected success or failure at a given task.

The study is guided by the research paradigm presented on the next page as figure
1.
The figure shows boxes indicating the variables of the study. It can be noted
on the first box the INPUT consist of the Respondents A which use the traditional
method and Respondents B which use the Computer-Based Learning Strategy to
determine the effects on the academic performance of the pupils, and the Classroom
Teachers.
The second box is the PROCESS which includes the Pre-test, Posttest and
the computer-based learning strategy.
The third box shows the OUTPUT of the study which is the Action Plan in
using computer-based learning strategy in teaching Mathematics in Grade Two
Pupils.
Figure 1 presents the conceptual model determining the effects of using
Computer-Based Learning Strategy in Grade Two.

INPUT

PROCESS

OUTPUT

ComputerBased
Learning
Strategy

Action
ClassPlan
A - in
Traditional Method
Computer-Based
Learning Strategy in
Class B
Computer-based
teaching Mathematics
Learning Strategy

Pre-Test

developed.
Post-Test

Classroom
Teachers

Figure 1
A Conceptual Model Showing the Effects of Computer-Based Learning
Strategy in Teaching Mathematics in Grade Two

10
Chapter 3
RESEARCH METHODOLOGY

This chapter deals with the discussion of research design, setting of the study,
subject of the study, and data gathering procedure, instrumentation, and statistical
treatment of the study.

Research Design
This study made use Simple Experimental Techniques which is the TwoGroup Pretest-Posttest Design to analyze the effects of computer-based learning
strategy to the level of performance of the pupils.
Two-Group Pretest-Posttest design is preferred method to compare
respondents and measure the degree of change in the strategy result.
The pretest is given to the pupils to identify the level of performance of the pupils
before they exposed to the strategy, and posttest is given to the pupils to measure
the result in the level of performance after they exposed in the strategy. The
respondents are given treatment and the results are gathered at the end.
Table 1 shows the procedure how to conduct the Two-Group Pre-test/Posttest Design.

Table 1
Two-group Pretest-posttest Design

EXPERIMENTAL
STEPS

(on two group)

ADMINISTRATION of
PRETEST

Step 1

RESULTS

Result in Pre test

(Computer-Based Strategy)
EXPOSURE
in Computer-Based
Strategy
ADMINISTRATION of
POSTTEST

Step 2

Step 3

Formative Test

Result in Posttest

(Computer-Based Strategy)

Setting of the Study

The study was conducted in Marick Elementary School, District of Cainta II in
the province of Rizal. The school is located within the subdivision of Marick in Brgy.
Sto, Domingo, Cainta, Rizal.
The school is composed of 2,244 pupils from Kinder, Grades I to VI. The
school has sufficient classrooms to accommodate 45 classes.
As part of the institution of Department of Education we have a vision and
mission We dream of Filipinos who passionately love their country and whose
values and competencies them to realize their full potential and contribute
meaningfully to building the nation.
As a learner-centered public institution, the Department of Education continuously
improves itself to better serve its stakeholders.
12

As one of the pilot school we conducted Math program to help enhance the

mathematical ability of our learners. This program such as Project RPM (Rudiment

Program in Mathematics). This is an intensive remedial program in Mathematics

which is launched and strengthened to lessen the number of non-numerates.
Project RPM aims to assist the pupils in improving their acuity, speed, and
mastery in the different skills as required in the Elementary Learning Competencies.
Provisions of this project will enhance pupils comprehension, computational, and
problem solving skills.

13
Figure 2

Vicinity Map of Marick Elementary School

14
Subject of the Study
The implementation of the computer-based learning strategy in Grade two in
Marick Elementary School involved twenty five (55) pupils who are in traditional way

of instruction and (55) pupils for computer-based learning strategy as way of

instruction, eight (8) classroom teachers and one (1) school principal.
Table 2
The Total Population of the Study
Respondents

Male

Female

Total

Pupils A

12

13

25

13
7
8
7
8
55
0
0
55

12
8
7
8
7
55
8
1
64

25
15
15
15
15
110
8
1
119

Sec 4

A
B
A
B
Total # of Pupils

Sec 8

Classroom Teachers
School Principal
Total

As reflected in Table 2 out of the 110 pupils, (55) are boys and (55) are girls in
pupil respondents. 8 are all Math teachers and the 1 school principal.
Instrumentation
This research made use of data-gathering tools namely: Pre-test - post-test
formative test, questionnaire and academic performance.
To interpret the gathered data in reference to the sub-problems, the following
statistical tools were used:
Arithmetic Mean .This was used to analyze the data gathered from the pre-

15
test and post-test results of formative test. The formula: X = NX where: X =
mean X
= sum of the scores N = number of cases Weighted Mean.

The formula was used to find the status of effects of computer-based learning
strategy in teaching Mathematics.
T-test. The formula was used to determine relationship between the pre- post
mean gain in formative test of the pupils before and after being exposed to
computer-based learning strategy.
The pretest results will be utilized by the teacher/school head for planning a
sound school-based Math program to improve the numerical proficiency of the
pupils.
The posttest shall be administered at the end of the lesson as evaluation to
determine if there is significant difference between the pretest and the posttest
before and after exposure to computer-based learning strategy.
Academic Performance. This instrument answered the query regarding the
relationship between the level performance and the academic achievement after the
55 pupils were exposed to computer-based learning strategy.
This is the score point average of the selected 55 pupils reflected in their class
record for the school year 2014-2015.
Questionnaire
Administered to the principal and teachers. In evaluating the problems
encountered by the implementers in computer-based learning strategy, the following
guidelines were used as bases:
16

3 - Never
2 Sometimes
1 Always

(A)

for always. The implementers were usually encountered the

problem as expected.
2

(S)

for sometimes. The implementers were partially encountered the

problem as expected.
3

(N)

for never. The implementers had not encountered the problem

as expected.

Data Gathering Procedure

The researcher sought permission from the Schools Division Superintendent
to allow her to conduct a study on the effects of computer-based learning strategy in
Marick Elementary School, Cainta II District for the School Year 2014-2015.
The data gathered from the two group that were taken from the result after the
pre-test and post-test were given. These data were carefully tabulated, treated and
interpreted according to the research problem using the experimental method
research.
To determine the extent effect of the computer-based learning strategy,
formative test was given to the respondents after the class session. Questionnaire
was administered to the implementers consisted of the principal and the teacher
advisers.

17

Statistical Treatment

To answer the presented problems, the following statistical treatment were

used.
To interpret the gathered data in reference to the problem investigated, the
researcher made use of the weighted mean and T-Test.

18

Chapter 4

PRESENTATION, ANALYSIS and INTERPRETATION

This

chapter presents analyses and

interprets the data which determined

the Effects Computer-Based Learning Strategy in Teaching Mathematics in the grade

two pupils of Marick Elementary School, Cainta II District, Cainta, Rizal, in the school
year 2014-2015. These data answered the following queries.
Table 3
Table of Computed Mean in Pretest and Posttest in the Level
of Performance of the Pupil Respondents Before
and After Exposure to Computer-Based
Learning Strategy.
Pupil
Respondent
s

ComputerBased

Sec 8

Ave Mean

df

Strategy

Pre Test

7.56

Post Test

14.8
8

Pre Test

3.47

Set A

Sec 4

MEA
N

Post Test

14

Pre Test

2.33

Post Test

13.6
7

Pre Test
Post Test

Mean

T-Test

Value

Differenc
e

Compute
d

Tabular

24

7.32

14

10.53

14

11.34

4.45
14.18

4.60

3.57

2.064

2.145

2.145
3.63

Ho

Decision

There
is
no
significant
difference
on
the
level
of
performa
nce of the
responde
nts before
and after
exposure
to
computerbased
strategy

Rejected

9.73

The table represents the obtained mean in the pretest and posttest in the level of performance as eva

The table shows that the respondents in set A got a computed mean of 7.56 in pretest and 14
degree of freedom of 24 resulted to the rejection of the null hypothesis.

In Sec 4 had a computed mean of 3.47 in pretest and 14 in posttest while obtaining a compu
rejection of the null hypothesis.

While in Sec 8, had a computed mean of 2.33 in pretest and 13.67 in posttest while obtain
resulted also to the rejection of the null hypothesis.

The finding implies that there is significant effect in the level of performance of the pupils before

Bautista (2004) pointed out that it cannot be denied and it is an accepted fact that good te

doing so, schools need to employ sustained educational programs that contribute to the academic pe

20
Table 4

Table of Computed Mean in Pretest a

Level of Performance of the Pupi
in Traditional Way of Tea
Pupil
Respondent
s

Traditional
Way

Pre Test
Set A

Sec 4
Sec 8

Post Test

MEAN

8.32
13.9
2

Pre Test

1.48

Post Test

5.96

Pre Test
Post Test

3.80
12.73

df

Mean
Differenc
e

T-Test
Compute
d

Value
Tabular

24

5.6

4.12

2.064

14

4.48

2.95

2.145

14

8.93

3.62

2.145

Ho

Decision

There is
no
significant
difference
on the
level of
performa
nce of the
responde
nts in

Rejected

Ave.
Mean

Pre Test
Post Test

4.53
10.87

Traditional
method

6.34

The table represents the obtained mean in the pretest and posttest in the level of performance

The table shows that the respondents in Set A got a computed mean of 8.32 in pretest an
2.064 with degree of freedom of 24 resulted to the rejection of the null hypothesis.

In Sec 4 had a computed mean of 1.48 in pretest and 5.96 in posttest while obtaining a compu
rejection of the null hypothesis.

While in Sec 8, had a computed mean of 3.80 in pretest and 12.73 in posttest while obtain
resulted also to the rejection of the null hypothesis.

21

The finding implies that there is significant difference in the level of performance of the pupils

Table 5
Table of Computed Mean and Mean Difference in the Level of Performance of the
Pupil Respondents in Math on Computer-Based Learning
Strategy Compare to Traditional Way
of Teaching Mathematics.

MATH
Traditional
Way
Computer
-Based

Pre Test
Mean
VI

Post Test
Mean
VI

Mean Difference
Mean
VI

4.53

Low

10.87

High

6.34

Average

4.45

Low

14.18

Very High

9.73

High

Legend:

Scale:

12-15

-Very High

3-5.99

-Low

9-11.99

-High

0-2.99

-Very Low

6- 8.99

-Average

The table represents the computed mean and the mean difference in the level
of performance of the pupil respondents in Math on the traditional way and
computer-based Strategy.
The table shows that the respondents got a computed mean of 4.53 in the
pretest and got a verbal interpretation of low in traditional way, while in the computerbased, the respondents got a computed mean of 4.45 and got a verbal interpretation
of low also.
In the table of posttest, the pupil respondents in traditional way got a
computed mean of 10.87 and got a verbal interpretation of high, while in computerbased the pupil respondents got a computed mean of 14.18 and got a verbal
interpretation of very high.
22
In the table of mean difference, it shows that the mean difference in pretest
and posttest of traditional way got 6.34 which have a verbal interpretation of
Average.
While in computer-based got a mean difference of 9.73 which have a verbal
interpretation of High.
The finding revealed that the level of Math performance of pupil respondents
in traditional way is average while in computer-based is high.
The significant increase in the result of computer-based from the result of
traditional way signifies that it is more effective to use computer-based learning
strategy compare to traditional way of teaching Mathematics.
(Pucel & Stertz, 2005; Larkin, 2003; Leigh, 1996).Sited that Computer-based
instructional applications are considered an effective alternative to traditional
teaching methods. Today in numerous educational and training settings, interactive
computer programs are used to teach young students and adults computer literacy
skills.

The Problems Encountered in the Implementation of Computer-Based

Learning Strategy
The table 7 shows the problems encountered by the implementers in the
implementation of Computer-Based Learning Strategy.
As shown in table 7, out

of 10 expected tasks of the implementers or

teacher-respondents 10 or 100% fall on Never. In items 1, 2, 4, 5 they got a

computed mean of 2.88 such as having not difficulty in maximizing the allotted time
frame for computer-based instruction in 1hour lesson, integrating computer-based
strategy in teaching activities, providing appropriate

and varied activities towards

the attainment of the objectives, using school ICT laboratory in performing computerbased learning strategy in class activity.
23
In items 3, 7, 8 and 9 got a computed mean of 2.75 which got a verbal
interpretation of never. Such as having not difficulty on preparing well the lesson
plan in executing the computer-based learning strategy, using computer-based
learning
strategy in executing the lesson, having enough equipment to be used in performing
the strategy, and having experience in trouble shooting the device while the activity
is ongoing.
Also in items 6 and 10 the teacher respondents got a computed mean of 2.63
which fall on verbal interpretation of Never.
On the other hand the principal respondent got a mean of 2.00 in items
1, 6, 8, and 9 which falls on verbal interpretation of Sometimes. While in items 2, 3,
4, 5, 7, and 10 the respondent got a mean of 3.00 with a verbal interpretation of
Never.
The average

mean

of 2.78 falls on never of teacher, and 2.60 on the

principal. The overall mean of 2.80 fall on verbal interpretation of never.

The verbal interpretation never indicates that there are some problems on
the other hand but it is minimal which is easy to handle or resolve by the
implementers.
As the problem identified, it is easy for the teachers to give extra time like to
use different strategies in class session to accommodate the needs of the learner
using the computer-based Strategy in teaching Mathematics in Grade Two.
According to the study of Honey et al. (2000). They claim that research into
the impact of learning technologies on the quality of students learning outcomes is
limited and out dated.
A limiting factor has been the difficulty of defining and measuring enhanced
24
learning outcomes attributable specifically to the use of learning technologies.
Table 6
Computed Mean on the Problems Encountered by the Teachers
Using Computer-Based Learning Strategy as Evaluated by
Teacher Respondents and by the Principal

Problems Encountered in the

Implementation
I had difficulty on.
1. Maximizing the allotted time
frame for computer -based
instruction in 1hour lesson.
2. Integrating computer-based

Teacher
Mean
VI

Never
2.88
2.88

strategy in teaching activities.

3. Preparing well the lesson plan in
executing the computer-based
2.75
learning strategy.
4. Providing appropriate and
varied activities towards the
2.88
attainment of the objectives.
5. Using school ICT laboratory in
performing computer-based
learning strategy in class activity.

Principal
Mean
VI

2.88

Some
times
2

Never

Never

Overall Mean
Mean
VI

Never
2.81
2.88

Never

2.75
Never
Never

Never

Never

Never

Never

2.88

Never

Never

2.88

Never

6. Perform the computer-based

strategy in classroom setting with
the assistance of other ICT
experts.
7. Using computer-based learning
strategy in executing the lesson
8. Having enough equipment to be
used in performing the strategy.
9. Having experience in trouble
shooting the device while the
activity is ongoing.
10. Welcoming suggestions to
improve teaching techniques from
peer or supervisor.
Average
Range:
2.5 3

Never

2.63
2.75
2.75

2.75

Never

Never

Never
Never

Some
times

2.75

Never

Some
times

Some
times

Never

2.69

Never

2.69

Never

2.88
Never
2.81

2.63
2.78

Never
Never

3
2.6

1.5 2.4 Sometimes

Never

Never

Never
1 1.4

2.80

Never

Always
25

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the findings of the study.

It also includes the

implications and the conclusions deduced out of the findings.

Finally,

recommendations are proposed.

Summary of Findings
The following findings were revealed in this study.
1. The effectiveness of the strategies using computer-based learning compare
to the traditional way of teaching in the level of performance of the pupils.
It shows that the respondents got a computed mean of 10.87 in the traditional
way got a verbal interpretation of high and 14.18 in the computer-based learning
strategy and got a verbal interpretation of very high
The finding implies that there is a significant difference in the level of
academic performance of the pupil respondents in computer-based learning strategy

who got a computed mean of 14.18 which is higher compare to traditional way of
teaching that has a computed mean of 10.87.
It simply implies that the computer-based learning strategy is more effective
than the traditional way of teaching Mathematics.

2. The significant difference in the level of performance of the pupils before

and after exposure to computer-based learning strategy.
It simply shows that the respondents in set A got a computed mean of 7.56 in
pretest and 14.88 in posttest while obtaining a computed t-value of 4.60, and t-value
of 2.064 with degree of freedom of 24 resulted to the rejection of the null hypothesis.
In Sec 4 had a computed mean of 3.47 in pretest and 14 in posttest while
obtaining a computed t-value of 3.63, and t-value of 2.064 with degree of freedom of
14 resulted to the rejection of the null hypothesis.
While in Sec 8, had a computed mean of 2.33 in pretest and 13.67 in posttest
while obtaining a computed t-value of 3.57, and t-value of 2.064 with degree of
freedom of 14 resulted also to the rejection of the null hypothesis.
The finding implies that there is significant effect in the academic performance
of the pupils before and after exposure to Computer-based learning strategy in
teaching Mathematics. In terms of level of performance, the pre- and post-test
results indicated that there was a significant improvement in the level of performance
of the 55 selected pupils based on their overall mean in Mathematics at .05 level of
significance.
3. The problems encountered by the teachers using Computer-based learning
strategy in teaching Mathematics.

As the problem identified, it is easy for the teachers to give extra time to use
different strategies in class session to accommodate the needs of the learner.
In terms in the problems encountered by the implementers in the
implementation of computer-based learning strategy the average

mean

of 2.60

falls on never of teacher, and 2.60 on the principal. The overall mean of 2.80 fall on
verbal interpretation of never.
It means that the problems encountered by the teachers in computer-based
learning strategy are very minimal and it cant affect to the success of the
implementation of the program.
Conclusions

27

In light of the findings, the following conclusions were drawn:

1.

The implementation of computer-based learning strategy in

Marick Elementary School Elementary School could directly influence the pupils
numerical competencies as well as their academic performance.

2.

The implementation of computer-based learning strategy was

properly done to the teaching learning process.
Therefore, the implementation of computer-based learning strategy shows
improvement in both numerical and academic performance of the pupils.

Recommendations

Based on the findings and conclusions, the following recommendations are

hereby given:
1.

A sustainability program of computer-based learning strategy should be

established to maximize the academic skills of the pupils.

2.

A continuing in-service training of teachers shall be provided to retool the

teachers for enhanced teaching approaches especially in ICT.

3.

4.

The School should be made regular with focus on the following:

Preparation/Development of IMs for computer-based instruction

Proper Utilization of ICT room for computer-aid classes

The proposed action plan must be implemented as early as the beginning

of the school year.

28
Chapter 6
OUTPUT OF THE STUDY

The output of the study is an action plan on the sustainability of the computerbased learning strategy which indicates the activities to be taken within the school
year. It includes various activities\strategies which will be implemented within the
school year.
The specific objective must be aligned with the strategies to be used so that
the flow of the plan is highly coordinated.
Support and cooperation from the division personnel and from local
government officials will be solicited to implement the program successfully.

BIBLIOGRAPHY

30

Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics:

Technology
to support reasoning and sense making. Reston, VA:
NCTM.
Emily Hoxie on 19 November 2012. Transcript of Learning by doing: John Dewey
Esme Qunhua - Virtual Educator - Marlboro College Graduate School - University at
Albany. The State University of New York. ... Instructor, 2008 - present.
Gadanidis, G., & Geiger, V. (2010). A social perspective on technology enhanced
Mathematical learningfrom collaboration to performance. ZDM, 42(1), 91
104
Honey et al. (2000).Perspectives on technology and education research: lessons
from the past and present. Journal of Educational Computing Research,
23(1), 5-14.
King-Sears, M. (2009). Universal design for learning: Technology and pedagogy.
Learning Disability Quarterly, 32(4), 199201.
Pucel, D. J., & Stertz, T. F. (2005). Effectiveness of and student satisfaction with
web-based compared to traditional in-service teacher education courses.
Journal of Industrial Teacher Education, 42(1), 7-23.
Senemolu, Nuray. (22 May 2003). Elementary School Teacher Training:
Applications, Problems and Recommendations, Teacher Training at
Contemporary

Suh, J. M. (2010). Tech-knowledge for diverse learners [Technology Focus Issue].

Mathematics Teaching in the Middle School, 15(8), 440447.

31
Appendix A
Questionnaire on the Extent of Implementation of Computer-Based Learning
Strategy In Teaching Mathematics in Grade Two Pupils of Marick Elementary School
THE EFFECTS OF COMPUTER-BASED LEARNING STRATEGY
IN TEACHING MATHEMATICS IN GRADE TWO PUPILS
OF MARICK ELEMENTARY SCHOOL

A Questionnaire for the Principal and Teachers

Name of Respondents. _____________________
Designation

_____________________

Questionnaire to determine problems encountered by the

implementers in the implementation of Computer-Based Learning Strategy.

Direction: please rate every statement honestly by checking

the blanks,
which satisfies
the condition
in implementing the computer-based learning
strategy in your school. The rating scales are as follows:

Never

Sometimes

Always

I had a difficulty on..

1. Maximizing the allotted time

_____ _____ _____

frame for computer -based instruction.

in 1hour lesson
2. Integrating computer-based strategy in teaching

_____ _____ _____

activities.
3. Preparing well the lesson plan in executing

_____ _____ _____.

the computer-based learning strategy.

4. Providing appropriate and varied activities

_____ _____ _____

towards the attainment of the objectives.

32
5. Using school ICT laboratory in performing

_____ _____ _____

computer-based learning strategy in class activity.

6. Perform the computer-based strategy in classroom

_____ _____ _____

Setting with the assistance of other ICT experts.

7. Using computer-based learning strategy

_____ _____ _____.

in executing the lesson.

8. Having enough equipment to be used in

_____ _____ _____

performing the strategy.

9. Having experience in trouble shooting the device

_____ _____ _____

while the activity is on going.

10. Welcoming suggestions to improve teaching
techniques from peer or supervisor.

Legend:
Rage of Rating Descriptions
2.5 3

Never

1.5 2.4

Sometimes

_____ _____ _____

1 1.4

Always

33
Appendix B
Letter of Request to Conduct the Study
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
DISTRICT OF CAINTA II
MARICK ELEMENTARY SCHOOL
Gloria St. Marick Subdivision, Brgy. Sto. Domingo, Cainta, Rizal/475-5088
Email address: marickes.cainta2disitrict@gmail.com
November 24, 2014
ROMMEL C. BAUTISTA, CESO V
Schools Division Superintendent
Kaytikling, Taytay, Rizal
Attention:
MRS. GLORIA C. ROQUE
EPS I, Division Research Coordinator
Sir:
I would like to request permission to conduct study regarding the approved action
research entitled, "THE EFFECTS OF COMPUTER-BASED LEARNING STRATEGY IN
TEACHING MATHEMATICS IN GRADE TWO OF MARICK ELEMENTARY SCHOOL", as
partial requirement for the 2014 Division Seminar Workshop on Action Research in
Elementary Mathematics which the undersigned is presently teaching.
The study requires an Experimental Method in finding the effects of computer-based
learning strategy in teaching Mathematics in Grade Two of Marick Elementary School.
Rest assured that the data to be obtained will be treated with utmost confidentiality.
Anticipating for your kind consideration and most favorable action on this matter.
Very truly yours,

MA. LORENA G. SOGUILON

Researcher
NOTED:
ELISA D. DIUMANO
Principal II

EVELYN R. MINA, Ed. D.

District Supervisor

Recommending Approval:
MRS. GLORIA C. ROQUE
EPS I, Division Research Coordinator
APPROVED:
ROMMEL C. BAUTISTA, CESO V
OIC, Schools Division Superintendent

Appendix C
Pretest and Posttest in Math II

THE EFFECTS OF COMPUTER-BASED LEARNING STRATEGY

IN TEACHING MATHEMATICS IN GRADE TWO PUPILS
OF MARICK ELEMENTARY SCHOOL

Test questions for the Respondents

Name of Respondents _____________________
Designation

______________________

A. Ipakita ang fraction sa bawat bilang gamit ang number

line.

34

B. Bilugan ang dami ng bagay na nasa set para maipakita ang fraction
sa itaas nito.

1.

2. 4/9

3.

2/6

35

4.

5.

3/7

2/5

C. sulat ang mga fractions. Lagyan ng 1 ang unang

36
fraction na sasabihin ng guro at 2 ang
pangalawang fraction, 3 ang pangatlo , 4 ang
pang apat at 5 ang pang lima.
3/5
8/10
5/7
6/9

2/6

37
Name:_____________________________________________________________

A. Basahin muna ang mga pera sa Hanay A. Pagkatapos ay isulat ang

halaga nito sa hanay B.
Hanay A

Hanay B

1.
_________________________

2.

3.

______

_________________________

_________________________

4.
_________________________

5.

_________________________

6.

_________________________

7.
_________________________

8.
_________________________

38

B. Basahin ang halaga ng pera sa Hanay A at hanapin ang katumbas

nito
sa Hanay B.

Hanay A

Hanay B

_____ 1. Fifty pesos

_____ 2. 5 Pesos

______ 3. One hundred pesos

______ 4. Ten Pesos

_______ 5. 5 centavos

______ 6.Twenty Pesos

_______ 7. Ten centavos

f
g

39
Name:_____________________________________________________________
A. Kumpletuhin ang mga hugis at angkop na kulay nito.

B. Punan ang patlang ng tamang sagot. Isulat ang Oo kung ito ay pattern at
Hindi kung di ito pattern.

40
C. Isulat sa papel ang katumbas na bilang ng bawat hugis at dugtungan ito.

41

CURRICULUM VITAE

Name
Date of Birth
Place of Birth
Spouse
Children

:
:
:
:
:

MA. LORENA G. SOGUILON

August 26, 1980
Sipalay, Negros, Occidental.
Raffy T. Soguilon
Michaela G. Soguilon
Ralf John G. Soguilon

Educational Qualification:
Elementary
High School
College
Degree

:
:
:
:

Civil Service Eligibility:

Cabarrus Catholic College

Cabarrus Catholic College
Cabarrus Catholic College
Master of Arts in Teaching Major in English
University of Rizal System
LET

Teaching Experiences:
Elementary Teacher (2007-2008)
Elementary Teacher (2008-Present)
Seminars/Conference Attended:

:Little Lambs Learning Center

:Marick Elementary School

RELCAAP National Seminars Workshop

in Language Teaching Across Cultures ..

December 2009

Enrichment Program for Public School

Teachers
..

January 2010

National English Proficiency Program

Seminar Workshop
..

March 2010

In-Service Training on ENSCIMA Instruction

For Cainta II Public School Teachers
..

May 2011

Seminar/Workshop on Action Research in

Elementary Mathematics
..

November 2014

42

42