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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.18168125 |
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Table of Contents:
- <p><span>This quasi-experimental study examined the impact of Computer-Aided Instruction (CAI) on the mathematical attitude and academic performance of Grade 7 students at Hinunangan National High School in Southern Leyte, Philippines. Against a backdrop of persistently low national achievement in mathematics, this research was motivated by the need to explore technology-driven pedagogies that resonate with 21st-century learners. The study was grounded in Vygotsky’s Zone of Proximal Development and Skinner’s Operant Conditioning theories, positing that interactive, technology-mediated learning could provide enhanced scaffolding and positive reinforcement. A descriptive comparative design was employed with 111 participants, divided into an experimental group (n=53) that received instruction via researcher-developed Computer-Aided Instructional Materials (CAIMs) and a control group (n=58) taught using conventional lecture methods. Data were collected using a validated 40-item Mathematics Achievement Test and the Silance and Remmers standardized attitude scale, administered in pre-test and post-test phases.</span></p> <p><span>Quantitative analysis revealed a statistically significant advantage for the CAI group. The experimental group achieved a Mean Percentage Score (MPS) of 61.13%, classified as "Average," which was substantially and significantly higher than the control group's MPS of 41.29% (t=5.183, p=0.000). In terms of attitude, both groups showed improvement, but the gain was markedly greater for the experimental group. Their average attitude score increased significantly from 3.60 ("Likes Math") to 4.45 ("Likes Math"), representing a more positive shift than that observed in the control group. However, Pearson correlation analyses found no significant relationship between post-intervention attitude scores and academic performance within either group, suggesting these constructs improved independently under the CAI intervention. Complementing these findings, a qualitative interview with the implementing teacher affirmed the positive impact on student engagement and attentiveness but concurrently identified critical logistical barriers to implementation, including unreliable electric power, insufficient computer units, time constraints, and limited teacher training in CAI development.</span></p> <p><span>The study concludes that CAI is a potent pedagogical tool for simultaneously uplifting both the performance and disposition of students toward mathematics in a public secondary school setting. The findings strongly support the integration of CAI into the mathematics curriculum. However, the successful and sustainable adoption of this approach necessitates that educational administrators proactively address the accompanying infrastructural, technical, and professional development challenges to fully realize its transformative potential in the classroom. </span></p>