March 1, 2008
Robles, Martina H. (2008). “E-Learning: Its Effect on Students’ Performance in Algebra”. Unpublished Thesis in Master of Arts in Teaching (Mathematics), Filamer Christian College, Roxas City, January 2008.
ABSTRACT
This quasi-experimental method of research was conducted to determine the effect of e-Learning in students’ performance in algebra, among the 87 first year Bachelor of Science in Computer Science students of Hercor College during the first semester of the school year 2007 – 2008. The 87 student-participant were divided into control and experimental group. The control group was taught using the lecture method while the experimental group was taught using the e-Learning method. More so, the study aimed to determine the level of performance of students in Algebra in both groups. It also aimed to determine if there was a significant difference between the pretest and posttest performance of students in both groups. Also, it aimed to determine if there is significant difference in the pretest-posttest performance of students in both groups. The research was implemented for six weeks. The instrument used in gathering data needed for the study was the Performance Evaluation Test in Algebra. The statistical tools used in the analysis of data were frequency count, percentage, mean, standard deviation, and t-test for dependent and independent samples. Alpha level of significance was set at 0.05. The finding of the study revealed that both groups have “low” performance in Algebra during the pretest, however, during the posttest, control group had “moderately high” performance while the experimental group had “high” performance. Results obtained by students during the pretest and posttest showed that there was no significant difference in student performance in Algebra both in the control and experimental group. The paired comparison between the pretest and posttest scores of students in control group showed a significant difference in the students’ performance, it is as well true to the paired comparison of the pretest and posttest performance of students in the experimental group. With the aforementioned findings, students are encouraged to be aware of the new trends and emerging technologies that could improve their intellectual capability and to take active role in their learning. Teachers should upgrade their knowledge about the latest technology and to integrate these technologies in classroom instruction to improve the effectiveness of teaching process. In lieu with these, school administrators should encourage the teachers by sending them to seminars or workshop that would enhance their knowledge and skills. Procurement of facilities is also needed to implement these changes. Future researchers are also encouraged to undertake research of the same nature especially in the areas of blended e-learning and m-learning.
