Article Dans Une Revue Asian Journal of Education and Social Studies Année : 2025

Limited Access to ICT and Interactive Visualization Tools and Its Impact on the Math Performance of Intermediate Pupils at Dangguinan Elementary School, Apayao

Résumé

This study forms a broader input on ICT and learner integration; it has specific scientific results that not only address access but also go beyond social and economic inequalities that communities face with limitations on social and economic activity that impact and scientific and academic growth of communities. This study aimed to investigate the effects of interactive visualization tools on the mathematical performance of intermediate pupils at Dangguinan Elementary School, Conner, Apayao, Philippines. The problem being studied centers on persistent difficulties in Mathematics performance, particularly learners' struggles in grasping abstract concepts and applying problem-solving skills effectively. Amongst the tools the study investigated included GeoGebra, simulations, and animated presentations could address persistent challenges in Mathematics performance. The research utilized a mixed-methods design, combining both quantitative and qualitative approaches to examine improvements in mathematics learning and explore implementation challenges. The study's mixed-methods approach offers a comprehensive understanding of both the quantitative impact on learning outcomes and the qualitative challenges encountered during implementation. Its findings are crucial for educational stakeholders in developing countries like the Philippines, as they highlight the potential of ICT integration in addressing persistent low math proficiency, while also underscoring the critical need to address infrastructure and digital literacy gaps for successful technology adoption in underserved areas. The study was conducted at Dangguinan Elementary School, Conner, Apayao, during the academic year 2024–2025. Forty-six pupils from Grades 4 to 6 participated in the study. The research applied the DepEd Likert Scale to group learners by their mathematics skills, instead of just using mean scores to assess them. Learners who had 15–17 points out of 20 (equivalent to 71%–85%) received the rating of "Proficient"—signifying they met the expected understanding and skills for their age. By using this method, educators could watch how each learner was improving and decide who might need more help. Rather than presenting average scores, the study used a thorough scale to better show how learning improved when interactive visualizations were used. A pre-test was administered to assess baseline mathematical proficiency. Following this, an instructional intervention was implemented using interactive visualization tools. After the intervention, a post-test was conducted to evaluate performance improvement. Additionally, interviews were carried out to understand the challenges encountered during the intervention. Quantitative results were analyzed using descriptive statistics and a paired sample t-test, while qualitative data were thematically analyzed. The pre-test mean score was 7.6, falling under the "Developing" performance level. Post-test scores improved significantly to a mean of 11.8, aligning with the "Approaching Proficiency" level. Statistical analysis revealed a significant difference between pre-test and post-test results (P = .000). Interviews revealed two major challenges: poor internet connectivity and insufficient orientation in using the tools, both of which affected the learners’ engagement with interactive visualization. To address this, alternative offline versions of instructional materials were provided, ensuring accessibility despite connectivity issues. Additionally, structured training sessions were introduced to familiarize learners with visualization tools before implementation, enhancing their confidence and ability to navigate digital learning environments effectively. The study concludes that interactive visualization tools significantly enhance intermediate pupils' mathematical understanding and performance. The research shows that using these interactive tools greatly improves how intermediate pupils understand and perform in mathematics. Still, overcoming problems with access and training is necessary to use them well. According to the study, upgrading the infrastructure and adding satellite technology for better connectivity, as well as apps that let learners work offline, would help make technology-aided math more effective. In addition, teachers should receive instruction, and learners should participate in orientation to help ICT become an important part of learning mathematics. Schools need support from educational stakeholders towards long-term digital change, helping them select and learn how to use the needed technology.

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Dates et versions

hal-05092690 , version 1 (02-06-2025)

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Citer

Jennika Dageo-A. Limited Access to ICT and Interactive Visualization Tools and Its Impact on the Math Performance of Intermediate Pupils at Dangguinan Elementary School, Apayao. Asian Journal of Education and Social Studies, 2025, 51 (6), pp.538-552. ⟨10.9734/ajess/2025/v51i62016⟩. ⟨hal-05092690⟩
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