Enhancing Student’s Achievement in Statistics through Technology Integration

John Mark M. Orquita and Regie M. Gumanoy
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John Mark M. Orquita: Anibongan Integrated School, North Eastern Mindanao State University
Regie M. Gumanoy: Anibongan Integrated School, North Eastern Mindanao State University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 2866-2872

Abstract: This study aimed to evaluate the effectiveness of technology-integrated instructional method compared to conventional instructional method in enhancing students’ academic performance in statistics. The research involved pre-test and post-test assessments of students in both experimental and control groups, categorized according to their mathematical proficiency levels. Findings revealed that the experimental group, which employed technology-based instructional methods, showed a greater improvement in scores, with an increase of 15.71 points compared to 10.09 points in the control group. The absence of a significant difference in pre-test scores confirmed that both groups started with comparable levels of knowledge. The significant improvement in post-test scores for the experimental group highlighted the effectiveness of the innovative instructional method. Additionally, the results indicated that the experimental method was more effective across different mathematical levels, with high-achieving students showing greater improvement. However, low-achieving students also benefited, albeit to a lesser extent. Conclusions drawn from the study emphasized that the experimental instructional method had a more significant positive impact on students’ performance compared to the conventional method. The findings underscore the importance of adopting innovative teaching strategies to enhance educational outcomes. Future research should explore the specific elements of the experimental method that contributed to its success and investigate its applicability across different subjects and educational contexts. The study also highlighted the need for additional tailored support to maximize the effectiveness of these strategies for students with varying levels of mathematical proficiency. Recommendations based on the conclusions include the use of more exploratory and participatory methods to make math lessons enjoyable and engaging. Teachers should develop motivational strategies to engage students of all skill levels in math lessons. Encouraging students to conduct research and propose ideas for improving their enjoyment of statistics is also recommended. A range of strategies should be employed to suit the diverse needs of the class, as there is no one-size-fits-all approach to teaching. To determine the significant difference in students’, mean scores when taught using two instructional methods, the mean standard deviation and one-way analysis of covariance (ANOVA) was used. To determine the significant difference in students’, mean scores when taught using two instructional methods and grouped by their mathematical ability, the mean standard deviation, and two-way analysis of covariance (ANOVA) were used. To examine the significant interaction effect on students’ achievement when exposed to two instructional methods and grouped by their mathematical ability, two-way analysis of covariance was employed.

Date: 2025
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