Abstract
This study aimed to determine the effectiveness of 5Iâs Learning Path with Cultural Approach embedded in Computer-Aided Instructional (CAI) Material to the conceptual understanding among 1st year Bachelor of Science in Hospitality Management students, who are officially enrolled during 1st Semester, School Year 2019-2020 taking Mathematics in the Modern World at Sultan Kudarat State University - Tacurong City Campus. Two sections of 31, students each class were used as participants of the study and randomly selected as control and experimental groups which employed a quasi-experimental research design. The level of conceptual understanding of the students was measured using their scores in taking the Conceptual Understanding Test (CUT). Mean, standard deviation, and the analysis of covariance (ANCOVA) were used to analyze the data collected. Results revealed that 5Iâs Learning Path with Cultural Approach embedded in CAI helped develop the studentsâ conceptual understanding.
Highlights
To seek innovations that leverage on teaching approaches and technologies to better engage the new generation of learners is one of the most important issues facing among educators nowadays
While technology has become a central element, it should not lose sight the key role of cultural aspects. All these aspects require significant reflection on education and technology in providing easy access to high quality learning opportunities for all. Considering these aforementioned views, this study aimed to explore the application of 5I’s with cultural approach embedded to an educational software as a computer-aided instructional material that invades teaching and learning mathematics in a unique integration of classical and contemporary features by valuing own characteristics of culture and mathematics
The experimental group was exposed to treatment which utilized 5I’s Learning Path with Cultural Approach embedded in a Computer-Aided Instructional (CAI) material while the control group was exposed to Contextualized Approach with blended instruction
Summary
To seek innovations that leverage on teaching approaches and technologies to better engage the new generation of learners is one of the most important issues facing among educators nowadays. In mathematics education, how mathematics is taught, learned, and assessed with appropriate integration of technology which impacts mathematics curriculum. Despite of the growing popularity and availability on educational technology, there is sometimes scarcity on facilities and technical assistance as well as teachers’ readiness to implement technology integration in the classroom setting. Pedagogical aspects are seemed to be challenging for mathematics education because most initiatives tend to focus on technological aspects instead of pedagogical and instructional issues [1]. Technology alone shall not be regarded as a substitute for all pedagogies. For academic progress, it is not an automatic result of adding computer solely to learning but with collaboration of learning principles and pedagogies as technology-based are designed and implemented [3]
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