Effectiveness of Digital Flashcards in Enhancing Engagement and Vocabulary Acquisition in Mathematics: The Case of Students with Learning Disabilities

Abstract

This study investigated the effectiveness of digital flashcards in enhancing engagement and vocabulary acquisition in mathematics among students with learning disabilities. The researcher used a quasi-experimental specifically the Pretest-Posttest Design. Descriptive statistics (mean) was utilized to present the students’ engagement level and vocabulary before and after exposure to the traditional and digital flashcards. The results of the study revealed that before exposure to the print flashcards, the students had a very low level of engagement while they had a moderate level of engagement in the digital flashcards. Meanwhile, the student’s vocabulary level before exposure to print and digital flashcards did not meet the target. On the other hand, the students have a moderate level of engagement after exposure to the print flashcards, while they have a high level of engagement in the digital flashcards. Meanwhile, the students have a vocabulary level that is Approaching the target after exposure to print flashcards and at target after being taught the digital flashcards. Test of difference showed that the student’s level of engagement and vocabulary before exposure to the treatments were significantly different between the traditional and computer-based learning groups. Those in the print flashcards group had a lower engagement and vocabulary level than the digital flashcard group. The magnitude of the difference between digital flashcard learning and print flashcard treatment with respect to the level of engagement is small. However, the effect size for their difference in increasing the student’s vocabulary is much larger than typical. In conclusion, the use of digital flashcards is an effective intervention than print flashcards in enhancing the vocabulary of the students, but not much in the level of engagement. Thus, the use of digital flashcards in teaching mathematics improves the vocabulary acquisition of children with disabilities and is hereby recommended by the researcher.