Face-To-Face Driver Model: Effects on the Academic Performance and Attitude towards Mathematics of 4th Grade Learners

Abstract

This experiment was conducted to determine the effects of Face-to-Face Driver Model to the academic performance and attitude towards Mathematics of fourthgrade learners. The researcher used Quasi-Experimental design. Sixty respondentscame from two sections of 4th grade learners in one of the Elementary Schools inDasmarinas. Control and experimental groups were statistically equated at the startof the experiment. Findings revealed that there was a significant difference in themean achievement in Mathematics and academic performance mean scores of eachgroups. The group exposed in the integration of technology obtained a higher meangain. There is no significant difference in the attitude of the control group.However, there is a significant difference in the attitude of the experimental group.There is a significant difference in the gain score between the experimental andcontrol groups, but no significant difference exists on achievement and attitude ofthe group according to types of learner. There is a significant difference in thechange in attitude and performance of the students in the experimental and controlgroup while there is no significant difference in the change on attitude andperformance of different type of learners. Likewise, the interaction effect oftreatment (Control and Experimental) and type of learner (Auditory, Visual andTactile) is not significant. The result indicated that learners’ performance andpositive attitude of learning towards Mathematics increased when technology isintegrated. The findings also led to conclusion that Face-to-Face Driver Modelproves to be a better approach in teaching 4th grade Mathematics.