The Link between Teaching Methods and Achievement in Math in Computer-Assisted Elementary Schools

Abstract

This study compares the effect of frontal teaching methods on achievement levels in math to those of alternative teaching methods in elementary schools where classroom teaching is reinforced with computer sessions. The study was conducted in two urban, elementary schools in underprivileged areas and involved 479 students in grades 4, 5 and 6 and 18 teachers 9 who used the frontal method and 9 who used the alternative method. Progress was checked while accounting for students' age and level. Significant differences between the two methods were found: Students in the alternative method progressed more during the year than those in the frontal method. Furthermore, the lead of alternative students mostly increased with age and grade level, while most frontal students remained at their level. District tests conducted two years after data collection for the study further corroborated the study findings. The results indicate that the teaching method is a decisive factor in student achievement in math and that full coordination of classroom teaching with computer practice is of prime importance. This requires a change from the traditional teaching methods, incorporating attention to the differing needs and achievements of students.

Implementation of Learning Leadership, School Principal Supervisor, and Teacher Performance on Students’ Learning Outcomes

“…This implies that H1 or the direct influence of Exogenous 3 on Endogenous is statistically significant or significant. The results of this study support research conducted by Pujoandika & Sobandi (2021)); Suryani (2021); Rinantanti & Tahir (2019); Hassidov (2017); Ratna et al (2022); Kolovou et al (2021); Francisco & Celon (2020) and Taufan (2022). Pujoandika & Sobandi (2021) stated that teacher performance impacts student learning outcomes because qualified teachers will influence student learning outcomes.…”

“…Teacher performance is the teacher's ability to educate, teach, guide, direct, train, assess, and evaluate students in early childhood education through formal, basic, and secondary education (Presiden Republik Indonesia, 2005). According to Pujoandika & Sobandi (2021); Deke (2020); Suryani (2021); Kamil et al (2022); Rinantanti & Tahir (2019); Hassidov (2017); Ratna et al (2022); Kolovou et al (2021);and Francisco & Celon (2020). Taufan (2022) specified his research on English, Mathematics, Science, Filipino, and Araling Panlipunan; the results found that teacher performance influences student academic performance, even though only to a certain extent.…”