Enhancing Students’ Mathematics Performance Through Contextualized Instruction and Technology Integration

Abstract

Enhancing the mathematics performance of students remains a challenge for mathematics teachers. To address this challenge, this study explored the effect of a contextualized instruction and technology integration approach in mathematics employing a parallel groups pretest-posttest experimental design. A content-validated, researcher-made 60-item multiple-choice test was the primary instrument used in this study. A split-half reliability test was conducted to ensure the internal consistency of the test items. Normality check of the data gathered from the control and experimental groups, consisting of 35 Grade 10 students each, was done using the Shapiro-Wilk test before the conduct of different statistical tests to test the hypotheses of the study. Results showed that both groups demonstrated considerable improvement in their mathematics performance after the intervention. Moreover, the results of the comparison of the posttest scores of the two groups revealed that the experimental group performed significantly better than their peers in the control group. Thus, contextualizing instruction and integrating technology in teaching mathematics can be a promising approach to improving students’ learning and achievement. This finding underscores the critical need for teachers’ professional development focusing on effective pedagogical use of technology to facilitate active learning and contextualized instruction to promote meaningful learning among students.