Effects of technological gadgets utilization in teaching college algebra

Abstract

This study investigated the effects of technological gadgets utilization in teaching College Algebra at Jose Rizal Memorial State University System, Philippines. Quasi – experimental design utilizing the Pretest – Posttest Nonequivalent Group Design was used in the study.The data collected were analyzed through arithmetic mean, t-test for independent samples and paired t-test.

Based on the findings, it is concluded that the knowledge students possessed in both the control and the experimental groups on the topics included in the experiment is equivalent or comparable before the intervention. The study also discloses that the experimental group performs significantly better than the control group after the intervention. It is deduced further that there is a significant variation between the performance of the students who were taught using the traditional method of teaching and those who were taught using the technological gadgets in teaching and learning College Algebra. In addition, the study concludes that both the interventions, traditional method of teaching and technological gadgets in teaching and learning College Algebra, made improvement in College Algebra performance of the students or that students performed better during the posttest than during the pretest. Moreover, the College Algebra performance of the students in the experimental group is greatly influenced by the technological gadgets used by teachers and students in College Algebra class which finally means that students in the experimental group perform better than their counterpart.