Facilitating Learning Mathematics Through the Use of Instructional Media

The utilization of media to improve instructing and learning supplements conventional ways to deal with learning. Viable guidance fabricates between understudies’ information and the learning destinations in mathematics. Through the using of media, it engages students, aids them in knowledge retenti...

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Bibliographic Details
Published in:International electronic journal of mathematics education 2019-10, Vol.15 (1), p.677
Main Authors: Capuno, Reylan, Revalde, Helen, Etcuban, Jonathan Olores, Aventuna, Marvin, Medio, Gerwine, Demeterio, Rino Anthony
Format: Article
Language:English
Subjects:
Academic achievement
Audiovisual Aids
Educational Media
Elementary School Mathematics
Elementary School Students
Elementary School Teachers
Foreign Countries
Grade 3
Instructional Effectiveness
Learner Engagement
Mathematics
Mathematics Achievement
Mathematics Instruction
Public Schools
School Libraries
Technology Integration
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Summary:The utilization of media to improve instructing and learning supplements conventional ways to deal with learning. Viable guidance fabricates between understudies’ information and the learning destinations in mathematics. Through the using of media, it engages students, aids them in knowledge retention, as well as motivates them. This study assessed the extent of instructional media utilization and the academic performance of the Grade 3 pupils in mathematics in a public elementary school, Cebu City, Philippines. The quantitative research method is being used in the study were data gathered through a variety of measurements treated, including the approval letter, parent’s consent, and the respondent’s survey checklist. The study revealed that teachers do not fully utilize the library and the audiovisual room of the school. It was concluded that the academic performance of the pupils are not based on how the teacher utilized the instructional media. The researchers recommend that the proposed enhancement plan be used and monitored.
ISSN:1306-3030
1306-3030
DOI:10.29333/iejme/5785