The Effects of Interactive Digital-Based Materials on Students’ Performance in Mathematics

BARBADILLO, ELLA MAE RED (2025) The Effects of Interactive Digital-Based Materials on Students’ Performance in Mathematics. International Journal of Science and Research Archive, 15 (3). pp. 1484-1487. ISSN 2582-8185

This study determined the effects of interactive digital-based materials on the performance in Mathematics of Grade 9 students in Vinisitahan National High School in Bacacay, Albay for SY 2023-2024. Specifically, it answered the following questions: 1. What is the performance in the pretest of the control and experimental groups along illustrating quadratic equations; solving quadratic equations by extracting the square roots; solving quadratic equations by factoring; solving quadratic equations by completing the squares; solving quadratic equations using the quadratic formula; and characterizing the roots of a quadratic equation using the discriminant?; 2. What is the performance of the control and experimental groups in the posttest?; 3. Is there a significant difference in the performance of the control and experimental groups in the pre and posttest?; 4. What are the least mastered skills in the posttest of the experimental group?; and 5. What interactive digital-based lesson plans may be proposed to enhance Mathematics teaching in Grade 9? Experimental method was applied in this study since the effects of the materials used were determined. The researcher employed the pre/posttest design, using two (2) groups, the control and the experimental groups. Tests were given before and after the experimentation. The results of the test were used as a basis in providing judgment to the effects of the interventions provided. The pre and posttest used in this study was prepared by the researcher which was the main tool used in gathering the data. The test was composed of forty (40) items, distributed to the following skills: illustrating quadratic equations with four (4) items; solving quadratic equations by extracting the square roots with seven (7) items; solving quadratic equations by factoring with seven (7) items; solving quadratic equations by completing the squares with seven (7) items; solving quadratic equations using the quadratic formula with eight (8) items; and characterizing the roots of a quadratic equation using the discriminant with seven (7) items. Table of specification was provided to determine the number of item allocation. The mean score in every skill was computed to determine the performance level of the group. The t-test for independent samples was used to test the hypothesis.