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Chapter 1

THE PROBLEM AND THE RELATED LITERATURE

Introduction

In the 21st century context, learners can learn Mathematics in many ways

but they enjoy learning it through technology. The world now is in digital age and

the inhabitants are called digital natives. Learners now a days learn best when

they are comfortable and can relate with what they often do. Technology became

a comfort zone for today’s generation. Thus, technology is everywhere; therefore

it should be utilized in the teaching and learning process particularly for complex

subjects like Mathematics.

Mathematics is considered as the mother of all learnings in both arts and

sciences. It is a necessity for people of all ages to be successful in life. Despite

the usefulness and importance of mathematics, students' ability to understand

and apply mathematical concepts has been adversely affected by several factors

(Andaya, 2014). Few of these could be the student ideas relevant to their

interests, their perceptions of the usefulness of mathematics, or their intrinsic

interests in logic or challenge of mathematics (Kulm, 1980).

Anxiety, on the other hand, shown to have negatively influence students’

performance. Students’ attitudes towards mathematics are affected by their

teachers’ attitudes and beliefs (Sinay & Nahornick, 2016), and their teaching

strategies (Adeyami, 2015 as cited by Bantiding, 2016). According to Colgan

(2014 cited by Sinay & Nahornick, 2016), majority of the students find
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mathematics as boring, mostly irrelevant and unrewarding. This could explain

why students perform poorly in mathematics.

In 2017, the results from the National Assessment of Educational

Progress (NAEP) showed that only 33 percent of eighth graders tested proficient

in Mathematics, also 33 percent in 2015 and 36 percent in 2013. According to the

United States Department of Education, this unfortunate performance was

pointed on how Mathematics was taught (Venesky, 2018). On the other hand, in

UK, according to Program for International Student Assessment (PISA) last

results, 22 percent of 15 year old performed at the lowest level of proficiency in

Mathematics (Gurney 2016).

Also, the same scenario has been experienced by Filipino students. In the

study of Leongson (2003), it reveals that Filipino students excel in knowledge

acquisition but fare considerably low in lessons requiring higher order thinking

skills. Similarly, Patena and Dinglasan (2013)’s findings show that Filipino

students have low understanding level and discouraging achievements in

Mathematics. This disappointing condition is evident in the performance of

students in national and international surveys on Mathematics and Science

competencies (Philippine Daily Inquirer, 1986; Ibe, 1995). It is agreed also by

DOST report in 2016 that Filipinos performed poorly in international exams in

Science and Mathematics.

The Third International Mathematical Science Study (TIMMS, 2000)

examined patterns of student’s achievement in mathematics. It was found out

that the school effectiveness and teacher’s competency impact learning and

promote higher level of achievements. The quality of instruction and effective

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instructional design are necessary to alleviate problems related to teaching and

learning Mathematics (Dursun & Dede, 2004).

In one of the public elementary schools in Kabacan, Cotabato where the

researcher is currently employed, observed that 95% of their grade V pupils are

struggling in Mathematics. The school got a low Mathematics rating in National

Achievement Test in the previous exams. Further, many of their students got a

grade of 75% throughout the grading period. These students struggled most

when they are confronted with math word problems as shown in the actual

responses. With this, the researcher seeks to determine the effect of Computer

Assisted Instruction to students’ performance in mathematics. Furthermore, this

study aims to determine the moderating effect of math anxiety between the

teaching approach and students’ academic performance in mathematics.

Moreover, results of the study were deemed important in motivating

teachers to employ Computer Assisted instruction in improving students’

academic performance. The results would also encourage teachers to venture on

other instructional strategies aside from the conventional way of teaching to

facilitate better instructions.

Review of Related Literature

This section dwells on literatures and studies in which the current study

finds strength and support. The topics under consideration are the following:

Computer Assisted Instruction, Traditional method in teaching Mathematics and

Mathematics Anxiety.

Computer Assisted Instruction

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Using computers to teach students is not a new idea. Computers have

been utilized for educational purposes since then (Pressey, 1926).Kaur (2013)

asserts that computer programs are interactive and can illustrate a concept

through attractive animation, sound, and demonstration. They allow students to

progress at their own pace and work individually or problem solve in a group.

Computers provide immediate feedback, letting students know whether their

answer is correct. If the answer is not correct, the program shows students how

to correctly answer the question. Computers offer a different type of activity and a

change of pace from teacher-led to group instruction. On the other hand,

Computer-assisted instruction improves instruction for students with disabilities

because students receive immediate feedback and do not continue to practice

the wrong skills. Computers capture the students’ attention because the

programs are interactive and engage the students’ spirit of competitiveness to

increase their scores. Also, computer assisted instruction moves at the students’

pace and usually does not move ahead until they have mastered the skill. On the

other hand, Computer Assisted Instruction can improve the Mathematics

performance of the students. Kaur (2013) added that Computer Based Instruction

enables students to be self-directed and reflective learners. It also motivates

them to learn by providing them with the quick feedback and reinforcement and

creating an enjoyable and interesting learning atmosphere.

Computer assisted instruction resulted in significant achievement

differences for elementary and secondary students regarding all ability levels in

mathematics (Hamilton, 1995). In the study conducted by Hay (2003) on

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computer assisted instruction in mathematics with purpose of teaching an in-

depth, unique lesson of finding the volume of three dimensional figures, which the

subjects were eighth grade general math students from a heterogeneous group

from Palos Verde’s intermediate school, found out that computer assisted

instruction tutorial was valuable in helping students learn how to determine

volume of three dimensional figures. In addition, Bump (2004) also studied the

effect of computer based multimedia, interactive mathematics program on the

mathematics achievement of developmental mathematics college students. The

findings indicated that there is a statistically significant difference between the

mathematics performance of learners who participated in a computer multimedia

interactive mathematics program and the mathematics performance of learners

who did not participate in a computer multimedia interactive mathematics

program.

Further, Ash (2005) studied the effects of computer-assisted instruction on

middle school mathematics achievement. A quasi-experimental study was used

with a two-group, pre-test post-test design. The control group was taught by

traditionally accepted teaching methods throughout the study. The experimental

group received the same traditional teaching methods plus one hour a week of

computer assisted instruction in the form of Orchard software. The differences

between the scores on the post-test and pre-test were calculated and the means

of the differences from the experimental group and the control group were

compared using a t-test. The results of the data analysis indicated that the use of

computer assisted instruction in addition to traditional teaching methods is more

effective than traditional teaching methods alone. Iyekekpolar (2011) also studied
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the computer assisted instruction on students’ performance in mathematics. A

stratified random sample of 80 students made up equal number of boys and girls

were divided into two groups, the experimental and control group. They were

taught mathematics for 10 weeks using conventional instruction for the control

group and supplement of computer assisted instruction programmed packages

for the experimental group. Pre-test and Post-test were administered to them

before and after the experiment to determine difference in performance between

the two groups. The results showed that computer assisted instruction produced

higher mathematics achievement in students than the conventional instruction.

Likewise, Bayturan and Kesan (2012) studied the effect of computer

assisted instruction on the achievement and attitudes towards mathematics of

students in mathematics education. The research was also designed based on

an experimental pre-test post-test model. It was conducted in 60 ninth grade

students from an Anatolian high-school during 2009-2010 academic school years.

The experiment group consists of 30 students and the control group consists of

30 students. The research is implemented by using computer-assisted teaching

material that is developed by Flash MX program related with the unit of “Relation,

Function and Operation” of the area of learning algebra and took 10 weeks.

Computer–assisted instruction and traditional instruction methods were used in

the experiment group and the control group respectively. The results

demonstrated that teaching mathematics with a computer assisted instruction

method significantly increased student achievement in mathematics lesson.

Moreover, Dhevakrishnan et. al (2012) agrees that CAI is an effective

instruction for teaching of mathematics. It is evident thought the result of their

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study which clearly point out the significant increase in the mean scores in the

post test scores of the experimental group than in the control group. They

concluded that Computer Assisted Instruction is an effective media of instruction

for teaching of Mathematics in students.

However, in the study conducted by Spradlin and Ackerma (2010), it was

found out that students perform equally well when receiving traditional classroom

instruction and those who receive computer assisted instruction. In addition,

females outperformed males in both instructional designs. Similarly, Slultz (2013)

found out in her study involving students with Specific Learning Disability that

there is no significant difference between the post test scores of experimental

group who receives computer assisted instruction to the control group who

receives direct instruction. In short, her study proves that computer assisted

instruction is not effective in teaching student with specific learning disability.

On the other hand, Information and Communication Technology (ICT) has

great potential for teaching and learning process at all levels. The use of ICT has

enriched the teaching learning process with the help of computer. It has brought a

great change, innovativeness, and creativity in teachers in teaching learning

process. Mathematics and computer are both important in today’s life as they

open the gate of ample opportunities in this modern world. Mathematics is widely

used in computers both in hardware and software. Computer helps in improving

the knowledge of mathematics. Computer helps in making classroom teaching

lively. Computer can play vital role in learning process as it can work with the

imagination of students. Any concept in mathematics can be explained with the

help of pictures and this visual image can help in understanding the concept at
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ease. CAI works as a change and increases the curiosity of students and they

can learn interestingly without any difficulty. Also, whatever is learnt through

computer aided instructions, the contents can be retained for longer time as they

use more senses of the students. Certain topics like solving word problems,

finding the perimeter and the like, can be explained very easily using CAI. Variety

of exercises can be provided and this ensures active involvement of the students

(Ramani & Patadia, 2012).

Further, Kim,jain, Westhoff and Rezabek (2008) asserted that computer

based technology is one good application within educational settings. Using

computer based technology in educational settings helps students in their

learning (Sahin and Sinson 2003). Thus, using computers and other multimedia

devices can increase student’s achievement. Through this, teachers can also

improve their instruction by using variety of technology resources such as the

internet, multimedia CD-ROMs, audio and graphics. In short, teaching with

technology provides more benefits for both teachers and students than teaching

without any technology (Whetstone& Chellman, 2001).

Traditional Method of Teaching

Traditional teaching method through lecture is a form of information

sharing in which the teacher shares information directly to the students. Lectures

are often used when introducing new concepts, or to expand on previously

presented materials. This is useful for large groups that allow the teacher to

present facts directly and logically (Thompson, 1999).

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Thompson (1999) states that traditional teaching method in the form of

discussion or lecture can help facilitate learning among students in terms of

elaborating views, principles, approaches and personal or social issues. It is very

useful when giving introductions and backgrounds on the topic or subject matter.

It is also effective in getting the learners to think constructively while interacting

with the rest of the group. However, this method is not applicable at all times. It

will depend upon the type of subject matter, atmosphere in classroom setting and

learning styles of the learners (Pondent 2011).

Based on the study of Suazo (2008), she explicitly justifies the concept of

traditional teaching method. She had been using input-output process since

majority of the teachers nowadays have applied it in the classroom. It means that

presentation of the lesson would be done first using the lecture or discussion

methods on the board and afterwards, simple evaluations would be given to the

students such as quiz and board work to find out their learning or level of

understanding. It was found out in her study that performance of students in

Elementary Algebra who were exposed to traditional teaching method was

significant. In short, traditional way of teaching especially lecture method is still

effective in the instructional process depending on the needs and learning styles

of the learners.

However, with the current trends of having more engaging and interactive

teaching methods to improve student learning, it is quite difficult to find someone

who continues to embrace the traditional instruction in Mathematics.

In the study done by Alsup (2003), two different forms of Mathematics

curriculum were put to test and compared using students Scholastic Aptitude Test
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over a three-year period. The traditional curriculum used Houghton Mifflin while

the reform curriculum was by the Cord Applied Math. Results showed that the

reform instruction did not appear to improve achievement significantly over the

traditional method. The result also shows that the traditional approach had a

positive impact on procedural task such as computation and equation solving.

On the other hand, the major concept in traditional mathematics instruction

is the idea of spiraling in traditional math, spiraling is the idea of revisiting a

specific mathematical concept several times over a period of time. It is based on

research of spaced learning which explains that learning is enhanced through

stronger memory retention if learning is spaced out over a period of time

(Wartonic, 2005).

Sungur and Teklaya (2006) stressed out that in traditional method, it is

expected that students can answer questions generated by their teachers. The

teacher controls everything in the classroom, the teacher let students read a

textbook and afterwards explain the concepts, procedures, facts and diagram.

Classes are lecture-based and with the aid of chalkboard.

Boud and Feletti (1999) claimed that in lecture style presentations,

students simply obtain information from the teacher without building their

engagement level with the subject being taught. The approach is least practical,

more theoretical and memorizing (Teo & Wong, 2000). However, there are

studies that dealt with traditional methods in the education system, it is concluded

that traditional methods have many flaws and shortcomings (Placek and Sullivan,

1997).
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Traditional method of teaching is common in American schools; it is

ineffective and seriously hinders the growth of students reasoning and problem

solving skills (Batista, 1992). This method fails in knowledge transfer with the

students being unable to move the knowledge acquired in school to outside the

classroom (Eggebrecht, 1996) Moreover, traditional approaches cannot create

link between the syllabi and the real world application (Findley, 2000).

Zakaria, Chin and Daud (2010) have specified that teaching should not

merely focus on dispensing rules, definitions and procedures for the students to

memorize, but should also actively engage students as primary participants.

Thus, newly emerging insights and empirical findings in the learning

science suggest that traditional approach to education that emphasize the ability

to recall disconnected facts and follow prescribed set of rules and operations

should be replaced by learning that enables critical thinking, flexible problem

solving, and the transfer of skills and use of knowledge in new situations

(Hammond 2008). Further, Perkins (2009) argues that students should be given

opportunities to play the game where they can experience junior versions as to

how knowledge is created and communicated within specific disciplines.

However, Harvard study (2010) shows that lectures method presentations

lead to higher student’s achievement. Schwerdt & Wupperman (2010) finds that

8th grade students in U.S. score higher on standardized test in math and science

when their teachers allocate greater amounts of class time to lecture style

presentations than group problem solving activities. For both subjects, the study

finds that a shift pf 10 percentage points of time from problem solving to lecture

style presentations. The teaching style matters for student’s achievement, but in
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the opposite direction than anticipated by conventional wisdom, an emphasis on

lecture style rather than problem solving activities, is associated with an increase

in student achievement. This result implies that a shift to problem solving

instruction is more likely to adversely affect student learning than to improve it.

On the other hand, the study of McLeish (1968) stressed out that during

lectures, there is a little give and take between the teacher and students and

among students. It increases student passivity and reduces the student’s role to

note taking instead of luring students into more active learning. Moreover, if a

student misses or lost, s/he cannot interrupt for a personal explanation or stop

and review unlike with a book, computer program, or tape (Seiler, 1982).

For levels below senior high school, these criticisms are valid for formal

lectures, especially when teachers do not allow for students response and when

the lectures are not adequately prepared and are repetitive or digressive.

According to many researchers, attention span is correlated with age and ability.

Especially with young and low achieving students, attention span is limited

(Biecher & Hudson 1990). For such students it is essential that teacher talk in any

form, be limited to a few minutes duration at any one time and be intermixed with

other instructional activities (audio, visual and actual). There should be more

concrete activities than verbal and abstract presentations.

In conclusion, Gage and Berliner (1998) feel that lecture method is

appropriate when the basic purpose is to disseminate information and to

introduce or explain learning task. However, traditional approach is inappropriate

when objectives other than acquisition of information are sought such as

analysis, synthesis and students are below average in ability.

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Mathematics Anxiety

Math anxiety is feeling of tension or anxiety when confronted with

Mathematics that interferes with the ability to use math in an academic or

everyday setting (Richardson & Suinn, 1972). Philips (2001) cited that Math

anxiety affects the manipulation of numbers and solving of mathematical

problems in academic situations and even in everyday life. Also, math anxiety

can generate pressure to drive people to think or react in an unreasonable way or

cause avoidance of math classes (Tobias, 1978).

Mathematics achievement plays a very important role in the attainment of

the ideal academic development of a student (Kaur, 2013). Research proves

some factors affecting the low performance of students including Mathematics

anxiety. Further, Mathematics anxiety in students continues to be a barrier to

Mathematics achievement. Also, higher levels of math anxiety are linked to

student poor performance in Mathematics (Barrows et al., 2013; McMullan et al.

2012).

In the study of Askcraft and Kirk (2001), it is reported that when a student

has been asked to perform, their anxiety with the situation over takes the working

memory port of the brain normally used for skill performance and interferes with

the actual problem solving process. Therefore, the student is preoccupied with

doubt about his or her ability and is unable to focus on the task at hand. The

student's focus becomes talk of self-doubt rather than computing problems. With

this anxiety or tension, understanding and recall pathways become cluttered by

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emotions which resulted to inability to think and short term memory is severely

affected (Steenhuysen 2007).

Farrell (2006) reminds teachers that students who are not succeeding in

math most often are afraid to ask questions regarding prior learning because they

do not want to appear foolish in front of their peers. She adds that if students are

unable to verbalize their learning, they probably are unable to apply it when

working independently; therefore oral assessments are an important tool for

teachers. The methods teachers use to provide learning opportunities are

important factors which can create or reduce anxiety for students. Teachers

should limit the lecture type, repetitious board work format of teaching in the

classroom. This is where notes and problems are written on the board and the

teacher lectures and models the steps to solving mathematical problems (Farrell,

2006). Further, lecture type teaching does not ensure learning is taking place.

When memorization methods are stressed rather than the understanding of

concepts and reasoning as well as the linking of current learning to real-life

experiences (Farrell 2006),

Furthermore, according to Furner and Duffy (2002) Mathematics anxiety is

connected to both the affective and cognitive domains. The affective domain is

connected to a state of emotion that is linked with fear and dread toward the

future, and the cognitive domain is connected to the inability to perform certain

math tasks. This emotion towards the subject can impact student success. Nunez

and Pena (2013) confirm that Mathematics anxiety plays a role in students’

academic achievement. The higher a student’s level of mathematics anxiety, the

less likely he or she is to be successful in mathematics, regardless of whether he

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or she is an elementary student, high school student, or college student. This

math anxiety is a serious hindrance for many children across all grade levels.

Math-anxious students learn less in math than their low-anxious peers because

they take fewer math classes and get poorer grades in the math classes they

were in. Moreover, anxiety similarly affected characteristics of how students

performed in mathematics subjects, with higher levels of anxiety leading to lower

class attendance and lower achievement (Hendy et al., 2014).

On the other hand, Math anxiety has been universally recognized as a

non-intellectual factor that impedes math achievement. Some students who

perform poorly on math assessments have a full understanding of the

mathematical concepts being tested. However, their anxiety interferes with their

ability to solve mathematical problems (Tsui & Mazzocco, 2007).

Legg and Locker (2009) cited that math anxiety can develop at any age. In

addition, some researchers have found that math anxiety is most likely to begin

around fourth grade and peak in middle and senior high school. Thus, for many

children, negative attitudes toward math begin early in life, sometimes even

before they enter kindergarten. In fact, they have found a negative relationship

between math anxiety and math achievement across all grade levels.

Gender also plays a role in Mathematics anxiety. Studies have also found

that math anxiety is more common in girls, especially at the middle and senior

high school levels (Beilock et al., 2010). Peters (2013) added that females

reported high level of Math anxiety than males even when the levels of ability are

similar.
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The reason for math anxiety is often based on years of painful experiences

with math. Sun and Pysdrowski (2009) argues that the origin of math anxiety is

complex and that anxiety forms three factors; personality, intellectual, and

environmental factors. Personality factors include low self-esteem, inability to

handle frustration, shyness, and intimidation. The intellectual factor that most

strongly contributes to math anxiety is the inability to understand mathematical

concepts. Environmental factors include overly demanding parents and negative

classroom experiences, such as unintelligible textbooks, an emphasis on drill

without understanding, and a poor math teacher. Math teachers who are unable

to adequately explain concepts, lack patience with students, make intimidating

comments, and have little enthusiasm for the subject matter frequently produce

math-anxious students.

However, Ye Sun and Pyzdrowski (2009) added that using technology to

teach mathematics does provide some help in reducing mathematics anxiety.

Thus, the challenges of math anxiety can be addressed by shifting our focus on

the teaching and learning process in mathematics to focus on the 21st century

principles that meet a variety of learners. In addition, the most important factor

influencing teachers’ use of technology in mathematics appears to be their

knowledge of how to use the technology and how they believe it will support

student learning for the particular lesson. Further, the integration of technology

into mathematics assists both the educator and the learners in explaining and

understanding math concepts. Through the use of technology in mathematics,

students receive more one-to-one support and individualized programs where

they were able to make mistakes and easily fix their answers in a supportive
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environment. With all the positive aspects technology brings to mathematics,

students with math anxiety experience more of hands on, visual and dynamic

approach to learning, and felt that may lower their level of math anxiety.

On the other hand, research indicates that there is a strong negative

relationship between math anxiety and test scores. In other words, as students’

math anxiety increases, their test scores decrease (Furner & Berman, 2004).

Sparks (2011) concur that educators have reduced the diagnostic ability of math

tests by administering them in stressful situations and Scarpello (2007) stated

that over reliance on high stakes tests has reinforced the development of

negative attitudes toward math and increased students’ anxiety levels by turning

math into a high risk activity.

In addition, Math anxiety is the way in which students’ lack of confidence in

that subject undermines their academic performance and is a serious obstacle for

many children across all grade levels. Studies have hypothesized that math

anxiety disrupts performance because it reduces students’ working memory,

leaving them unable to block out distractions and irrelevant information or to

retain information while working on tasks (Beilock & Carr, 2005).

However, despite many researchers proves the negative effect of math

anxiety on students’ performance, there are studies that contradict with it. Wang

and Petrill (2015) conducted two studies about math anxiety and performance

and found out that moderate level of mathematics anxiety was associated with

high mathematics performance. The result of their study reveals that slight

anxious but high motivated students succeed in mathematics. Hence, one of the

strengths of computer assisted instruction is to increase motivation among

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students. Therefore, moderate math anxiety plus motivating instruction may

increase math performance. Wang and Petrill (2015) added that negative

association between math anxiety and math performance is not universal.

Motivation is an important factor to lessen the negative influence of math anxiety

on math performance. Some students might fear math and perform poorly, others

might use this fear in math to perform well. The findings of that study proves that,

although math anxiety has its negative effect to some children in their math

learning, motivation may help overcome these effects of math anxiety and

improve math achievement, specifically for highly motivated children with

moderate level of math anxiety. Further, Mutiu, Famuyiwa, Dotun and Aikabeli

(2018), concluded that the two Mathematics anxiety factors which are cognitive

and affective factors have negatively effect on the academic performance of the

students. Also, the study of Venkatesan (2009) reveals that Mathematics anxiety

significantly has negative correlation with Mathematics performances and overall

academic performance.

On the other hand, Newton (2015) suggests using a step-by-

step approach to lessen math anxiety. Even strong students in math can feel

daunted and overwhelmed when there is too much information at once and not

enough time to practice. Also, encouraging students to take risks and have a

growth mindset is motivating. By giving students problems that get harder, you

can show them they can surmount any challenge through hard work and practice.

Newton added that, the first step to lessen Math anxiety is to build confidence. It

is true that confidence is a huge factor in students’ anxiety towards mathematics.

Previous negative experiences with the subject can lead to a negative and
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defeatist attitude. To overcome this, you should provide students with regular

confidence building exercises that look challenging but enable all students to do

well. This boost in confidence and self-efficacy can decrease anxiety and fear, as

students feel more and more capable and motivated. Second is strengthening

students’ basic skills. After building confidence are strengthening students’ basic

numerical skills. Giving students opportunities to practice and master

essential skills for computational fluency is important. Lastly, a teacher’s attitude

towards mathematics can have a huge influence. Just as we ask teachers to

demonstrate a love of reading when it comes to literacy, we must also encourage

teachers to show a love of Math. Teachers are instrumental in creating

positive and active learning environments, such as by incorporating math

puzzles, visuals, audio and games into explanations and examples.

Furthermore, both teachers and parents have a strong influence on

students’ math anxiety. There are plenty of strategies teachers and parents can

use to prevent or reduce math anxiety. For example, teachers should develop

strong skills and a positive attitude toward math, relate math to real life

experiences, encourage critical thinking and active learning and consider effort

for incorrect answers and slow computational speed. However, parents should

avoid expressing negative attitudes about math. They should provide their

children with support and encouragement and carefully monitor their children’s

math progress. Also, include strategies students can use to overcome their own

math anxiety. Students should practice math every day, study according to their

individual learning style, and seek immediate assistance when they don’t

understand a particular mathematical concept (Blazer 2011).

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Nevertheless, math anxiety has been studied for many years but there is

no single strategy to alleviate it. Researchers now believe that implementation of

varied strategies to prevent or reduce math anxiety will improve math

achievement for many students (Geist, 2010; Mission College, 2009).

One of these intervention strategies is the use of technology in education.

According to Sun and Pyzdrowski (2009), it is documented that using technology

to teach mathematics does provide some help in reducing mathematics anxiety.

At the same the time, using technology in the classroom has some

disadvantages. So it is important that it is used appropriately to target internal

and external factors that contribute to mathematics anxiety. Teachers can use

software technology to enforce fundamental skills and concepts. Technology

used in this way can assist in strengthening student cognition. The use of online

discussion boards provides a platform for both cooperative learning and provides

an opportunity to express feelings. The use of the Internet provides the

opportunity to access resources to quickly retrieve information and to provide

deeper insight or multiple strategies to getting solutions. There are internet sites

that can be accessed by students, teachers and parents. Such sites provide

virtual manipulatives and hands-on activities as well as separate discussion

areas. In addition to helping to improve student cognition, the said sites might

also serve to reduce the anxiety of teachers and students. Thus, technology

integration is helping to eliminate external factors that contribute to mathematics

anxiety in the students (Sun & Pyzdrowski, 2009).

In summary, even though there are many strategies, math anxiety is still

rampant now a day. The reason behind is, because of our fast changing world
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and kind of learners that we have now a days. We are in digital age and we need

to cope up with the need of 21 st century learners especially in alleviating math

anxiety. Those strategies will no longer applicable to type of learner’s that we

have. We should focus on what is fun and motivating to these 21 st century

learners. Thus, technology integration in education is very in demand especially

in addressing difficulties and hindrances among the learners. One particular way

our education system can continue to keep elementary achievement graduate

rates is to adapt teaching and learning methods to what students are most

engaged with. With the integration of technology into the classroom, the overall

benefits include greater peer interaction, student engagement and collaboration,

an easy way to collect classroom feedback, improves communication and

extends the place and time of learning (Kiger, Herro, & Prunty, 2012).

In conclusion, the integration of technology into classrooms can enrich

students learning and result in a positive learning environment that integrates

students’ interests (like using computers, tablets, cellphones etc.) into the

curriculum. Therefore, this strategy is the most appropriate and applicable to

improve math performance and to alleviate math anxiety among 21 st century

learners.

Theoretical Framework

This study anchors to Cognitive Theory of Multimedia Learning by Richard

Mayer. According to this theory, the first step to understanding why multimedia

learning can be so powerful is to understand how the brain processes

information. Mayer (2001) explains that the brain takes in information and
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processes it in multiple channels, based on how that information is presented.

The first channel is for visually represented material and the second is for

auditory represented material. When a learner is presented visual information,

including pictures, videos, charts, or printed words, all of that information goes

into the visual channel and is processed there. Auditory information includes

spoken words in a narration and other non-verbal sounds, and these are

processed by the brain separately from the visual (McGrawHill, 2017). Thus, this

study used computer assisted instruction to increase math performance. Hence,

the different channels of the brain according to Cognitive Multimedia Learning

theory will be utilized in this study.

Furthermore, Computer Assisted Instruction has roots in Programmed

Instruction by BF Skinner (1954) and Pressey’s (1925) multiple-choice machine.

This multiple-choice machine presented instruction, tested the user, waited for an

answer, provided immediate feedback, and recorded each attempt (Mann, 2009).

Thus, these characteristics of computer assisted instruction are useful to

stimulate and enhance learning also facilitating a higher level of understanding

(Tompson & Dass, 2000).

On the other hand, Mathematics anxiety was anchored on the theory of

Cognitive Dissonance theory by Festinger (1957). This theory will helps us to

understand better about the students’ attitude and anxiety towards math as a

subject.

Cognitive Dissonance refers to a situation involving conflicting attitudes,

beliefs or behaviors. This produces a feeling of discomfort leading to an alteration

in one of the attitudes, beliefs or behaviors to reduce the discomfort and restore
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balance. Cognitive dissonance theory suggests that we have an inner drive to

hold all our attitudes and beliefs in harmony and avoid disharmony or

dissonance. We hold much cognition about the world and ourselves, when they

clash, a discrepancy is evoked, resulting in a state of tension known as cognitive

dissonance. As the experience of dissonance is unpleasant, we are motivated to

reduce or eliminate it, and achieve consonance or harmony (Festinger, 1957).

Conceptual Framework

The conceptual framework of the study displayed in Figure 1 shows the

primary variables of the research namely the Computer Assisted Instruction,

traditional approach, the level of students’ math anxiety and the students’

academic performance particularly in solving for areas of circle and word problem

involving area of circle. The independent variables are the Computer Assisted

Instruction and the traditional approach. In Computer Assisted Instruction,

students are grouped together, provided with multimedia materials with

instruction to follow. Students will brainstorm to arrive to the correct response and

discuss the answer within the group for further understanding. Presentation of

output should be done for further discussion and immediate feedback. The

teacher will guide the learners throughout each activity to ensure proper direction.

On the contrary, the traditional approach in this study is the usually

teacher-centered instruction where the teacher explains the concepts of the

lesson and students answer the questions thrown by the teacher. The dependent

variable on the other hand, is the student’s achievement in Mathematics

particularly in finding the area of a circle and solving word problems involving the
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area of a circle. Moreover, the level of anxiety acts as the moderating variable

between the teaching approach and the students’ academic performance.

Independent Variables Dependent Variables

Teaching Approach Mathematics Academic

Performance in:
 Computer Assisted
Instruction  finding the area of a circle
 solving word problem
 Traditional Approach involving the area of a circle

Level of Math Anxiety

Moderating variable

Figure 1 shows conceptual framework of the Study.

Statement of the Problem

The purpose of this study was to determine the effect of Computer

Assisted Instruction in improving the Mathematics performance of Grade V

students.

Mainly the study sought to answer the following questions:

1. What is the pre-test mean score of the experimental and control group?

2. Is there a significant difference between the pre-test mean scores of the

experimental and control group?

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3. What is the post-test mean score of students in experimental and control

group?

4. Is there a significant difference between the post-test mean score of the

students in experimental and control group?

5. What is the level of Mathematics anxiety of the grade V students?

6. Does Mathematics anxiety influence Mathematics performance of the

students?

Null Hypothesis

The following null hypotheses were tested ta 0.05 level of significance.

Ho1: There is no significant difference between the pre-test mean scores of the

students in experimental and control group.

Ho2: There is no significant difference between the post-test mean score of the

students in experimental and control group.

Ho3: Mathematics anxiety has no significant influence to Mathematics

performance of the students.