Effects of Computer-Assisted Instruction Using Ladder Model in Subtraction of Integers on the Performance of Grade 7 Students : Implication to Effective Mathematics Instruction / Santiago, Shiela Marie Q.

The study aimed to determine the effects of Computer-Assisted Instruction using Ladder model in the subtraction of integers on the performance of select Grade 7 students to effective mathematics instruction at Pablo Roman National High School during School Year, 2015-2016. The study made use of the Quasi-experimental particularly pretest-posttest non equivalent control group design. Purposive sampling technique was used to group students in the experiment. Both groups in the study were comprised of twenty-five students. An assessment on integers was given beforehand; afterwards the researcher took samples from the low performing students on integers. Moreover, the pretest was administered to both experimental and control groups at the start of the study, the experimental group was subjected to the teaching of subtraction of integers with the aid of computer-assisted instruction using Ladder Model, while the control group was subjected to the Traditional Method of teaching. In addition to this, the data collected were analyzed and interpreted using the frequency, percentage, mean, standard deviation, Paired Sample t-test, and Independent Sample t-test. The results of the study revealed that: The two groups had poor mean scores in the subtraction of integers before the intervention; The control group and experimental group had a mean score of 8.64 and 9.40 respectively; The two groups attained fair mean scores in subtraction of integers after the intervention; The control group and experimental group had a mean score of 15.24 and 18.00 respectively; The comparison between the Pretest and Posttest results showed that the scores of those in the Control group increased by an average of 6.60 at 0.05 level of significance, having a t value of 7.926 significant at p=0.01. This denoted that those in this group improved significantly after the intervention. On the other hand, the respondents from the Experimental group increased their scores by an average of 8.60 at 0.05 level of significance, having a t-value of 10.455 significant at p=0.01. These suggested that the students in both groups improved significantly after the intervention. The difference on the performances of the two groups showed that the scores of the two groups of respondents having a mean difference of 0.814 at 0.05 level of significance, having a t value of 0.933 not significant at p=0.355. This indicated that the scores of the two groups of respondents during the pretest were not significantly different from each other. However, the posttest results would suggest that the scores of those in the Experimental group were statistically higher than the scores of the other group having a mean difference of 1.367 at 0.05 level of significance, having a t-value of 2.020 significant at p=0.049. This implied that the scores of the two groups of respondents on their posttest were significantly different from each other. Furthermore, the mean difference of the two groups is 2.36 with a t-value of 2.071 significant at 0.044. This result revealed that there is a significant mean gain for each group of respondents before and after the intervention. The study implied that computer-assisted instruction using ladder model can be effective model in teaching subtraction of integers. In this connection, the following recommendations are hereby presented: The researcher recommends revisiting the validation of CAI using Ladder Model; Enhancement of the weak points analysed by the evaluators is highly suggested; The use of Ladder Model as self-instructed material by students in Alternative Learning System is also recommended. The researcher recommends making the instructional material as interactive software with the help of software developer with improved illustrations and graphics; Furthermore, the examination used can be modified with items suitable to the comprehension level of the students; The curriculum instruction must consider viii integrating the instructional model in teaching mathematics and consider using different innovations that would yield to better learning. The researcher recommends testing the instructional model the way the researcher used it in the study. It includes the duration of teaching subtraction of integers, the type of students to be exposed to, and the use of multimedia classroom during the implementation of the model; Other researchers must consider the gender of the students, their age, Intelligent Quotient, and their knowledge on using computer; the study suggests the integration of CAI in Mathematics instruction to improve the performance of the students; The study also recommends making innovations or instructional materials which yields better performance on students and will make difficult topics easier not only in Mathematics subject but also in other academic areas; The researcher recommends increasing the result through proper timing of the implementation of Ladder Model. The model should be used during the discussion of operations on integers and it should be used during class hours. For future researchers, a study regarding the effectiveness of CAI using Ladder Model in a long term use is also recommended. Also, the material may be further tested to another group of respondents to validate its effectiveness; Lastly, future researchers may use larger number of respondents to still validate the effectiveness of the instructions.