Abstract
This quasi-experimental study investigated the effectiveness of adding drill and practice by means of online and offline mathematical applications to the usual classroom discussion routine on the mastery of basic mathematical skills of fourth-grade students at the University of St. La Salle – Integrated School. The study sought to assess the effectiveness of utilizing traditional teaching methods (TTM) such as problem solving, direct-explicit instruction, and demonstration against the use of these methods in conjunction with drill and practice (DP). The effectiveness was determined by analyzing pretest and posttest scores, mean gain scores, and differences in scores between the two approaches. Eighty-seven students from two classes participated in the study. One class served as the Control Group, receiving traditional teaching methods, while the other was the Experimental Group, receiving DP. The t-test for dependent samples was used to compare pretest and posttest scores within each group, and the t-test for independent samples was used to compare scores between groups. The Traditional Teaching Approach, employed in the Control Group, was effective in increasing the mastery of basic mathematical skills of the Grade 4 Lower Grades students of the University of St. La Salle-Integrated School, as evidenced by a significant difference in their pre-test and post-test means. The Drill and PracticApproach, by means of online and offline mathematical applications employed by the Experimental Group, also displayed an increase in the mastery level of their basic mathematical skills as evidenced by a significant difference in their pre-test and post-test means. This finding proved that Drill and Practice by means of online and offline mathematical applications was likewise an effective teaching approach. Both approaches are effective teaching approaches and can improve the mastery of basic mathematical skills of the Grade 4 Lower Grades students. However, Drill and Practice by means of online and offline mathematical applications proved to be more effective in terms of enhancing the mastery level of the basic mathematical skills of the students as compared to the traditional teaching approach, as evidenced by a significant difference in their mean gain scores. The study recommends that school administrators and curriculum planners consider incorporating DP by means of online and offline math applications and providing a tech-lab for students in the Lower Grades for them to explore online applications without glitches and internet speed constraints to enhance student learning. It also suggests that teachers receive training in terms of their knowledge and skills in integrating mathematical applications into their lessons. Additionally, students should be encouraged to express their learning preferences, and the math department was recommended to continue integrating math applications in their lessons.
