Increasing Mathematics Performance of Grade 8 Learners through Computer-Based Interactive Learning Activities

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Proceso L. Mengote, Jr.


This study aims to determine the effectiveness of Computer-Based Interactive Learning Activities (CBILA) in Increasing Mathematics Performance of Grade 8 Learners. The pretest-posttest quasi-experimental design and purposive sampling technique were used. There were 80 heterogeneous learners involved in this study, 40 students in the CBILA group and 40 students in the Traditional Methods of Teaching (TMT) group. The experimental group was exposed to CBILA with guided learning materials that include activities and exercises in audio-visual presentations and interactive multimedia format.  The scores were taken from the pretest-posttest of Quarter 4 Math 8 subject. Students’ performance in mathematics was described from the mean scores. A t-test analysis was conducted to determine the significant difference between the pretest and posttest scores of the two groups. Findings showed that before the conduct of the study, the two groups have the same performance at the beginning of the experiment. The posttest scores in the CBILA group were noted to be significantly better compared with those in the TMT group. The performance in Mathematics of the learners taught using CBILA was better than those students taught using TMT. The results of this study showed that technology-based teaching and learning when introduced to and utilized by learners were effective in increasing the mean percentage score. Hence, it is recommended to use CBILA in other learning areas to confirm the result of the experiment. Furthermore, CBILA can be implemented in other schools to supplement its effectiveness and to maximize its use in the future.

 Keywords: Computer-Based Interactive Learning, Traditional Method of Teaching, Mathematics Performance, Comparative Study

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How to Cite
Mengote, P. (2020). Increasing Mathematics Performance of Grade 8 Learners through Computer-Based Interactive Learning Activities. International Journal in Information Technology in Governance, Education and Business, 2(1), 36-43. Retrieved from