Face-To-Face Driver Model: Effects on the Academic Performance and Attitude towards Mathematics of 4th Grade Learners

Abstract

This experiment was conducted to determine the effects of Face-to-Face Driver
Model to the academic performance and attitude towards Mathematics of fourth
grade learners. The researcher used Quasi-Experimental design. Sixty respondents
came from two sections of 4th grade learners in one of the Elementary Schools in
Dasmariñas. Control and experimental groups were statistically equated at the start
of the experiment. Findings revealed that there was a significant difference in the
mean achievement in Mathematics and academic performance mean scores of each
groups. The group exposed in the integration of technology obtained a higher mean
gain. There is no significant difference in the attitude of the control group.
However, there is a significant difference in the attitude of the experimental group.
There is a significant difference in the gain score between the experimental and
control groups, but no significant difference exists on achievement and attitude of
the group according to types of learner. There is a significant difference in the
change in attitude and performance of the students in the experimental and control
group while there is no significant difference in the change on attitude and
performance of different type of learners. Likewise, the interaction effect of
treatment (Control and Experimental) and type of learner (Auditory, Visual and
Tactile) is not significant. The result indicated that learners’ performance and
positive attitude of learning towards Mathematics increased when technology is
integrated. The findings also led to conclusion that Face-to-Face Driver Model
proves to be a better approach in teaching 4th grade Mathematics.