ABSTRACT
The study was undertaken to assess the achievement in Statistics and Probability of Grade 11 students after using the Project CLI (Click, Learn, and Improve). Forty heterogeneous Grade 11 students at Santa Rosa Science and Technology High School, Santa Rosa City, Laguna were included in the study conducted during the Fourth Quarter of S.Y. 2021-2022. A teacher-made achievement test of forty items was used as the pretest and posttest to assess the students’ performance in Statistics and Probability. The results of the mathematics achievement scores revealed that there is a significant increase in the performance of the students after their exposure in Project CLI. The Project CLI is a website created by the researcher that served as a learning tool to the learners. This was composed of the Preliminary activities and Video lessons. Performance of the students were assessed before and after using the said learning tool and its components. The results of the students who completed this project showed that overall, the students performed very well. The result showed that the mean score of learners in posttest which is 34.83 is higher than the mean score in the pretest which is 22.25. The standard deviation in the pretest is 4.25, while in the posttest, the standard deviation is 2.89. This difference is significant because the null hypothesis is rejected, p (0.00) < 0.05. In other words, the use of Project CLI in asynchronous classes resulted in an improvement in the mathematical achievement test scores of the learners.
Keywords: Statistics and probability, mathematics achievement, Project CLI (Click, Learn, and Improve), technology-driven learning, educational intervention, blended learning, digital learning tools, pretest-posttest analysis, student performance assessment, video lessons, heterogeneous students, innovative teaching strategies, website-based learning
INTRODUCTION
Rationale
Online learning requires teachers to think creatively and innovatively to attract students. Learning media becomes the main factor in helping teachers make it happen (Anwar, 2021). It is important that a teacher is not just equipped with the knowledge and mastered the subjects in conducting online classes. Being creative and resourceful is one of the major traits that an online facilitator should have. With this, the researcher created a learning tool called as the Project CLI (Click, Learn, and Improve) asynchronous classes of the Grade 11 Statistics and Probability students. The Canva application became the major tool to make it happened.
Going back, during the pandemic, many schools conducted online learning, such as synchronous and asynchronous session. Synchronous sessions required a real-time interaction between the learners and the teacher using platforms like Google Meet and Zoom while in asynchronous sessions, learnings happened in the different time and set-up, depend upon the instruction of the school and the teacher.
The researcher, as part of the school guidelines, conducted synchronous online sessions with the students. Activities and the lesson proper are conducted and administered simultaneously, following the required schedule in their school. But while the researcher facilitating the online sessions synchronously, there are things that were observed. First, students tend to lose or experience problems in their internet connections when the online classes are conducted synchronously, leading to late or non-compliance to the submissions of outputs. Second, some students tend to have anxiety in dealing with synchronous sessions because they thought that their teachers might called them even if they do not fully understand the question or the concept of the lessons. Third, since the students are experiencing problems in their internet connections and interactions in the synchronous sessions, they tend to have poor mathematical performance.
In line with this, the researcher’s Project CLI for asynchronous classes were created to be accessible by the students anytime and anywhere. The content of the learning resources was based on the learning competencies of Statistics and Probability that the students needed to know and attained for the whole duration of the study. Using these learning tool, the researcher aimed to improve and refine the condition. Why the researcher used Canva instead of using other platforms and applications?
The researcher used Canva as the major platform of the study because it’s very easy to use, both on teacher and student’s side. Canva also has pre-made size templates make creating size-specific content simple, and hundreds of elements, icons, and graphics to choose from (Anwar, 2021). As an addition, the learners are also familiar in using Canva as shown in the outputs that they have submitted in the different activities in class. Compared to the tutorial videos, like YouTube videos, the Project CLI were more personalized that made the students to have an in-depth understanding of the lessons (Edwards, 2021).
Canva is accessible also in different gadgets that’s why the researcher believed that the learning tool created became useful to the learners as 40% of the respondents were smartphones users, for the online classes, while 60% used tablets, laptops, and desktops. In addition, Canva is a comprehensive design tool that is simple to use and wonderful for pros and beginners alike. Canva is available in 190 countries and in over 100 languages, and works with all operating systems (Gehred, 2020). The researcher found out in this study that using Project CLI as a technology-driven learning tool helped the students in improving their Statistics and Probability scores. Also, since it was done asynchronously, the students became more comfortable understanding the lesson and answering different questions that made them to have a positive learning experience.
With the stated reasons above, the researcher sought to know the Mathematical Achievement in Statistics and Probability subject of the Grade 11 STEM students at the Santa Rosa Science and Technology High School for the School Year 2021-2022 with the help of the technology-driven intervention tool, Project CLI (Click, Learn, and Improve), that were administered in asynchronous class sessions. The researcher’s study became focused also on the topic because there are no previous studies from the DepEd - Division Office of Santa Rosa City about the utilization of Canva in Education, especially in the teaching – learning process and the researcher wants to explore it further for education purposes.
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