Effectiveness of Powtoon to the Mathematics Performance of
Grade 10 Students of Datalblao National High School
Monhannah Ramadeah C. Limbutungan Department of Education, Columbio, Sultan Kudarat, 9801 Philippines Email:kathliakn@gmail.com
Ava Clare Marie O. Robles College of Education, Mindanao State University, General Santos City, Philippijnes Email: avarobles2014@gmail.com
Abstract
Technology is being recognized as a powerful tool for learning in classroom settings. One of the ways to integrate ICT is by implementing Powtoon into the classroom setting. It encouraged some lecturers to use video tutorial as an instrument to make the learning process interactive, fun and efficient.
With this, a Quasi-experimental study was conducted which involved the traditional way of teaching and the use of powtoon. Thus, this study was conducted to find out the effectiveness of powtoon on the academic performance of the grade 10 students.
The result showed a significant difference in the pretest and post-test performance of the experimental group. The difference in the post-test between the two groups was significant. Hence, the developed video tutorial is quite effectual as a tool in the classroom setting.
Index Terms: Powtoon, Mathematics, ICT, Video Tutorial, Quasi-experimental design.
I. INTRODUCTION
Mathematics has not been of interest to many students. T eachers are encouraged to prepare instructional resources to catch the students’ interest and make the subject better understood by the students. With this, incorporating video teaching is one of the ways to attract their attention and interest.
Video teaching plays a part at many levels in integrating ICT in the classroom setting. Implementing this approach increases the engagement of the students in the learning process. Bergwall (2015) stressed that video learning is better than book learning. It creates a sense of presence which supports both the cognitive and social presence.
Presently, some teachers were incorporating video teaching in their classroom settings. Some studies found that video usage activates students to engage directly in relevant learning activities. Lin (2003) implies that an educational video with instructional strategies and cognitive modeling traits integrated into the video can help in student understanding. Francen (2006) stated that video teaching could be used for distributing information, creating interaction with the learning process.
This study aimed to find out the effectiveness of the powtoon on the academic performance of the students in Mathematics. Specifically, this study sought to answer the following questions:
1. Is there a significant difference in the pretest performance between the experimental and the control group? 2. Is there a significant difference between the pretest and post-test of the experimental group? 3. Is there a significant difference between the pretest and post-test of the control group? 4. Is there a significant difference in the post-test performance between the experimental and the control group?
There are two groups in this study; the control and experimental group. Each group consisted of 30 students. Since the groups are intact, the students were not chosen randomly for each group. Pretest was given to both groups before the experiment their knowledge about the lesson. Only the experimental group who underwent the use of powtoon.
The following statistically treatments were employed; Mean, Standard Deviation, t-test for independent samples and t-test for dependent samples.
II. RELATED STUDIES
Following the implementation of the K12 Curriculum, teachers are being encouraged to integrate technology in the classroom settings. It has become so necessary especially in this generation where teachers dealing with what we call digital natives who are expected to progress in academic performance, engagement and collaboration.
One of the simple ways of integrating technology is through the use of videos. PowToon is a software that creates videos which is being used in the classroom setting. It is a web-tool that creates interesting animated features suited for instructional media creation which able to provide to the needs of the learners who love the relaxed atmosphere and non-formal learning in the classroom.
Powtoon is user-friendly allowing teachers to craft their video that meets the students’ needs instead of searching for suitable ready-made videos. It offers a variety of media options to create engaging lesson plans that address visual and auditory learners while following a logical sequence.
Research done showed that using technology in the classroom helps students to be motivated and comfortable in the learning process. It was being shown in the study that PowToon paves the way towards teaching higher order thinking skills like critical thinking, summarizing and problem-solving which are primary skills for a successful global citizen in the 21st century.
In the study of Nanni (2015), teachers incorporated technology in the classroom and utilized Powtoon in the lesson. As a result, it showed creativeness and led to a meaningful and memorable learning experience. Another study implemented the use of Powtoon in the classroom to make students more interested in writing and more active in the learning process. The result showed that using Powtoon enhanced the students’ engagement, writing skills and attitude toward the teaching and learning process.
According to the study of Makarius(2017), Powtoon aims to effectively develop and enhance students’ willingness to learn and their learning outcomes. Moreover, Ramirez employed Powtoon as a learning tool in two courses. The study resulted with students having a positive attitude about Powtoon and helped them learned and developed the skills.
Additionally, a study showed a positive impact of several technological tools including Powtoon on instructional practices and students’ engagement levels in the classroom. It affirmed that Powtoon made the presentation engaging and compelling.
III. METHODOLOGY This study used a quasi-experimental design. There are two groups in this study; the control and experimental group. The design is being shown in the following paradigms: Control Group 01 02 Experimental Group 03 04
01 refers to the pretest scores of the control group. 02 refers to the post-test scores of the control group 03 refers to the pretest scores of the experimental group 04 refers to the post-test scored of the experimental group
PROCEDURES The followings steps were followed throughout the experiment:
There are two groups in the study; the Experimental and Control group. Each group consisted of 30 students. Since the groups are intact, the students were not chosen randomly for each group. 1. Both groups administered a pretest before the start of the experimentation. 2. A presentation of the lesson on the use of powtoon was conducted in the experimental group while a traditional way of teaching was administered in the control group. 3. After all the topics were covered, a post-test was administered to both groups. The respondents of this research were 60 grade 10 students of Datalblao National High School who are enrolled in this academic year 2018-2019. The main instrument in the study was the pretest/post-test in Grade 10 Mathematics containing 30 items. The test questions are all about the circles and its subtopics.
Data Gathering Procedure
The research requested permission from the principal of Datalblao National High School to allow her to conduct the study in the school. Two groups were being assigned as a control group and experimental group. Each consists of 30 students.
The study was conducted within the month of October 2018. A pretest was conducted first between the two groups before they undergone through the experimentation process. The experimental group were exposed to the powtoon while the control group was taught without the use of powtoon. After discussing the topic, both groups took a post-test with the same test items.
Statistical Treatment
The Quasi-experimental design was used to test the effect of powtoon in the academic performance of the grade 10 students. To find out if there was a significant difference between the pretest scores of the control and experiment group, t-test for an independent sample was employed. Furthermore, to determine if there was a significant difference in the pretest and post-test scores of the experimental group, t-test for the dependent samples was used. To test if there is a significant difference in the pretest and post-test of the control group, t-test for dependent samples was also employed. Whether or not there was a significant difference in the post-test scores of the control and experiment group, t-test independent samples was utilized.
IV FINDING AND ANALYSIS
A. EQUIVALENCE OF THE CONTROL and EXPERIMENTAL GROUP To determine if the experimental group and the control group are equivalent before the experiment, t-test for independent samples was used on their pretest scores. Table 1 shows the result of the control and experimental group between the experiment.
TABLE 1. Equivalence of the control and experimental group before the experiment. MEAN SD Df T- VALUE P-VALU REMARKS E O3 14.96 6.42 58 O.4130 0.4527 NS 01 14.63 5.21 MEAN DIFFERENCE: 0.33
As shown in table 1, 30 students in the control group got a mean pretest of 14.63 while 30 students in the experimental group got a pretest mean scores of 14.96. It yielded a difference of the means of 0.33. The obtained t-value was 0.4130, and the p-value was 0.4527. Since the p-value > 0.05 then the difference in the pretest scores was statistically not significant. The result found that the two groups of respondents were almost in the same level of abilities at the start of the experimental. Hence, they showed comparable results of the pretest.
B. PERFORMANCE OF THE EXPERIMENTAL GROUP The experimental group consists of 30 grade 10 students has been exposed to Powtoon. To test if the performance of the experimental group significantly improved when the group was exposed to powtoon, t-test for dependent samples was utilized between their pretest and post-test scores.
Table 2: COMPARISON ON THE PRETEST AND POST TEST PERFORMANCE OF EXPERIMENTAL GROUP EXPERIMENT MEA SD Df T- P-VALUE Remarks AL GROUP N value 03 14.97 6.42 29 0.208 0.0028 S 04 16.2 5.18 MEAN DIFFERENCE: 3.33
Table 2 shows that the performance of the experimental group has improved as evidence of their pretest and post-test mean scores of 14.97 to 16.2. Moreover, the mean difference between their pretest and post-test mean scores were subjected to the t-test. The result found to be significant at 0.05 level. Hence, the experimental group performed better in the post-test than in their pretest. The results indicate that the video tutorial is valid as instructional resources. This result supports the findings of Hsin and Cigas (2013).
C. PERFORMANCE OF THE CONTROL GROUP The control group consisting of 30 Grade 10 students was not exposed to Powtoon. To verify if the performance of the control group has improved significantly even without the use of powtoon, t-test for dependent samples was utilized between their pretest and post-test scores. TABLE 3: COMPARISON ON THE PRETEST AND POSTTEST OF THE CONTROL GROUP CONTROL MEAN SD Df T- P-VALUE I GROUP VALUE 01 14.63 5.21 29 0.46 0.07 NS 02 14.76 4.25 MEAN DIFFERENCE: 0.5
Table 3 shows that the difference of the pretest and post-test scores of the control group was found to be insignificant because the acquired p value= 0.07 was higher than the level of significance 0.05. The result means without the use of Powtoon, the control group did not significantly improve their performance.
D. POST-TEST PERFORMANCE OF EXPERIMENTAL AND CONTROL GROUP
To find out the effectiveness of powtoon as compared to the usual lecture-discussion method of teaching, the post-test results of both groups were treated statistically using the t-test for independent samples.
TABLE 4 : POSTTEST PERFORMANCE OF EXPERIMENTAL AND CONTROL GROUP MEAN SD Df T VALUE P-VALUE Remarks 04 16.2 5.18 58 1.18 .0005 S 02 14.76 4.25 MEAN DIFFERENCE: 1.44
Table 4 shows the difference of the post-test scores of the experimental and the control group. Based on the result, it is evident that the post-test mean scores in the experimental group are significantly higher than the post-test mean scores of the control group at 0.05 level of significance. Employing the t-test, the obtained t-value was 1.18 and p-value of 0.0005. Since the p-value is < 0.05, then there was a significant difference in the post-test scores of the two groups.
The result implies that the experimental group performed significantly better than the control group. It means that the implementation of powtoon effectively taught the lessons of the subject better than the usual traditional method of teaching. Therefore, the use of powtoon has a positive effect on the academic performance of the students. The result of this study conforms to Hsin and Cigas (2013) which concluded that using videos like video tutorials in teaching is more efficient compared to traditional teaching method.
V.CONCLUSION AND RECOMMENDATION
Based on the results and analysis of the research, the following conclusions were made: 1. There is no significant difference in the pretest performance of the control group and the experiment group before the experiment was conducted. It means that both groups are equivalent regarding their knowledge about the topic. 2. The group who has not been exposed to Powtoon did not show significant improvement in the learning process. 3. The group exposed in powtoon shows a significant improvement in their academic performance. It implies that using video tutorial in teaching enhances students’ achievement. It arouses student’s interest. 4. A significant difference has been found in the performance of the control and experiment group after the experiment was conducted. The result implies that the experimental group performed significantly better than the control group.
RECOMMENDATION
As shown in the results and conclusion of the study, it is being recommended that teachers should be motivated to develop and enhance their video teaching. Also, utilization of powtoon should be considered as instructional material and used it as a tool in the teaching-learning process of the subject. However, the content of the video made in powtoon must be adequate, sufficient, appropriate and relevant to both students and teachers. Furthermore, the school administration provides support in the development of the video tutorial and other instructional materials produced by teachers.
ACKNOWLEDGMENT
The researcher would like to express her sincere and gratitude to her dear Professor, Dr. Ava Clare Robles for giving time, suggestions, advice to do this research. Furthermore, the researcher would like thanks Datalblao National High School family for the endless support throughout the conduct of this study. Also, to her parents, Mochliza C. Limbutungan and Badrudin D. Limbutungan for their unconditional love, endless support, and guidance. Above all, to Almighty ALLAH, for His guidance and for giving knowledge and wisdom throughout the conduct of this research.
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