Gamified track-based remote instruction: Its use and impact on mathematics competence
Keywords:
gamified track-base remote instruction, mathematics competency, senior high school tracksAbstract
The teaching of mathematics concerns difficulties, misconceptions, and challenges all wrapped into one, which pushed teachers for a personalized and direct instructional approach. However, with the loss of contact hours caused by the global pandemic, learners' mastery and competence on the subject matter are jeopardized. In this new normal, digitalized instruction and learning tools justify the continuity of education in any learning environment. Hence, a study examined the impact of a gamified track-based remote instruction on the level of competence of learners taking up Agri-Fishery and Home Economics strands in the Dolores National High School during the school year 2020-2021. The sequential-exploratory research design was undertaken, thereby collecting data such as selected participants' perceptions on the use of the proposed tool via focus group discussion during the piloting phase, assessment of learning gains during the quasi-experimental phase, and the determination of its impact on the participants' competence level using the identified four factors embedded on the extended Technology Acceptance Model (TAM) survey questionnaire. Findings showed that the use of a gamified track-based remote instruction enhanced the competency level of the two groups of participants. Also, out of the four factors, only self-efficacy was found to insignificantly predict participants' level of mathematics competence. Furthermore, the gamified track-based remote instruction can be implemented in other school and subject areas to supplement its effectiveness and maximize its use in the future.
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