Computer-Aided Instruction in Mathematics to Mentally Challenge Learners

Abstract

Computer-aided instruction (CAI) provides an interactive, individualized, and adaptive learning experience that supports students with diverse needs in learning mathematics by challenging them visually, auditorily, interactively, or through hands-on activities. This enhances their engagement & understanding.  The study determined the effectiveness of CAI in teaching mathematics to students with disabilities in DepEd's Lapu-Lapu City Division as a basis for an instructional intervention plan. The researchers employed a quantitative quasi-experimental group design to collect data from students with disabilities and from mathematics teachers using a validated researcher-made instrument. Data were analyzed using frequency, means, standard deviations, and a paired t-test. The results have confirmed that educated, employed parents from stable homes are buoyant for mostly six-year-old students with disabilities. Results reveal moderate improvements in both addition and variable performance on subtraction items, but a large improvement regarding their problem-solving abilities. Statistical evidence demonstrates that CAI can substantially improve mathematics learning. Nevertheless, limited facilities and resources are obstacles to practical implementation. The research identifies the most common directions of technology use, while underscoring that, with insight into instructional strategies tailored to different learners and high-quality learning resources, the academic pace can be maintained across districts. It concludes that CAI is an efficacious and constructive instructional medium for teaching mathematics to students with disabilities. The researchers recommend integrating the intervention plan into their instructional materials to improve students with disabilities' learning.