Effect of Mathematext on Communication, Attitude, Family Engagement, and Achievement: Basis for the Development of a Family Math Program

Conference: The European Conference on Education (ECE2020)
Title: Effect of Mathematext on Communication, Attitude, Family Engagement, and Achievement: Basis for the Development of a Family Math Program
Stream: Educational Research, Development & Publishing
Presentation Type: Live-Stream Presentation
Authors:
Lucille Arcedas, Technological University of the Philippines Visayas, Philippines

Abstract:

This mixed methods experimental design research aimed to determine the effect of Mathematext on communication, attitude, family engagement, and math achievement. Participants of the study were Grade 4 section 1 learners of Esteban R. Abada Memorial School East and Esteban R. Abada Memorial School West for the school year 2018 – 2019. During the six-week intervention period, Mathematext or the combined strategies of contextualization, localization, family math and multiple intelligences, was used during fifty-minute lectures. In addition, Saturday learning sessions were conducted twice to family members. Data were obtained from administering six modified instruments that were subjected to validation and reliability procedures. Qualitative data came from 5 focus group discussions and 2 interviews. Mean, standard deviation, independent samples t-test, paired t-test and analysis of covariance were used for quantitative analysis. Thematic analysis was utilized for the qualitative part. Results showed that Mathematext strategy was effective in improving attitude and is comparable to traditional strategy in enhancing mathematical communication and achievement in mathematics. Item analysis showed that items which required learners to read problems had low mastery level while those that were just presented as drawings alone had higher mastery level. This suggests that the use of mother tongue during the first years of schooling may have postponed learners’ comprehension of the English language. This is supported by learners’ outputs, FGDs and interviews. More comprehensive research on the effect of Mother-tongue based learning should be conducted and modified approaches in conducting Family Math Program should be investigated to optimize results.