EFFECTIVENESS OF THE CONTEXTUALIZED AUDIO-VIDEO MATERIALS TO THE TEST SCORES OF THE GRADE 5 PUPILS IN MATHEMATICS: BASIS FOR INSTRUCTIONAL SUPERVISON

AUTHOR(S)

NOEL R. CALO

ABSTRACT

This study was conducted to determine the Effectiveness of contextualized Audio-Video Materials to the test scores of the Grade 5 pupils in Mathematics in San Pablo Elementary School, in Pablo, Ormoc City. The findings of the study were the basis for the proposed Instructional Supervision Plan. This study utilized Quasi-Experimental research design to determine the Effectiveness of integration of contextualized Audio-video materials in the delivery of the different learning competencies in Mathematics for the second grading period. The output of this study is to provide enhancement plan that will help the teachers in giving showcasing different learning strategies that could help learners improve their literacy skills and academic performances. The results of the test comparing pre-test and post-test scores for Grade 5 learners in mathematics reveal a statistically significant improvement in student performance. The computed t-value exceeds the critical t-value, leading to the rejection of the null hypothesis (Ho). This result suggests that the interventions or instructional strategies implemented between the two assessments had a meaningful impact on students’ learning outcomes. The substantial difference in scores indicates not just a general improvement but a transformation in the learners’ grasp of mathematical concepts. Moreover, the rejection of the null hypothesis suggests that the improvements are not due to random chance but rather a direct result of the educational interventions applied. This significant change emphasizes the importance of data-driven decision-making in education. By analyzing assessment outcomes, educators can identify effective practices that lead to better student performance. This approach is echoed in current educational reforms that advocate for the use of assessment data to inform teaching strategies and curricular adjustments. Finally, the evidence of significant improvement in student performance raises important questions about the broader educational context. Are these results indicative of a systemic shift in how mathematics is taught? The success observed in this study can serve as a model for other educators and schools seeking to improve student outcomes. It encourages reflective practice among educators to explore innovative teaching methods that can lead to similar successes in different educational settings. The results in table 3 on the significant difference between pre-test and post-test scores implies the efficacy of targeted instructional interventions in mathematics education. This result suggests that schools should prioritize the implementation of evidence-based teaching strategies that actively engage learners and cater to their diverse needs. Furthermore, ongoing professional development for teachers focusing on adaptive teaching methods and the use of formative assessments will be critical to sustaining these positive outcomes. By fostering a culture of continuous improvement and data-driven decision-making, educators can help ensure that students not only achieve high scores but also develop a deep understanding of mathematical concepts. Keywords — Effectiveness Contextualized Audio Materials Test Scores Mathematics Grade 5