Effectiveness of Contextualized Audio-Video Materials to The Test Scores Performance of The Grade 2 Pupils in Mathematics

AUTHOR(S)

BENJIELYN L. ESTREMOS

ABSTRACT

— This study was conducted to determine the Effectiveness of contextualized Audio-Video Materials to the test scores of the Grade 2 pupils in Mathematics in San Juan Elementary School, in San Juan, Palompon Leyte. The findings of the study were the basis for the proposed Enhancement Plan. The efficiency of incorporating contextualized audio-visual resources into the teaching of different mathematical competences during the second grading period was assessed in this study using a quasi-experimental research method. This concept worked especially well in educational environments where it might not have been possible to distribute students into groups at random. The study attempted to find significant differences in learning outcomes between students who used these multimedia tools and students who followed standard teaching techniques. This method offered insightful information on how these materials might have been successfully integrated into the curriculum in addition to enabling a comprehensive analysis of their effects on student engagement and comprehension. The test of difference between the pre-test and post-test scores of Grade 2 pupils in Mathematics before and after the integration of different contextualized audio-video materials. The results show a clear improvement in students’ performance after the intervention. The analysis, which includes computed T-values, standard deviations, critical T-values, and decisions regarding the null hypothesis, indicates that the difference in scores between the pre-test and post-test is statistically significant. The computed T-value for the post-test far exceeds the critical T-value, leading to the rejection of the null hypothesis and confirming that the integration of audio-video materials had a positive effect on the students’ learning outcomes. The substantial improvement observed in the students’ test scores, from a “Good” to an “Excellent” performance level, supports the effectiveness of the multimedia intervention. The observed shift highlights the impact of contextualized audio-video materials in enhancing both engagement and comprehension of mathematical concepts. The rejection of the null hypothesis further suggests that the improvement in test scores was not due to random chance but rather a direct result of the intervention. This underscores the value of integrating multimedia tools tailored to the students’ context, which can make abstract mathematical concepts more accessible and foster deeper understanding. These findings imply that multimedia-based teaching strategies can be effectively used in elementary education to improve student performance, especially in subjects like Mathematics, where abstract concepts often pose challenges for young learners. Keywords — Effectiveness Contextualized Audio-video Lessons Performance Math Grade 2