12-STEM-GROUP2-CHAPTER1 PDF

The Extent of Utilization of Interactive Learning Tools and Its Impact to Math Skills in Stem Students A Research Study presented to Jason Obaner Tuquib EMD Carmelite School Foundation...

The Extent of Utilization of Interactive Learning Tools and Its Impact to Math Skills in Stem Students A Research Study presented to Jason Obaner Tuquib EMD Carmelite School Foundation Inc. Lapu-lapu City, Philippines In Partial Fulfillment for Academic Research of Grade 12 students By Cervantes, July Ann Gemma Quisay, Jyll Fione Justiniane, Mariel Canete, Neco  Haddadi, Sarah Lacno, Angel Pitos, Jacob Riveral, Jaren Chervi October 2024  CHAPTER 1 INTRODUCTION Background of the Study Education systems are complicated because they're more focused on memorization, especially for STEM students. Students are still taught to memorize formulas and solutions in math rather than understanding the concepts behind those lessons. This makes it harder for students to apply what they've learned in real life. Since education systems are constantly evolving to make progress, we need to understand how different systems work, what makes them effective, and how to manage changes. By paying attention to global trends, education can help both individuals and society grow, especially with new technologies or education systems that need to keep pace with advancements, and there are interactive learning tools available that offer more detailed explanations, much like a personal tutor. These tools can assist students, particularly those in the STEM strand in comprehending mathematical concepts instead of just memorizing them. Nevertheless, we do not yet fully understand the long-term impact of utilizing interactive learning tools on students. Although these tools might help some students understand mathematical concepts more effectively, it remains uncertain whether they are equally beneficial for all learners. To add to that, it is not yet clear whether these tools enhance students' long-term retention of knowledge or adequately prepare them for college.  The ever-increasing complexity of mathematical concepts that characterize STEM education necessitates new ways of instructing students, thus enhancing understanding and engagement. Conventional teaching methodologies can only partially support various student learning styles, resulting in the gaps most often seen in math skills among STEM students. The current study investigates the extent to which interactive tools used inside the classroom are helpful in terms of their impact on math skills among students. This could help in understanding how such tools best be inserted into the curriculum in ways that would enhance mathematical competencies and help to bridge the gap of a much-needed educational strategy in STEM fields. This study gains significance because it brings together light regarding how interactive learning tools are beneficial for the development of math skills among students pursuing education in the STEM disciplines that would revolutionize educational practices altogether. Analyzing how extensively the process of teaching and learning has become facilitated by these tools and whether this does have a positive impact on the outcome of the learners would serve to immensely enlighten educators as well as policymakers. Implications of the findings can be such that teaching through technology could make mathematics accessible and engaging for students in mathematical topics that would even turn out to be more demanding. Improved academic performance in STEM disciplines may come as a byproduct of research interventions aimed at enhancing the way such disciplines are taught and understood. Such readiness will be set to provide students in STEM disciplines with potential careers.  The effectiveness of interactive technology depends on how well it factors in the personal characteristics of each subject of the learning process and the prospects for their development. Hence the priority of subject-oriented learning versus information-based. The use of person-centered technology implies changes in the teacher and student position aimed at the democratization of their relations, which will be conducive to the actualization of the student's personal functions, facilitate his professional self-development, and help create the right conditions for his self-actualization (Gushchin, 2012). Interactive technology in a seminar class was implemented with the experimental group of students. These results were compared with those from working with the control group, which was not exposed to interactive technology, meaning that seminar classes for the latter were conducted using traditional methods of learning. The findings of the experimental study conducted by the authors indicate that the use of interactive technology may have a positive effect in terms of improvement in students' mastery of learning material, as well as a pronounced developmental and nurturing effect. Thus, these findings have confirmed the above-formulated hypothesis, whereby adhering to the above set of factors in tandem with employing interactive methods of learning, will help achieve significant boosts in the effectiveness of the educational process and the caliber of student knowledge. ( International Journal of Environmental & Science Education, 2016 ) After reading several articles and studies, the researchers came up with the idea from the National Council of Teachers of Mathematics (NCTM), an association engaged in improving mathematics education through their website. This website focuses on using interactive learning tools to make mathematics more interesting for students, especially those in the STEM strand who often find math concepts hard. NCTM highlights these tools, which include virtual tools, online games, and simulations that help students understand tough topics by making them easier to understand. The website also mentions that students can learn at their own pace and get assistance when needed because these tools offer past feedback and an individualized learning experience. This study focused on the long-term effects of using interactive learning tools on STEM students' mathematical abilities at EMD Carmelite School, Inc. It aims to demonstrate that interactive tools, such as Photomath, can significantly enhance students' understanding of math topics, making learning more engaging and accessible at this school in Lapu-Lapu City. By exploring the potential of these tools in this context, the study seeks to create a more positive and effective learning environment for STEM students, ultimately leading to higher academic achievement and a greater appreciation of the subject. Review of Related Literature  Common difficulties with efficient recall of basic mathematical facts and reliability in it; hence, it seems that students' mathematics skills are greatly enhanced by the learning tools in the STEM education system, which simultaneously promote study outcomes and increase student involvement rates. It works in revealing the fact that using entertainment systems for learning and mathematical objectives enhances the arithmetic ability of children and narrows down the gap between ordinary and struggling students at different attainment levels. In fact, it was found that incorporating interactive learning tools in STEM education—game platforms and math applications, etc.—increases the effectiveness and involvement of pupils. "Using the Mathematics-Based Technologies to Improve Understanding Schooling: An Analysis" and a review of the research on the effects of digital learning tools on student performance have been published in the worldwide journal on STEM educational studies. These resources provide kids with more benefits than just increased enjoyment during studying. Math learning issues are common, significant, and worthy of serious instructional attention in both regular and special education classes. Students may respond to repeated failure with withdrawal of effort, lowered self-esteem, and avoidance behaviors. In addition, significant math deficits can have serious consequences on the management of everyday life as well as on job prospects and promotion. Math learning problems range from mild to severe and manifest themselves in a variety of ways. Most written computation. When these problems are accompanied by a strong conceptual grasp of mathematical and spatial relations, it is important not to bog the student down by focusing only on remediating computation. While important to work on, such efforts should not deny a full math education to otherwise capable students. (Clements, D., Sarama, J., & Dibiase, A. 2004). Engaging young children in mathematics. Standards for childhood mathematics education. (Mahway, NJ: Lawrence Erlbaum Associates. Geary, D. C. 1994). Children’s mathematical development: research and practical applications. (Washington, DC: American Psychological Association). (National Association for the Education of Young Children. 2010). Early Childhood Mathematics: Promoting Good Beginnings. Retrieved at National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. (Reston, VA: NCTM). Math learning issues are common and significant in both regular and special education classes. They can lead to withdrawal of effort, lowered self-esteem, and avoidance behaviors. Common problems include difficulty recalling basic arithmetic facts and reliability in written computation. Focusing on remediating computation should not deter students from a full math education. Providing a strong conceptual grasp of mathematical and spatial relations is essential for a successful learning experience. But what led to those poor performances of the students? (Pacaña 2017) enumerated that although some students have very strong memories still, others struggle to remember simple facts. Although some students make sense of mathematical concepts on their own, others struggle to connect meaning to simple expressions. Although some students intuitively use their knowledge of one mathematical fact to find the solution to a related fact, others simply get frustrated and discouraged when they cannot remember a specific concept. He added that students are so different, and yet the goal for each is the same, which is to master basic facts to have a strong foundation for more complex mathematics skills and procedures. The goal is to explore numerous strategies and activities that support all students in understanding basic mathematics facts and committing those facts to memory. Studying the impact of using multimedia interactive programs on children's ability to learn basic math skills (Sawsan Nusir, Izzat Alsmadi, Mohammed Al-Kabi, and Fatima Sharadgah, E-learning and Digital Media, 2013). The continuous inventions and evolutions in all information technology fields open new channels and opportunities to enhance teaching and educational methods. On one side, these may improve the abilities of educators to present information in interactive and media-enhanced formats relative to traditional methods. This may help students or learners by offering them the information in channels and methods that can be easier to understand, deal with, and retrieve. On the other hand, offering those alternative methods of teaching can be helpful, particularly for children, people with special needs, or students in rural areas where they can have virtual or remote instructors, especially for majors who have shortages. The purpose of this study is to investigate the impact of utilizing multimedia technologies on enhancing, or not, the effectiveness of teaching students at early stages in Jordanian primary schools. To achieve this objective, a program has been developed to test the students' ability to understand basic mathematical knowledge and skills. Two groups were selected from a local school based on their own class distribution, where one group was taught the subject in basic math using a program developed for this purpose and the second class was taught the same subject using traditional methods of teaching (i.e., direct student-to-child instruction, board, etc.). Results showed that in such math skills at this age, using programs or multimedia-enhanced methods of teaching can be effective in getting students' attention, especially when cartoon characters are used. Results also showed that there is no significant difference in learning and knowledge skills and information absorption based on gender distribution, as a comparison of the results between little boys and girls showed no significant difference in their learning skills. Research conducted by other scholars discloses the issue of how interactive learning tools greatly improve students' mathematical proficiency. Most students struggle with executing textual computations and memorizing basic math facts; therefore, introducing interactive learning technologies into schooling might assist pupils in grasping As a result, it appears that the learning tools significantly improve students' mathematics skills, promoting study outcomes while also increasing student involvement rates. Theoretical Background This study was started in response to the explanation for students' falling academic performance. The problems could take many different forms, but the common ones include mental health issues, a lack of education, and other factors. We observed a particular subject that isn't discussed all that often, namely the instructor and parent lack of communication. Some students are able to control and manage their focus and emotion while in a class, while others are unable to. This study can enlighten and provide guidelines regarding the negative effects of having bad grades as well as the advantages of having good grades. Academic failure, social isolation, and other types of mental problems are common among those who are unable to manage their emotions and concentration. This study is anchored by the theory of Overlapping Spheres of Influence. The concept of shared responsibility led to the development of a theoretical perspective called "overlapping spheres of influence." Results of data analyses could not be explained within a sociological theory that stressed the independence of institutions with separate, unique missions. Rather, Epstein (1995). Applying the concept of overlapping The domains of Influence, we investigate how the total energy of communities, schools, and households can have a significant impact on kids' academic performance. The idea is that children perform better when these three influential spheres actively engage, cross paths, and create love and support. This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions. Results suggest that choosing a STEM major is directly influenced by intent to major in STEM, high school math achievement, and initial postsecondary experiences, such as academic interaction and financial aid receipt. Exerting the largest impact on STEM entrance, intent to major in STEM is directly affected by 12th-grade math achievement, exposure to math and science courses, and math self-efficacy beliefs—all three subject to the influence of early achievement in and attitudes toward math. Multiple-group structural equation modeling analyses indicated heterogeneous effects of math achievement and exposure to math and science across racial groups, with their positive impact on STEM intent accruing most to White students and least to underrepresented minority students. Interactive learning tools are equally crucial if one wishes to improve the math competency of learners studying STEM subjects. In extent, the Overlapping Spheres of Influence of the community, school and family show how commitment to a communal environment is beneficial for achievement. In cases where students are struggling to cope with issues such as emotions and focusing, then the importance of those tools surfaces. Moreover, the results highlighted the role of Math fluency at the Senior High level in the determination of students’ intentions toward STEM majors. In essence, teachers and parents through supporting networks together with various kinds of social learning facilitates may contribute to narrowing the gap in performance especially to the marginalized groups hence calls for a more equal and efficient education system in STEM related fields. Conceptual Framework The conceptual framework of the study is shown in Figure 1. The output includes the profile of the respondents in terms of their strands and subjects, the challenges encountered by the respondents in solving math problems, the significant difference in the extent of utilization of interactive learning tools among the respondents, and the significant relationship between the extent of utilization of interactive learning tools and math skills. The results of the profiling and the challenges encountered by the respondents in solving math problems will be tallied and analyzed using simple percentage, weighted mean, and coefficient of contingency. The findings of the study will help create strategies for integrating interactive tools into math learning.  Figure 1. Paradigm of the Study Statement of the Problem  This study aims to identify the impact of the Extent of Utilization of Interactive Learning Tools to the math skills of the STEM Student's to EMDCSFI SHS Students in Math Skills. Specifically, the study will seek to answer the following sub-problems. 1. What is the profile of the respondents in terms of strands and subjects. 1.1 Age; 1.2 Sex; 1.3 Grade level; and; 1.4 Strand; 2. What is the extent of utilization of interactive learning tools in terms of 2.1 Application; and 2.2 Resources; 3. What is the mathematical skills of the Stem students in terms of 3.1 Overlapping Spheres in Influence; and 3.2 Social Cognitive Career Theory; 4.What is the significant difference in the extent of utilization of interactive learning tools when group according to profile 5. Is there a significant relationship between the extent of utilization of interactive learning tools and mathematical skills of the Stem students. 6. Based on the findings, what are the productive ways to improve the mathematical skills of stem students? Significance of the Study The findings of this study will benefit the following: Students. This study will directly benefit STEM students at EMD Carmelite School, Inc. by demonstrating how interactive learning tools can make math easier to understand. These tools can help students comprehend math concepts more efficiently, which makes studying more manageable and more interesting, potentially leading to higher grades and an improved comprehension of the subject. Administration. The initiative will give the school reliable proof that using interactive learning resources helps improve students' math proficiency. This will help administrators determine how they can implement these tools throughout educational tactics in order to raise student involvement and achieve educational desires. Parents and Guardians. Parents and guardians will get knowledge about how these resources could support the needs of their children's math learning. Considering that this encourages parents to assist and motivate their children to use these resources at home as well as in school in order to improve mathematics performance and comprehension. Community. The community will witness how technology may help improve education, in particular with topics such as math. By encouraging the use of interactive tools, the community contributes to a stronger educational system that prepares students for the future. Future Researchers. This study will provide a solid basis for future researchers to develop on. It will provide essential information on how interactive learning technologies affect students' mathematical skills, leading the path for future study into new approaches to improve STEM education.