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Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 3 (2025)

Storytelling Using Technology–Assisted Instruction in Solving Mathematics Problems among Grade III Learners

Jieb Patindol | Vilma Arazo

Discipline: Education

 

Abstract:

The study aimed to determine the effectiveness of storytelling using technology–assisted instruction in solving mathematics problems among grade III learners of Kabacsanan Elementary School, Iligan City, SY 2024-2025. The study employed a one-group pretest-posttest research design and used a test questionnaire to gather data. Results revealed that the analysis of the differences between the pretest and posttest scores of the participants demonstrated a significant improvement in their performance. The mean gain score of 5.18 also reflects a measurable improvement in participants' performance from the pretest to the posttest. A Wilcoxon Signed-Rank Test was conducted to assess whether there was a statistically significant difference between pretest and posttest scores among the participants. The test yielded a p-value of < 0.001, denoting a highly significant improvement in scores following the intervention. Thus, the analysis explored the connection between learners' numeracy scores and their attitudes toward storytelling using a technology-assisted strategy intervention.



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