Integrating MALMATH and DESMOS in Conversational Strategic Intervention Material (CSIM) to Enhance Students Achievement in Mathematics

This study determined the efficacy of integrating MALMATH and DESMOS in Conversational Strategic Intervention Material (CSIM) on students achievement of Grade 9 students of Pedro Oloy N. Roa Sr. High School, Cagayan de Oro City. It employed a combination of pre-test posttest quasi-experimental control group and qualitative research design using a 17-item teacher made test to assess students achievement and retention in mathematics and structured interview questionnaire to determine their perception in using CSIM. Three (3) intact Grade 9 classes were randomly assigned as the control group and the other two as experimental groups. The data collected was analyzed analysis of covariance (ANCOVA). Results of the analysis revealed that students who were exposed to CSIM with MALMATH and DESMOS have significantly higher achievement as compared to students who were exposed to conventional teaching method. Hence, the researcher concludes that CSIM with MALMATH and DESMOS integration is effective in improving students achievement. The researcher then recommended that mathematics teachers may adopt Conversational Strategic Intervention Materials (CSIM) teaching method in their K to 12 mathematics classes and may use this method as a basis for future studies for more insights on instruction that use CSIM with technology integration.