EFFECTIVENESS OF ZOOM SUPPORTED INSTRUCTION IN LEARNING MATRICES AND DETERMINANTS AMONG HIGHER SECONDARY STUDENTS

This study aimed to find the effectiveness of Zoom Supported Instruction in learning Matrices and Determinants and to assess the attitude of students towards Zoom Supported Instruction. Experimental method was adopted for this study with a sample of 180 Higher Secondary students belonging to 11th standard who were randomly selected from three schools. Out of these 180 students, 90 students were selected for the experimental group (Zoom Supported Instruction) and the remaining 90 students were selected for the control group (chalk and talk method). The pre- test and post- test were conducted using the Quizizz application. The attitude towards Zoom Supported Instruction was collected through a 5 point likert scale with the help of google forms. The results showed that the control group students achieved better than the experimental group students (Zoom Supported Instruction) which indicates that chalk and talk method is effective when compared to Zoom Supported Instruction. This might be due to the fact that students are more familiar with the chalk and talk method than the Zoom Supported Instruction. Due to the familiarity with the chalk and talk method, students might have performed better. However, Zoom Supported Instruction can be used in times of crisis to ensure that students do not suffer when offline classes are unable to be held and to further strengthen students' understanding. Some students in the classroom may find that the time allotted is insufficient. As a result, the teacher wishes to improve learning and provide more practice for that type of student. At that time, the Zoom Supported Instruction can be used.