Impact of the use of teaching materials on student performance in mathematics, in the Padre Anio, Dister. Edica Ni Melil district, in the 2005-2006 school year

Abstract

Full title per the original: Impact of the Use of Teaching Materials on Student Performance in Mathematics, in Second Grade, First Cycle of Secondary Level, at Liceo Padre Fantino, Educational District 16-02, Fantino, School Year 2005-2006. Mathematics education tends to develop logical rigor, practical sense, reasoning, and abstraction skills, but it often fails to help students face real-world problems, since teachers need the support of teaching materials that serve as a basis for achieving the objectives set. A mathematics class at this level should provide students with creative abilities. It would be beneficial if each of our teachers were able to foster an environment in which this ability to show the beauty and dynamism of doing mathematics could develop in their students. When this occurs, the experience leaves a lasting impression on students. Based on the importance of using teaching materials to channel student performance, this study seeks to verify the impact of their use on the mathematics performance of second-grade, first-cycle students at Liceo Padre Fantino, Educational District 16-02, Fantino, school year 2005-2006, since this contributes to quality education and serves as the physical support that helps characterize and convey the message. Given its objectives, the research is considered a quasi-experimental design: its object of study is to verify the impact that the use of teaching materials has on student performance. Given the data collection procedure used, it is considered experimental, specifically a quasi-experimental design with pre- and post-test. Regarding demographic characteristics, it was concluded that the predominant sex was female and the age range was between 13 and 16 years, given the shift during which the research was conducted, so most students are single and live with both parents. Regarding the teaching materials used by mathematics teachers in the grade and center under study, it was determined that teachers use few teaching materials and rarely build them together with students, which is the cause of the deficiency in their performance. Regarding whether teaching materials are used appropriately by mathematics teachers, it was determined that permanent-use utensils and materials from the environment were used appropriately, while geometric tools were used inappropriately. It was also concluded that the teachers at this center are not aligned with curricular guidelines regarding technological advances, since they do not make use of photocopied books, illustrated materials, TV and video equipment, or computers. Regarding the results obtained by students from the varied use of teaching materials, it was concluded that: student performance in mathematics does indeed vary according to the diversity of teaching materials used, since the greater the diversity of teaching materials used, the higher the student performance, as long as these are properly applied by teachers and aligned with the content.

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