THE EFFECTIVENESS OF "Click Click" TEACHING STRATEGY IN THE ACADEMIC PERFORMANCE OF GRADE SIX LEARNERS IN MATHEMATICS

Abstract

This study aimed to determine the effect of “Click Click” strategy in the academic performance of Grade six pupils in Mathematics. The study used an experimental method using posttest only design with a 20-item test questionnaire as an instrument to gather data from ninety-six (96) respondents using convenience sampling technique. This study used Microsoft Excel data analysis to treat the data with the use of the following statistical tools: weighted mean, standard deviation, and t-test. Result shows that the control group’s mean score was interpreted as having “Average Mastery” of the lesson upon receiving traditional way of teaching. While the mean score of the experimental group showed “Closely Approximating Mastery” of the lessons after receiving the “Click Click” strategy. The mean score of the experimental group is higher than the mean score of the control group. In addition, since the computed T-value is greater than the tabular value/ critical value, it rejects the null hypothesis which further means that there is a significant difference in the mean score on the posttest between the control and experimental groups. With the foregoing results, the researcher recommended using PowerPoint presentations with interactive slides to involve them in the teaching-learning process since pupils learn, play, and is entertained all in one. The result encourages school Administrators to provide the teachers opportunities to update themselves on the use of technology for them to be adept with the demands of their work in the present generation.