ISSN (E): 2305-9249
ISSN (P): 2305-9494
Audio-visual approach is one of the strategies used in instruction to break the monotony of the usual classroom setting. But, is the strategy effective especially if the instruction is remedial in nature? The study sought to find out the effectiveness of teaching Algebra using the audio-visual approach on the achievement of Philippine college students during remedial instruction. It employed a quasi-experimental design particularly the matching-only pretest-posttest control group design to determine the effectiveness of the approach. Two methods were compared - one using the audio-visual approach and the other lecture without the audio-visual materials approach. Results showed that students taking remedial instruction exposed to the audio-visual approach got higher academic performance than those students exposed to the lecture approach without audio-visual materials. The study finds anchorage on the sensory stimulation learning theory and the multimedia learning principles. Thus audio-visual approach was proven effective in learning Algebra. The study recommended that audio-visual approach be used in remedial instruction in mathematics particularly in Algebra. Teachers should be encouraged to use varied instructional materials in teaching the subject. There should be a strong support from the government in providing audio-visual facilities for instruction in Mathematics particularly algebra to college students in the Philippines.
Keywords:
Audio-visual materials, audio-visual approach, multimedia learning principles, remedial instruction
Citations:
Zeab, Fareda; Ali, Uzma (2015); A comparative study on self-esteem of working and non-working women in Pakistan; Journal of Social Sciences (COES&RJ-JSS), Vol.4, No.4, pp: 934-944; https://doi.org/10.25255/jss.2015.4.4.934.944.
