USING INTERACTIVE MARKER IN TEACHING ADVANCED ALGEBRA

A Thesis Presented to The Faculty of the Graduate School Meycauayan College Meycauayan City, Bulacan

In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education Major in Mathematics

DENNIS E. CABAIS 2013

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TABLE OF CONTENTS Chapter 1 THE PROBLEM AND ITS RELATED LITERATURE.................................. 1 Introduction ................................................................................................... 1 Rationale ........................................................................................................ 4 Review of Related Literature .......................................................................... 5 Theoretical / Conceptual Framework ............................................................ 24 Statement of the Problem ............................................................................. 28 Hypothesis ................................................................................................... 28 Significance of the Study ............................................................................. 25 Scope and Delimitation ................................................................................ 27 Definitions of Terms .................................................................................... 28 2 METHODS AND PROCEDURES................................................................ 30 Research Design .......................................................................................... 30 Respondents and Setting of the Study........................................................... 31 Instrumentation and Validation .................................................................... 33 Data Gathering Procedures ........................................................................... 34 Statistical Treatment .................................................................................... 34

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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ...... 36 Scores of Control and Treatment Group in the Pre Test ................................ 36 Performance of the Control and Treatment Group in the Pre-Test................. 37 Scores of Control and Treatment Group in the Post-Test .............................. 38 Performance of the Control and Treatment Group in the Post-Test ............... 39 Comparison of the Performance of the Control and Treatment Groups in PreTest. ................................................................................................. 45 Comparison of the Performance of the Control and Treatment Groups in PostTest. ................................................................................................. 46

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ................. 48 Summary ..................................................................................................... 48 Findings ....................................................................................................... 46 Conclusions ................................................................................................. 47 Recommendations ........................................................................................ 48

REFERENCES ........................................................................................................ 50 APPENDICES ......................................................................................................... 53

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LIST OF FIGURES Figure 1 Paradigm of the Study............................................................................... 27

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LIST OF TABLES Table A 1 2 3 4 5 Respondents of the Study ........................................................................ 31 Scores of Control and Treatment Group in the Pre-Test ............................ 36 Performance of the Control and Treatment Group in the Pre-Test ............. 37 Scores of Control and Treatment Group in the Post-Test .......................... 27 Performance of the Control and Treatment Group in the Post-Test ........... 27 Comparison of the Performance of the Control and Treatment Group in Pre-Test .......................................................................................... 46 Comparison of the Performance of the Control and Treatment Group in Post-Test ........................................................................................ 47

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Chapter 1 THE PROBLEM AND ITS RELATED LITERATURE

Introduction The introduction of technology in our learning structures has reshaped how we live, communicate, and learn. The learning theories of old have also gone through a renaissance of change to reflect the necessary growing impact that technology has placed on our society. Due to Information and Communication Technology (ICT) knowledge becoming more of a necessity, many education systems are using current technology trends to promote intellectual quality and enhance learning spaces within the school (Kent, 2010). For a successful integration of ICT into the mathematics curriculum, it is essential to have knowledge of the existing software that is used by mathematics teachers. Knowledge of the use of software on the part of the teachers is not the only criterion for integrating ICT into mathematics lessons. The most current trend that many education systems are using is the Interactive Whiteboard (IWB). IWB's are used in place of the traditional whiteboard and have many different functions that both assist teachers and enhance student learning. An IWB is "a large interactive display that connects to a computer and projector" (Howell, 2012). Teachers should also learn how to use current learning technology like the Interactive Whiteboard (IWB). Less successful use of ICT in core

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subject teaching typically stems from weak links between the computer task and the lesson objectives. Kent (2010) claims that when an IWB is used instead of a standard whiteboard, higher levels of intellectual quality are promoted in the classroom and students gain a deeper understanding of the topic being taught. The researcher believes that the IWB is easy to design/manipulate and is more stimulating for students in comparison to black scribble written on a traditional board. Due to its interactive stimulation, students are more engaged with the content being taught which leads to rich class discussion and a deeper understanding (Kent 2010). Teachers can also create activities on the IWB that are open to multiple interpretations which further fosters class discussion and engagement. Two of the most famous commercial interactive whiteboard system are SMART Board and Promethean Activboard, though these two IWBs are very expensive. Due to financial constraints schools are looking for a cheap alternative IWB. This concern brought an idea to the researcher to develop an improvised interactive whiteboard. The teacher-made technology by the researcher is called Interactive Marker (I-Marker). Interactive Marker is also a kind of teaching aid and visualization tool. The teacher can use the device for mouse operations, annotation and highlighting important points, hiding and revealing objects, coloring to distinguish different items, controlling display of animations/videos/other software (such as PowerPoint, Word,

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Flash etc.), creating drawing, notes, concept maps etc., offering all the same features as a traditional board. Interactive Marker (I-Marker) is made up of infrared light (IR) from old remote control schematically assembled with a switch button, powered by AAA size battery, and inserted in a used marker/pen with enough size to hold the switch, battery and wire. Using available technology such as Infrared, Wiimote, and LCD Projector the improvised Interactive Whiteboard (IWB) system was designed and was called Interactive Marker (I-marker). Interactive Marker (I-Marker) utilizes wireless connectivity. Data signals are sent from I-Marker to Wii Remote (Wiimote) at runtime through Infrared (IR). Wiimote uses its Bluetooth to be connected to the computer. Signals are then interpreted whether it is use as writing tool or as a mouse controller. Using of chalk is not needed anymore therefore health risk to teachers and students is also avoided. With the features mentioned above, the researcher has confidence that IMarker will become an effective tool for teaching. The researcher believes that all schools should introduce the IWB in their classrooms providing that the teachers understand and know how to use this technology effectively. Ittigson & Zewe (2003) cited that technology is essential in teaching and learning mathematics. ICT improves the way mathematics should be taught and enhances student understanding of basic concepts. Many researchers have carried out studies to evaluate the benefits of using ICT in mathematics.

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Rationale The general aim of this project was to develop an interactive whiteboard lessons in Advanced Algebra, assess the effectiveness of these lessons and consider the potential of the Interactive Marker in enhancing Advanced Algebra teaching. It is also the intention of the researcher that, at the very least, this project may provide insight into how a group of learners and teachers perceived the use of IWB technology in learning and addressing the problems with math anxiety. The researcher hopes that the data will be collected from the participants would provide an indication of the extent to which the IWB technology is enhancing the teachinglearning process for both teachers and learners. The use of Interactive Marker will enable teachers to integrate ICT into their lessons while teaching from the front of the class. The device encourages spontaneity and flexibility, allowing teachers to draw on and annotate a wide range of web-based resources. It will also allow teachers to share and re-use materials, reducing workloads. Furthermore, the study will inspire teachers to change their pedagogy and use more ICT, encouraging professional development. It was the researchers hope that the findings of this research may add to the general understanding of how teachers will integrate ICT and specially IWB technology through the use of Interactive Marker (I-marker) in their classrooms. Furthermore, the researcher hopes to lessen mathematics anxiety amongst the learners and to increase the level of motivation in learning advanced algebra.

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Review of Related Literature Interactive technologies for the classroom have a somewhat brief history as the first reported use in the literature began in the late 1970s with development of the remote response system first used in a classroom. This technology was considered as a limited purpose tool for voting or assessing, as this use of input was most familiar. It later came to stand on its own as an instructional tool to aggregate responses and provide immediate feedback within classroom lessons (Hill, Smith, & Horn, 2004). In 1992, interactive touch and wireless technologies were perfected, which led to the development of the interactive whiteboard. IWBs were originally developed for office settings and are a relatively new addition to education (Smith, Higgins, Wall, & Miller, 2005). IWBs, sometimes referred to as electronic whiteboards or SMART Boards, are devices that connect to a computer, which in turn are connected to a multimedia projector. The computer image is projected on the IWB by the projector, and the user can control and manipulate this projected image through software installed on the computer. Initial use of the interactive whiteboard in education began in the late 1990s. The University of Colorado experimented with an interactive whiteboard through their online math courses to provide a classroom-like environment (Abrams & Haefner, 1998). Widespread use of interactive whiteboards began with the British Primary Schools Whiteboard Expansion Project in 2003. The project involved 97 schools and included installation, training, and monitoring within the daily

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educational practice. (BECTA, 2003). The British governments BECTA (British Educational Communications and Technology Agency) project continued to fund large-scale installation and training projects and led the world in their deployment and in teacher training. Two years after their initial acquisition and funding efforts, the British government funded a study to document the impact of the interactive technologies on classrooms. Documented observations indicated mixed results on the impact on teaching and learning (Smith et al., 2004). Smaller scale independent qualitative studies indicated even less positive results although in nearly all studies, teachers and students highly praised the potential of the technology (Smith, Higgins, Wall, & Miller, 2005). Interactive whiteboards (IWBs) are a relatively new learning tool. While some early studies suggest that they may only be a slick presentation tool used to enhance teacher-directed lessons (Smith, F., Hardman, F., & Higgins, S., 2006). Others have identified a greater potential. Research on use in mathematics classrooms suggests that when we combine thoughtful professional learning with implementation, we enable teachers to maximize the use of IWBs to enhance student learning through multi-modal representations and inquiry approaches. (Bruce, 2008). Over the last ten years, there has been a steady flow of Information and Communication Technology (ICT) introduced into the Philippine education system. During this time, there have been two ICT innovations that have had a significant effect on teaching and learning, the computer, and the internet (Bell, Shank, &

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Szczyrbak, 2008). The fundamental change that both the computer and the internet have had on education is the opportunity for an interesting and fun way of achieving learning outcomes for students. It has been identified by Beetham (2007) that the learning outcomes for the students, with tools such as internet, virtual environments and simulations, widens the opportunity for discovery the learning outcomes. BECTA (2003) summarized the key benefits ICT promotes greater collaboration among students and encourages communication and the sharing of knowledge. ICT gives rapid and accurate feedbacks to students and this contributes towards positive motivation. It also allows them to focus on strategies and interpretations of answers rather than spend time on tedious computational calculations. Some qualitative studies related to technology use reveal that students believe that their teachers do not plan for use of computers within lessons (Doherty and Orolfsky, 2001; Fuller, 2000). Several supportive elements to the traditional didactic teaching model are expressed in the literature and considered to be indicative of pedagogical change. Boyle (2002) reported that teachers using interactive equipment considered the ability to store lessons a real incentive for use each year while Edwards, Hartnell, and Martin (2002) and Carson (2003) reported that lessons were enhanced by student randomizer selectors and game-like applications for the review of concepts.

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In 2011, the researcher was invited to teach in Arabian Pearl Gulf International School, Manama Bahrain. During the period, the researcher was given a chance to use Promethean Activboard an Interactive Whiteboard technology originally invented from Europe. The device is worth more than P200,000 which made it impossible for a public school to acquire unless the Department of Education initiates and allocates funds for classroom technology advancement. The experience brought the researcher to familiarize the operation and use of the Activboard. In the previous study conducted by the researcher at Bulacan State University, the Interactive Marker (I-Marker) for Geometry Teachers was successfully developed. I-Marker is an improvised interactive whiteboard system. The design of the device is based on Promethean Activpen the pen tool bundled with the package of Promethean Activboard. In this study, consistent themes emerged regarding the effects of IWBs. The effect of IWBs on perception, motivation, attention, behavior, level of interaction, learning, pedagogy, and achievement were most prevalent. Much of the literature reviewed was specific to K-12 environment. The potential for interactive whiteboards to revolutionize instruction is derived from several factors. One important factor is the fact that the technology tool may be easily used by teachers with various teaching styles for any level of instruction. The interactive whiteboard may be used as effectively in a kindergarten classroom as it is in an advanced Calculus class. The interactive whiteboard may also

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be used to support whole-group, small-group, or individual instruction. The technology may also serve as the best catalyst for increasing the use of technology for instruction. There is some agreement that students have a positive perception of the IWB (Armstrong et al., 2005; Glover et al., 2005b; Martin, 2007; Miller et al., 2004; Schuck & Kearney, 2007; Smith et al., 2005; Wall et al., 2005). However, questions remain as to whether this perception is simply related to the novelty factor (Glover et. al., 2005b, 2007), or whether it is more long lasting. Many of the studies in this review were not longitudinal, and were done shortly after the IWB has been introduced to the school. Therefore, the novelty factor could have been a strong influence. Glover et al. (2007) note that, It is only when basic technological fluency and pedagogic understanding have been achieved that teachers can overcome the novelty factor. There is also a perception that the use of IWBs will positively effect student achievement (Slay et al., 2008). While this will be discussed further on, it should be noted that while this perception exists, it is without much empirical support. Claims have also been made that IWBs promote an interactive class (Smith et al., 2006); however, it has also been noted that, in many ways, the functionality of the IWB can be viewed as a modern technological version of a traditional blackboard (Wood & Ashfield, 2008, p. 94). Schuck and Kearney (2007) state that lessons using IWBs were perceived as better than other class work. They relate this to the fact that

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IWBs can be perceived as easy to use, visual, interactive, immediate, and matching the students digital culture. Motivation, attention, and behavior represent an overall student attitude in the classroom. There is some agreement that IWBs have a positive effect on student motivation (Armstrong et al., 2005; Glover et al., 2005b, 2007; Hall & Higgins, 2005; Higgins et al., 2007; Lewin et al., 2008; Martin, 2007; Schmid, 2006; Schroeder, 2007; Schuck & Kearney, 2007; Shenton & Pagett, 2007; Slay et al., 2008; Smith et al., 2006; Smith et al., 2005; Thompson et al., 2003; Wall et al., 2005; Weimer, 2001; Wood & Ashfield, 2008). Some caution that that heightened motivation correlated with IWBs may be due to the novelty factor and may decrease over time (Schuck & Kearney, 2007; Slay et al., 2008; Smith et al., 2005; Thompson & Flecknoe, 2003; Weimer, 2001), especially if the IWB is overused (Schroeder, 2007). Some schools in the London Secondary Whiteboard Expansion Project reported that even where teachers were using the board in various ways, the increase in motivation was short-lived. Slay et al. (2008) caution that pedagogic value is of significant importance in maintaining motivational effects. To maximize student motivation, IWBs are best used in subject-specific ways, and should be embedded into teaching and learning (Martin, 2007). The extent to which there is interaction with the IWB influences the effects of the IWB on motivation, attention, and behavior. It has been noted that at the

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enhanced interactivity stage, behavior problems can be overcome (Glover et al., 2005a). If students interact with the board themselves, motivation and attention can also be increased. It has been reported that IWB use in the K-12 sector promotes student interest and higher levels of sustained concentration (Glover et al., 2007). Some relate this to the multimedia aspects of the IWB, and that presentations are more visually stimulating (Hall & Higgins, 2005; Slay et al., 2008). This visual appeal is noted as one of the main contributors to motivation (Smith et al., 2006). Teachers can also benefit from the motivational effect of IWBs as some have reported that the technology has renewed part of their enthusiasm for teaching (Schuck & Kearney, 2007). Motivation still largely depends on the overall quality of teaching (Schroeder, 2007), not simply on a piece of technology. Support was found for a positive relationship between IWBs and attitude. However, some studies found that attention to task did not significantly improve even though students seemed enthusiastic (Solvie, 2007). Interaction is a significant factor in sustaining student motivation and interest (Glover et al., 2005b; Higgins et al., 2007; Smith et al., 2005). However, IWBs are not always used interactively and can reinforce teacher-centered instruction (Higgins et al., 2007). As stated earlier, the literature to date reflects IWBs as a relatively nondisruptive technology and can easily be used as a blackboard replacement. Slay et al. (2008) mention that when IWBs are used in traditional ways, the value of the IWB

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can be attributed simply to the use of a data projector and computer. For some teachers, interactivity is not as important as the display of course content in multimedia modes. In addition, teachers report one of the main benefits as the ability to stay in front of the class while interacting with the multimedia course content. Interactivity needs to exist between teachers and students, students and students, and teachers and teachers (Glover et al., 2005b). Many teachers have a tendency to dominate the IWB lesson, simply use it for interactive whole class discussions, and not invite the students to interact with the board themselves (Schuck & Kearney, 2007). IWBs have limited impact when teachers do not realize that interactivity also requires a new approach to pedagogy (Armstrong et al., 2005). According to Glover, teachers who set out to use the IWB progress through three stages of interactivity (Glover et al., 2005a, 2007). Stage one is called the supported didactic stage. At this stage, the IWB is used as visual support, and is not pedagogically integrated into lessons. This may cause the IWB to be seen as a novelty over time. The second stage is called the interactive stage. This stage is a progression from the supported didactic stage in that a variety of stimuli are used to illustrate, develop, and test discrete concepts. The IWB becomes the focal point of the lesson and demands attention from the students. The findings show that teachers still show an occasional lack of confidence, but still search for new approaches to pedagogy. At this stage teachers are more excited and share their experiences with other teachers. The third stage is called the enhanced interactivity stage, where the

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teacher looks to integrate concept and cognitive development in a way that exploits the interactive capacity of the IWB. The IWB is used to prompt discussions, explain processes, develop hypotheses, and test these by varied application (Glover et al., 2005a). This stage requires careful lesson preparation including verbal, visual, and kinesthetic activities. It also involves learning management, the ability to store and edit lessons, and the willingness for pedagogic change (Glover et al., 2007). Teachers are the critical agents in mediating the IWB software and the IWB hardware to promote interactions and interactivity (Higgins et al., 2007). The enhanced interactivity stage is needed for IWB use to have the greatest impact on teaching and learning (Glover et al., 2005a, 2007). IWBs offer the opportunity to better match learning to different student learning styles (Glover et al., 2007; Schuck & Kearney, 2007; Slay et al., 2008; Thompson & Flecknoe, 2003; Wall et al., 2005; Weimer, 2001). These learning styles include the kinesthetic, visual, audio, active, and verbal-social. There are, however, to date no absolute properties of an IWB have been identified that would allow one to predict the effects they have on learning (Armstrong et al., 2005), and the use of IWBs alone cannot lead to enhanced learning (Glover et al., 2007). In fact, it is not clear as to how IWB use might affect learning outcomes or concept development (Schuck & Kearney, 2007). This is partially due to the fact that many studies were done in schools where IWBs were a new addition to the classroom. A key factor to keep in mind is that IWBs are a mediating artifact. The teacher, not the

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technology, is still the most important element in student learning (Miller et al., 2004). Although IWBs are well adapted to whole-class teaching, when not used interactively, IWBs can reinforce teacher-centered styles of pedagogy (Armstrong et al., 2005; Schuck & Kearney, 2007; Smith et al., 2005, 2006). In many cases, the underlying pedagogy of whole-class teaching remains unaffected (Wood & Ashfield, 2008). Many teachers have uncritically absorbed IWBs into their pre-IWB teaching practices (Smith et al., 2005). Effective pedagogical interactivity requires structured lesson planning, pace in activities, and a cognitive review (Higgins et al., 2007). The role of the teacher needs to change to one of a facilitator, which will allow more student exploration (Hall & Higgins, 2005). This may become a barrier in cases when the teacher wants to maintain a traditional didactic teaching style. It is also more difficult in Great Britain where many teachers are less open to involving their students in the lesson (Hall & Higgins, 2005). Teachers and students must work together rather than adopting the traditional formal roles of teacher and learner (Lewin et al., 2008). Without this pedagogical change, IWBs can be seen as a passing presentational aid or motivational spur (Glover et al., 2007). Glover et al. (2007) report that early research focused on the benefits of the technology and not on how pedagogy may need to be changed. They go on to say that the starting point for changed pedagogy is teacher awareness and implementation of interactivity. Teachers need to reach the enhanced

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interactivity stage with regard to pedagogy. At this stage, there is an integration of technology, pedagogy, and learning styles. This stage can be obtained with the following changes to pedagogy: planning for cognitive development, clear visual representation of concepts, activities that encourage an active thinking approach, progression, illustration, sequencing, immediate feedback, and recall to strengthen learning (Glover et al., 2007). Lewin et al. (2008) state that if IWBs are to have an impact, the IWB has to be seen as a mediating artifact. Teachers must allow students to interact with the board, and lesson plans need to be structured with associated resources accessible any time. Two effects of IWBs on pedagogy are that teachers are putting increased preparation time into their lessons, and they are spending more time thinking about students individual learning styles (Schuck & Kearney, 2007). Lastly, teachers need to realize that students are keenly aware of any shortcomings in their teachers in relation to pedagogical uses of the IWB (Hall & Higgins, 2005; Slay et al., 2008). Teachers should practice their skills and develop confidence (Hall & Higgins, 2005; Martin, 2007; Miller et al., 2004; Schuck & Kearney, 2007; Slay et al., 2008). Teachers should also learn to teach creatively, by including a wide range of media such as video, animations, audio, graphics, animations and text (Wood & Ashfield, 2008) In addition, this creative teaching should contain relevant content for students to have ownership (Wood & Ashfield, 2008).

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There is some controversy as to the IWB use and achievement. For the purposes of this literature review, the terms achievement and attainment are used synonymously. While achievement can be defined as an accomplishment, and attainment can be defined as reaching a goal, they have similar connotations. One of the most compelling studies that showed a negligible effect of IWB on achievement is Higgins et al. (2007). After a 2 year study, no significant differences were found in test scores between schools using IWBs, and schools not using IWBs. In addition, London schools in the Secondary Whiteboard Expansion Project, where teachers were using the IWB in various ways, reported no impact on pupil performance in the first year in which departments were fully conversant with the technology (Higgins et al., 2007). Schuck and Kearney(2007) also report that little or no difference was found on national test scores in mathematics and science in UK primary schools when comparing IWB and non-IWB classrooms. This apparent lack of effect on achievement is consistent with other studies contained in this review (Glover et al., 2005b; Martin, 2007; Smith et al., 2005; Solvie, 2007). On the other hand, Lewin et al. (2008), note that positive gains were realized in literacy, mathematics, and science for children aged 7-11. These gains were directly related to the length of time that students had been taught using an IWB. In addition, these gains were stronger for children of average or above average prior attainment. There was negligible impact on prior low attaining pupils. Thompson & Flecknoe (2003) note that significant gains were realized using the ready-made IWB

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program called Easiteach Maths. They reported a 14.1% improvement in attainment in the first term, a 22.1% improvement in the second term, and a 39.4% improvement overall. All children, regardless of prior attainment levels, made similar gains. It should be noted that Easiteach Maths is a highly interactive software package that involves students directly by having them use the board themselves (Thompson& Flecknoe, 2003). Other research suggests that dialogic teaching, or whole-class interactive teaching, can lead to higher achievement (Smith et al., 2006). However, dialogic teaching can be accomplished with traditional teaching methods and basic use of the IWB. Motivation is one of the underlying factors in learning and achievement (Weimer, 2001). While findings generally showed that IWBs had a positive effect on performance there is not much research linking this increased motivation directly to achievement. There is conflicting information regarding the effect of IWBs on student achievement and attainment. This presents a challenge and more research is needed using higher constraint research designs. The lack of ICT skills is a common problem which can be addressed by having the personal desire to develop oneself. Teachers as educators and professional must continuously upgrade himself/herself with the computer skills and the use of new technology in teaching process. Schools, colleges and universities in the Philippines have now embarked on developing the capabilities of the teachers in

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relation to ICT or computer technology. The works of Masagca et.al (2002:2004) punctuate on the lack of technological skills of teachers in e-learning programs. The education sector in the Philippines is receiving on the average less than 10 percent (10%) of gross national product, a relatively low percentage as compared with other countries in education. With this as greatest constraint, the education sector is faced with challenge in keeping at pace with the past moving trend of technology and information around the world. A typical Filipino school does not have access to computers and the internet. In most cases like those cited above the computers are available but supplies for maintenance and operation is inadequate to maximize the use of ICT. Moreover, these examples of limited connectedness are not assurance of an effective ICT education. Teachers have to really learn to collaborate with each other in order to meaningfully integrate ICT in their teaching. Teachers also need to be inventive, creative and decisive to try new technology in education. In studies conducted by Rodrigo (2001) and Tinio (2002), barriers why ICT utilization in the teaching-learning process is very limited or not fully maximized were enumerated. The study reveals that: Lack of enough computers is the single biggest obstacle according to the respondents, lack of enough technical support for operating and maintaining ICT resources, lack of teacher training opportunities are considered barriers as well. To address this concern the researcher suggests that the

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Interactive Marker can be an assistive tool to replace the needs of having enough computers inside the classroom. This literature review has examined the links between interactive whiteboard use and a variety of topics relevant to the use of this technology and student engagement in classroom instruction. Studies have shown that collaboration, active participation, and a student-centered approach benefit students learning needs, particularly with middle school students. The use of interactive whiteboards stimulates student interest and attention leading to increased motivation and engagement during lessons. Incorporation of technology into classroom instruction not only kindles student attentiveness, satisfies the accommodation of student needs, but also utilizes instructional strategies consistent with the current technological tools available. To reiterate, the researcher believes that the use of Interactive Marker in classrooms is a smart move, however, as Kent (2010) acknowledges, without quality activities and connectivism, the Interactive Marker is just another piece of technology. "IWB's can make good teaching great, just as they can make average teaching worse" (Kent, 2010). Unless the use of the interactive whiteboard is supported by carefully developed materials, teachers will either use them as conventional boards with little impact on teaching effectiveness, or spend a great deal of time in the preparation of materials to the detriment of other lesson planning and student assessment work.

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Theoretical / Conceptual Framework The introduction of technology in our learning structures has reshaped how we live, communicate, and learn. The learning theories of old have also gone through a renaissance of change to reflect the necessary growing impact that technology has placed on our society. Years ago learners would complete the required learning in school systems and join and enter a career that would last them a lifetime. The development of information was slow and life knowledge was measured in decades. Today, these aspects of acquiring knowledge and learning have drastically changed. Information and knowledge is growing and introduced instantaneously. It was suggested by Becker (2001) that the effective use of technology was pivotal on the condition that the teachers fundamental understanding of teaching and learning is based in a constructivist approach, whereby learning is active, cumulative and a goal-oriented process. It could be said that most of educators have promoted and supported a constructivist approach to teaching and learning, by way of active learning and thinking. However, the reality is there are many theories about approaches to how knowledge is gained and information processed. Three key learning paradigms or theoretical models that have been identified are Behaviorism, Cognitivism and Constructivism. Current pedagogical practices in The Philippine public classrooms are in the main reflective of this constructivist approach to learning. However, both

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in the classroom and outside of the classroom there is now the influence of technology in the mix, which again contributes to the context in which our students are learning. With the promotion of a student as an active learner and influence of ICT on the teaching and student roles, there is a need for further research into a new learning theory, suitable for our 21st century connected learner. Connectivism is a new paradigm for teaching with technology. The old learning theories (Behaviorism, Cognitivism and Constructivism) were developed when technology did not have a significant presence in the classroom. In considering the effect of technology through the use of Interactive Marker in the classroom, where it can be used to communicate, access information and organize content, it could be stated that there is a long overdue need to identify a learning theory for the digital age. With access to the internet 24/7 and a global knowledge base, students are identified by Siemens (2004) as connected learners. Siemens summarized learning as a dynamic activity, where the student taps into the knowledge on a need-by-need basis. Technology provides a variety of useful information gathering tools, such as search engines, readers and social networking, whereby learners have access to vast amounts of information and opportunities to participate in conversations with others. With technology, we do not require knowledge to reside solely and conclusively in the recipients mind for any length of time. But what is needed are skills to find

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information, make connections, recognize patterns, make comparisons and identify the relevance when needed (Siemens, 2004). This understanding that there has been a change from a formal text-based knowledge to a knowledge that is gained by the identification of patterns and a variety of collaborative learning opportunities is the driver for forming a new learning theory. The teachers role has changed with this scenario. They now become the learning designer, who co-constructs the learning network alongside the learner so they can access, build, and create knowledge together. Based from the above discussion, the research paradigm of the study was formulated as shown in Figure 1. The independent variable (IV) in the study is the use of Interactive Marker while the dependent variable (DV) is the senior year students performance in advanced algebra.

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Independent Variable

Dependent Variable

Interactive Marker

Senior High School Students Performance in Advanced Algebra

Figure 1 Paradigm of the Study

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Statement of the Problem Generally, this study aim to determine the effect of using Interactive Marker (I-Marker) in Teaching Advanced Algebra at Maysan National High School, District II, in the Division of Valenzuela City. Specifically, this study sought to answer the following questions: 1. What is the score in the pre-test of the control and experimental group in Advanced Algebra? 2. What is the score in the post-test of the control and experimental group in Advanced Algebra? 3. Is there a significant difference between the scores of the control and experimental group in Advanced Algebra in: 3.1 Pre-test 3.2 Post-test Hypothesis There is no significant difference between the scores of the control and experimental group in Advanced Algebra in the pre-test and post-test.

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Significance of the Problem This study could prove beneficial to students, teachers, administrators and other researchers. Students. The visual impact and interactive nature of I-marker may involve students in ways that increase their at-task behaviors due to their engagement in instruction. This is useful for teachers in the areas of maintaining student focus and attention, retention of course material, and for classroom management issues. Studies involving the student perspectives have examined learning styles, teaching styles, and application in particular academic disciplines. Those studies that have explored student engagement and motivation have looked primarily at teacher perceptions of student engagement and student self-perceptions through survey response regarding their own enjoyment and interest as the determinants. Use of the I-marker in schools classrooms also addresses the developmental needs of learners. Student focus shifts from academic performance to social relationships as the driving priority. Consequently, they respond well to teaching strategies that use collaboration, interactivity, and problem-solving. Interactive marker use can incorporate these strategies in ways that engage students more fully in lessons, foster greater enthusiasm for learning, and increase student motivation.

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Classroom Teachers. As the implementers of the curriculum, teachers prepared daily lessons. This activity brought them more pressure and the result is lack of best learning experiences with regards to the students. In traditional instruction teachers were using chalk which is also health hazard and causes serious disease like Tuberculosis through the use of I-marker they can avoid this health problem. Furthermore, this research is an attempt to come up with a solution which will not require big amount of money. This study suggests that teachers should be creative, updated and technology inclined. The effects and the impact of this research is tremendous that the researcher hopes to persuade fellow workers to use the Imarker as classroom learning strategy. School Administrators. Financial considerations concerning technology expenditures for school administrators may also be impacted by this study. As demand for the use of technology in educational settings increases, administrators should make wise decisions regarding the type of technology, the intended use of the technology such as whole-class versus individual instruction, and the cost/benefits of particular technologies with regard to available financial resources. While personal computer system and projector were already provided by the local government, the Imarker remains considerably less costly for whole class instruction than providing individual computers for an entire class. As school administration strive to stretch

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educational budget as far as possible, I-marker offers a means of fulfilling technology requirements economically. Other Researchers. For future researchers, this study will serve as basis and information for future project development. This will also encourages them to use available technology in the market and develop customized system for academic needs and other educational purposes. Scope and Delimitation The study will be conducted in Maysan National High School on the second quarter of the current school year 2013 - 2014. The research will probe on the effects of using Interactive Marker on the performance of senior high school students in Advanced Algebra. During the period the topic to be covered will be Quadratic Functions. This study focused on the effectiveness of the device Interactive Marker on the performance of senior year students in Advanced Algebra. The total number of respondents for the study is eighty-four (84) students of fourth year in the said locale. Methodology to be used is quasi-experimental method in which the researcher will give a post test and a pre-test to determine the effects of the use of the I-Marker device.

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Definitions of Terms Certain key terms were used throughout the study. The following definitions and explanations were associated with the use of those terms.

Interactive Whiteboard (IWB). an interactive device that is connected to a computer and a projector. For the purpose of this study, when the term interactive whiteboard is used the researcher is referring to not only the hardware but also the most important component, the software that is packaged with the board. The features included in the operating software are the key element that allows teachers to use the board as more than just a touch screen and a projector. It is also called an electronic whiteboard. Interactive Marker. This refers to the teacher-made technology as improvised Interactive Whiteboard System. It is also input device that is connected to wiimote through infrared wireless connectivity. The wiimote is then connected to the computer via Bluetooth. The computer will also project an image on the board through LCD Projector. The I-marker device serves as an input device allowing the teacher to control the computer from the screen, show visual aids in addition to annotating over the projected image or manipulating objects similar to a mouse. Performance. Generally refers to how well a student is accomplishing his or her tasks and studies, but there are quite a number of factors that determine the level and quality of students' academic performance. Academic performance

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is a term used for students based on how well they are doing in their studies and classes. In this study academic performance refers to the scores of the students in the pre-test and post-test.

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Advanced Algebra. The Mathematics IV subject that comes after Geometry. Advanced Algebra is a high school mathematics containing topics about functions: Linear Functions, Quadratic Functions, Polynomial Functions, Exponential Functions, Logarithmic Functions, and Trigonometric Functions. As use in the study only the Quadratic Function will be discussed in the process of the research.

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Chapter 2 METHODS AND PROCEDURES

This chapter describes the essential elements of the research process. The components such as: the research method, respondents and setting of the study, data gathering procedures, and the statistical treatment of data that will be utilized in the study. Research Design To determine the effect of the use of Interactive Marker in teaching Advanced Algebra, quasi-experimental research design was used. In a quasi-experimental design, the research substitutes statistical "controls" for the absence of physical control of the experimental situation. The most common quasi-experimental design is the Comparison Group Pre-test/Post-test Design. This design is the same as the classic controlled experimental design except that the subjects cannot be randomly assigned to either the experimental or the control group, or the researcher cannot control which group will get the treatment. In other words, participants do not all have the same chance of being in the control or the experimental groups, or of receiving or not receiving the treatment. (Gribbons & Herman, 1997).

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Considering this, quasi-experimental research could be labeled as a best attempt at an experiment when it is impossible, or not reasonable, to meet all the criteria of a true experiment. This type of research is typically recognized as being void of randomization of either subjects or treatment. Yet, there is still an attempt to isolate the treatment. Furthermore, this research design attempts to answer questions such as: Does a treatment have an impact? and What is the relationship between program practices and outcomes? (Dimsdale and Kutner, 2004). In this study, pre-test and post-test design was used. Since the study deals with a group that exposed to a certain experimental factor, the researcher selected two groups as its respondents. The control group that was subjected to traditional teaching and treatment group where in Interactive Marker was used. This quasiexperimental utilized the scores of the students in pre-test and post-test for selected advanced algebra topics given during the second grading period of school year 2013 2014. Respondents and Setting of the Study Table A Respondents of the Study Section Control Experimental Total Total No. of Students 42 42 84 Percentage 50% 50% 100%

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To meet the requirements of this study, the researcher selected two (2) sections from B to L based on the pre-arranged group of students. There are 504 Fourth Year of Maysan National High School and were divided into twelve (12) sections. Section A grouped homogenously was based on their average grade from Third Year and serves as a star section. The rest of the students who did not meet average requirement for Section A was divided into eleven (11) sections namely B to L. It was heterogeneously grouped according to their average from third year. They divided 75-85 average exactly into 11 sections so that all sections from B to L had 75-85 average. The students were match in terms of their mental ability. The arrangement of setting was done upon the enrollment of the students. The researcher is the subject teacher of four (4) sections A, C, D and L in Advanced Algebra and teaching all groups in sixty (60) minute period. The two sections were drawn and served as the respondents of the study. The first section was chosen as the control group while the other section was chosen as treatment group. The researcher used Interactive Marker in the treatment group. The discussion under the treatment group was done in the speech laboratory. The process includes presentation of the lesson, drills, seatwork, application, and quizzes. On the other hand, in the treatment group, the conventional use of board and chalks was applied. The discussion and drills in this group was limited to usual way

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of teaching. To avoid bias on any of the two groups, same topics were given which included same set of illustrative examples, drills, seatwork, and quizzes. Instrumentation and Validation This quasi-experimental study utilized the Interactive Marker in teaching Advanced Algebra to Senior Year students of Maysan National High School in Valenzuela City during the second grading period of the current year 2013-2014. The main reference of the data will come from the results of pre-test and posttest of both groups. The test construction will be under the supervision and approval of the adviser of the researcher and the two math experts, the DepEd Valenzuela City Mathematics Supervisor. A construction of table of specification preceded the formulation of the content of the test questions based on the budget of work taken from the 2002 Basic Education Curriculum (BEC). Suggestions from math experts were considered for the improvement of the questionnaire. The reliability and validity of the questionnaire were tested through administering it to the section not included in the study. The results in the item analysis determined which items were retained, revised and rejected. Rejected items were omitted and changed by the researcher. The lesson plans were patterned to the lesson guides given by the curriculum planner of the Department of Education and integrated the way in advanced algebra

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using the interactive marker. The researcher asked the principal, the department head, and the master teachers of the school for the evaluation of the lesson plans. Sample lessons, activities, and interactive assessment using Interactive Marker were provided by the researcher and evaluated by the adviser. Necessary suggestions and changes were considered to make a better classroom instruction using the Interactive Marker. Data Gathering Procedures The pre-test was administered before the second grading period for both groups. The groups were given one (1) hour to finish the fifty (50) items test. After the pre-test, series of lessons in Quadratic Functions were discussed. The post-test was administered after finishing the chapter in Quadratic Functions. Same test was given to both groups. Parallel questions were provided for the two tests. Statistical Treatment The collected data collected were all quantitative data, including the pre-test and post-test scores of the summative assessment. To investigate how integrating an Interactive Marker (I-marker) into teaching of senior high school advanced algebra influences students learning effectiveness. The researcher gathered the data and was described and analyzed through the use of mean, standard deviation and t-test. The mean score was used to measure the level of performance of the students and the standard deviation was computed to find the degrees of dispersion of the students level of performance.

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The researcher also used the Microsoft Excel software for data encoding of the result of the pre-test and post-test of the students. The researcher also checked the results using the formula of mean, standard deviation and t-test. To categorize the performance of the students in the pre-test and post-test as reveled by their mean score, the scale used by DepEd Valenzuela was used. The descriptive scale was as follows: Range of Score 41 50 31 40 21 30 11 20 0 10 Achievement Level Excellent Above Average Average Below Average Poor

To determine the significant difference of the performance of the students in the pre-test and post-test as shown by the tabular t-value that represents y and computed t-value that represents x, the scale of t differences was used. The scale was as follows: X > Y strongly significant difference if both t-value are positive X Y no significant difference if t-value are both positive -X < -Y strongly significant difference if both t-value are negative -X -Y no significant difference if t-value are both negative

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Chapter 3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered by the researcher from the respondents through the pre-test and post-test. The data gathered were utilized to answer the specific problems in the study. Scores of Control and Treatment Group in the Pre Test The findings of the study are based on the scores of the two groups in pre-test as presented on the table. Table 1 Distribution of Scores in the Pre-test and Post-test of Control and Treatment Group

Scores
10-12 13-15 16-18 19-21

Control Group
10 9 10 13 42

Treatment Group
10 11 15 6 42

TOTAL

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Performance of the Control and Treatment Group in the Pre-Test

Table 2 Mean Score in the Pre-Test of the Control and Treatment Group in Quadratic Functions Number of Sample

Groups

Mean

SD

Interpretation

Control

42

15.64

3.44

Below Average Below Average

Treatment

42

15.33

2.76

Table 1 shows the mean score of the control group in the pre-test is 15.64 interpreted as below average with the standard deviation of 3.44 that indicates the individual scores of the respondents are closer to the mean. The mean score of the treatment group in pre-test is 15.33 interpreted as below average with the standard deviation of 2.76 that indicates the individual scores of the respondents are varied. This suggests that their scores are different. It also shows that some got high scores and others got low scores. This indicates that the performance of both groups be describe as below average in the pre-test and the results show as the baseline of the study for the improvement of their skills in Quadratic Functions.

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The findings are supported by Grouws (2000), teachers must ensure that students are given the opportunity to learn important content and skills. If students are to compete effectively in a global, technologically oriented society, they must be taught the mathematical skills needed to do so. Thus, if problem solving is essential, explicit attention must be given to it on a regular and sustained basis. Scores of Control and Treatment Group in the Post-Test After the instruction, a post-test was administered to find whether the experiment is effective. The table below presents the scores of the control and treatment group. Table 3 Distribution of Score in the Post-Test of Control and Treatment Group Score
19-21 22-24 25-27 28-30 31-33 34-36 TOTAL

Control Group
5 17 5 10 5 0 42

Treatment Group
0 0 8 12 8 14 42

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Performance of the Control and Treatment Group in the Post-Test Table 4 Mean Score in the Post-test of the Control and Treatment Group in quadratic Functions Number of Sample 42 42

Groups

Mean

SD

Interpretation

Control Treatment

25.55 30.79

3.49 3.29

Average Average

Table 2 shows the mean score of the control group in the post-test is 25.55 interpreted as average with the standard deviation of 3.49 which indicates that the individual scores of the respondents are closer to the mean. The mean score of treatment group in post-test is 30.79 also interpreted as average with the standard deviation of 3.29 which indicates that the individual scores of the respondents are varied. This suggests that their scores are different. Some got high scores and others got low scores. Findings revealed that the mean score of treatment group in the post-test in Quadratic Functions increased as compares to the pre-test. It shows that students on the treatment group performed better than the traditional setting. The improvement was based on the treatment that being applied on the pedagogical needs of learning of

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students. It reveals that the use of Interactive Marker provides impact in the learning of students. Through the use of Interactive Marker, the students were highly motivated, work with energy and increased their enthusiasm to learn mathematical concept. This also implied that they experienced intermingling with other students and guarantee of retention and understanding of the concepts. The retention of learning in interactive marker is more lasting because they participates and process learning by themselves with the teacher's minimal supervision. This argument was agreed by Mandeville (2011) when compared to traditional lecture, Interactive Whiteboard paradigm resulted in a trend of increased mean exam scores. This positive result may be due to the interactivity of IWBs.

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Comparison of the Performance of the Control and Treatment Groups in PreTest. To find the significant difference in the mean scores in Quadratic Functions in the pretest and post-test of control and treatment group, t-test was applied as presented below. Table 5 Test of Significant Difference between the Mean Scores in the Pre-test of the Control and Treatment Group in Quadratic Functions
Groups Number of Samples Mean SD Mean Difference Computed t-value Tabular t-value Decision Interpretation

Control

42 42

15.64 3.44 0.31 0.43 1.68 15.33 2.76 s significant

Accept NS Ho

Treatment

Where: ns - not significant

sd standard deviation

Table 3 shows the mean of treatment group of 15.33 which is 0.31 higher than the mean score of control group of which is 15.64. The computed t-value of 0.31 is lower than the tabular value of 1.68 at 0.05 level of significance. It indicates no significant difference between the control and experimental group of the fourth year students of Maysan National High School in the results of the mean scores in the pretest. It is disclosed that there is no significant difference between the mean scores in the pre-test of control and treatment group in Quadratic Functions. The two groups

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in the pre-test had little prior knowledge with the chosen topic. Hence, their mean scores were not significantly different. The findings are supported by Cristobal (2012) that the effect of using concrete representational abstract approach in teaching as compared to the traditional way of teaching reveals no significant change in the pretest. It inferred that the two (2) groups of respondents were on the same level. Comparison of the Performance of the Control and Treatment Groups in PostTest. To find the significant difference in the mean scores in the post test of control and experimental group in Quadratic Function, t-test was applied as shown below. Table 6 Test of Significant Difference between the Mean Scores in the Post-test of the Control and Treatment Group in Quadratic Functions
Number of Samples

Groups

Mean

SD

Mean Difference

Computed t-value

Tabular t-value

Decision

Interpretation

Control

42 42

25.55 30.79

3.49 5.24 7.04 1.68 3.29 s significant

Reject S Ho sd standard deviation

Experimental

Where: ns - not significant

Table 4 shows that the mean score of treatment group was 30.79 which is 5.24 bigger than the mean score of control group of which is 25.55. The standard deviation of control and treatment groups were 3.49 and 3.29, respectively. This

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indicates the improvement of their Quadratic Functions skills after using Interactive Marker in Advanced Algebra as reflected by the mean before and after the treatment. This also shows a positive response of the students to the teaching strategy used by their teacher in mathematics. The computed t-value of 7.04 is extremely higher than the tabular value which is 1.68 at 0.05 level of significance. This means that there is a significant difference between mean scores in post-test of students in control and experimental group in lesson on Quadratic Functions. The finding indicates that the null hypothesis is rejected. There is a significant difference between the mean scores in the post-test of the students in the control and treatment groups in lesson on Quadratic Functions. This infers that the use of Interactive Marker in Advanced Algebra is more effective than conventional setting. The findings are also supported by Bell (2000) study which showed significant change, one test affirmed a raise in scores and another confirmed that treatment group showed consistent gains when compared to control group. Result of pre-test and post-test of each group respectively showed significant increase in gains implying that use of interactive marker was effective in improving algebra skills of students. But the computed t-test of difference in means between the results of the post-test of two groups showed significant difference which implies that the treatment group was better than the conventional group in the development students algebra skills.

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Chapter 4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations of the study. The brief summary describes the research problem, sources of data, the data gathering procedure and the procedure specified in the collection, analysis, and interpretation of data. Summary: The study was conducted with the purpose of determining if the skills in Advanced Algebra will be improved using the Interactive Marker among Fourth Year students of Maysan National High School, Valenzuela City. The study was limited to 42 pairs of students matched heterogeneously into two (2) sections in Fourth Year. One group was subjected to the use of Interactive Marker and the other group was taught in conventional approach. The t-test was used in this investigation. The statistical analysis of data included the computation of the mean and test of significance to answer the following specific questions: 1. What is the score in the pre-test of the control and experimental group in Advanced Algebra? 2. What is the score in the post-test of the control and experimental group in Advanced Algebra?

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3. Is there a significant difference between the scores of the control and experimental group in Advanced Algebra in: 3.1 Pre-test 3.2 Post-test This study was considered significant since it will be the basis for the educators to use other technologies in teaching like Interactive Marker to improve its quality and for the learners to enjoy and increase the level of their motivation and performance. An extensive review of related literature and studies was conducted by the researcher to provide the needed information relevant to the study and inspire additional insights for a better understanding of the research problem. It yielded further information about the use of Interactive Marker as improvised Interactive Whiteboard System in teaching. The quasi-experimental research design was utilized in this study with the used of pre-test and post-test questionnaire as a main source of data to test the effectiveness of the tool.

Findings: The finding s on the basis of the statistical treatment used in this study are the following:

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1. The performance of the control group in Quadratic Functions in the pre-test subjected to conventional teaching approach was 15.64 with a standard deviation of 3.44 which translate to below average. The performance of the treatment group in Quadratic Functions in the pre-test subjected to the use of Interactive marker in teaching is 15.33 with a standard deviation of 2.76 which is described as below average. The mean difference of the performance in pre-test was 0.31 indicates that the mean scores are closely related. 2. The performance of the control group in Quadratic Functions in the post test subjected to conventional teaching approach was 25.55 with a standard deviation of 3.49 and translated to average. The performance of the experimental group in Quadratic Functions in the post test subjected to the use of Interactive Marker of teaching in 30.79 with a standard deviation of 3.29 which describes as above average. The mean difference of the performance in pre-test was 5.24. 3. The computed t-value of 0.43 is lower than tabular t-value of 1.68 at 0.05 level of significance. There is no significant difference between the mean score in the algebra test of the control group and treatment groups in the pretest. The computed t-value of 7.04 is higher than tabular t-value 1.68 at 0.05 level of significance. There is a significant difference between the mean scores of

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the control group and experimental group in the post-test. It shows remarkable difference in post-test. Conclusions: Based on the findings, the following conclusions were formulated: 1. The mean score of the control group and treatment group in the pre-test are closely related. The result infers that the two groups are of the same level. 2. For the results of the statistical treatment, the mean performance in Quadratic Functions in the pre-test of the treatment group and control group shows no significant difference. Thus, the null hypothesis is accepted. 3. In the result of the post-test in the treatment group subjected to the use of Interactive Marker in teaching Advanced Algebra is significantly higher than the control group subjected to conventional teaching approach. Thus, the null hypothesis is objected and it infers that there is a significant difference between the mean performance in the Quadratic Functions in the post-test between the control group and treatment group. It shows that the utilization of teaching technology, the Interactive Marker in Quadratic Functions were found to be effective in improving the performance level in Advanced Algebra skills among Fourth Year students of Maysan National High School. Recommendations: Based on the conclusions, the following recommendations are dawn.

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1. Considering the effectiveness of the use of Interactive Marker in teaching Advanced Algebra in Quadratic Functions, it is recommended that the mathematics teacher must try to use the device to help the student to learn the subject and improve their academic performance in Advanced Algebra skills. 2. School officials and administrators should encourage teachers to use this Interactive Marker device in teaching by providing seminars for mathematics teachers. Teachers should undergo inservice trainings to develop skills in designing and development of learning devices for mathematics. 3. The output of the study the Use of Interactive Marker in Advanced Algebra should be assessed and used in the subjects by the mathematics teacher to ensure its effectiveness in the developing the needed skills in mathematics of the students. 4. Similar study involving larger groups of respondents be undertaken to further affirm the findings of this study.

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REFERENCES Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., & Thompson, I. (2005). Collaborative research methodology for investigating teaching and learning: The use of interactive whiteboard technology. Educational Review. Ashfield, J., & Wood, R. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British Journal of Educational Technology, 39 (1). Bell, Mary Ann. Impact of the Electronic Interactive Whiteboard on Student Attitudes and Achievement in 8th Grade writing Instruction. Diss Baylor U, 200. Ann Arbor: UMI, 2000. ATT 99613214. Bell, S. J., Shank, J. D., & Szczyrbak, G. (2008). Instructional technologies. In C. N. Cox & E. B. Lindsay (Eds.), Information Literacy Instruction Handbook. Chicago: American Library Association. Barrett, Craig R. Intel. Intel Corporation. 4 Aug. 2008 <http://www.intel.com/education/tools/index.htm>. Beetham, H. (2007). An approach to learning activity design. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age. Abingdon, UK: Routledge.

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Bruce, C., Ladky, M., Ross, J.A., Mackenzie, J., & Flynn, T. (2008). Report on: Building capacity in technology use through research in lesson studyA partnership project with KPRDSB, Trent University, the University of Toronto, and the Ontario Ministry of Education. Toronto, ON: Ontario Ministry of Education. Cristobal, R. (2012) I Meycauayan College, Meycauayan Bulacan. Duncan, A. (2011). Sharpening mathematics tools for the 21st century, NCTM Summing Up. Retrieved from http://www.nctm.org/about/content.aspx?id=29275 Glover, D., Miller, D., Averis, D., & Door, V. (2005a). Leadership implications of using interactive whiteboards. Management in Education, 18(5). Glover, D., Miller, D., Averis, D., & Door, V. (2005b). The interactive whiteboard: A literature survey. Technology, Pedagogy & Education, 14(2). Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: An empirical analysis from the secondary sector. Learning, Media, & Technology, 32(1). Grouws, Douglas A. (2000), Educational Practices Series International Academy of Education, Switzerland Hall, I., & Higgins, S. (2005). Primary school students perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21(2). Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media, & Technology, 32(3). Lewin, C., Somekh, B., & Steadman, S. (2008). Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice. Education & Information Technologies, 13(4). Mandeville, David (2011). Problem-Based Learning and Interactive White Board Technology Compared to Traditional Lecture for Undergraduate Student Learning in Biomechanics. http://www.asbweb.org/conferences/2011/pdf/261.pdf

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Martin, S. (2007). Interactive whiteboards and talking books: A new approach to teaching children to write? Literacy, 41(1). Masagca, J.T., de Leon , V.D., Genova, N. 2004. Integration if e-Learning at de La Salle University: Dasmarinas, Philippines through portal system to enhance academic community collaboration. McKenzie, Walter. "ITNs 10th Anniversary: 2007-2008." The Innovative Teaching Newsletter Jan. 2008. 4 Aug. 2008 <http://surfaquarium.com/NewsLETTER/iditarod2008.htm> Mechling, L., Gast, D., & Krupa, K. (2007). Impact of SMART Board Technology: An investigation of sight word reading and observational learning. Journal of Autism & Developmental Disorders, 37(10). Miller, D., Glover, D., & Averis, D. (2004). Panacea or prop: The role of the Interactive whiteboard in improving teaching effectiveness. Paper presented at the Tenth International Congress of Mathematics Education, Copenhagen, July. Available online at: http://www.icme-organisers.dk/tsg15/Glover_et_al. Rodrigo, Maria Mercedes T. (2001) Information Technology Usage in Metro Manila Public and Private Schools Doctoral Dissertation. School of Computer and Information sciences, Nova Coutheastern University. Schmid, E. (2006). Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning, 19(1). Schroeder, R. (2007). Active learning with interactive whiteboards: A literature review and a case study for college freshmen. Communications in Information Literacy, 1(2). Schuck, S., & Kearney, M. (2007). Exploring pedagogy with interactive whiteboards:A case study of six schools (Sydney, University of Technology Sydney). Available online at: http://www.eddev.uts.edu.au/teachered/research/iwbproject/pdfs/iwbreportweb.pdf Shenton, A., & Pagett, L. (2007). From bored to screen: The use of the interactive whiteboard for literacy in six primary classrooms in England. Literacy, 41(3). Slay, H., Siebrger, I., & Hodgkinson-Williams, C. (2008). Interactive whiteboards: Real beauty or just lipstick? Computers & Education, 51(3).

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Smith, F., Hardman, F., & Higgins, S. (2006). The impact of interactive whiteboards on teacherpupil interaction in the National Literacy and Numeracy Strategies. British Educational Research Journal, 32(3). Smith, H.J. , Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature, Journal of Computer Assisted Learning, 21 (2). Tinio, Victoria L. (2002) surve y of Information and Communication technology Utilization in the Philippine Public High Schools Foundation for Information technology Education and Development (FIT-ED). Makati City

Websites http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/Educa tionalPracticesSeriesPdf/prac04e.pdf http://www2.umaine.edu/mepri/sites/default/files/Mathematics_Final_cover.p df http://tlp.excellencegateway.org.uk/pdf/Improving_learning_in_maths.pdf http://www.wou.edu/~jherold08/ED637%20Docs/Math%201.pdf http://www1.amalnet.k12.il/lakuyot/DocLib3/%D7%9E%D7%90%D7%9E% D7%A81.pdf http://www.math.uqam.ca/~apte/Publications/ICME_11.pdf http://edtech2.boisestate.edu/sabaa/502/Saba_Synthesis_Paper.pdf http://www.usi.edu/science/math/sallyk/standards/document/chapter2/teach.ht m

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Lesson Plan