Using ClassPoint: Its Effects on the Students’ Engagement and Academic Performance in Advanced Algebra
DOI:
https://doi.org/10.69569/jip.2025.529Keywords:
ClassPoint, Interactive classroom tool, Student engagement, Academic performance, Advanced algebra, SDG 4Abstract
The growing emphasis on varied instructional approaches underscores the critical role of technology in fostering innovation and promoting lifelong learning. This focus aligns seamlessly with Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education for all individuals, regardless of their background or circumstances. This study is grounded in multiple theoretical frameworks, including Engagement Theory by Kearsley and Shneiderman, Constructivism by Piaget and Vygotsky, and Direct Instruction by Engelmann, providing a robust theoretical framework for understanding the impact of technology on learning outcomes. A quasi-experimental design was employed, utilizing pretest-posttest assessments with control and experimental groups to evaluate the effects of ClassPoint on student engagement and academic performance. Feedback was gathered from Grade 9 Advanced Algebra students at a private school in Cebu using validated researcher-constructed questionnaires. Results revealed that both the control (SD=5.04) and experimental (SD=4.02) groups exhibited below-average performance in the pretest, indicating a consistent trend of underachievement before any interventions. However, the experimental group showed significant improvement in the posttest, achieving above-average results, with a statistically significant mean gain (U=101.5, p<.01) and mean ranks of 17.06 for the control and 33.27 for the experimental group. These findings indicate that integrating ClassPoint enhances student outcomes compared to conventional methods, contributing to the ongoing discourse on technology integration in education and supporting the objectives of SDG 4 by promoting effective learning opportunities for all students.
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