Culturally responsive teaching assisted by interactive media: Effects on learning activity and mathematics achievement
DOI:
https://doi.org/10.59672/ijed.v7i2.7041Keywords:
Culturally responsive teaching, Interactive media, Learning activity, Mathematics achievement, Primary educationAbstract
Low mathematics learning activity and achievement remain challenges in primary education. Preliminary assessment showed that only 2 of 14 third-grade students (14.3%) achieved the minimum mastery criterion (KKM = 70), with a mean pretest score of 43.50. However, limited evidence has examined the integrated use of Culturally Responsive Teaching (CRT) and interactive media while simultaneously evaluating learning activity and mathematics achievement through MANOVA. This study examined their effects on both outcomes. A quantitative quasi-experimental nonequivalent control group design involved 28 third-grade students, with 14 students each in the experimental and control groups. Data were collected using a learning activity observation sheet and mathematics achievement test and analyzed using descriptive statistics, Shapiro–Wilk, Levene’s test, independent-samples t-tests, and MANOVA. The results showed significant differences in learning activity (t(26) = 5.92, p < .001) and mathematics achievement (t(26) = 3.85, p = .001), favoring the experimental group. MANOVA confirmed a significant simultaneous effect (Pillai’s Trace = .63, F(2, 25) = 21.75, p < .001, partial η² = .63). The study provides a multivariate perspective on both outcomes and a practical instructional alternative for elementary mathematics teachers. Future research should involve larger samples, multiple schools, and longer interventions.
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