Thesis ( M.A.Ed - Technical Vocational Education) - Mariano Marcos State University

Bibliography: leaves 70-73.

ABSTRACT DE LA CRUZ, BRYAN REY T. Mariano Marcos State University. May 2021. EFFECTIVENESS OF DRAW IN TEACHING GRADE 8 MECHANICAL DRAFTING Major Adviser: Robert A. Salvador, Ed.D. This study utilized the true experimental research design, specifically the pretest- posttest two-group design where two heterogenous sections were used to determine the effectiveness of the developed iDraw in teaching Mechanical Drafting concepts. A needs- - assessment survey on the topics in Mechanical Drafting & was administered prior to the development of the material. The iDraw was anchored to the multimedia learning cognitive theory and theory of constructivism. A panel of evaluators who were chosen purposively evaluated the validity of the iDraw in terms of its objectives, content quality, instructional quality, technical quality and software using a validation rating scale. The weighted mean was used to describe the content validity of the iDraw. Frequency distribution, percentage, mean and standard deviation were used to describe the performance of the students in the pretests and posttests. The t-test of difference between dependent samples was used to find out if there is a significant gain in the test scores within each of the experimental group and control group. Moreover, the t-test of difference between means of two independent samples was used to compare the two groups to determine the effectiveness of the developed iDraw. The results of the validation revealed that the iDraw is highly valid in terms of objectives, content quality, instructional quality, technical quality, and software quality The validated iDraw was tried out to Grade 8 Mechanical Drafting Students of Sarrat National High School during the 201 Quarter of School Year 2020-2021. The control and experimental groups were composed of two heterogeneous Grade 8 students of similar abilities which were randomly assigned. A pretest was done to determine the students' entry knowledge and posttest to find out if there was a significant improvement on the performance of students. The results of try-out showed a significant difference between the pretest and posttest mean scores of the two groups. This indicates that both groups acquired the target essential competencies. However, a comparison of the posttest means scores of the two groups revealed that the experimental group scored significantly higher than the control group. The iDraw's interactive features enabled students to participate actively in learning Mechanical Drafting. Student engagement when enhanced propel them to try. work and learn more on the assigned task in the activities. Thus, their interest to learn using the iDraw is highly shown in their performance. This is an indication that the iDraw is effective in teaching Grade 8 Mechanical Drafting concepts.