This study investigated the difference of using traditional and animated instructional tools in teaching whole number to deaf students by determining the capacity of animation to aid comprehension of technical concept in Mathematics of deaf learners. Two groups of grade 1 Deaf Filipino students from public schools were exposed to the topic of whole numbers for 10 weeks. One group (n=9) was exposed to lecture with limited visual aids while the other group (n=9) was exposed to educational media called Animation Teaching Tool (ATT). Filipino Sign Language was used as medium of instructions for both groups.
Using Mann-Whitney U Test, key results revealed that the two groups differ in their recognition of cardinal numbers. However, the groups did not differ significantly in reading and writing numbers in symbols and words; reading and writing ordinal numbers; and reading and writing money. The results also revealed that students who were exposed to ATT manifested significant difference in their pre-post-test scores in whole number topics in recognizing cardinal and ordinal numbers as well as reading and writing money. It is concluded that ATT can aid the comprehension of Deaf Filipino Grade 1 students when teaching elements of whole numbers.
Using Mann-Whitney U Test, key results revealed that the two groups differ in their recognition of cardinal numbers. However, the groups did not differ significantly in reading and writing numbers in symbols and words; reading and writing ordinal numbers; and reading and writing money. The results also revealed that students who were exposed to ATT manifested significant difference in their pre-post-test scores in whole number topics in recognizing cardinal and ordinal numbers as well as reading and writing money. It is concluded that ATT can aid the comprehension of Deaf Filipino Grade 1 students when teaching elements of whole numbers.
