Enhancing Grade 8 Students’ Mastery of Factoring Polynomials Through Interactive Multimedia

This study explored the effectiveness of interactive multimedia on enhancing Grade 8 students’ mastery of factoring polynomials. The research took place at Mapawa National High School with 60 students split evenly between two groups: the control group learned through traditional lectures and the experimental group accessed instruction via interactive multimedia. A quasi-experimental pretest-posttest design was used to evaluate student performance before and after the educational intervention. The multimedia intervention incorporated visual presentation, dynamic problem-solving with immediate feedback, scaffolding strategies, and adaptive learning pathways. Statistical tools such as class proficiency ratings, comparison of means, and t-tests were used to check the feasibility of the difference in the performance of the two groups. Pretests and posttests were administered to both groups. Pretest scores showed that control and experimental groups were comparable, with very close to a similar mean score, which represented a similar level of prior knowledge. Both groups exhibited a significant improvement in their posttest scores after the intervention; however, the experimental group registered a much higher gain score compared to the control group. The results affirm that although conventional teaching approaches can enable student advancement, the incorporation of interactive multimedia significantly enhances academic performance. This study therefore recommends the utilization of interactive multimedia as a means of enhancing mathematical achievement in the subject matter of mathematics, particularly in the teaching of abstract mathematics concepts such as polynomial factoring.