Comparing Wordwall-Assisted Learning and Conventional Teaching in Improving Students’ Mathematics Learning Outcomes

Abstract

This study aims to examine the effect of Wordwall-assisted learning on students’ cognitive learning outcomes in mathematics, particularly on the topic of percentages, compared with conventional teaching methods. The research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The participants consisted of fourth-grade students from the International Class Program (ICP) at MI Masjid Al-Akbar Surabaya, divided into an experimental group and a control group. Data were collected through pre-test and post-test assessments to measure students’ learning outcomes before and after the instructional treatment. The experimental group received mathematics instruction using the interactive digital learning medium Wordwall, while the control group was taught using conventional instructional methods. Descriptive statistical analysis showed that both groups experienced improvements in their learning outcomes. The mean score of the experimental group increased from 58.57 in the pre-test to 75.00 in the post-test, while the control group improved from 62.14 to 66.00. However, inferential statistical analysis using an independent samples t-test revealed that the difference between the two groups was not statistically significant (t = 1.64 < t-table = 1.706, α = 0.05). These findings indicate that although Wordwall-assisted learning contributed positively to students’ learning experiences and achievement, its effect was not significantly superior to conventional teaching methods within the context and duration of this study. Further research involving larger samples and longer implementation periods is recommended.