The Influence of e-Content on Academic Performance and Retention Ability in Learning Mathematics among High School Students-Solomon Four Equivalent Group of Experimental Design

The study aims to find out the more influence on the academic performance and the retention ability after receiving the subject concept through pedagogical methods such as conventional and modern methods of teaching. The investigator used the pre, the post and the retention tests for Solomon FourGroup Design of the experiment in this research. The convenient sampling technique which was adopted by selecting a sample of 20 students of the Ninth standard for each group was assigned to the conventional and modern method of teaching. The e-content development module and a standardized researcher’s achievement test were developed by the researcher under the guidance of the research supervisor based on the Mathematics subject portion as set theory including skills of drawing the Venn diagram. Levene, ANOVA, Bonferroni, ω2, r2, Effect Size (d) and Gain Ratio tests are used for statistical analysis and interpretation of achievement and retention scores (data) and the results are discussed in this paper along with the findings and recommendations.


INTRODUCTION
Set language is a language which is used in a vast area in mathematics such as Algebra, Topology, Functional Analysis, discrete mathematics, mathematical analysis and so on. Application of it may be solved some kinds of problems in the practical life. Examples: IPL schedule of cricket matches may be prepared by using the set language. The selection of batsmen, bowlers, fielders and players of all-rounder may be followed by the application of a set language easily. Teaching the reading comprehension by using the Venn diagram technique increased the students' achievement in descriptive text (Malasari, 2017 and Emi Agusriani Samosir, 2013).

SIGNIFICANCE OF THE STUDY
Mathematics is a foundation of all subjects, especially sciences. Unless everyone discontinues due to stagnation and wastage, everyone must learn mathematics upto the tenth standard. Learners learn the subject matter through interest, motivation and self-direction. Any teaching method is to be created to the student's interest, motivating him or her to learn continuously, having the concept depth and clarifying the doubts, providing rich experiences of the learners own thoughts. The e-content is a teaching-learning module in modern trends. E-content attracts students towards mathematics learning for the purpose of enrichment of subject content. It is an application of everyone's critical situation of the real life. Mathematics is not a very tough subject, but a suitable teaching method fulfills the need for abolishing the wrong notion of this world perception of Mathematics. The e-content deliveries facilitate students' learning with avoiding the rote memory without understanding the meaning.

OBJECTIVES
1. To calculate the homogeneity and value of the equivalent groups. 2. To calculate the average academic performance and retention in learning mathematics between e-content module of learning and chalk and talk method of teaching among ninth standard students. 3. To calculate the effect size values and gain ratios between the e-Content Module of Learning and the Chalk and Talk Method of Teaching among ninth standard students.

POPULATION OF THE STUDY
The population for the study was considered the Ninth standard students in the State Board of Tamil Nadu.

ACCESSIBLE POPULATION
The accessible population for the study was considered the Tamil medium students of Ninth standard in the State Board of Pudukkottai District, Tamil Nadu.

SAMPLE
Four groups contained 80 Tamil medium students of the Ninth standard for conducting the experiments. Each group contained 20 students. The Control Groups received the conventional teaching method such as the Chalk and Talk method of teaching which is provided through their class teachers and the Experimental Groups received the modern teaching method such as the interactive e-content development module of learning which is provided through the MP4 video lesson by using the LCD projector. Two schools are chosen for conducting the experiments. Four groups are assigned the equivalent and homogeneous groups which are formed by using their half-yearly examination marks of the students.

RESEARCH TEACHING-LEARNING MODULE
The Interactive E-Content Module of Teaching is presented for the experimental groups and the Chalks and Talk Methods Teaching is taught by the class teacher.

RESEARCH TOOL
The present study has used the following tool: Achievement Test in the Mathematics unit 'Set Language' is prepared and standardized by the investigator.

Hypothesis-1
Selected groups have homogeneous variances and equivalent groups to each other before participating in the experiments. The table shows that value of Levene (1.396) and F-value (0.564) is less than table value of F (4.0503) and also the significant value of Levene (.251) and the significant value of F (0.64) is greater than the selected significant level value α (0.01). From these interpretations, the null hypothesis is not rejected. Therefore, selected groups have homogeneity of variances and equivalent groups to each other before participating in the experiments is proved.

Hypothesis-2
There is no significant difference among the Pre-test, the Post-test and the Retention test of the Academic Attainment in the Mathematics unit Set Language for the Conventional Group-1, the Experimental Group-2, the Conventional Group-3, and the Experimental Group-4 among ninth standard students.  Others interpret, the e-content module of learning as influencing the academic attainment and the retention ability in a positive way. The chalk and talk method of teaching is influencing on academic attainment but not retention ability in a positive way.

Hypothesis-3
There are no significant differences in the effect sizes and gain ratios between the control groups and the experimental groups. Teaching. It is an authentication of the conformation of the effectiveness of the Interactive e-Content Development Module of Learning.

FINDINGS
1. The e-Content Module of Learning is raising the academic attainment and retention ability in learning Mathematics among ninth standard students. 2. The Chalk and Talk Method of Teaching is raising the academic attainment but not retention ability in learning Mathematics among ninth standard students. 3. The e-Content Module of Learning is more effective than the Chalk and Talk Method of Teaching in learning Mathematics among ninth-standard students.

DISCUSSION OF THE FINDINGS
Findings-1, 2 and 3 The following studies are supported these findings. Effectiveness of E-Content on Achievement in History among IX Standard boys by Muthukumari, J, and Ramakrishnan, M. (2017). Solomon four group design of experimental study is adopted, use of E-Content way of teaching has significant impact on enhancing the achievement in history among the IX standard boys.
Effect of Multimedia Integrated Lessons on Students' Achievement and Retention in Chemistry by Nwanze, A.C. (2018). The multimedia integrated lesson greatly improved students' achievement and retention score in chemistry. Interactive Multimedia Method (IMM) was more effective for English teaching in comparison to Conventional Direct Method and the

RECOMMENDATIONS
The following recommendations are implemented on the basis of the findings.
1. The e-content will be created for all chapters in Ninth Mathematics. 2. The teachers feel free to use the e-content in the classroom. 3. The e-content will be created on the basis of psychological perspectives and steps of teaching models. 4. Teachers provide the e-module to students to teach and revise the studied concept of Mathematics in home studies. 5. Retention abilities enhance through the e-content module, so the module will be made to incorporate various formats such as PPT, video formats, animate pictures, and audio formats etc.

POLICY MAKING
Students of Government schools are economically, socially and educationally backward. They cannot be unable to buy the mobile phone for learning purpose at the pandemic period and emergency declaration, so the Government will enact the policy making for providing the costless Edu-Phone with installing the learning software features for these students unlike other software features. Marketing Smart phones are not controlled by students while learning. Such advertisements and adult figures are distracting the students' attention and creating maladjustment behaviour against the society.

CONCLUSION
Nowadays, it needs an alternative method of teaching to the Chalk and Talk Method of Teaching. The Chalk and Talk Method of Teaching can be replaced with the e-Content Module of Learning in these pandemic periods and emergency periods without failing the students' learning. The Chalk and Talk Method is provided in the classroom by the teacher, but e-Content Module of Learning in Mathematics is provided in both classrooms as well as home by the provider.