Comparison of Teaching with Virtual LEGO and Traditional Method on Academic Performance Mathematics Students at Elementary Level

Abstract

The purpose of the study was to examine the effectiveness of Virtual LEGO-based teaching compared to traditional methods in enhancing mathematical understanding among elementary school students. The major objective of the study was to compare teaching with virtual LEGO and traditional method on academic students’ performance of mathematics belonging to the experimental group and control group at elementary level. The study involved an experimental design that compared two teaching approaches: a traditional method (control group) and a virtual LEGO approach (experimental group). The research was conducted at City Garden Public School in Skardu, focusing on 7th-grade students. From a population of approximately 50,000 students in the district, a random sample of 20 students was selected and divided equally into two groups (control and experimental). Over a period of two weeks, the control group was taught mathematics using traditional teaching methods, while the experimental group used virtual LEGO, a digital, interactive tool developed based on Froebels educational principles. The researchers used a post-test experimental design to assess learning outcomes. To measure students’ performance, a Digital Complexity Scale, based on established block design stages, was utilized. The data was analyzed using SPSS (version 26) and a t-test to determine statistical significance. The results revealed a statistically significant difference in performance between the two groups, with the experimental group showing higher post-test scores (t-value = 8.31, p < 0.01). This indicated that virtual LEGO had a positive and significant effect on students mathematical understanding and evaluative skills. Based on the findings, the study concludes that virtual LEGO is an effective teaching tool in mathematics at the elementary level. It recommends incorporating information and communication technology (ICT) into the classroom to enhance conceptual understanding. Furthermore, it suggests that group activities can foster social interaction, and both control and experimental groups should be provided with equal learning facilities to support fair comparisons. It was concluded that teaching through Virtual LEGO was found effective in teaching of Mathematics subject to enhance students skills while its practice in the class room have awaken the mind of the learner to generated by making example. It was observed that the performance of the learner increased through LEGO.