Assessing Learning Attainment Through the AIR Model: A Mathematics and Gender Differences Study

Abstract

This study aims to evaluate the effectiveness of the Auditory, Intellectuality, Repetition (AIR) learning model in enhancing the mathematics academic performance of elementary school students. This study employed a quantitative methodology utilizing an Interrupted Time Series design, involving students who undertook a pre-test before the AIR-based learning intervention and a post-test subsequently. The Number-Test was employed to assess students' mathematical proficiency. The data acquired from both tests were subjected to quantitative analysis. A paired sample t-test was performed to compare students' pre-test and post-test scores. The normalized gain (N-gain) score was computed to assess the extent of enhancement. The results indicated a notable moderate enhancement in students' attainment of mathematics learning outcomes following the implementation of AIR models. Subsequent investigation indicated no substantial disparity in mathematics learning outcomes between male and female students. The AIR model demonstrated equivalent efficacy across genders. The AIR learning paradigm significantly improved students' comprehension of mathematical concepts, specifically regarding least common multiple (LCM) and greatest common factor (GCF) topics.