Using ClassPoint in Teaching Combinatorics to Improve Grade 10 Learners’ Achievement and Engagement Levels

This study aimed to use ClassPoint in teaching combinatorics to improve the achievement and engagement levels of Grade 10 learners during the School Year 2025–2026. The study employed a quantitative research design with qualitative support using a one-group pretest-posttest approach. Thirty Grade 10 learners participated in the study. The intervention involved five days of ClassPoint-integrated lessons covering the Fundamental Counting Principle, permutations, and combinations. Data were gathered through a validated lesson exemplar evaluation checklist, a 20-item achievement test adapted and modified from DepEd LRMDS, and an adapted engagement survey measuring cognitive, behavioral, emotional, and social engagement.
Findings revealed that the lesson exemplar with ClassPoint integration was rated Very Satisfactory by the panel of evaluators in terms of organization and design, content and pedagogy, technology integration, and format and presentation. Results also showed that learners’ achievement levels improved from a pretest mean score of 5.43 to a posttest mean score of 14.37. The paired samples t-test revealed a significant difference between the pretest and posttest scores (t = 20.24, p < 0.001). In terms of engagement, the overall mean increased from 3.13 (Moderately Engaged) during the pre-survey to 4.40 (Highly Engaged) in the post-survey. Significant differences were also found across cognitive, behavioral, emotional, and social engagement dimensions. The normalized Learning Gain Score of 0.60 indicated a moderate learning gain among learners. Furthermore, learners described ClassPoint as interactive, enjoyable, motivating, and helpful in understanding combinatorics lessons. The study concludes that ClassPoint supported improved learner achievement and engagement in Grade 10 combinatorics.

ClassPoint, combinatorics, mathematics achievement

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