A new ally in the fight against conventional teacher-centered methods of teaching mathematics has emerged: computer-assisted learning.
This study assessed the effectiveness of Genyo-E-Learning for online remote learning using a quasi-experimental design with a control
group and a pre- and post-test. Properly matched are the students' third grade math grades. To ensure that the groups were similar and
that the covariate was reliable, we used KR20 and Levene's Test of Homogeneity of Variance before doing the test. Two different lesson
plans were developed for the intact groups utilising different class structures, as shown in the Schema of Classes. The subjects for both
plans were the same: the circumference of a circle. While the Control Group stuck with the tried-and-true virtual lecture method, the
Experimental Group opted to adopt Genyo E-Learning as their transmission aid. Using the findings of the post-test, we were able to
identify which group had the most advantage from the statistically significant difference. We used ANCOVA on the post-tests at the 0.05
level of significance. The researcher used the National Achievement Test Descriptive Equivalence Table to determine the performance of
each group. The pupils used the Assessment Form on the Online Class Excerpts to gauge their level of involvement in the subject. Results
demonstrate that Genyo E-Learning yields superior outcomes when compared to the traditional virtual lecture technique in terms of
students' math performance. The Experimental Group had a greater proportion of students who achieved the Mastered Level on the
Achievement Level Scale. There is some evidence that the Genyo e-learning platforms can improve students' mathematical performance on the new standardised curriculum.