Development and evaluation of a modular approach in teaching integrated mathematics four

• Main Author: Saclot, Marianito A.
• Format: text
• Language: English
• Published: Animo Repository 1994
• Subjects: Mathematics > Study and teaching; Teaching > Aids and devices; Teaching > Methods; High school students; University of Southern Mindanao, Cotabato (Philippines); Mathematics
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/707
• Institution: De La Salle University

This dissertation develops and evaluates modules in teaching fourth year high school Mathematics.The developed module was called Math-Pack. The study was divided into two phases - development and evaluation of the module. The Math-Pack module was evaluated using a questionnaire and the non-equivalent control group design experiment.Through a questionnaire, the teachers perceived the Math-Pack Module as having the necessary characteristics of an acceptable self-instructional material. They found it acceptable in terms of (1) objectives, (2) subject matter, (3) organization, (4) language approach, (5) style, (6) adaptability, and (7) evaluation.The students found the modules to be interesting. The presentations of the lessons were deemed easy and there were adequate examples to facilitate comprehension.The experimental setting was the University of Southern Mindanao in Kabacan, Cotabato. The study used two experimental classes and two control classes. Since modules were generally studied by groups of students, two types of groupings were considered - the forced and the unforced groups. One class in the experimental classes composed the unforced group while the other class composed the forced group. The same technique was employed in the control classes. A 50-item achievement test was constructed by the researcher. It was used as both the pretest and the posttest. The analysis of covariance was used to test and pretest as the co-variate and the posttest as the dependent variable. The results revealed that the experimental classes performed better than the control classes, both in the forced and the unforced grouping schemes. The unforced group performed better than the forced group in both the experimental and control classes. There was no significant interaction effect between methods of teaching and types of grouping in terms of the student's achievement.The findings led to the conclusion that modules were effective self-instructional materials in teaching fourth year high school Mathematics.