Development of Self Instructional Materials in Mathematics 101 (College Algebra)
Keywords:
Self Instructional, Mathematics, College AlgebraAbstract
This study attempted to determine the steps or process in the development of modules and its validation as to its effectiveness and appropriateness in relation to the students’ mathematics skills and performance. The module was designed to meet the students’ deficiencies particularly in their class in College Algebra. The target group was the BSIT students of Samar State Polytechnic College, Catbalogan, Samar. This study utilized the experimental method of research using the pre-test/post-test control group design. Fifty BSIT students were chosen as samples/respondents of the study. The students were grouped into two. One group was used as the experimental group which were subjected to the modular approach in teaching. The study revealed that learning took place with the control group as their post-test result was higher than the pre-test. The pre-test mean scores 14.32 and the post-test mean scores was 20.76. Using the t-test for independent samples, the computed t was very much higher than the tabular t. This means that there is a significant difference in their results. Thus the data imply that learning took place in this group. Learning was also facilitated with the experimental group shown in the post-test result. The students learn at their own pace. They do not need to cope with the pace of the class in learning the lessons. Their progress depends on their own and they learn at their own time. Mathematics teachers are encouraged to use modular instruction in the classroom.
References
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