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Instructional Module on Radical Expressions: lts Effectiveness in Enhancing Students' Academic Performance in Mathematics ll of 2"" Year Students of Catalotoan National High School.

Author

Cledelyn B. Cuya,
Rolando S. Elicay

Related Institution

Ateneo de Naga University

Abstract

The study dealt on the effectiveness of the researcher-made instructional module on radical expressions in enhancing the academic performance of the second year students of Catalotoan National High School during the school year 2012 2103. Specifically, the study answered the following questions: (1) ls modular approach more effective than the traditional approach in teaching radical expressions? (2) ls there a difference in performance between: (a) male students in traditional approach and modular approach, (b) female students in traditional approach and modular approach? (3) ls there a difference in performance between the: (a) achievers in traditional approach and modular approach, (b) non-achievers in traditional approach and modular approach? (4) Is there a difference in performance between those with: (a) low reading comprehension in traditional approach and modular approach, (b) high reading comprehension level in traditional and modular approach?


 


This study used the descriptive-comparative method of research in terms of assessing the characteristics of the groups considering the student's profile. The experimental method of research was also employed by the researcher to achieve the objectives of the study. The second year students of Catalotoan National High School of Sagiiay taking up lntermediate Algebra were the respondents of the study. The class was divided into two group the control and experimental group. Each group has equal number of repeaters, achievers in Mathematics and English, and non-achievers in Mathematics and English. Each group has 21 student-respondent: 13 females and 8 males. The experimental group used the instructional module on radical expressions while the control group was taught using the traditional lecture-discussion method of teaching. Both control and experimental group were given some set of pre-test, post-test questionnaires and assignment. The post-test was administered after the discussion in the control group and after he use of instructional module in the experimental group.


 


The research instruments were made by the researcher except the instrument which measures the students reading comprehension level. The instructional module on radical expressions has been validated by the experts in the field of Mathematics through an evaluation instrument made by the researcher.


 


A number of statistical tools were employed in this study. Data were treated through mean, standard deviation, gain scores, and t-test. The average gain scores and their corresponding deviation were utilized in describing the academic performance of the respondents.


 


To determine the effectiveness of the modular approach in teaching radial expressions over the traditional approach, the researcher used the one-tailed t-test. Meanwhile, to test the hypotheses on the significant difference between the performance of the control group and experimental group in terms of gender, Mathematics proficiency and reading comprehension level, two-tailed t-test was used.


 


Overall, the experimental group showed more teaming, in terms of the average gain scores, than the control group. But the Most results showed that the observed difference is not statistically significant. The performance of the two groups is similar when the respondents were grouped in terms of gender and reading comprehension level. It is concluded that the different teaching approach employed in each group has no effect on the male and female performance. it is also concluded that the reading ability does not contribute to the respondents' performance in Mathematics.


 


0n the contrary, when students were grouped according to their Mathematics proficiency level, results disclosed that Math achievers in the control group have better performance with the Math achievers in the experimental group. Meanwhile, the non-achievers in the experimental group perform better than the non-achievers in the control group The observed difference is statistically significant between the non-achievers in the traditional approach and modular approach. This revealed that the modular approach in teaching radical expressions is effective to the non-achievers in Mathematics.


 


The over-all results reveal that the modular approach in teaching radical expressions was found to be more effective than the traditional lecture-discussion approach, especially to the non-achievers or slow learners in Mathematics.


 


After the conduct of the study and based on the results, it is recommended that teachers should review the effectiveness of the methodologies or teaching strategies used and assess the performance of the students. Teachers are also encouraged to focus on the weaknesses of the students in selecting, preparing and utilizing the kind of instructional materials. It should be taken into consideration that these IMs should be appropriate not only b be subject matter but most importantly to the kinds and needs of the learners.


 


Based on the positive effects of the instructional module on the students' achievement, Mathematics teachers are encouraged to design and use instructional modules on certain topics in the field of Mathematics. As well as find new teaching strategies which create a student-centered learning environment, stimulate students' interest towards Mathematics and enhance student learning. Likewise, other teachers may use the modular approach of teaching in their respective subjects.


 


Supervisors, administrators and school managers may plan on seminars and trainings which will help their teachers in coming up with effective strategies to promote learning. Also, they should strictly monitor the implementation of teaching strategies of their teachers and evaluate the performance of their students.


 


Finally, researchers may conduct studies to explore and investigate further the effectiveness of this instructional module.


 


 
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