Comparison on the Effectiveness of Modular Learning in General Mathematics among the Senior High School Strands

Imee Borinaga Gutierrez

doi:10.46517/seamej.v11i2.119

Abstract

This study aimed to compare the effectiveness of modular learning among senior high school strands and investigate the influence of students’ demographic profiles on their academic performances. Using One Way ANOVA, results showed a significant difference in the test scores obtained from the different strands. Results with Tukey HSD revealed that ABM performed best under modular learning, followed by STEM, GAS, ATS, and EIM, respectively. Pearson’s r revealed a significant correlation between student’s sex, monthly income, and parents’ employment status to students’ academic performance. Furthermore, the z test for two means determined that there was a significant difference in the scores of males and females. From these results, the researcher suggests that teachers handling TVL tracks must exert extra effort in delivering their mathematics lessons to close the gap in academic performance with the students from academic tracks.

Highlights

The Philippines education system has implemented the use of modules for instruction along with other modalities such as online learning, use of radio, television, and blended learning. 39.6% or 8.8 million students who answered DepEd’s National Learner Enrolment and Survey Forms (LESFs) prefer modular learning over other modalities (Manlangit, 2020)
Automotive Servicing (ATS) showed a significant difference with GA, and GA showed a significant difference with EIM
Accountancy & Business Management (ABM) showed no significant difference with STEM, STEM showed no significant difference with GA, and ATS showed no significant difference with EIM

Summary

Introduction

The Philippines education system has implemented the use of modules for instruction along with other modalities such as online learning, use of radio, television, and blended learning. 39.6% or 8.8 million students who answered DepEd’s National Learner Enrolment and Survey Forms (LESFs) prefer modular learning over other modalities (Manlangit, 2020). Modular distance learning is a form of instruction which makes use of self-learning materials such as modules, textbooks, hand-outs, or learning activity sheets presented in digital or printed form. In this form of instruction, teachers deliver lesson content without facing the students personally. Teachers monitor students’ progress through email, messenger, text message, call, or home visitation The Philippines joined the Programme for International Student Assessment (PISA) of the Organization for Economic Co-operation and Development (OECD) in the year 2018. As discussed in the PISA 2018 Philippine National Report, Filipino students achieved an average of 353 points, which is lower than the 489 points OECD average in Mathematical Literacy and is classified as below Level 1 proficiency (DepEd, 2019)

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Conclusion