Development and Validation of Self-Paced Learning Digital Module in Mathematics 10

Abstract

This study used the design and development analysis methodology to provide an empirical foundation for instructional design and to systematically analyze the data about the development and validation of Self – Paced Learning Digital Module (SPLDM) in Mathematics 10 based on the K-12 curriculum. It specifically addressed the following questions: 1) how can the Self–Paced Learning Digital Module in Mathematics 10 be developed? and 2) how can the Self–Paced Learning Digital Module in Mathematics 10 be validated by experts in terms of 2.1) Content Quality; 2.2) Design/Format; 2.3) Technical/Technological Quality, and; 2.4) Pedagogical Quality?
 The module underwent three phases: Preparation, Development, and Validation Phase. Using the Evaluation Instrument for Topics to be Included in the DE/ODel Module, ten (10) subject matter experts in mathematics 10 selected the essential and non-essential learning competencies. The Lawshe's content validity ratio (CVR) found 38 of the subject's 50 learning competencies as essential. Nine (9) experts utilized Evaluation Rating Sheet for DE and ODeL Modules to assess the content, format, technical/ technology, and pedagogy elements of the created SPLDM. The results of the validation of the developed SPLDM was acceptable in terms of content, design/format, technical/technological, and pedagogical after undergoing evaluation and full approval of all evaluators. As a result of this research, the generated SPLDM can be used as a learning material in the classroom when teaching Mathematics 10.