Key points are not available for this paper at this time.
The study focused on the development and validation of modules in Basic Mathematics. This was initiated as a response to the need to improve students’ performance which would help develop students’ mathematical ability in comprehending the subject. The study determined the difference between the pre-achievement and post-achievement tests of the students holding constant their attitude towards Mathematics and English 11 grade and how some experts evaluated the module according to its qualitative features. Structured in a quasi-experimental design, the study involved 18 first year college students who got a failing mark in Basic Mathematics. Five Mathematics professors validated the modules. The instruments developed in the study were the achievement test, the 20-item questionnaire for the experts and the 20-item attitudinal test. The statistical tools used were the analysis of covariance, t-test for correlated scores, and the KR20. The pre-test mean score of the students was much lower than the posttest mean score. The students manifested favorable attitude towards Mathematics. Correlation analysis showed that English is not related to posttest achievement of students and the posttest achievement score was significantly influenced by their attitude. On the qualitative features of the prepared modules, they were evaluated to be good and acceptable to the Mathematics teachers. The modules are valid and reliable and could supplement on the learning of concepts. The teaching of Basic Mathematics using the modular approach is an effective approach in enhancing the learning of Mathematics.
Mia Q. Columbano (2019) studied this question.