Programmed Module Instruction on Learners’ Performance and Collaborative and Critical Thinking Skills in General Mathematics

Abstract

This quasi-experimental research design aimed at finding out the effects of a researcher- made programmed module instruction to the learners’ mathematics performance and collaborative skills and critical thinking skills in General Mathematics. The Researcher-made instruments, namely: Performance Test, Critical Thinking Skills Test, Collaborative Activity, FGD, and journal entry were the data sources. Statistical tools such as frequency, rank, mean, and standard deviation were used for descriptive analysis and t-test for independent samples, t-test for paired samples, and Pearson’s r for inferential analysis. All inferential statistics were set at .05 level of significance. Results showed that after the intervention, the learners’ mathematics performance was at a ‘Proficiency level” and critical thinking skills improved to “Moderately Strong”. There was no significant difference in the mathematics performance and critical thinking skills of learners before exposure to non-programmed module instruction and programmed module instruction. There was, however, a significant difference in the mathematics performance and critical thinking skills of learners after exposure to non-programmed module instruction and programmed module instruction. There was also significant difference in the learners’ mathematics performance, critical thinking skills, and collaborative skills before and after exposure to non-programmed module instruction and programmed module instruction. No significant correlations existed between mathematics performance and critical thinking skills, between mathematics performance and collaborative skills, and between critical thinking skills and collaborative skills. Although no relationships were noted among the three variables, the computed r was positive after the intervention in both groups; hence there was still an association. Finally, the programmed module gave enjoyment, motivation, clear and simplified approach in presenting the lesson; encouraged the learners to work independently using computer; and offered valuable instructional material for learners.