Learners’ Reception of the Grade 11 General Mathematics CapSlet and its Underlying Factors

AUTHOR(S)

ELYZEE S.M. COLUMBRES

ABSTRACT

——This mixed method approach, using both qualitative and quantitative research methods design study using survey and focus group discussion sought to find out how acceptable the General Mathematics Capsulized Self-Learning Empowerment Toolkit (CapSLET) was to the learners and what the contributory factors were. It also examined the relationship of the learners’ reception of the CapSLET to their performance in the General Mathematics Summative Test. It employed qualitative tools to enhance the collection of data. Two hundred ninety-two (292) Grade 11 students from the different tracks of a public Senior High School in Zamboanga City, were involved as respondents. In general, findings of the study have revealed that the CapsLET was well-received by the students due to the following: (a) the topics in the CapSLET were supported by illustrative examples (drawings, symbols, and pictures) facilitate learners’ understanding of the concepts; the steps in the solutions of the given examples and practice tasks were sequentially arranged and easy to follow. Furthermore, from the results of interviews and discussions, students have expressed that it was easier for them to understand the topics in the CapsLET as compared to those in the textbook which could be attributed to the following: (a) proper orientation by the teachers as to the content and format of the CapSLET; and (b) regular schedule of release and retrieval of learning materials. Lastly, it was determined that there was a significant negative correlation between the CapSLET’s acceptability to the students and their performance in the General Mathematics Summative Assessment. Keywords — Distance Learning, Modular Learning, Academic Achievement, Academic Performance, Usability Factor, Information Quality Factor, Teachers Characteristic Factor, Learning Delivery Modality, Acceptability, Perception