Effectiveness of The Contextualized Self-Learning Modules Using Mother Tongue-Based Multilingual Education to The Performance of Multi-Grade Pupils in Mathematics

AUTHOR(S)

Genevive C. Costas

ABSTRACT

This study evaluated the effectiveness of the contextualized self-learning modules using mother tongue-based multi-lingual education to the performance of the Multi-grade pupils in Mathematics. The findings of the study were the bases for a Proposed Improvement Plan. The study utilized the Quasi Experimental type of research Design to validate the effectiveness of the intervention. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference between the test scores in the pretest and posttest in Mathematics of Multi-grade learners Before and After integration of the different topics using Contextualized SelfLearning Modules using the MTB-MLE. it can be gleaned that in the pretest performance of the Multi-grade learners is lower than the posttest performance So, the verdict for the null hypothesis which states that there is no significant difference between the pretest and posttest performance of the Multi-grade learners in Mathematics before and after the integration of Contextualized SelfLearning Modules using Mother tongue multi lingual education is rejected.
The result of this study which focuses on the significant difference in the pretest and posttest scores of Multi-grade learners before and after the utilization of the contextualized self-learning modules using MTB-MLE in Mathematics implies that the new intervention is significantly effective in improving the performance of the multi-grade learners considering that the pretest scores is lower than the posttest scores which means that utilizing the said intervention in the delivery of the most essential learning competencies in mathematics subject for the first grading period is significantly effective and help the learners in improving their performances. Other reasons also why learners have significantly improving their performances its because they are really eager to learn using the face to face technique which somehow they can easily ask for any help if ever they will find any difficulties in learning the topics.