Effectiveness of The Contextualized Self-Learning Modules to The Performance of Multigrade Pupils in Mathematics

AUTHOR(S)

Ruby D. Elecion

ABSTRACT

This study aimed to determine the effectiveness of contextualized Self Learning Modules to the Performance of the multi-grade pupils in Mathematics subject. The findings of the study served as a basis of a proposed Intervention plan. This study used the quasiexperimental method of research to use the contextualized Self-Learning Modules in assessing the performance of the multi-grade pupils. The researcher utilized universal Sampling in selecting the respondents of the study. The results The Paired Samples T-Test of the Mathematics Performance of Multigrade Students Before and After Exposure to Contextualized Self-Learning Modules.
Table number 3 showcased the effect of each learner’s performance before and after the utilization of the aforementioned strategy or intervention in order to bridge the learners low performance to a greater one. Based on the results showcased in table 3• The result of the t-test for paired samples indicates that the posttest mean of 32.0 is significantly higher compared to the pretest mean of 22.0 (t= -14.158, df = 19, p-value <.001). Therefore the null hypothesis which states that there is no significant difference between the pretest and posttest performance of the multigrade pupils in Mathematics before and after the integration of Contextualized Self-Learning Modules is rejected.
The result of this study which focuses on the significant difference in the pretest and posttest scores of the multi-grade pupils before and after the utilization of the contextualized selflearning modules indicates that the use of contextualized Self-learning modules approach in teaching mathematics for multigrade students could potentially enhance the learning of the students in this subject.
This could be possibly mean that contextualized self- learning modules which generated from the central office based on the most essential learning competencies plays an important part in improving the skills or performances of the multi-grade pupils. Moreover, it improve skills pupils or maintain their performance as they fully utilized the said intervention.