Development and validation of statistics and probability module for junior high school alternative learning system completers enrolled in senior high school [manuscript] /
Andrea Jessa D. Reyes.
- Balanga City : BPSU, 2021.
- xv, 370 pp. ; 28 cm.
Thesis (MAED-MATH) - BPSU, 2021.
The study aimed to focus on the developed and validated Statistics and Probability Learning Module to improve the academic performance of Junior High School Alternative Learning System completers in learning Statistics and Probability. The study employed a descriptive-evaluative method, with questionnaires completed in a Likert-style format, based on modified survey questionnaires used by prior researchers. All items indicated in the questionnaire that describes the assessment of learning capabilities of JHS ALS completers were validated and examined by three experts. The learning capabilities were described in terms of self-directed, collaborative and directive. The questionnaire is composed of fifteen (15) items and was divided into three parts; (1) item numbers one to five assess the learning capabilities in terms of self-directed; (2) item numbers six to ten assess the learning capabilities in terms of collaborative and; (3) item numbers eleven to fifteen assess the learning capabilities in terms of directive. Throughout the instrument's modification, the experts' recommendations were taken into consideration. The questionnaire for evaluating the developed learning module in Statistics and Probability for JHS ALS completers, on the other hand, was adapted from Melanie I. Carlos's study Validation of the Proposed Learning Module on Pre-Calculus in Grade 11 (2019). The questionnaire is also a five-point Likert scale that evaluates the learning module in terms of lesson objectives, format, content standards, organization, language and usability. Each criterion has five items. Meanwhile, the findings in the assessment of learning capabilities of JHS ALS completers in terms of self-directed, collaborative, and directive revealed the following: (1) the self-directed has a composite mean of 4.03 and received a higher mark from the students; (2) the collaborative has a composite mean of 3.94 and received a high mark and; (3) the directive has a composite mean of 4.24 and has the highest mark. The findings showed that the JHS ALS completers, the study's end-users, may benefit from using the developed learning module. The findings on criteria of the developed and evaluated learning module on Statistics and Probability in terms of lesson objectives, format, content standards, organization, language, and usability are as follows: (1) the criterion lesson objectives has a composite mean of 4.23 and received a very high mark; (2) format as evidenced in the composite mean of 4.22 received very high marks; (3) the content standards received a very high mark with a composite mean of 4.50; (4) organization as shown by the composite mean of 4.47, received a very high mark; (5) language has a composite mean of 4.48, received a very high mark and; (6) usability has a very high descriptive equivalent, as evidenced by the composite mean of 4.48. The overall t-value of -0.86, significant at 0.41, was statistically below the .05 alpha, indicating that the significant difference between teachers and experts is not observable, as seen by the overall t-value of -0.86, significant at 0.41, which failed to reject the null hypothesis. The findings indicated that the developed Statistics and Probability learning module is an efficient tool for teaching and learning in JHS ALS completers and other Grade 11 students who have the same learning issue at Bataan National High School-SHS. Finally, because the learning material on Statistics and Probability is also constrained, school heads, administrators, and education program supervisors should examine, enhance, and provide copies of the proposed learning module on Statistics and Probability for the use and benefit of the students.
Probabilities--Study and teaching (Secondary). Statistics--Study and teaching (Secondary).