Comparative Effects of Traditional and Computer-Assisted Forms of Modular Instruction in Trigonometry / 
Quiroz, Samuel A. 
 -  27 cm. 
 - COMPARATIVE EFFECT OF TRADITIONAL AND COMPUTER-ASSISTED FORMS OF MODULAR INSTRUCTION IN TRIGONOMETRY .
<br/><br/> Efforts are made to constantly develop learning materials that will increase   mathematical ability, hence, promote lifelong learning. Modularization is the by-product   of this constant cycle for educational progress and two well-known and used forms of a   module are the traditional and computer-based presentations.   This paper employed a quasi- experimental research design to measure the effects   of traditional and computer-based forms of a module on mathematical proficiency,   retention and perception toward self-directed learning (SDL). Two sample groups were   formed with fifteen (15) respondents each coming from the IV-Star students of Emilio C.   Bernabe High School, SY 2014-2015, distributed evenly based on age, sex and general   weighted average during the first grading. The traditional modular instruction (TMI)   group and computer-assisted modular instruction (CAMI) group received respective   learning kits designed to be used during their free time at the comfort of their homes for   twenty-eight (28) days to allow self-paced learning. A pretest, given before the   interventions, a posttest, given immediately after finishing the interventions, and a second   posttest, given thirty-one (31) days after the interventions were used to measure   proficiency in terms of knowledge, skills, understanding and performance.    The paper provided statistical evidences that both forms can equally increase   mathematical proficiency with the TMI group having significantly higher acquired level   of skills than the CAMI group. The GWA of the respondents were found to be related   with acquired skills and understanding with the CAMI group displaying higher   correlation statistics. Likewise, it was established that both forms can similarly aid in   retaining acquired knowledge and understanding but not performance. However, the TMI        vii      group was not able to retain their acquired level of skills unlike the CAMI group.   Furthermore, both forms of modular instruction were found to be equally effective in   increasing the perceptions of students toward self-directed learning.    The paper concluded that there was a significant difference between the effects of   the two forms of modular instruction. It was then recommended by the study that caution   should be exercised when choosing between these two forms of instruction during the   teaching-learning process.