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245	0	0	_aComparative Effects of Traditional and Computer-Assisted Forms of Modular Instruction in Trigonometry / _cQuiroz, Samuel A.
264		4	_aBataan Peninsula State University : _bQuiroz, Samuel A., _cMarch 2015
300			_c27 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
490	1		_aCOMPARATIVE EFFECT OF TRADITIONAL AND COMPUTER-ASSISTED FORMS OF MODULAR INSTRUCTION IN TRIGONOMETRY
520			_aEfforts 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.
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