Provisions of Math Modules to

Improve the Academic Performance

of the Students
Researchers: Monena P. Espinoza
Jestony G. Lariba
 Rationale
COVID 19 epidemic has provided challenges to all educational
institutions especially to all students who can’t afford to have online
class because of some reasons; therefore most of them had module
learning material as another way to continue their studies since
they don’t want to be left behind. Moreover, learning mathematics
was often viewed by the students as one of the difficult subjects as
they pursue to finish their studies from elementary until college. For
that reason, it was a challenge to all students especially on today’s
pandemic to used math modules to improve their academic
performance while at home.
 According to Saragih (2015) most teachers taught mathematics
by explaining the concepts and operations of mathematics, giving
examples of doing things, a little questioning (if any), followed by
asking students to work on similar problems with the problems
already explained by teachers. This was effective if there was an
actual and online discussion given to the young students, but the
question was, how about those who were using math modules that
live in the far flung areas and no connectivity to online resources. In
that case, it would be a dispute to all teachers to make use of
modules as another way to teach the learners.
 Furthermore, for today’s pandemic the students
already experience difficulties that somehow would test
their capability to comprehend and to adjust with the
changes. All these happenstances evaluate about how
can they help and improve their way of thinking and
understanding about math modules.
 This study conceptualized about the
provisions of math modules if this really assisted
the students to improve their academic
performance or not. Then, the researchers found
possible recommendations to help address some
problems and to come up with concrete solutions
that even staying at home the students could
improve their academic performance.
Statement of the Problem
1. What are the provisions of math modules
to improve the academic performance of
the students?
2. What is the academic performance of
students in mathematics?
3. Is there a significant relationship between
the provisions of math modules and the
performance of students in math?
 Methodology

Research Design Research Locale

This research used descriptive- Due to the pandemic, this study was
correlational design. Based to Creswell conducted through online; the
(2012), a descriptive correlational design researchers used messenger application
is a non-experimental quantitative to contact their respondents and other
research design that uses descriptive online platforms such as Google forms
correlation to describe and measure the and Facebook; the respondents
degree of association of two or more answered the given questionnaires and
variables. they were located within the province of
Surigao Del Sur. 
 Methodology
Research Respondents
The population of this study was the Research Instruments
students who were studying in the Clarence Ty The instrument used was a researcher-made questionnaire
Pimentel National High School, Sumo-sumo, checklist to gather the needed information for this study and it
was validated. The categorizations which resemble to the
Tago, Surigao del Sur. qualitative description for scoring are as follows:
A total sample of 45 students in which belong Point Limits Verbal Description
Grade 9 and Grade 10 were selected by the 5 4.21 - 5.00 Strongly Agree
researchers. This study was conducted within 6 3.41 - 4.20 Agree
the period of September to November, S.Y. 2021, 7 2.61 - 3.40 Disagree
this was the time of pandemic. 8 1.81 - 2.60 Strongly Disagree
9 1.00 - 1.80 Not Applicable
 Methodology
Data Gathering Procedure Statistical Treatment
In gathering the data needed in the study, the
following procedures were followed: First, asking To analyse the data collected, these were
permission to conduct the study. A letter request was the following statistical tools used: Weighted
sent to the principal of CTPNHS to allow the Mean, this was used to get the descriptive
researchers to administer the research
measures of the respondents. Pearson
questionnaires online to the 45 respondents.
Researchers asked the list of the students that were product moment correlation, this statistical
chosen randomly. Second, administering the research tool was used to determine the relationship
questionnaires, researchers administered the between the two variables which were the
research questionnaires to the students through math modules and academic performance.
Google forms. Lastly, encoding of the gathered data,
after the consolidated answers from the
respondents, it was encoded using Excel Format for
ease of treatment.
 Results and Discussion
Indicators Weighted Mean Verbal Description

1. In a modular teaching method I have a lot of time to answer the activities. 3.89 Agree

2. Students can be guided by friends, parents and relatives on their activities. 4.11 Agree

3. Students are more active and self-directed. 3.71 Agree

4. Modular distance learning approach helps to explore myself in mathematics. 3.60 Agree

5. It is flexible than other approaches in mathematics. 3.58 Agree

6. I am more comfortable to answer the activity in math on my own using modules. 3.51 Agree

7. I prepare modular distance learning approach in learning mathematics. 3.60 Agree

8. It is cheaper. 3.44 Agree

9. Students can easily answer the problems in mathematics. 3.16 Disagree

10. I prefer modular distance learning approach rather than traditional face to face instruction. 3.09 Disagree

11. I was provided with timely and helpful information and guidance at the start of the module. 4.00 Agree

12. The aims and learning outcomes of the math module were made clear to me. 3.73 Agree

13. The physical accommodation for the math module was appropriate. 3.87 Agree

14. The learning activities on the math module helped me to learn. 3.96 Agree

15. The teaching on the math module helped me to learn. 3.89 Agree

16. The learning materials provided on the math module were helpful. 3.89 Agree

17. The math module was well organised. 3.96 Agree

18. I was provided with timely and helpful information and guidance on the assessment requirements and criteria. 4.00 Agree

19. I was able to obtain guidance from staff to support my studies when needed. 3.91 Agree

20. The physical learning resources (eg library, IT) for the module were appropriate. 4.02 Agree

21. The math module was intellectually stimulating and stretched me. 3.84 Agree

22. I received timely and helpful feedback on my learning in the module. 4.09 Agree

23. The math module helped to develop my personal skills and qualities. 3.89 Agree

24. The math modules help me to improve my mathematical skills. 4.09 Agree

25. Overall, I am satisfied with the quality of the math module. 3.89 Agree

Overall Mean 3.79 Agree

 Table 2 exposed the corresponding results of the gathered data. Out of
twenty five (25) indicators in awareness of the students on the provisions of
mathematics modules, twenty three (23) indicators had verbal description
of Agree based on their weighted mean. The second indicator “Students
can be guided by friends, parents and relatives on their activities” has the
highest weighted mean of 4.11; followed by the twenty second indicator “I
received timely and helpful feedback on my learning in the module” has the
weighted mean of 4.09, then the next is the twenty-fourth indicator “The
math modules help me to improve my mathematical skills” has the
weighted mean of 4.09, followed by the twentieth indicator “The physical
learning resources (e.g. library, IT) for the module were appropriate” has
the weighted mean of 4.02. Those were the top four (4) leading indicators
or statements that got the verbal description of “Agree”.
 On the other hand, there were only It implied that most of the
two (2) indicators which had a verbal
students understand and
description of disagree and it showed
in the ninth indicator “Students can notice the benefits of the
easily answer the problems in provisions of math modules.
mathematics” has the weighted mean Students got the details of
of 3.16 and the tenth indicator “I
using this learning material to
prefer modular distance learning
approach rather than traditional face develop academic
to face instruction” has the weighted performance amidst the
mean of 3.09. pandemic.
 Significant relationship between the provisions of
math modules and academic performance of students
In this research, the provision of Math Modules and the
Academic Performance has a .8019 computed r. Results of
0.0001 P-value were also calculated. The conclusion had a
significant relationship, therefore the academic performance of
the JHS students did significantly correlate with the provisions of
math modules.
Source of Variance Computed r P-value Decision Conclusion

Provisions of Math        
Modules and .8019 0.0001 Declined Has a Significant
Academic Ho relationship
Performance
 Summary of Findings
The data presented in the awareness of the students about math
modules got an overall weighted mean of 3.79 which has a verbal
description of “Agree”. Most of the statements that the respondents
answered “Agree” with the provisions of math modules such as
students could be guided by friends, parents and relatives on their
activities in the module then they received timely and helpful
feedback about their modules and overall they like the provisions of
math modules.
The relationship between the provisions of math module and the
academic performance of students based on the students’ mean
grade had a significant correlation and the computed P-value was
0.0001.
 Conclusions
Based on the findings, the researchers were able to draw the following
conclusions:
The provision of math modules to the JHS students had contributed to
the improvement on their academic performance in mathematics.
The academic performance of students was good enough to pass the
mathematics subject even though there were students who wanted the
previous modality which was the traditional face to face instruction; they still
manage to cope with the changes and adjustment.
The correlation of the math modules and students’ academic
performance had a significant relationship. It suggested that the mathematics
modules can improve the students’ academic performance in math.
 Recommendations
After a thorough analysis of results, the researchers
come up with the following recommendations:
It is recommended that the module in mathematics
should be used as a learning material day by day even
without the pandemic because based on the findings;
math module could help students to read and study in
advance the difficult topics in math, then it could be
an own personal place for extension of learning of the
students and to improve their academic performance
in school.
 Recommendations
Teachers and the school administration should still continue to improve
their way of making modules in which they had to monitor and facilitate the
progress and poor performance of their students especially in math subject.
Parents are also encouraged to give attention and guidance to their children
while studying and answering their modules at home. It is not literally to
answer the module instead of their child but it is about to guide them on what
to do, as being para-teachers under this modular distance learning approach.
Future researchers who planned to make related study with the current
research can conduct further investigation and conceptualize other benefits of
these learning materials not just for mathematics subject but also with the
other subjects.
THANK YOU!
Researchers:
Monena P. Espinoza
Jestony G. Lariba