Development and Validation of Instructional Modules On Rational Expressions and Variations
Development and Validation of Instructional Modules On Rational Expressions and Variations
Development and Validation of Instructional Modules On Rational Expressions and Variations
Introduction
Mathematics instruction underscores understanding and
establishing the relationship between the students’
knowledge and intuition about the concrete structure and
theoretical nature of mathematics. Because of its abstract
nature, mathematics is also usually a subject that is best
endured rather than enjoyed by most young learners who are
not mathematically inclined (Acelajado, 2006). As
educational leaders, it is thus significant to explore how
instructional design can be used in a traditional learning
environment to enhance teaching. Instructional design,
which involves systematic development of instructional
materials and activities, ensures that learners achieve specific
learning goals or educational outcomes reflected in the
education curriculum and provides relevant instructions
suitable for a wide range of learning environment.
One of the important educational innovations in
instructional design that can complement the traditional face-to-
face instruction is programmed instruction in module form.
This approach, often called modular approach, consists of self-
directed learning activity packets that are self-instructional,
self-paced, student directed, and place the responsibility of
learning on the students. Basically, the basic principles of
modular instruction involves the division of the curriculum into
limited units or modules of learning which are assessed at the
end of that unit, with the student building up a degree through
such learning being credited (Jenkins
& Walker, 1994). Through this method, the teacher sheds
the role of presenter, demonstrator, driller, and questioner,
and now takes on the role of facilitator, initiator, monitor,
coach, and coordinator. More importantly, it provides
students opportunities to direct their own learning while they
construct meaningful experiences about the concepts being
taught.
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Literature Review
Self-Directed Learning
The necessity for learners to become self-reliant, self-
disciplined, and self-confident in their ability to direct their own
learning is becoming increasingly important in today’s
sophisticated society. Self -directed learning (SDL) refers to the
capacity of learners to plan, implement, and evaluate their own
learning activities (Merriam, Caffarella, & Baumgartner, 2007) .
That is, SDL contextualizes the process in which the learner
takes the initiative and responsibility for setting his/her own
learning goals, identifying and addressing gaps in his/her
learning, identifying resources, selecting and carrying out
learning strategies and evaluating his/her own learning (Loyens
et al., 2008). In a similar vein, Guglielmino (2008) explicated
self-directed learning (SDL) as an effective mode of learning
for individuals to possess in the information age as it
underscores the capacity of an individual to cope with constant
changes. Given the high speed of information changes in the
society, individuals must learn how to direct themselves in
acquiring information and knowledge to be able to survive and
compete with others.
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Self-learning Modules
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Methodology
Research Design
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Feedback
Figure 2.
Participants
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Instruments
In gathering data relevant in this study, the researcher
employed the following: (1) Experts’ Evaluation Checklist of
the Instructional Modules; (2) Pretest and Posttest for each
instructional module; and (3) Students’ Evaluation Checklist
of the Instructional Modules.
1. Experts’ Evaluation Checklist of the
Instructional Modules. In order to have a basis
for determining the acceptability of the
developed instructional modules, a five-point
Likert checklist was adapted from the theses of
Marin (2003) and Marasigan (2003). Some
modifications on the item format were made to
better align them with the purpose of the study.
Revisions were validated by the thesis adviser.
2. Pretest/Posttest. This achievement test was
administered as a pretest to gather baseline
information on what the students know prior to
their exposure to the instructional module and as a
posttest to measure the students’ achievement
after learning the content of the module. In
developing the achievement test, the researcher
adhered to the standard procedures in developing
and validating a test, beginning with the
development of test specifications up to gathering
evidence that would support the validity and
estimate the reliability of the test. The resulting
reliability of the developed achievement test is
0.76, assuring that the scores
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Data Collection
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Data Analysis
The researcher utilized descriptive statistics such as
percentages, means, and standard deviations in analyzing the
evaluation ratings of experts and student-respondents as well as
the pretest and posttest scores obtained by the student-
respondents. Textual interpretation was also used in reporting
the supporting qualitative data. In order to compare the
evaluation ratings of experts with that of student -participants,
statistical analysis using t-test for independent means set at 0.05
level of significance was performed. Finally, to ascertain the
effectiveness of instructional modules, the pretest results were
also compared statistically with the posttest results using paired
t-test set at 0.05 level of significance.
Rational Expressions
1. Definition and Domain of Rational Expressions
2. Simplifying Rational Expressions
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Variations
1. Writing the Equations of Direct Variations
2. Solving for the Constant of Direct Variations
3. Solving Problems Involving Direct Variations
4. Writing the Equations of Inverse Variations
5. Solving for the Constant of Inverse Variations
6. Solving Problems Involving Inverse Variations
7. Writing the Equations of Joint Variations
8. Solving for the Constant of Joint Variations
9. Solving Problems Involving Joint Variations
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Objectives:
1. Define a rational expression.
2. Identify rational expressions.
3. Translate verbal expressions into
rational expressions.
4. Find the domain of a rational
expression.
Pretest:
1. What is the quotient of two polynomials?
a. rational expression
b. radical expression
c. rational equation
d. radical equation
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Learning Activities:
Illustrative Examples:
Solutions:
a. Find the restricted value(s) of 2x .
x − 10
x − 100 = 0
x =100
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Practice Task:
3x
x 1
1. 23x 5. 9. 4
5 (x − 4)
5 x+1
2
x + 2x + 1
2
2. x + 5 6. 5 10. x + 3x + 2
3. 2x – 1 7. 3 x − 1
1
x+1
4. 8. (2x + 1) 2
x−1
Posttest:
1. What is the quotient of two polynomials?
a. rational expression
b. radical expression
c. rational equation
d. radical equation
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Legend:
Mean Rating Interpretations
4.5 – 5.0 Strongly Agree Excellent
3.5 – 4.49 Agree Very Good
2.5 – 3.49 Undecided Good
1.5 – 2.49 Disagree Fair
1.0 – 1.49 Strongly Disagree Poor
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3.5 87 13
Average 91
4. Presentation of the Modules
4.1 100 0
4.2 93 7
4.3 93 7
4.4 87 13
4.5 87 13
Average 92
5. Usefulness of the Modules
5.1 93 7
5.2 93 7
5.3 93 7
5.4 93 7
5.5 93 7
Average 93
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Legend:
Mean Rating Interpretations
4.5 – 5.0 Strongly Agree Excellent
3.5 – 4.49 Agree Very Good
2.5 – 3.49 Undecided Good
1.5 – 2.49 Disagree Fair
1.0 – 1.49 Strongly Disagree Poor
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Conclusion
On the basis of the findings, the developed instructional
modules on Rational Expressions and Variations under the
domain of Algebra are acceptable using the expert jurors’
and student-users’ separate assessments. The instructional
modules, subjected to the statistical comparisons of
evaluations, are also consistent between these two groups of
evaluators.
Meanwhile, the significant change in the pretest and
posttest scores obtained by students before and after they
were exposed to the instructional modules signifies that the
instructional modules brought out some sort of improvement
in their knowledge of Rational Expressions and Variations.
That is, the students learned from the modules and can go
about it, with their teachers as facilitators of learning.
With all these essential information that transpired
from the present study, it may be suffice to say that it could be
possible for teachers to redirect the focus of classroom from
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Recommendations
References
Abdu-Raheem, B. O. (2014). Improvisation of instruction-
al materials for teaching and learning in secondary
schools as predictor of high academic standard.
Nige-rian Journal of Social Studies, 17(1), 131-143.
Acelajado, M. J. (2006). The modular teaching approach in
college algebra: An alternative to improving the
learner’s achievement, persistence, and confidence
in mathematics. Philippines: De La Salle University.
Dynan, L., Cate, T., & Rhee, K. (2008). The impact of
learning structure on students’ readiness for self-di-
rected learning. Journal of Education for Business,
84, 96-101.
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