INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume VIII Issue IV April 2024

Development and Acceptability of Worktext in Differential

Calculus among Students of University of Rizal System

Jose D. Elveña Jr., Emmanuel M. Llarenas

University of Rizal System – RDEP

DOI: https://dx.doi.org/10.47772/IJRISS.2024.804062

Received: 11 March 2024; Accepted: 29 March 2024; Published: 04 May 2024

ABSTRACT
There has been an increased emphasis on students to recognizesignificance of Calculus in many areas of
life. Hence, the demand of instructional materials like worktext despite rapid development of new
technologies continues. This research is focused on developing a worktext that enhance students’ solving
ability, improving academic performance and creative thinking towards teaching material for this course. It
is based on the outline prescribed by the Commission on Higher Education Memorandum Order (CMO) No.
12, series of 2008 (CHED, 2008).Developmental method of research was employed, and it utilized the
ADDIE model(Analysis, Design, Develop, Implement, and Evaluate) to develop the instrument of
instruction. Mathematics experts determined its acceptability using a validated evaluation instrument.
Results showed that the worktext is acceptable in terms of content, relevance’ style and presentation,
usefulness, and clarity using weighted mean.Furthermore, the performance of students using the worktext
reflected a significant difference compared to those who did not use. Thus, it validates the successful
development and integration of the worktext into the course.

Mathematics teachers and professors are hereby recommended to develop and design their supplementary
materials for their students develop and enhance their mathematics performance.

Keywords:acceptability, worktext, development, differential calculus

INTRODUCTION
Mathematics, as a fundamental discipline, plays a crucial role in various academic fields and is an essential
component of any educational curriculum. Among its branches, calculus stands out as one of the
cornerstones of mathematical knowledge, providing valuable tools for analyzing change and solving
complex problems. Differential calculusis a necessity and of highly important as it serves as a vital
foundation for many scientific and engineering disciplines.It provides a basis for understanding
mathematical concepts and helps a person develop practical scientific and engineering sense and problem-
solving skills. In a sense, calculus is a form of communication about the world just as much as language is a
form of communication about thought.

The University of Rizal System, a prominent institution of higher education known for its commitment to

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academic and service excellence, recognizes the significance of shaping students' analytical and problem-
solving skills. To enhance the learning experience of its students, faculty are encouraged to use instruction
suited to the level of understanding of students. Current instructional materials should be employed as tools
to make instruction more effective,efficient, and interesting to the learners.

To enrich instruction is to provide the learners with systematic and carefully developed instructional
materials designed to meet and support learners with varying levels of ability and skills.A worktext, as a
hybrid of a workbook and a textbook, offers a unique learning approach that combines theoretical content
with practical exercises. Designed to promote active learning, it engages students in hands-on activities,
encouraging them to apply mathematical principles in real-world contexts. By using worktexts, educators
aim to create a dynamic learning environment that fosters critical thinking and deep understanding of the
subject matter.

This study focuses on the development and acceptability of a worktextin Differential Calculusto improve
the mathematics proficiency of students at University of Rizal System. The primary objective is to create a
comprehensive, accessible, and engaging worktext that addresses the learning needs and preferences of the
students. It is envisioned to cover fundamental topics in differential calculusbased on CHED Memorandum
Order (CMO) No. 12, series of 2008 such as limits, derivatives, and their applications.In addition to the
development of the worktext, it also aims to evaluate degree to which the students find the worktext useful,
user-friendly, and effective in facilitating their learning experience. By conducting acceptability assessments
and gathering feedbacks, the researchers can make necessary improvements to enhance the worktext's
overall class and quality.

Objectives

The main objective of the study was to develop and determine the level of acceptability of the worktext in
Differential Calculus.

Specifically, the study sought to the following questions:

1. What instructional material may be developed to enhance the skills and competency of students
based on the result of the diagnostic test in Differential Calculus?

2. What is the level of acceptability of mathematics experts on the proposed work text in Differential
Calculus in terms:

2.1 content;

2.2 relevance;

2.3 style and presentation;

2.4 usefulness; and

2.5 Clarity?

3. Is there a significant difference in the performance between the experimental and control group in
Differential Calculus after worktext was utilized?

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LITERATURE REVIEW
The low performance of students in Mathematics could be attributed to the of instructional resources in the
classroom such as work text. In relation to this, the study of Auditor (2014) development and validation of
aenth grade physics module stated that the use of a work text is effective in knowledge acquisition andis a
useful tool for teaching and learning basic physics. Reyes and De Guia (2017) mentioned that many student
who are using worktext or textbook feel secure and have a sense of progress in learning the lessons.Students
find math concepts difficult due to the abstract and shallow discussion, less visualization and more on
imagination brought out by the inadequate learning materials.

These frightening issues implied that teaching-learning is affected, the overall competencies and lessons
discussed to the students for the school year were not totally achieved.

One reason perceived by the researcher as well as by other mathematics teachers is the lack of textbooks
suited to students’ level. Gibbon (2004) stressed the need to develop self-instructional materials with the
current shift toward individualized programs in all levels of instruction.

In a study conducted by Kaptan (2012) mentioned that the challenges for mathematics education are the
following: an insufficient number of math teachers’ taking an active role in the preparation of the programs,
students generally lack motivation and have low self-confidence in learning, a huge number of students in a
class, the broken link with other lessons, insufficient physical conditions of schools. The intensive
curriculum but insufficient time allocation for mathematics and the instruction of lesson in an information
level and students in passive position (only listening and writing), teachers’ inactive position (writing on the
board and teaching classically).

There were schools that lacks instructional materials for teaching and learning mathematics. The inadequacy
of these materials has been of serious concern to math teachers in rural areas (Aina, 2013).

Furthermore, workbook/worktext provide practice materials and suggestions design to make what would
otherwise be trial and error learning definite, fool proof, economical and interesting (Gates, 2005).
Similarly, Gray(2007), concluded that the use of workbooks/worktexts is beneficial, resulting in not only
higher scores on standardized but also in n increase power of self-direction, helps in retention, skill in
fundamental processes, reasoning ability and solving problems.

With the current shift from Inputs-based Education (IBE) to Outcomes-based Education (OBE), particularly
in the tertiary level, it is necessary for the teachers to carefully design activities placing the students at the
center of all educational planning. They must employ current instructional materials as tools to make
instruction more effectiveefficient and appealing to the learners. One way to enhance instruction is to
provide the learners with carefully developed lessons. Numerous studies over the years have introduced a
range of instructional materials such as worktexts, workbooks and modules to meet the learners’ needs and
equip them with skills required for their level (Adora, 2014). Selga (2013) explained that worktexts are
helpful in keeping one child occupied while working with another. As revealed in her study, the proposed
worktext was found to be valid. She further concluded that worktexts contribute to the achievement of
specific objectives of the subject and provide activities for the development of higher cognitive skills.
Worktexts of better quality include problem-solving exercises that encourage higher-level thinking in
addition to the traditional fillin-the-blank and define-the-term exercises (Knapp, 2006). Auditor and Naval
(2014) addressed the need to improve the performance of all students across schools as manifested in the
results of the 2012 National Achievement Test (NAT). As revealed in their study, the developed modules

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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume VIII Issue IV April 2024

were found acceptable for the 10th grade physics students. Also, the developed set of modules was found to
be effective in terms of knowledge acquisition. Thus, they recommended that the adoption of the developed
module can be a useful tool for teaching and learning basic physics. The integration of enrichment activities
such as computer animations in the proposed instructional material generated a more innovative and
interesting learning environment. Thus, through this material, students found Mathematics learning more
meaningful and interesting (Dacanay, 2010).

Worksheets are materials by which students are given transaction steps regarding what they are supposed to
learn. Also, they include activities which give the students main responsibility in their own learning. Thus
worksheets are known to help students gain scientific process skills such as setting up experimental
mechanism, recording data, interpreting the data, and so on so that they can conceptualize the concepts in
their mind (Kurt &Akdeniz, 2002).

Teaching materials are a set of learning tools or tools that contain learning materials, methods, limitations,
and evaluation methods that are designed specifically, systematically and attractively in order to achieve
learning objectives in accordance with the minimum competencies of these subjects. This is in line with
what Widodo and Jasmadi said in Lestari (2015). Even Widodo and Jasmadi emphasized the learning
objectives to be achieved down to sub-competencies and all their complexities. While Prastowo (2011), said
that teaching materials are materials or subject matter that are systematically arranged that are used by
teachers and students in the learning process. Sumantri (2015), said that teaching materials a source of
learning in the form of concepts, principles, definitions, content groups (context), data, facts, processes,
values, abilities, and skills. Formally Komalasari (2011: 28) and Anonymous (2008: 6) say, teaching
materials are materials needed for the formation of knowledge, skills, and attitudes that must be mastered by
students in an effort to meet the competency standards set and used to help teachers (lecturers) ) or
instructors in carrying out teaching and learning activities in the classroom. There are at least three
principles that must contained in a teaching material as stated by Amri (2010:162) saying, relevance,
consistency, and adequacy are three principles that need to be considered in compiling teaching materials.

Some characteristics of teaching materials, including self-instructional, self-contained, stand-alone,

adaptive, and user friendly (Lestari, 2015). Self-instructional means that the teaching materials can make
students able to teach themselves, therefore the teaching materials must contain learning objectives, and be
packaged into more specific units.One of the characteristics of the module as a teaching material is that the
module is designed in such a way with the aim that students can learn independently by minimizing the role
of the teacher in the learning process. This is in accordance with Anonymous (2017) which says, modules
are teaching materials that are specially prepared and systematically designed based on a curriculum that is
packaged into the smallest learning unit that students can use independently to achieve certain learning
objectives that have been set. The following table 1 presents the differences between textbooks and teaching
materials (Anonymous, 2011).

CONCEPTUAL FRAMEWORK
The conceptual framework is illustrated visually using the input-process-output model. Inputs are the
variables used to arrive at the research outcome like the results of diagnostic test, level of acceptability by
Mathematics experts and the pretest and posttest results of respondents. The research process utilized the
ADDIE model (Analysis, Design, Develop, Implement, and Evaluate) to come out with the output – a
worktext in Differential Calculus. The feedback indicates continuous process and relationships among the
variables affecting the outcome.

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Conceptual Framework

METHODOLOGY
This study utilized the descriptive Developmental research. According to Richey, Rita C. (2004),
developmental research has been defined as the systematic study of designing, developing, and evaluating
instructional programs, processes, and products that must meet criteria of internal consistency and
effectiveness. It is particularly important in the field of instructional technology which involve situations in
which the product-development process is analyzed and described, and the final product is evaluated.

This method is suitable for this study as the researchers have developed a worktext in Differential Calculus
in accordance with the course outline prescribed by the Commission on Higher Education.

The researchers employed a systematic approach utilizing the ADDIE framework described by Aldoobie
(2015). ADDIE is an acronym for analysis, design, development, implementation, and evaluation. Each

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phaserepresents the fundamental concepts of the ID process and is related to and interact with each
otherensuring that the design must be student-centered, goal-oriented with meaningful performance and
outcomes that can be validly measured (Reiser & Dempsey, 2012)

In the analysis phase, the researchersexamined and surveyed the existing knowledge, skills, experience,
characteristics,and attitudes of 234 students taking Differential Calculus course - the

target learners and determined instructional goals as well as the learning environment.As Beishuizen and
Stoutjesdijk (1999) stated that the quality of learning material is enhanced if the students’ learning styles are
considered.To recognize the needs of students, result of diagnostic test was carefully examined, review of
related studies and literature followed, where developing a worktext in Differential Calculus was planned
and conceptualized.

In the design phase, designer identifies the learning objectives to outline contents and instructional
strategies. Features like styles, exercises, activities and references were mapped out.Contents of the
worktext matched theoutline prescribed by the Commission on Higher Education Memorandum Order
(CMO) No. 12, series of 2008 (CHED, 2008). The contents are as follows:

1. Functions, Limits and Continuity

2. The Derivatives: Algebraic Functions

3. The Tangent line, Normal Line and Rate of Change

4. The Chain Rule and General Power Rule

5. Analysis of Functions

6. Applications of Derivatives: Optimization Problems

7. Derivatives of Trigonometric and Inverse Trigonometric Functions

8. Derivatives of Exponential and Logarithmic Functions

9. Derivatives of Hyperbolic and Inverse Hyperbolic Functions

10. Parametric Equations

11. Partial Differentiation

In the develop phase, careful analysis and study were undertaken where learning outcomes were stated
before each topic. In such manner, learners would have a clear idea of what can be achieved at the end of
each course. The Bloom’s Taxonomy is helpful in writing the learning objectives and classifying them
based on complexity and specificity using the cognitive, psychomotor, and affective learning domains
(Adams, 2015).Based on the identified learningoutcomes, teaching context, learning activities and
assessment scheme was properly designed and discussions were made simple for students to appreciate and
successfully understand the lesson.Problem based learning is applied, where lots of drills were emphasized.
Hence, the designer would think of how the instruction can be effective in ways that able the learners to
interact with the materials (Aldoobie, 2015). At this stage, the development of the worktext, cover design,
layout, font selection, editing, validation, and revisions are carried out by determining the level of

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acceptability of mathematics experts in terms of content, relevance, style and presentation, usefulness,
andclarity. Evaluation instrument together with the worktext was evaluated by distributing it to the
experts.These experts are those professors in the university having thought thecourse for at least 5 years
which also include some senior high school (SHS) teachers handling the course in the STEM strand.

For the implementation phase,the researchers revised, amended, and reconsidered all the comments and
suggestions made by the experts after their thorough evaluation of the instrument’s acceptability. The
worktext was reproduced and handed over to the experimental group for their utilization to determine the
impact on the quality of the learning process which includes, effectiveness, attractiveness, and efficiency.
Respondents from the experimental group were allowed to use the worktext throughout the semester while
the control group were treated by the usual lecture method without using the worktext.

For the evaluation phase, the quality and usefulness of the worktext was meticulously tested. The
researchers made sure that the goalshave been met and the worktext is efficient and effective. Aside from
administering a post test for the experimental and control group to find out the disparity in their
performance, evaluation is carried out on each step to determine if flaw occurs in each procedure.

RESULTS AND DISCUSSIONS

What instructional material may be developed to enhance the skills and competency of students based
on the result of the diagnostic test in Differential Calculus?

The table shows the average performance of students in Differential Calculus for each topic with an overall
average of 34.621.

Result of Diagnostic Test in Differential Calculus

TOPICS Average
Score

1. Functions, Limits and Continuity 4.17

2. The Derivatives: Algebraic Functions 3.64

3. The Tangent line, Normal Line and Rate of Change 3.85

4. The Chain Rule and General Power Rule 3.04

5. Analysis of Functions 4.95

6. Applications of Derivatives: Optimization Problems 3.58

7. Derivatives of Trigonometric and Inverse Trigonometric Functions 3.61

8. Derivatives of Exponential and Logarithmic Functions 2.87

9. Derivatives of Hyperbolic and Inverse Hyperbolic Functions 2.96

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10. Parametric Equations 1.83

11. Partial Differentiation 2.07

AVERAGE 32.651

The poor performanceof the studentsis noted which emanates from a variety of challenges. These include
lack of algebraic skills and conceptual knowledge. In a study of Domondon et. al. (2023) made emphasis
that errors committed by students in Basic Calculus should be undertaken. He found out that students find
Basic Calculus difficult. Moreover, some of the difficulties experienced by the students were on lack of
knowledge of the concepts, poor application, complicated formulas and processes, and confusion in
understanding the problem. The researchers noticed the students’ lack of proficiency and difficulties in
learning, mastering and deficiency of proper background in Calculus, from which development of work text
is conceptualized. As Dejarlo (2022) stated that teachers/profess sorsbe motivated to make their own
worktext/module/ instructional materials to enhance the teaching-learning process of the course.
What is the level of acceptability of mathematics experts on the proposed work text in Differential
Calculus in termsof:

3.1 content;

3.2 relevance;

3.3 style and presentation;

3.4 usefulness; and

3.5 clarity?

The table shows that the respondents rated the items on content as veryacceptable. Content is up-to-date
with weighted mean of 4.73; content is accurate as shown by a weighted mean of 4.67; content is
appropriate for college level with a weighted mean of 4.53; and content and skills are clearly stated and
emphasize as supported by 4.60 weighted mean. Rated acceptable are the items: content which includes
adequate development of concept and is appropriate for the student with a rating of 4.47 and content is
relevant to students which received a rating of 4.20.The obtained overall mean value of 4.53 showed that the
developed worktext has content very acceptable in the development of knowledge and skills in Differential
Calculus.

Level of Acceptability of Mathematics

Experts on the Worktext in Terms of Content

Criteria Weighted Interpretation

Mean

1. Content is up to date 4.73 VA

2. Content is accurate 4.67 VA

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3. Content includes adequate development of 4.47 VA

concepts and is appropriate for the
student.

4. Content is appropriate for college level. 4.53 VA

5. Content is relevant to students. 4.20 A

6. Concept and skills to develop are clearly 4.60 VA

stated and emphasized

Overall Mean 4.53 VA

Legend:

ScaleRange Verbal Interpretation

5 –(4.50-5.00) Very Acceptable (VA)

4 –(3.50-4.49) Acceptable (A)

3 –(2.50-3.49) Moderately Acceptable (MA)

2 –(1.50-2.49) Less Acceptable (LA)

1 – (1.00-1.49)Not Acceptable (NA)

The data imply that the respondents have given very satisfactory ratings on the materials. These findings
ascribed to the results of the study conducted by Geneta and Guinto “teacher performed different
mathematical activities so as to guide the students in performing generalizations and at the same time
developing their own skills.”

Relevance

The respondents agreed that the worktext has activities and learning areas relevant to the objectives and
significant to the needs of the learner, skills are appropriate to the existing conditions and promote relative
evaluative manners, used for practical applications, and concepts being developed in each topics.

Level of Acceptability of Mathematics

Experts on the Worktext in of Relevance

Criteria Weighted Interpretation

Mean

1. The activities are relevant to the 4.67 VA

objectives/skills.

2. The material provides a variety of 4.67 VA

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relevant evaluative measures.

3. The materials are significant to the 4.20 A

needs of the students.

4. The materials are relevant, interesting 4.60 VA

and self-motivating for the learner.

5. The materials are to the concepts being 4.60 VA

developed in each topic.

6. The materials can be used for practical 4.20 A

applications

Overall Mean 4.49 A

Specifically, all items under relevance were rated acceptable as evidenced by an overall mean score ranging
from 4.20 – 4.67 mean scores.
Style and Presentation

Table below reveals the assessment of the respondents as to style and presentation.

Level of Acceptability of Mathematics

Experts on the Worktext in Terms of Style and Presentation

Criteria Weighted Interpretation

Mean

1. The language of the material is clear in terms of 4.33 A

vocabulary and terms used.

2. The writing style of the material is conversational and 4.20 A

friendly.

3. The material uses correct grammar 4.33 A

4. Skill lessons are presented in logical order. 4.20 A

5. There are enough activities at the end of each lesson. 4.20 A

6. The level of the language used is appropriate to the 4.53 VA

level of the learners.

Overall Mean 4.30 A

The respondents agreed that the worktext is clear in terms of vocabulary, style of the material is friendly;
correct grammar is used; skill lessons are presented in logical order; enough activities at the end of the
lessons; and language used are appropriate to the level of the learners.

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The math experts agreed that the modular instructional material in terms of style and presentation is
acceptable as evidenced by the overall composite mean of 4.30.

Usefulness

Based on the table below, the respondents agreed as to the usefulness of that the worktext in Differential
Calculus as acceptable. They all agreed that the worktext (differentiation and its applications) prepares the
students to think logically and critically, simple, and comprehensive, encourages the students to become
actively involved in learning activities and seek to relate new learning from previous learning.

The math experts agreed that the worktext in terms of usefulness is acceptable as evidenced by the overall
composite mean of 4.48.

Level of Acceptability of Mathematics

Experts on the Worktext in Terms of Usefulness

Criteria Weighted Interpretation

Mean

1. The materials prepare the students to think 4.67 VA

logically and critically.

2. The concepts in the material are simple and 4.73 VA

comprehensible.

3. As a whole the materials are teachable. 4.53 VA

4. The materials provide opportunity for the 4.53

development/enhancement of mathematical
skills. VA

5. The learning contents provide adequate 4.33

information on the topics presented.
A

6. They encourage the students to become 4.20

actively involved in the learning activities.
A

7. They stimulate the learners to intellectual 4.33 A

activities.

8. The activities seek to relate new learning from 4.53 VA

previous learning.

Overall Mean 4.48 A

Clarity

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It can be gleaned from the table that the respondents rated the worktext in Differential Calculus as
acceptable with an overall composite mean of 4.27. This shows that the instructional material is clear and
easy to understand. Concepts for each activity are arranged logically to ensure that there is no duplication of
content, and clear, simple, and engaging.

Level of Acceptability of Mathematics

Experts on the Worktext in Terms of Clarity

Criteria Weighted Interpretation

Mean

1. Information is clear, simple and 4.20 A

engaging

2. Language used is clear and easy to 4.33 A

understand

3. Students can assess their understanding 4.20 A

at regular interval.

4. The concepts for each activity are 4.33 A

arranged logically to ensure that there
is no duplication of content

Overall Mean 4.27 A

As a summary, the acceptability of the developed worktext as assessed by the math experts is shown
belowSummary the Acceptability of Worktext in Differential Calculus

Criteria Weighted Interpretation

Mean

1. Content 4.53 VA

2. Relevance 4.49 A

3. Style and Presentation 4.30 A

4. Usefulness 4.48 A

5. Clarity 4.27 A

Overall Mean 4.41 A

Legend:

Scale Range Verbal Interpretation

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5 – (4.50-5.00) Very Acceptable (VA)

4 – (3.50-4.49) Acceptable (A)

3 – (2.50-3.49) Moderately Acceptable (MA)

2 – (1.50-2.49) Less Acceptable (LA)

1 – (1.00-1.49)Not Acceptable (NA)

It can be seen from the table that the developed worktext was very acceptable to the respondents as
supported by the mean scores of 4.53 for content and acceptable to the respondents with a mean score of
4.49 for relevance, 4.30 for style and presentation, 4.48 for usefulness, and 4.27 for clarity. This was further
supported by the overall mean score of 4.41.

This means that the topics, objective, content and activities of instructional materials are organized and
sequenced logically; the style and presentation used is simple and easy to understand; the exercises;
diagrams are adequate and relevant to the concepts and skills; and suit the needs of the students.

These foregoing results supported the findings of Cariño, Fajardo, Pineda, Marin, and Aguide that the use of
instructional materials as a method of teaching keeps the learners busy, with their own work thus
minimizing classroom management problems and also increase the span of students’ interest and attention.

They also suggested that using the strategies of such instruction involving modular instructional materials
prepares students for the mastery of the lessons, since the students can study at their own level and time.

Is there a significant difference in the performance between the experimental and control group in
Differential Calculus after worktext was utilized?

The table provides an overview of the performance of the Control Group in the Differential Calculus course.
in "Functions, Limits, and Continuity," the mean score is 6.15, which implies that, on average, students in
the Control Group achieved a score of 6.15 out of the total possible score for this topic. The standard
deviation measures the spread or variability of scores within the Control Group for each topic. A smaller
standard deviation indicates that the scores are closer to the mean, suggesting more consistent performance
among students. Conversely, a larger standard deviation implies greater variability in scores, indicating a
wider range of performance.

Performance of the Control Groupin Differential Calculus

Topics mean (x) Standard Verbal interpretations

deviation

1. Functions, Limits and Continuity 6.15 1.2 Very Satisfactory

2. The Derivatives: Algebraic Functions 5.45 1.1 Satisfactory

3. The Tangent line, Normal Line and Rate of 5.78 1.04 Satisfactory
Change

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4. The Chain Rule and General Power Rule 5.95 1.12 Satisfactory

5. Analysis of Functions 5.8 0.995 Satisfactory

6. Applications of Derivatives: Optimization 5.71 0.92 Satisfactory

Problems

7. Derivatives of Trigonometric and Inverse 6.12 1.45 Very Satisfactory

Trigonometric Functions

8. Derivatives of Exponential and Logarithmic 5.45 1.27 Satisfactory

Functions

9. Derivatives of Hyperbolic and Inverse Hyperbolic 5.15 1.26 Satisfactory

Functions

10. Parametric Equations 5.12 1.28 Satisfactory

11. Partial Differentiation 5.97 1.27 Satisfactory

Average 62.65 Satisfactory

The verbal interpretations in the last column provide a qualitative assessment of the students' performance
for each topic. The terms used are "Very Satisfactory" and "Satisfactory." "Very Satisfactory" suggests that
the students performed exceptionally well in the topic, while "Satisfactory" indicates a satisfactory
performance, though not outstanding.
Finally, the table presents an overall average for all the topics, which is calculated to be 62.65. The average
score is also labeled as "Satisfactory," which indicates that, on average, the Control Group achieved
satisfactory results across all the topics covered in the Differential Calculus course

Performance of the Experimental Group in Differential Calculus

Topics mean Standard Verbal
(x) deviation interpretations
1. Functions, Limits and Continuity 7.23 1.024 Very Satisfactory
2. The Derivatives: Algebraic Functions 7.15 0.994 Very Satisfactory
3. The Tangent line, Normal Line and Rate of Change 6.85 1.14 Very Satisfactory
4. The Chain Rule and General Power Rule 7.01 0.927 Very Satisfactory
5. Analysis of Functions 6.5 0.854 Very Satisfactory
6. Applications of Derivatives: Optimization Problems 6.25 0.88 Very Satisfactory
7. Derivatives of Trigonometric and Inverse Trigonometric 7.5 0.947 Very Satisfactory
Functions
8. Derivatives of Exponential and Logarithmic Functions 7.45 95 Very Satisfactory
9. Derivatives of Hyperbolic and Inverse Hyperbolic 6.05 1.04 Satisfactory

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Functions
10. Parametric Equations 5.95 1.17 Satisfactory
11. Partial Differentiation 7.15 0.954 Very Satisfactory
Average 75.09 Very Satisfactory
The above table presents the performance of the Experimental Group, who utilized the developed worktext
in the Differential Calculus. It is evident that the Experimental Group, which had access to the developed
worktext, achieved notably higher mean scores compared to the Control Group in almost all topics. The
mean scores for each topic are consistently above 6, indicating a relatively strong performance across the
board. Specifically, the mean scores range from 5.95 to 7.5, with most topics scoring above 7, signifying a
high level of competence.
The standard deviations, which represent the spread or variability of scores within the Experimental Group,
are generally smaller for most topics. This suggests that students in the Experimental Group exhibited more
consistent performance compared to the Control Group. The verbal interpretations accompanying the mean
scores reinforce the high level of achievement observed in the Experimental Group. Terms like "Very
Satisfactory" are used repeatedly, indicating that the students' performance in most topics was exceptional.
In particular, topics like "The Derivatives: Algebraic Functions," "The Chain Rule and General Power
Rule," and "Derivatives of Exponential and Logarithmic Functions" received consistently high praise, with a
mean score of 7.15 or above and standard deviations below 1.

However, it is worth noting that two topics, "Derivatives of Hyperbolic and Inverse Hyperbolic Functions"
and "Parametric Equations," were assessed with mean scores below 6. These topics received a
"Satisfactory" verbal interpretation, suggesting that while the students' performance was acceptable, there is
room for improvement. Overall, the Experimental Group exhibited a significantly higher average mean
score of 75.09 compared to the Control Group's average of 62.65. This impressive average indicates that the
use of the specialized worktext had a positive impact on the students' learning and understanding of
Differential Calculus. It is apparent that the worktext effectively contributed to the Experimental Group's
overall very satisfactory performance, validating its development and successful implementation in the
course.

The table provides the statistical analysis results of the performance of the Experimental Group and the
Control Group in utilizing the worktext in the Differential Calculus course.

Significant difference in the Performance of the

Experimental Group and Control Group inutilizing Work text in Differential Calculus

Topics t- df Sig HO (Null VI

values (< .05) Hypothesis)
at .05

1. Functions, Limits and Continuity 6.17 9 0.000 Rejected Significant

2. The Derivatives: Algebraic Functions 5.45 9 0.001 Rejected Significant
3. The Tangent line, Normal Line and Rate of Change 8.40 9 0.000 Rejected Significant
4. The Chain Rule and General Power Rule 7.14 9 0.000 Rejected Significant

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5. Analysis of Functions 6.85 9 0.000 Rejected Significant

6. Applications of Derivatives: Optimization Problems 7.12 9 0.000 Rejected Significant
7. Derivatives of Trigonometric and Inverse 8.29 9 0.001 Rejected Significant
Trigonometric Functions
8. Derivatives of Exponential and Logarithmic Functions 7.23 9 0.000 Rejected Significant
9. Derivatives of Hyperbolic and Inverse Hyperbolic 7.56 9 0.000 Rejected Significant
Functions
10. Parametric Equations 7.28 9 0.000 Rejected Significant
11. Partial Differentiation 8.36 9 0.000 Rejected Significant

The t-value is a measure of the difference between the means of the Experimental and Control Groups for
each specific topic. It indicates the extent to which the Experimental Group's performance differs from that
of the Control Group. In this table, all the t-values are positive, indicating that the Experimental Group
consistently outperformed the Control Group in every topic.
The significance level (Sig) shows the probability of obtaining the observed difference between the means
by chance alone. A Sig value of less than 0.05 (p < 0.05) indicates that the results are statistically
significant, suggesting that the observed differences are unlikely to have occurred by random chance. The
null hypothesis (Ho) states that there is no significant difference between the Experimental and Control
Groups in utilizing the worktext in Differential Calculus. However, based on the results in the table, the null
hypothesis is rejected for all topics, as the Sig values are less than 0.05. This rejection indicates that there is
a significant difference between the control group, and the Experimental Group's utilization of the worktext
has led to a significantly better performance compared to the Control Group. The table's statistical analysis
reinforces that the worktext played a crucial role in enhancing the students' learning and understanding of
Differential Calculus. The significant differences observed in the Experimental Group's performance across
all topics indicate the effectiveness of the worktext as an instructional tool in improving students' academic
outcomes in this course.

SUMMARY AND CONCLUSIONS

Conclusions

1. The mathematics experts found the developed worktext highly acceptable, as evidenced by the mean
scores of 4.53 for content and 4.49 for relevance. Additionally, the material received favorable ratings for
style and presentation (mean score of 4.30), usefulness (mean score of 4.48), and clarity (mean score of
4.27). The overall mean score of 4.41 further supports the material's strong acceptability. These scores
indicate that the instructional material's topics, objectives, content, and activities are logically organized and
sequenced. The style and presentation are simple and easy to comprehend, while the exercises, and
diagrams effectively relate to the concepts and skills, meeting the students' needs.

2. The Control Group achieved satisfactory results across all the topics covered in the Differential Calculus
course, but the used of the work text had a more beneficial effect on the students' learning and grasp of
Differential Calculus. The worktext played a significant role in enhancing the Experimental Group's
performance, leading to an overall very satisfactory outcome. This outcome validates the successful
development and integration of the worktext into the course.

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3. The null hypotheses were rejected for all topics, as the Sig values are less than 0.05. This rejection
indicates that there is a significant difference between the groups, and the Experimental Group's utilization
of the worktext has led to a significantly better performance compared to the Control Group

IMPLICATIONS AND RECOMMENDATIONS

Recommendations

From the findings and conclusions, the following are strongly recommended:

Based on the findings of the study, the following recommendations are proposed:

1. **Integration of Worktext into Curriculum: ** Considering the high acceptability and positive
feedback from the respondents, it is recommended to fully integrate the developed modular
instructional material (worktext) into the Differential Calculus course curriculum. The material's
logical organization, relevant content, and user-friendly style and presentation will likely enhance
students' learning experiences and academic performance.
2. **Teacher Training and Support: ** To maximize the benefits of the worktext, it is crucial to
provide adequate training and support to instructors who will use it in their teaching. Teachers should
be familiarized with the worktext's content, pedagogical approach, and interactive activities. This will
help them effectively guide students' learning and facilitate engaging classroom discussions.
3. **Continuous Improvement: ** Despite the high acceptability, there is always room for
improvement. Regular evaluation and feedback sessions with students and teachers should be
conducted to identify areas for enhancement. Based on this feedback, updates and revisions can be
made to ensure the worktext remains relevant and effective.
4. **Further Research and Long-term Impact: ** While the study showed immediate positive
outcomes, further research is recommended to assess the long-term impact of the worktext on
students' performance and retention of knowledge. Follow-up studies could be conducted to track the
students' progress in advanced calculus courses or related fields.
5. **Replication in Other Courses: ** The success of the worktext in Differential Calculus may
motivate exploring its applicability in other courses or subjects. Institutions can consider replicating
this methodology in different mathematical topics or even in other disciplines to promote active
learning and engagement among students.
6. **Engage Control Group in Active Learning: ** Since the Control Group achieved satisfactory
results, incorporating some elements of the worktext's interactive approach into traditional teaching
methods for the Control Group could potentially improve their learning outcomes as well. Strategies
such as incorporating more problem-solving exercises, visual aids, and interactive discussions may be
beneficial.
7. **Sharing Best Practices: ** Encourage sharing of best practices and experiences among educators
who have used the worktext. Establish platforms or workshops where instructors can exchange
insights, innovative teaching techniques, and strategies for maximizing the worktext's potential in their
classrooms.

ACKNOWLEDGMENT
The researchers would like to thank the University of Rizal System, with the President Dr. Nancy T.
Pascual, Dr. Florante J. Mercado, Campus Director of URS - Rodriguez, colleagues, to students, their
families who provided the support and motivation, and most of all to AlmightyGod for the continuous
guidance and strength to complete this study.

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