Chapter I

THE PROBLEM

Introduction

The existence of COVID-19 pandemic has faced serious challenges to

people, especially to the teaching and learning process, because of these many students

are struggling about their studies. In order to continue the education of students, the

Department of Education (DepEd) offered various learning modalities and repeatedly

assured everyone that “no student will be left behind,” but learners found themselves

without access to quality learning materials. According to Meg Adonis (2021), a reporter

from Inquirer.net, modular learning was the most accessible of all the modalities, which

parents themselves preferred for their children. Thereby, this kind of modality involved

students being taught through printed self-learning modules most especially in

mathematics. The preferred method of remote learning for parents of young children this

academic year's enrollment is learning via printed modules. Students in rural places with

inadequate internet connectivity and a lack of access to online education are also taken

into consideration.

By the use of modules, instructors encourage students to learn on their own pace.

The development of Greater self-study or study skills is one of the advantages of

employing modules for training. Students take an active part in learning the subject's

fundamentals. They gain a sense of accountability by accomplishing the module's duties.

Enhancing learning on their own, with little or no assistance from others..

. As mandated in the Philippine constitution, section 1 of article XIV, thus ‘The

state shall protect and promote the rights of all citizens to quality education at all level

and shall take appropriate steps to make education accessible to all’ This is further re-
enforced supported by Education Act of 1982 , section 3 of chapter III of the act states

‘The state shall promote the right of every individual to relevant education regardless of

sex, age, socio-economic status, physical and mental condition, social or ethnic origin,

political or other affiliation. There is a need for more accurate indicators of educational

success because educators have long been concerned about the quality of education. It is

important to understand whether or not students are actually learning from the

instructional tactics or resources used.

One of the mathematical disciplines covered in junior high school is Algebra,

specifically the topic quadratic equation. Quadratic equation is a second-ordered

polynomial equation in a single variable, the fundamental theorem of algebra guarantees

that it has at least one solution that is why learning quadratic equation is necessary

because it can help students to think critically, systematically, analytically, and improves

cooperation. Quadratic equation is one of the challenging topics way back in junior high

school. The effectiveness of modular approach in learning quadratic equation is necessary

for the students and also for the teachers to have a quality education that ensures the

learning of each and every student.

In this research, the researchers discussed about how effective the modular

approach to the learning process of grade 9 students of Bonga National High School

(BNHS) in the topic quadratic equation is. This study was conducted to determine the

effectiveness of the modular approach to the Grade 9 students of Bonga National High

School when it comes to quadratic equation.

2
Statement of the Problem

This study was designed to determine the effect of a developed module with the

topic Quadratic equation in Grade 9 students of Bonga National High School (BNHS).

Specifically, it sought to answer the following questions:

1. What is the performance level of the grade 9 students of Bonga National High

school in terms of;

a. the pre-test score; and

b. posttest scores.

2. Is there a significant difference between the pre-test and post-test scores of the

students?

Scope and Delimitation

The main purpose of this study is to provide information regarding the effect of module

with the ton quadratic equation in the students. The study considers the student’s personal

information such as their name (optional), the student’s scores and performance level in

pre-test and post-test.

To enhance the effect of module to the grade 9 students of Bonga National High

School, the researchers gave them a pre-test which included a 10-item multiple choice

questions. They need to solve the problem and choose the correct answer from the

choices given. A module was then given to the students which contain all the lessons

about quadratic equation and some examples with answers. A post-test which includes a

10-item multiple choice type test was given after the students answered the module for

analysis and to determine the effectiveness of modular approach in the grade 9 students

of Bonga National High school.

3
 The researchers limited the study to 30 students from Grade 9 secondary level

enrolled in the school of Bonga National High School (BNHS). Each of the respondents

was given a module to answer. The students were randomly selected from five different

sections to prevent bias.

Significance of the Study

This study will be useful and can give a contribution to;

Teachers. They may use this study to see how students in grade 9 learn through

modules so they can improve their strategies in teaching if needed, and create more

ways to be able to make the students feel comfortable in modular approach.

Parents. It may help the parents of the students in the sense that they can guide their

children’s performance in modular approach.

Students. It may help students to learn comfortably as they may express their selves

about modular approach. With this, they may be motivated to learn. The use of

module on the part of the students would let them learn at their own pace, thus

allowing them to develop interest and enthusiasm to solve problems given. They will

be also encouraged to work independently at their own creative skills.

Researchers. This can widen the researcher’s knowledge by gathering experiences

they can apply when they become teachers in the future.

The school. The outcome of this study may be an additional source of information for

the school to improve techniques in teaching quadratic equation in Grade 9 students.

The school could think of better methodologies or strategies that can contribute to the

development of the student’s interest to improve competency in mathematics.

4
 References

Adonis, M. (2021). PH lags behind in acting on remote learning problems amid pandemic.

News Information Inquirer

5
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews the relevant literature and study that researchers have

considered to strengthen the importance of this research. This event is also presenting the

synthesis of the state of the art, the gap bridged study, theoretic and conceptual framework

and the definition of terms that are defined in the study.

Related Literature

In 2012, Malik S. K. presented a paper which addressed the differential effects of

modular and traditional approaches on students’ general comprehension taught at

secondary school level. The researcher stated that modular teaching approach was an

extension and advanced shape of programmed instruction and learning. Because of the

COVID 19 pandemic, the trend of using modules as teaching learning approach was

became very popular in recent times. On her conclusion, it showed that there have been

significant differences between modular and traditional generally comprehension of the

students. Rather, one among her findings depicted that students taught through modular

approach gained higher mean score in teacher made general comprehension-based test

than students taught through traditional approach. She recommended that more research

might been conducted in order to explore the effectiveness of modular approach on

students’ achievement in subjects’ disciplines, role of modular teaching on students’

emotional intelligence.

According to Sadiq and Zamir in their research, the modular approach in teaching

the student in assessing their learning, performance and achievement was more effective

compared to ordinary teaching methods. Because of this modular approach, the students

can learn at their own pace. This was indeed effective in teaching the university students

of Master in Educational Planning and Management stated on his recommendation. The

researcher added that modular approach can be applied widely to other fields and subjects

as well as other level of education. In the reason that this approach has the ability to fulfill

the diversified needs of learning of students of all level.

Modular approach to service learning was an integrative pedagogical approach to

interact students into active learning alongside meaningful service to the community. This

has been recognized worldwide by academicians and researchers. However, limited

empirical investigations are available to confirm its effectiveness wherein modular

approach was integrated into service learning to create a unique blend of teaching-

learning. Still, modular approach to service learning with an overall performance was

significant to the formative assessment in terms of increasing the higher levels of learning.

It was useful in designing effective teaching strategies at different levels for different

courses with the aim of achieving the learning outcomes (Deb & Kapoor, 2020).

The effectiveness of mathematics module according to Devesh and Nasseri was

very effective considering their research which involved the undergraduate students of

Majan College. By examining the students’ feedback regarding the mathematics module

in foundation programme with its usefulness, the results of their survey showed that the

students consider the course contents of Math module in foundation program offered in

Majan College to be very effective. Accordingly, other similar study could be

recommended on students of other colleges to increase the effectiveness from adopting

various strategies for teaching and learning mathematics as well as other curriculum.

In recent years, the consent of the modular curriculum in mathematics has been

under discussion in secondary schools as contended by Charles Anthony in his article.

Modular approach provides more flexibility to distance teaching mode as well to learners.

All the capabilities of modular approach required to perform are closely interrelated.

7
Thereby, their article explored the important role of modules played in mathematics

teaching and the ways of using modules to develop creative challenges that lead to

improvement in mathematics.

Ambayon (2020) elucidated the validation and effectiveness of mythology and

folklore module in teaching the BSED Major in English students. Using the comparative-

experimental research design, the results of her study revealed that the developed module

consisted of excellent contents, relevance and mechanics as evaluated by experts in the

area. The module was also assessed by the students as highly acceptable, valid, reliable,

and usable. Modular approach helped to maximize the chances of student involvement in

classroom in respect to accomplish the given tasks at the spot. Her study substantiated that

the modular teaching was more operational approach in order to teach university students.

She proclaimed that modular approach was an inimitable way of teaching. Therefore,

teachers accordingly should be provided adequate training about how to have strategies

and implement the module in a classroom setting.

In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in

the Philippines to stop face-to-face learning activities and abruptly shift to modular

approach. In practical sense, the modular approach situates Filipino students to learn in the

comfort of their homes. Along this line of explaining, Marohombsar (2021) investigated

the effects of modular approach on the grade 3 learner’s reading attitude and proficiency

of Mindanao State University-Integrated Laboratory School. Further, his research

concluded that modular approached can still be enhanced because the findings of analyses

showed that the students have a fair level of reading attitude and proficiency. In other

words, there was still a chance for students to develop reading attitude and proficiency. To

8
end this, the grade 3 students can be enhanced through the help of teacher and the

involvement of the parents in modular approach.

Other studies highlighted the effectiveness of modular approach in teaching

mathematics subject, just like what Lim (2016) did when he used a quasi-experimental

design to determine the effects of modular instruction to third year BEED students of

Eastern Samar State University. Based on his findings cited, the research concluded that

modular instruction in teaching Math specifically word problem solving, was an effective

teaching approached than the traditional lecture method. It was effective in the sense that

it helped the subjects of the study learn concepts in mathematics without cramming in

keeping up with the pacing of the teacher. Generally, Lim stated that modular approach

was an applicable and effective teaching approach that could be used in teaching

mathematics subjects.

Advancement in teaching techniques has become an essential issue in education

nowadays. The study of Khalil and Yousuf (2020) ascertained the effects of the modular

approach teaching in mathematics in secondary school students. But, the originality value

of their study explores the essential vital role that modules can play in mathematics

teaching. Additionally, the used of modules in enhancing a creative challenges that led to

an improvement in mathematics comprehension and make it valid for every stage of

learning. As they proclaimed, the effectiveness of the modular approach in the subject of

mathematics becomes revealing and significant.

At some point, modular approach could be more effective when cooperative

learning approaches attached on it while promoting a learning instructions. Innovations

such as this can be used to further achieve the aims of Outcomes-based Education in

higher education according to Cabrera (2020). He determined in his study the effect of

9
modular and cooperative learning approaches when combined for teaching College

Algebra. The result indicated that modular cooperative learning has a positive impact on

the performance of the students in Mathematics. Apart from that, Cabrera implies the

advantage of modular cooperative learning approach over traditional method of teaching

such as lecture discussion. Modular cooperative learning approach in teaching has made

significant improvement in the learners’ achievement and showed positive effect on the

formation of a more positive attitude towards mathematics among students.

Related Study

In 2005, Cambridge Assessment published a broad study about the effects of

modularisation. This study was conducted by Carmen L. Vidal Rodeiro and Rita Nádas.

Their project combined quantitative and qualitative research methods to address the

impact of modular assessment on (General Certificate of Secondary Education) GCSE

students. As part of their study, Rodeiro and Nádas explored the national regulator in

England in which the subject criteria has been revised for GCSE examinations. They

included the main changes to these qualifications and that was the increasing number of

modular specifications. According to them, modular specification was one in which the

content was divided into a number of units or modules, each of which was examined

separately. Their research method aimed not only the teachers and students in different

three schools but also the candidates who take an examination either of these two

contrasting subjects (i.e., English and Mathematics) with the (Oxford, Cambridge and

RSA Examinations) OCR awarding body were considered. At the end of their research,

one among the results appeared that examiners were quite pessimistic about the effect of

modularization on all of the issues. The researchers asked the opinions of examiners on

10
the effects of modularization for student’s time as the examiners stated that

modularization may lead to stress. The examiners also thought that modularization would

damage or make enrichment activities peripheral such as enrichment activities require

time, and if the activity is not rewarded by certification it’s less likely to occur. Some

examiners added that only resource and rich schools would benefit from modularization

regarding the enrichment activities.

According to Pahila (1994), there are three different methods of teaching and these

are (1) modular individualized instruction, (2) modular cooperative learning and (3)

traditional method. This dissertation of Pahila studied the effectiveness of the modular

approach in Integrated Science teaching. The effect of these three different methods was

measured in terms of the post test scores of the 3rd year high school students as the

respondents wherein, they grouped according to the methods of teaching students were

subjected to. Pahila constructed a 50 items serves as the achievement test taken by the

respondents. This was used as both pretest and post-test. Findings resulted that there was

no interaction effect between the methods of teaching and educational attainment of the

students. However, after Scheffe test used, its indication revealed that students taught

under the modular individualized instruction performed better than those students who

taught using the modular cooperative learning. The researcher stated that students who

taught using traditional method performed better than those students who taught using the

modular cooperative learning. But students who taught using modular individualized

instruction did not show greater advantage in achievement over those who were subjected

to the traditional method.

Furthermore, she concluded that using modular individualized instruction in the

teaching of Integrated Science III (chemistry, physics, biology) enhanced student

11
achievement. As she explained, the traditional method of teaching promoted comparative

performance of students with those taught using individualized instruction. The

cooperative learning modular approach was not as effective as the modular individualized

instruction and the traditional method in terms of enhancing achievement in Chemistry.

A quasi-experimental of equivalent group study as a research designed assessed

the effectiveness of modular instruction on multi-talented mathematics students of Cross

River State College of Education, Akamkpa. The researchers are Nwagbara and Ezekwe

(2015) studied about creativity and innovation in modular instruction of college

mathematics featuring a key to the 21st century transformation of the global economy.

Through a pretest in two respective areas in mathematics, 60 high scorers were selected of

which 30 students were in the control sub-group while the other 30 students are in the

experimental sub-group. After examining the results of the analyzed data, the study

favored the students taught mathematics with a modular approach.

It was revealed that modular instruction in mathematics was more effective

compared to the traditional lecture mode of instruction. Teachers of mathematics are

recommended to always use modular teaching in improving the academic achievements of

the students. Basically, modular instruction was an innovation in pedagogical strategy, for

them mathematics teachers should be exposed to in training modular writing, preparing

and teaching. Including instructional materials that suited best to the modular approach of

teaching mathematics should be developed by the curriculum designers and made

reachable to the classroom teachers has been mentioned.

A research on the assessing the effects of modular approach in learning

mathematics on independent creativity of university students was conducted by Zubova

(2021). The findings indicated that based on the decision-making rule she used, the

12
research confirmed the hypothesis that modular approached was more effective in forming

students’ independent creativity in math learning compared with conventional education.

The development of independent creativity of Tyumen Industrial University (Russia)

students according to her was expected to have a positive effects on the learners’ ability to

absorb the material of other courses.

Modern education can adopt both traditional and integrated approaches, where the

principle of modularity can be implemented. During the research, Zubova conducted a

comparative analysis of learning methods in a university and studied the modular

approach. The results showed that learning math using modular approach was more

effective than traditional education. Since then, the modular approach to train students'

independent creativity when learning mathematics was effective and could contributes to

the development of learner’s motivation, which was explained in her conclusion. She

argues that the effective mastery of the course was greatly influenced by student

motivation, awareness of the importance of the topic being studied, and a constant interest

in the course as the amount of information increases. In her prediction, the independent

creativity of students trained using the modular approach would positively affect the

students' ability to master other disciplines.

Effectiveness of the modular instructional material in the basic integration

formulas in integral calculus was revealed in the study of Aquino et al., (2011). Their

study promoted the understanding and mastery of the application of the different

integration formulas in evaluating and simplifying integrals. In their findings, it was stated

that modular instruction was found to be as effective as the traditional method based on

the improved performance of the students in respective subjects.

13
 Moreover, the researcher conclude that the developed modular instructional

material in Integral Calculus helped students develop logical but correct thinking and had

better understanding of the different standard integration formulas. One recommendation

was being stated, that was to encourage teachers to develop modular instructional

materials not only for Integral Calculus but to other mathematics topics as well. In order

for students to perform better because they explained that the material strictly followed the

principles underlying modular instruction. Another one was to enhance the modular

instructional materials developed in integral calculus to improve the students’

performance in inverse trigonometric formula and integration by parts.

Lago (2020) in a study entitled, “Modular Approach in Teaching Statistical

Hypothesis Testing” found out that the use of modular approach has a positive effect on

the students’ knowledge based on the hypothesis testing (i.e., indication of an increase

from pretest to posttest). Meanwhile, Lago discovered from the post test that students

would need interventions such as reviewing or re-teaching of the topics. At her summary,

she declared that the use of modules as supplementary materials in learning Mathematics

must be considered.

Some studies are experimental whereas the researcher used a pretest post-test

designed in determining the effects of the modular teaching approach, specifically, the

effects of the modular approach on the achievement, persistence, and confidence in

mathematics of 24 freshmen (12 high ability and 12 low ability students). The students are

enrolled in College Algebra from the College of Business and Economics, De La Salle

University, Manila. The t-test applied on the pretest and posttest results of the two groups

in all variables indicated significant differences at the .05 level of significance (Acelajado,

2005).

14
 Based on the study conducted by Acelajado, the conclusion clarified that the use of

the modular teaching approach has made significant improvement in the learners’

achievement, persistence, and confidence in mathematics, regardless of their abilities. He

also mentioned that modular teaching approach in mathematics has positive effects on the

respondents’ achievement, persistence, and confidence levels most especially among the

respondents from the low ability group. In his conclusion, he was encouraging the

teachers to explore opportunities that would allow for more creativity so that students

remain interested, focused, and enthusiastic throughout the mathematics course at the

same time to improve the student’s persistence and confidence in mathematics. He

recommended as well that modular teaching approach in other areas of college

mathematics should be used.

Synthesis of the State of the Art

From the review of related literature, majority of the literature and studies have

proven that modular approach was a successful learning method than the traditional one.

Modular approach shows an impressive impact when it been used in teaching different

subjects, courses and or secondary level. This type of learning method gained more

positive feedback regarding the student’s academic proficiency, skills and performance.

Moreover, Marohombsar mentioned that modular approach could still be enhanced when

it comes to grade 3 learners’ reading attitude and proficiency, while Cabrera determined

the effectiveness of modular approaches when combined with cooperative learning

approaches in teaching College Algebra.

From the review of related studies, many researchers dealt with the effectiveness of

modular learning approach not only on the student’s attitude and academics but also when

15
modular approach used in teaching a specific subject area, its creativity and innovation as

well as when it combined with another learning approach. The studies which believe that

modular approach has a positive impact by Pahila, Nwagbara and Ezekwe, Zubova and

Aquino et al., were among them. These researchers used a comparative analysis; Pahila

explained that students who taught using traditional method performed better than those

students who taught using the modular cooperative learning. But students who taught

using modular individualized instruction did not show greater advantage in achievement

over those who were subjected to the traditional method Nwagbara and Ezekwe revealed

that modular instruction in mathematics was more effective compared with the traditional

lecture mode of instruction; Zubova showed that learning mathematics using modular

approach was more effective than traditional education. Aquino et al., founded that

modular instruction was effective as the traditional method based on the improved

performance of the students in respective subjects. Two studies on the other hand prove

the positive impact of modular approach using other methods. The publishers of these

studies are Lago with hypotheses testing and Acelajado with experimental method. Lago

found out that the use of modular approach has a positive effect on the students’

knowledge based on the hypothesis testing; Acelajado clarified that the use of the modular

teaching approach has made significant improvement in the learners’ achievement,

persistence, and confidence in mathematics, regardless of their abilities. Furthermore, one

study figured out that the modular approach was not effective. The publishers of the study

showing the opposite result are Rodeiro and Nádas. One among their respondents is an

examiner for General Certificate of Secondary Education. Examiners reaction was quite

pessimistic about the effect of modularization and thought that modularization may lead to

stress.

16
 Some studies conducted in Mathematics, the subject matter used in the present

study, were that of Zubova, Aquino et al., and Acelajado developed a teacher-made test in

college students. Zubova constructed a test covered by several problems of different three

complexity levels concerning the use of math in future professional activity namely: (1)

the ability to apply the acquired knowledge (rules and algorithms) was checked (2)

provides for using knowledge under changed conditions, but within the framework of

proven techniques and the possibility of utilizing known algorithms, (3) include problems

focused on demonstrating knowledge under highly modified conditions, requiring the

skills in performing search and research activities; Aquino et al., developed the

experimental group subjected to the use of the module and the control group exposed to

the conventional method of teaching mathematics that are composed of 31 students each

and carefully matched as to I.Q. and final grade in their common math subjects in College

Algebra, Trigonometry, Analytic and Solid Geometry, and Differential Calculus;

Acelajado constructed a post test and pretest to examine the effects of the modular

approach on the achievement, persistence, and confidence of 24 freshmen (12 high ability

and 12 low ability students) in mathematics.

Gaps to Bridge by the Study

The review of related literature and studies shows that the modular approach has

been found effective in teaching students from tertiary and secondary levels, Mythology

and Folklore as well as in Science and Mathematics. It also assessed the student’s

proficiency, reading attitude, performance and achievement, service learning, and

students’ general comprehension. A modular learning approach combined with a

cooperative learning method has been found effective as well.

17
 Several programmed instructional materials in Mathematics were already

constructed but the researcher has not yet encountered one focusing on Quadratic equation

using the Modular Learning Approach. Also, that most of the modules prepared in

Mathematics were from other grades in secondary and other courses in tertiary levels. It is

in Algebra, specifically in the topic quadratic equation for grade nine at the secondary

level where this study filled the gap. This study therefore, sought to examine the effects of

the modules which were intended for grade nine focusing on the topic quadratic equation.

Theoretical Framework

This study on the effect of using a module with the topic quadratic equation of

grade 9 students is anchored on the theory of Independent Study and Mastery Learning.

Theory of Independent Study. In the New Discussion of Theory and Distance Education

(Simonson et al., 1999), Theory of Independent Study is generally formed by Charles

Wedemeyer in 1981, in which he proposed the separation of teaching from learning as a

way to break education’s “space-time barriers”. They include the six characteristics of

independent study systems suggested by Wedemeyer: (1) the student and teacher are

separated, (2) the normal processes of teaching and learning are carried out in writing or

through some other medium, (3) teaching is individualized, (4) learning takes place

through the student's activity, (5) learning is made convenient for the student in the

student's own environment and (6) the learner takes responsibility for the pace of learning,

with the freedom to start and stop at any time. Also, the four noted common elements of

every teaching-learning situation: a teacher, a learner or learners, a communications

system or mode, and something to be taught or learned. As they mentioned that

Wedemeyer proposed a reorganization of these elements that would accommodate

18
physical space and allow for greater learner freedom and the belief that the development

of the student-teacher relationship was a key to the success of distance education.

Mastery Learning. This study is generally proposed by Benjamin Bloom in 1968, which

it is an instructional strategy for individual learning that provides flexible options for

faculty and students and has stood the test of time. This was associated originally with

Benjamin Bloom together with Peter Airasian, James Block and John Carroll. Bloom

outlined a strategy to incorporate the feedback and corrective procedures, which he

labeled mastery learning (Guskey, 2010). As conceptualized by Bloom, mastery learning

entails the following variables: Aptitude for particular kinds of learning as Carroll's (1963)

viewed that aptitude is the amount of time required by the learner to attain mastery of a

learning task; Quality of Instruction in terms of the degree to which the presentation,

explanation, and ordering of elements of the learning task approach the optimum for a

given learner (Carroll, 1963); The ability of the learner to understand the nature of the task

he/she was to learned and the procedures he/she was to followed in its learning; Carroll

(1963) defined perseverance as the time that learner was willing to spend in learning;

Time allowed for learning, Blooms stated that most students can achieve mastery if they

are allowed and do spend the necessary amount of time on a learning task.

19
Figure 1. The paradigm of the theoretical framework of the study

Self-Activity

MODULE 20
 Learning is made
convenient for the Students has their
student in the freedom to start and
student's own stop anytime they
environment want

Learning by doing

Conceptual Framework

The primary concern of the study is to find out the effects of learning quadratic

equations using modules on the grade 9 learners, particularly in Bonga National High

School. As shown in Figure 1, these variables were identified in this study: the

performance level of the grade 9 students about quadratic equations identifies through pre-

test and post-test.

21
Figure 2. Conceptual Framework

MODULE
(QUADRATIC PERFORMANCE LEVEL OF
EQUATION) GRADE 9 STUDENTS

22
Definition of Terms

This section will define the important terms used in this study for the purpose of

clarification.

23
Modular Approach. This method of instruction refers to an emerging trend in

educational thinking that shifts from traditional method of instruction to an outcome-based

learning paradigm. This method of instruction was the main topic in this study.

Performance Level-The performance level (PL) is a value used to define the ability of

safety-related parts of control systems to perform a safety function under foreseeable

conditions.

Pretest- a preliminary test: such as. a : a test of the effectiveness or safety of a product

prior to its sale. b : a test to evaluate the preparedness of students for further studies.

Post Test- a test given to students after completion of an instructional program or segment

and often used in conjunction with a pretest to measure their achievement and the

effectiveness of the program.

Quadratic Equation-A quadratic equation is an algebraic equation of the second degree

in x. The quadratic equation in its standard form is ax2 + bx + c = 0, where a and b are the

coefficients, x is the variable, and c is the constant term.

Module-The definition of a module is simply defined as a form of teaching resource.

Modules are compiled by a group or individual learning, which is then arranged in a neat

systematic manner. Furthermore, it will be printed, the printed results are then used as a

guide for the teaching staff as well as for the students.

Algebra- A branch of mathematics dealing with symbols and the rules for manipulating

those symbols. This subject will be the focus in this study to determine the effectiveness

of modular approach in the respondents.

Grade 9 Students. These students are from the secondary level who served as the

respondents of this study.

24
References

25
Acelejado, M. The Modular Teaching Approach in College Algebra: An Alternative to

Improving the Learner’s Achievement, Persistence, and Confidence in

Mathematics. 2006. DLSU, Philippines. (n.d.). Www.sciepub.com.

http://www.sciepub.com/reference/83948

Ambayon, C. M. (2020). Modular-Based Approach and Students’ Achievement in

Literature. International Journal of Education and Literacy Studies, 8(3), 32.

https://doi.org/10.7575/aiac.ijels.v.8n.3p.32

Charles, A. (n.d.). MODULAR APPROACH OF TEACHING MATHEMATICS FOR

THE SELECTED TOPICS AT PLUS ONE LEVEL. Www.academia.edu.

https://www.academia.edu/5343291/MODULAR_APPROACH_OF_TEACHING

_MATHEMATICS_FOR_THE_SELECTED_TOPICS_AT_PLUS_ONE_LEVEL

Deb, A., Research Scholar, P., Kapoor, K., & Head. (2020). Effectiveness of Modular

Approach to Service Learning in teaching Principles of Marketing at Post Graduate

Level: An Experimental Study. UGC Care Journal, 31.

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%20Modular%20Approach%20in%20Service%20Learning.pdf

Devesh, S., Dalal, A., & Nasseri. (2014). Effectiveness of Mathematics Module in
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Guskey, T. (2010, October 1). Lessons of Mastery Learning. ASCD.

https://www.ascd.org/el/articles/lessons-of-mastery-learning

Khalil, U., & Yousuf, M. I. (2021). Effect of Modular Approach Teaching on

Achievement of Secondary School Mathematics Students. Journal of Science

Education, 2(1). http://journal.aiou.edu.pk/journal1/index.php/jse/article/view/156

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Lago, J. M. (2019). A Modular Approach in Teaching Statistical Hypothesis

Testing. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2G).

https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/6898

Lim, J. (2016). Effectiveness of Modular Instruction in Word Problem Solving of BEED

Students. IOSR Journal of Mathematics, 12(5), 59–65.

https://doi.org/10.9790/5728-1205075965

Marohombsar, A. M. (2021). Modular Approach: Its Effect on Learners’ Reading Attitude

and Proficiency in the New Normal. International Journal of Linguistics Studies,

1(1), 16–51. https://doi.org/10.32996/ijls.2021.1.1.3

Malik, K. (2012). Effects of modular and traditional approaches on students’ general.

https://www.semanticscholar.org/paper/Effects-of-modular-and-traditional-

approaches-on-Malik/a5b5190784d2c6285174606fac0f31bde0295a92

‌Nwagbara, A., & Ezekwe, E. (n.d.). CREATIVITY AND INNOVATION IN MODULAR

INSTRUCTION OF COLLEGE MATHEMATICS: A KEY TO THE 21 ST
CENTURY TRANSFORMATION OF THE GLOBAL ECONOMY. Retrieved May
5, 2023, from
https://www.globalacademicgroup.com/journals/asproaedu/Anthony.pdf

[PDF] Rolando J. Aquino, Luisito C. Hagos, Yolanda Evangelista, Ulyses V - Free

Download PDF. (n.d.). Nanopdf.com. https://nanopdf.com/download/rolando-j-

aquino-luisito-c-hagos-yolanda-evangelista-ulyses-v_pdf

27
 Chapter III

RESEARCH DESIGNS AND METHODOLOGY

This chapter reveals the method of research to be employed by the researcher in

conducting the study which includes the research designed, population of the study,

research instrument and its development establishing its validity and reliability, data

gathering procedures, and the appropriate statistical treatment of data.

Research Method

This study was made by the means of quantitative methods of researcher. The

researchers attempted to get the answers to the aforementioned problem and to justify and

satisfy the objective of the study. Likewise, it also attempted to know the different impacts

to their lives.

According to Bhandar (2020), quantitative research is the process of collecting and

analyzing numerical data. It can be used to find patterns and averages, make predictions,

test causal relationships, and generalize results to wider populations.

Qualitative research is generally more on exploration, a type of research that is

dependent of the collection of the verbal, behavioral or observational data that can be

interpreted in subjective manner.

Sources of Data

28
 Data collection was done through secondary. This source mainly covered related

articles, books and technical document and studies as well. Secondary data covered

different sources and provided essential information for this study. Secondary data helped

to cross-check official data, learn about major events, technical details, historical decisions

and main organizational roles.

Respondents

The respondents of the study were composed of the students of Bonga National High

School from Grade 9 for the school year 2021-2022. This sampling method is conducted

where each member of the population has a capability to become a part of the sample. The

chosen respondents are containing of thirty (30) respondents from selected students of the

grade 9 in Bonga National High School. The chosen respondents are capable, suitable and

applicable to the study.

Research Instrument

The instrument used in this study was the module that was given to the students after

they answered the pretest and before they answer the posttest.

The module- The module is all about quadratic equation. The reason why the

researchers have chosen the topic quadratic equation is because, it is one of the most

challenging topics in junior high school. Through this selection of the topic, they would

know if students are really learning it through modules. It is also composed of all the

terms and ideas of quadratic equation, from the formula, roots, and etc.

29
 Pre-test. Pretest was administered to determine whether the learner needs to

continue with the particular module or to proceed with the module. A test given to the

students before proceeding to a particular lesson

Post-Test. The criterion test of performance is based largely on what has been taught

immediately upon completion of module. It is a self-scoring test so that the learner can

analyze the area he has adequately learned. A test was given after the lesson to see

whether the students have learned the lesson.

Preparation/Construction of Module- The researcher prepared the tests and module by;

first, gathering data and information from different algebra books and from the internet,

and then organizing it so it can be easily read and understood by the students. The

reference to the information gathered was on the last page of the module. The module

includes the Pre- test before the lessons and information’s about quadratic equation and

then the posttest on the last page.

Data Gathering Procedure

The grade 9 students of Bonga National High school were given a pre-test, a

module about quadratic equation and then a posttest. They were given 3 days to finish the

pre-test, 1 week for reading and analyzing the module, and 3 days to answer the posttest.

Statistical Treatment of the Data

The statistical tools used to interpret and analyze data were selected on the basis of the

appropriateness of the problem and the hypothesis of the study. These include:

1. Weighted mean (WM)= F x W / Number of respondents

30
 Where:

F= number of response

W= weighted of response

N= number of respondents

2. Performance Level Percentage 2= Mean / Number items X 100

3. To find the difference between the pre and post-tests, t-test were computed.

References

Bhandari, P. (2022d). What Is Quantitative Research? | Definition, Uses & Methods.

Scribbr.

https://www.scribbr.com/methodology/quantitative-research/#:~:text=Quantitative

%20research%20is%20the%20process,generalize%20results%20to%20wider

%20populations

SIS International. (2018, December 18). What is Quantitative Research? | SIS

International Research. SIS International Market Research.

https://www.sisinternational.com/what-is-quantitative-research/

31
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation findings of the study based on

the performance level of grade 9 students using the module in the given pre-test and post-

test.

There were four performance levels: Below Basic, Basic, Proficient, and

Advanced. The goal for all students is to score at the proficient or advanced level. The

performances levels help answer the question, “How does this student's learning

compare to the expectations for their grade level?”

The students who got 8-10 scores on their pre-test are at an advanced level. The

students who got 5-7 scores are at a proficient level, the students who got 3-4 scores

are at a Basic level and the students who got 0-2 scores are at a below basic level.

Table 1: Performance level of students in the pre-test.

Performance Level No. of students Percentage

Advanced 2 6.66 %

Proficient 5 16.67%

Basic 14 46.66%

Below Basic 9 30%

32
Total 30 100%

Table 1. shows the performance level of Grade 9 students to the given pre-test.

The table shows the performance level of grade 9 students of Bonga National High

school in the pre-test given about quadratic equations. It shows that there are 2 students

who are in an advanced level who got 8-10 scores from the pre-test, 5 students in the

proficient level who got 5-7 scores, 14 students at the basic level who got 3-4 scores from

the pretest and 9 students who are below basic who got 0-2 scores. This means that most

of the students got a low score in the pre-test.

Table 1.a: Performance level of students in the post-test.

Performance Level No. of students Percentage

Advanced 15 50 %

Proficient 10 30.33%

Basic 4 13.33%

Below Basic 1 3.33%

Total 30 100%

The table shows the performance level of grade 9 students of Bonga National High

school in the post-test given about quadratic equations. It shows that there are 15 students

who are in an advanced level that got 8-10 scores from the pre-test, 10 students in the

proficient level who got 5-7 scores, 4 students at the basic level who got 3-4 scores from

the pretest and 1 student are in below basic who got 0-2 scores.

Given the two tables above, it can be clearly seen the difference between the pre-

test and the posttest scores of the students in Bonga National High School. In the

33
advanced level, on the pre-test, there are only 2 students, and in the post-test, after the

distribution of the module the number of of students who reached the advanced level

increased into 15, which is from 6.66% of pre-test to 50% in the posttest. This clearly

implies that there is an improvement in the scores of the students.

Significant difference between the Pre-test and Post-test using the T-test.

Table 2 shows the significant difference between the pre-test and the post-test.

GROUP PRE-TEST POST-TEST

MEAN 3.87 7.93

SD 2.18 1.44

SEM 0.40 0.26

N 30 30

P value and statistical significance: The P value is less than 0.0001

By conventional criteria, this difference is considered to be extremely statistically

significant.

Confidence interval: The mean of the Pre-test minus the Post-test equals -4.07

95% confidence interval of this difference: From -5.02 to -3.11

Intermediate values used in calculations: t = 8.5388 df = 58

Table 2 shows the significant difference between the pre-test and the post-test.

34
It was shown that the computed value 8.5388 is higher than the t-value. This implies that

there is a great difference between the pre-test scores and post-test scores of the Grade 9

students in Bonga National High School.

The Module on quadratic equation including pre-test and post test

This module contains the pre-test about quadratic equation, the lessons all about

quadratic equation, its formula, etc. and on the last page, the posttest.

MODULE ABOUT

QUADRATIC

EQUATION

35
 Prepared by:

Valerie J. Bragais

Algie Buenaflor

Cristopher Beqiuo

This module is prepared by the students of Bicol University Tabaco Campus for the grade

9 students of Bonga National High School to evaluate their learning in Quadratic Equation

through Modular Approach.

36
 PRE-TEST a. Same
Choose the letter of the correct answer. b. Two
1. What is the standard form of a c. Square
quadratic equation? d. Circle
a. y= x² 5. x² +4x-25=7
b. y= ax²+bx+c a. X=-2, x=9
c. y= mx+b b. X=-8, x=4
d. y=x c. X=5, x=7
2. What is the domain for all d. X=-4, x=8
quadratics?
a. All real numbers 6. 6x2+11x-35=0
b. 0 a. X=-7/2,x =5/3
c. x<0 b. X=4/13, x=-5/2
d. None of the above c. X=-2√3, x= 2√3
3. A __________ is an algebraic d. X=-12, x=8
equation of the second degree in x. 7. 4x2=4x-1
a. Quadratic equation a. X=1/4
b. Linear equation b. X=2
c. Binomial equation c. X=1/2
d. Trinomial equation d. X=4
4. The word quadratic is derived
from the word “Quad” which means 8. 3x2-5x=-2
________. a. X=1, x=3/2

37
b. X=5/2, x=1/2 c. X=-12, x=4
c. X=1, x=3 d. X=1/2, x=-8/5
d. X=2/3, x=1 10. X2-x-3=0
9. X2+12x-20=8 a. X=3+√1/2 , x= 3-√1/2
a. X=14, x=-6 b. X= 1-√13/2, x= 1-√13/2
b. X=-14, x=2 c. X=1-√3/2, x=1-=+√3/2
d. X=1+√3/2, x= 1+√3/2
This module deals with all the concepts of quadratic equation,

Objectives: After this module, you should be able to;

a. Define and understand quadratic equation
b. Solve quadratic equation

QUADRATIC EQUATION

Quadratic equations are second-degree algebraic expressions and are of the form ax2 + bx
+ c = 0. The word "Quadratic" is derived from the word "Quad" which means square. In
other words, a quadratic equation is an “equation of degree 2.” There are many scenarios
where a quadratic equation is used. Did you know that when a rocket is launched, its path
is described by a quadratic equation? Further, a quadratic equation has numerous
applications in physics, engineering, astronomy, etc.
The quadratic equations are second-degree equations in x that have maximum two answers
for x. These two answers for x are also called the roots of the quadratic equations and are
designated as (α, β). We shall learn more about the roots of a quadratic equation in the
below content.
What is Quadratic Equation?
A quadratic equation is an algebraic equation of the second degree in x. The quadratic
equation in its standard form is ax2 + bx + c = 0, where a and b are the coefficients, x is the
variable, and c is the constant term. The first condition for an equation to be a quadratic
equation is the coefficient of x2 is a non-zero term (a ≠0). For writing a quadratic equation
in standard form, the x2 term is written first, followed by the x term, and finally, the

38
constant term is written. The numeric values of a, b, c are generally not written as fractions
or decimals but are written as integral values.

Further in real math problems the quadratic equations are presented in different forms: (x -
1)(x + 2) = 0, -x2 = -3x + 1, 5x(x + 3) = 12x, x3 = x(x2 + x - 3). All of these equations
need to be transformed into standard form of the quadratic equation before performing
further operations.
Quadratic Equation Formula
Quadratic Formula is the simplest way to find the roots of a quadratic equation. There are
certain quadratic equations that cannot be easily factorized, and here we can conveniently
use this quadratic formula to find the roots in the quickest possible way. The roots of the
quadratic equation further help to find the sum of the roots and the product of the roots of
the quadratic equation. The two roots in the quadratic formula are presented as a single
expression. The positive sign and the negative sign can be alternatively used to obtain the
two distinct roots of the equation.
Quadratic Formula: The roots of a quadratic equation ax2 + bx + c = 0 are given by x = [-b
± √(b² - 4ac)]/2a.

Important Formulas for Solving Quadratic Equations

The following list of important formulas is helpful to solve quadratic equations.
The quadratic equation in its standard form is ax2 + bx + c = 0
The discriminant of the quadratic equation is D = b2 - 4ac
For D > 0 the roots are real and distinct.
For D = 0 the roots are real and equal.
For D < 0 the roots do not exist, or the roots are imaginary.
The formula to find the roots of the quadratic equation is x = [-b ± √(b² - 4ac)]/2a.
The sum of the roots of a quadratic equation is α + β = -b/a = - Coefficient of x/ Coefficient
of x2.
The product of the Root of the quadratic equation is αβ = c/a = Constant term/ Coefficient
of x2
The quadratic equation having roots α, β, is x2 - (α + β)x + αβ = 0.

39
The condition for the quadratic equations a1x2 + b1x + c1 = 0, and a2x2 + b2x + c2 = 0
having the same roots is (a1b2 - a2b1) (b1c2 - b2c1) = (a2c1 - a1c2)2.
For positive values of a (a > 0), the quadratic expression f(x) = ax2 + bx + c has a
minimum value at x = -b/2a.
For negative value of a (a < 0), the quadratic expression f(x) = ax2 + bx + c has a
maximum value at x = -b/2a.
For a > 0, the range of the quadratic equation ax2 + bx + c = 0 is [b2 - 4ac/4a, ∞)
For a < 0, the range of the quadratic equation ax2 + bx + c = 0 is : (∞, -(b2 - 4ac)/4a]
Quadratic Formula Proof
Consider an arbitrary quadratic equation: ax2 + bx + c = 0, a ≠ 0
To determine the roots of this equation, we proceed as follows:
ax2 + bx = -c ⇒ x2 + bx/a = -c/a
Now, we express the left hand side as a perfect square, by introducing a new term (b/2a)2
on both sides:
x2+ bx/a + (b/2a)2 = -c/a + (b/2a)2
The left hand side is now a perfect square:
(x + b/2a)2 = -c/a + b2/4a2 ⇒ (x + b/2a)2 = (b2 - 4ac)/4a2
This is good for us, because now we can take square roots to obtain:
x + b/2a = ±√(b2 - 4ac)/2a
x = (-b ± √(b2 - 4ac))/2a
Thus, by completing the squares, we were able to isolate x and obtain the two roots of the
equation.
Roots of a Quadratic Equation
The roots of a quadratic equation are the two values of x, which are obtained by solving the
quadratic equation. The roots of a quadratic equation are referred to by the symbols alpha
(α), and beta (β). These roots of the quadratic equation are also called the zeros of the
equation. Here we shall learn more about how to find the nature of roots of a quadratic
equation without actually finding the roots of the equation. And also check out the
formulas to find the sum and the product of the roots of the equation.

Nature of Roots of the Quadratic Equation

40
The nature of roots of a quadratic equation can be found without actually finding the roots
(α, β) of the equation. This is possible by taking the discriminant value, which is part of the
formula to solve the quadratic equation. The value b2 - 4ac is called the discriminant of a
quadratic equation and is designated as 'D'. Based on the discriminant value the nature of
the roots of the quadratic equation can be predicted.
Discriminant: D = b2 - 4ac
D > 0, the roots are real and distinct
D = 0, the roots are real and equal.
D < 0, the roots do not exist or the roots are imaginary.
Relationship between Coefficients and Roots of Quadratic Equation
The coefficient of x2, x term, and the constant term of the quadratic equation ax2 + bx + c
= 0 are useful to study more about the properties of roots of the quadratic equation. The
sum and product of roots of a quadratic equation can be directly calculated from the
equation, without actually finding the roots of the quadratic equation. The sum of the roots
of the quadratic equation is equal to the negative of the coefficient of x divided by the
coefficient of x2. The product of the root of the equation is equal to the constant term
divided by the coefficient of the x2. For a quadratic equation ax2 + bx + c = 0, the sum and
product of the roots are as follows.
Sum of the Roots: α + β = -b/a = - Coefficient of x/ Coefficient of x2
Product of the Roots: αβ = c/a = Constant term/ Coefficient of x2
The quadratic equation can also be formed for the given roots of the equation. If α, β, are
the roots of the quadratic equation, then the quadratic equation is as follows.
x2 - (α + β)x + αβ = 0
Methods to Solve Quadratic Equations
A quadratic equation can be solved to obtain two values of x or the two roots of the
equation. There are four different methods to find the roots of the quadratic equation. The
four methods of solving the quadratic equations are as follows.
Factorizing of Quadratic Equation
Formula Method of Finding Roots
Method of Completing the Square
Graphing Method to Find the Roots

41
Let us look in detail at each of the above methods to understand how to use these methods,
their applications, and their uses.
Factorization of Quadratic Equation
Factorization of quadratic equation follows a sequence of steps. For a general form of the
quadratic equation ax2 + bx + c = 0, we need to first split the middle term into two terms,
such that the product of the terms is equal to the constant term. Further, we can take the
common terms from the available term, to finally obtain the required factors. For
understanding factorization, the general form of the quadratic equation can be presented as
follows.

x2 + (a + b)x + ab = 0
x2 + ax + bx + ab = 0
x(x + a) + b(x + a)
(x + a)(x + b) = 0
Let us understand factorization through the below example.
x2 + 5x + 6 = 0
x2 + 2x + 3x + 6 = 0
x(x + 2) + 3(x + 2) = 0
(x + 2)(x + 3) = 0
Thus the two obtained factors of the quadratic equation are (x + 2) and (x + 3). To find its
roots, just set each factor to zero and solve for x. i.e., x + 2 = 0 and x + 3 = 0 which gives x
= -2 and x = -3. Thus, x = -2 and x = -3 are the roots of x2 + 5x + 6 = 0.
Quadratic Formula to Find Roots
The quadratic equations which cannot be solved through the method of factorization can be
solved with the help of a formula. The formula to solve the quadratic equation uses the
terms from the standard form of a quadratic equation. Through the below formula we can
obtain the two roots of x by first using the positive sign in the formula and then using the
negative sign. Any quadratic equation can be solved using this formula.

Further to the above-mentioned two methods of solving quadratic equations, there is

another important method of solving a quadratic equation. The method of completing the

42
square for a quadratic equation is also useful to find the roots of the equation. This method
includes numerous algebraic calculations and hence has been explained as a separate topic.
Method of Completing the Square
The method of completing the square for a quadratic equation, is to algebraically square
and simplify, to obtain the required roots of the equation. Consider a quadratic equation
ax2 + bx + c = 0, a ≠ 0. To determine the roots of this equation, we simplify it as follows:
ax2 + bx + c = 0
ax2 + bx = -c
x2 + bx/a = -c/a
Now, we express the left hand side as a perfect square, by introducing a new term (b/2a)2
on both sides:
x2 + bx/a + (b/2a)2 = -c/a + (b/2a)2
(x + b/2a)2 = -c/a + b2/4a2
(x + b/2a)2 = (b2 - 4ac)/4a2
x + b/2a = +√(b2- 4ac)/2a
x = - b/2a +√(b2- 4ac)/2a
Now with this method of completing the square, we could consolidate the value for the
roots of the equation. Further on simplification and taking the square root, the two possible
roots of the quadratic equation are, x = (-b + √(b2- 4ac))/2a. Here the '+' sign gives one root
and the '-' sign gives another root of the quadratic equation. Generally, this detailed method
is avoided, and only the quadratic formula is used to obtain the required roots.
Example:
1. Find the roots of the equation 2x2 – 5x + 3 = 0 using factorisation.
Solution: Given,
2x2 – 5x + 3 = 0
2x2 – 2x-3x+3 = 0
2x(x-1)-3(x-1) = 0
(2x-3) (x-1) = 0
So,
2x-3 = 0; x = 3/2
(x-1) = 0; x=1
Therefore, 3/2 and 1 are the roots of the given equation.

43
FEEDBACK 4. The word quadratic is derived
Choose the letter of the correct answer. from the word “Quad” which means
1. What is the standard form of a ________.
quadratic equation? e. Same
e. y= x² f. Two
f. y= ax²+bx+c g. Square
g. y= mx+b h. Circle
h. y=x 5. x² +4x-25=7
2. What is the domain for all e. X=-2, x=9
quadratics? f. X=-8, x=4
e. All real numbers g. X=5, x=7
f. 0 h. X=-4, x=8
g. x<0 6. 6x2+11x-35=0
h. None of the above e. X=-7/2,x =5/3
3. A __________ is an algebraic f. X=4/13, x=-5/2
equation of the second degree in x. g. X=-2√3, x= 2√3
e. Quadratic equation h. X=-12, x=8
f. Linear equation
g. Binomial equation 7. 4x2=4x-1
h. Trinomial equation e. X=1/4
f. X=2

44
g. X=1/2 e. X=14, x=-6
h. X=4 f. X=-14, x=2
g. X=-12, x=4
8. 3x2-5x=-2 h. X=1/2, x=-8/5
e. X=1, x=3/2 10. X2-x-3=0
f. X=5/2, x=1/2 e. X=3+√1/2 , x= 3-√1/2
g. X=1, x=3 f. X= 1-√13/2, x= 1-√13/2
h. X=2/3, x=1 g. X=1-√3/2, x=1-=+√3/2
9. X2+12x-20=8 h. X=1+√3/2, x= 1+√3
Reference

https://www.cuemath.com/algebra/quadratic-equations/

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:quadratic-

functions-equationhttps://www.youtube.com/watch?v=qeByhTF8WEw

45
 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and recommendations of

the study.

The summary is presented according to the problems set in this research study.

Summary

The study attempted to prepare a module about quadratic equations for grade 9

students of Bonga National High School. Specifically, it sought to answer the following;

1. What is the performance level of the grade 9 students of Bonga National High

school in terms of;

a. the pre-test score; and

b. posttest scores.

2. Is there a significant difference between the pre-test and post-test scores of the

students?

This study focused on the effect of the developed module on quadratic equations for grade

9 students. The module contains the pre-test and posttest. The performance level of the

students was determined through the results of pretest and posttest. The difference

between the pretest and posttest mean scores was found effective after analyzing the

scores of the students.

46
Findings

The study revealed the following findings;

1.a performance level of the grade 9 students in the pre-test

The performance level of grade 9 students of Bonga National High school in the

pre-test given about quadratic equations showed that there are 2 students who are in an

advanced level who got 8-10 scores from the pre-test, 5 students in the proficient level

who got 5-7 scores, 14 students at the basic level who got 3-4 scores from the pretest and 9

students who are below basic who got 0-2 scores. This means that more students got low

scores in pre-test.

1.b Performance level of the grade 9 students in the post-test.

The performance level of grade 9 students of Bonga National High school in the

post-test given about quadratic equations showed that there are 15 students who are in an

advanced level who got 8-10 scores from the pre-test, 10 students in the proficient level

who got 5-7 scores, 4 students at the basic level who got 3-4 scores from the pretest and 1

student who is below basic who got 0-2 scores. This means that the scores of the students

improved compared to the pre-test.

2.a The difference between the pretest and the post-test scores of the students

It was shown in table 2, page 32 that the computed value 8.5388 is higher than the

t-value. This implies that there is a great difference between the pre-test scores and post-

test scores of the Grade 9 students in Bonga National Highschool. This further implied that

they have learned through the modules given to them by means of self-learning.

47
Conclusions

Based on the findings of the study, the following conclusions were deduced:

1. The performance level of Grade 9 students of Bonga National High School in the

post-test was higher than the criterion set at 75% of the Department of Education.

2. There is a difference between the pre-test and the post-test that proves the effect of

the module in learning quadratic equations of grade 9 students in Bonga National High

School.

3. The module of the quadratic equation was clearly identified that is effective to the

Grade 9 students of Bonga National High school based on their scores and performance

level.

Recommendations

In view of the above-cited conclusions deduced, the following recommendations

may be advanced.

1. Improvement of the modules because there are some students who did not perform

well during the pretest & posttest.

2. More modules or instructional materials in all subject areas may be proposed.

3. Additional exercises or activities should be provided to students where they

performed poorly.

4. The preparation of the modules should be well-planned and well-organized,

especially on the learning activities to attain excellence.

48
 BIBLIOGRAPHY

Articles

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.

Ambayon, E. E., & Millenes, C. (2020). Modular-based approach and students’

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Books

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51
APPENDICES

52
 CURRICULUM VITAE

Personal Information
CRISTOPHER BEQUIO
Bonga Bacacay, Albay
Contact number: 09274648834
Email Address: Topebequio@gmail.com

Date of Birth: December 18, 2000

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

2012-2016

Father: Porferio
Senior Bequio
High Jr.
School

Mother: SAN LORENZO

Myrna Bequio NATIONAL HIGH SCHOOL
Tabaco, City

2016-2018
Educational Background
Tertiary: BICOL UNIVERSITY TABACO CAMPUS

Elementary: UPPER of
Bachelor BONGA ELEMENTARY
Secondary Education SCHOOL

Major
BongainBacacay,
Mathematics
Albay
Tayhi, Tabaco City
2006-2012
2019-Present
Secondary:

Junior High School:

Interest/Skills

SAN LORENZO NATIONAL HIGH SCHOOL

Sports

Tabaco, City
Music
2012-2016
Cooking
Senior High School
Biking
SAN LORENZO NATIONAL HIGH SCHOOL

53
54
Personal Information
VALERIE J. BRAGAIS
Libod Malinao, Albay
Contact number: 09519526806
Email Address: Bragaisvalee14@gmail.com

Date of Birth: February 14, 2000

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Father: Jose Bragais Jr.

Mother: Edwina J. Bragais

Educational Background

Elementary: MALINAO ELEMENTARY SCHOOL

Poblacion Malinao, Albay

2006-2012

Secondary:

Junior High School:

MALINAO NATIONAL HIGH SCHOOL

Balza Malinao, Albay

2012-2016

55
 Senior High School

DR. CARLOS S. LANTING COLLEGE

Tabaco, City

2016-2018

Tertiary: BICOL UNIVERSITY TABACO CAMPUS

Bachelor of Secondary Education

Major in Mathematics

Tayhi, Tabaco City

2018-Present

Interest/Skills

Designing

Cooking
56
Watching Movies
Personal Information
ALGIE MIRANDA BUENAFLOR
Zone#5 Balading, Malinao, Albay
0935-491-7885
algiebuenaflor@gmail.com

Date of Birth: March 19, 2000

Civil Status: Single

Citizenship: Filipino

Mother’s Name: Gemima M. Buenaflor

Father’s Name : Allan B. Buenaflor

Educational Background
Elementary: BALADING ELEMENTARY SCHOOL

Z-5 Balading, Malinao, Albay

2006-2013

Secondary:

Junior High School:

TABACO NATIONAL HIGH SCHOOL

Panal, Tabaco City

2013-2017

Senior High School:

57
TABACO NATIONAL HIGH SCHOOL
 Panal, Tabaco City

2017-2019

Tertiary: BICOL UNIVERSITY TABACO CAMPUS

Bachelor of Secondary Education Major in Mathematics

Tayhi, Tabaco City

2019-Present

Interest/ Skills

Sports (Baseball and Combat Sport)

58
Basic Life Support
59