Real Life Problem-Based Learning Module in General Mathematics for Grade 11 Students' Conceptual Knowledge and Skills

Abstract

INTRODUCTION

The researcher found that there is an existing weakness in mathematics education as reflected in the MPS of his school. Analyzing this result, it could be surmised that the school needs to have a stronger mathematics foundation parallel on the current curriculum and also points to real-world application and connections. Besides not having such real-life applications, there is also an inadequate number of instructional materials in General Mathematics. Realizing this scenario, the researcher banked on the potential of combining real-life applications with problem-based learning in order to develop a manual or module to enhance student learning in mathematics. In the same light, the activities and examples in the Real-Life Problem-based Learning Module (RL-PBLM) aimed to increase the mastery of the target competencies in General Mathematics.

METHODS

The non-experimental pre-test post-test design was used in order to determine the significant difference in the performance of students before and after the use of the RL-PBLM. The respondents were the students who scored poorly (less than 65%) in the target score for both knowledge and skills test based on the results of the diagnostic examinations for knowledge and skills. The average percentage of students who got the correct answer was 23% in knowledge examination and 22%in skills examination, which both fall under "Low Mastery." Thus, the RL-PBLM in General Mathematics was developed and used as an instructional tool.

RESULTS

Based from the findings in terms of the level of acceptability of the module as to content, clarity, originality, and appeal to target users, the grand weighted arithmetic mean is 3.85, interpreted as "Highly Acceptable" to mathematics teachers. Comparing the scores, there was a significant difference between the pretest and posttest scores of students since the computed t-test for knowledge and skills (17.300 and 18.591) are greater than the critical value (1.9996).

DISCUSSIONS

The results concluded that the combination of real-life connections and applications as well as problem-based approaches is an effective way of teaching mathematics. The developed RL-PBLM is also highly acceptable among mathematics teachers and Grade 11 students. It is recommended that the developed RL-PBLM may be adapted by other schools to enhance least mastered competencies and to promote effective learning outcomes.