CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Education is a discipline that is concerned with methods of teaching and learning
in schools or school – like environments as opposed to various non formal and informal
means of socialization (Encyclopedia Britannica, 2008). In the teaching and learning
process, the teacher plays a major role in guiding a child to the right path. This makes
teaching a highly accountable kind of job.
Teacher exercise his expertise in molding and guiding the child to the fullest.
Varied techniques and activities must be employed to arouse the interest of the pupils.
Appropriate teaching method or strategy must be utilized to make the class alive and the
discussion fascinating. In every technique and strategy, a tool is used that best fits the
needs of the pupils to complete the teaching-learning process.
Furthermore, teachers are expected to exercise judgment in action throughout the
impact on student learning and development. They suppose to create and maintain
learning environments where students can function as independent learners (De Guzman
and Zosa, 2010). In order to achieve this, different kinds of instructional materials are
developed and tested for efficacy. This gives rise to the development of a material called
module.
Module is a small teaching unit based on strategy of the self learning and
individualization of the education, the unit contain specific objectives, experiences, and
certain teaching activities carried out in sequence and logical completion to help the
learner to achieve the goals and develop the sufficiency according to the agreed levels
specified previously according to the speed of self learning. It aims to provide the full
range of information that a teacher needs to successfully implement a teaching method.
We use a structured format for modules to make it easy for teacher to browse across
 2

multiple methods and it is usually offer independent learning among students. According
to Sagaray and Jacalan (2011), modules can be a part of a self-learning kit because self
learning kit includes the module, student’s activity sheets and teacher guide.
The office of the Assistant Vice Chancellor for Academic affairs (External Units)
provides leadership and administration or oversight for the development and operation of
the twelve (12) Community High Schools of the Mindanao State University-External
Units by virtue of the Board of Regents Resolution No. 287 dated September 4, 1967,
which initiated the creation and organization of the Mindanao State University
Community High Schools (Amer, 2013 ). The Mindanao State University-External Units
is the office entrusted with operating the MSU-Community High School which serves as
feeders to colleges of the Mindanao State University System. Students of elementary
schools operating in the various municipalities are required to take and pass the Freshmen
Entrance and Scholarship Examination (FEASE) before they are admitted to any of the
Mindanao State University Community High Schools within the purview of the MSU-
External Units. A passing score is an admission requisite.
The Freshmen Entrance and Scholarship Examination (FEASE) is a standardized
test which is administered once a year. The applicants are tested in the areas of English,
Mathematics, Science, and Aptitude in order to determine primarily their performance in
the four subject areas, and especially their performance in the final rating. This test
covers one hundred fifty (150) items which are divided or organized into the following
areas: 60 items in English, 40 items in Mathematics, 30 items in Science and 20 items in
Aptitude. The students who got a total score of above 100 are classified as scholars with
privileges or benefits provided by the Mindanao State University-External Units, such as
100 pesos per month. The passing score is 45. The MSU-External Units took the
initiative to offer Summer Class Program (SCP) for the incoming first year high school
students. At the end of the Summer Class Program, students will be admitted if they pass,
but for those students who have at least two subjects failed they just have to abandon all
hope of ever admitted in any other high schools.
 3

1.2 Statement of the Problem

This study aims to answer the following questions:
1. What are the results of the FEASE for the last two years?
2. How is the module on ratio and proportion developed?
3. What is the validity of the module?
4. What are the characteristics of the developed module?
5. What is the performance of the respondents on the module?
6. Is there a significant difference between the performances of the pupils in the pre- test
and post- test?
7. What is the insight that may be drawn from the findings of the study?

1.3 Null Hypothesis

1. There is no significant difference between the performances of the respondents in the
pre- test and post- test.

1.4 Conceptual Framework

The present study seeks to find out the significant improvement in the
performance of incoming grade seven students of MSU- Saguiaran High School in their
Freshmen Entrance and Scholarship Examinations and in the assessment questions
provided particularly in the mastery of Ratio and Proportion. The figure below presents
the research paradigm.
 4

Developed
Development of Module on Ratio
 Result of Module on Ratio and Proportion
FEASE for and Proportion
the last
two years Validation Conceptual
Understanding
Evaluation
on Ratio and
 Prior Implementation Proportion
knowledge
on Ratio
and
Insight about the
Proportion
module

Figure 1. The schematic diagram above shows that the selection of topic was
specifically based on the pupil’s performance in the FEASE. The selected respondents will
be the grade six pupils from the different Elementary Schools of the Municipality of
Saguiaran. The concept in ratio and proportion is to be developed, validated, revised and
implemented in the classroom to improve conceptual understanding of the pupils on ratio
and proportion. The pupil’s insight about the module is to be solicited also.

1.5 Significance of the Study

The researcher hopes that the findings of this study will be found of great
significance and benefit to the following share holders in the education of the youth.
Students – This study can be useful to elementary school students who will take
the 2015 Freshmen Entrance and Scholarship Examination (FEASE) and other entrance
and scholarship examinations in the future. This module is intended to promote the
individual learning and support those who lack the conceptual understanding on ratio and
 5

proportion. This can also help them improve their reading comprehension and their
capability to learn individually with lesser possible interventions of the teacher, they may
assume responsibilities for learning as well as the value and meaning of what they have
learned.
Teachers – The outcome of this study shall make them orderly aware of new
trends in education. This module can be used as a reference or a source of material.
Moreover, because of the increasing strain of the teacher towards the students nowadays in
imparting knowledge, this study will help them teach the students without exerting too
much effort because of the module. This instructional material will serve them as a guide in
teaching mathematics especially on ratio and proportion.
School Administrators – The findings of this study will provide baseline data to
the schools where the examinees came from and thus help them identify areas of strengths
and weaknesses as far as provision of instruction is concerned. The information gathered
from this study could be put to good use by the school administrators in designing and
implementing viable educational management programs beneficial to their students and
teachers in particular and to their school in general. Other needs of an effective learning
environment, such as the needs of teachers, particularly instructional materials, would
hopefully be accorded serious attention.
Parents – would be aware how these Mathematical learning would enhance the
intellectual growth of their children, hence activity participate in supporting their children’s
learning needs on ratio and proportion.
Community – The people in the community will be able to know the progress of
their children and determine their performance in the Freshmen Entrance and Scholarship
Examination (FEASE).
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1.6 Scope and Limitation of the Study

This study is limited to the Mathematics Learning Modules on Ratio and

Proportion used in Freshmen Entrance and Scholarship Examination (FEASE) Review: An
Evaluation of its Effects on Grade six pupils performance of MSU-Saguiaran High School.
It focuses on the development and evaluation phase of the module. The Module covers
three parts, part I is about pre-requisite topics on ratio and proportion, part II is about Ratio
and part III is about proportion. This study will be conducted to both public and private
elementary schools of the Municipality of Saguiaran who have attended the ten day review
classes at MSU-Saguiaran High School.

1.7 Definition of Terms

Admission. This refers to the right, ability, or permission to enter a school. This is usually
based on a rigorous screening process and standards (Microsoft Encarta, 2012). As used in
this study, this refers to the system of entrance adopted by the Mindanao State University-
External Units whereby elementary graduating pupils seeking entrance are required to pass
the Freshmen Entrance and Scholarship Examination (FEASE) before they will be
qualified to enroll in any Community High schools of MSU-External Units required to
finish the secondary education.

Characteristics. The term refers to the properties that described the developed module on
the selection of titles, clarity of language, quality of illustrations and accuracy and
completeness of the content.

Development. This refers to the process of constructing a modular instructional material on

Ratio and Proportion.
 7

Enhancement. To provide with improved, advanced, or sophisticated features (free online

dictionary). In this study, this refers to the giving additional knowledge to the incoming
grade seven students or grade six pupils particularly in mathematics subject during the
review class.
Evaluation. To determine the significance, worth, or condition of usually by careful
appraisal and study (Meriam Webster). In this study it refers to the giving of pre-test to the
grade six pupils from the elementary school in order to find out or measure their knowledge
in mathematics. This serves as a reference on the weakness portion or part of their
knowledge in mathematics rendered by their elementary teachers. This refers also to the
post-test given after the review class in FEASE in order to find out the improvement in
academic performance on mathematics subject of the grade six pupils during their review
classes.

FEASE. (Freshmen Entrance and Scholarship Examination) This refers to the Freshmen
Entrance and Scholarship Examination administered annually by Minadanao State
University-External Units to graduating elementary pupils in Lanao provinces. In this study
the Freshmen Entrance and Scholarship Examination (FEASE) that will be conducted on
2015.

Implementation. Is the carrying out, or practice of a plan or any design for doing
something (Encarta Dictionary 2007). In this study, it refers to the method or approach
utilized by the mathematics teacher while teaching the module in math.

Module. is a small teaching unit based on strategy of the self learning and individualization
of the education, the unit contain specific objectives, experiences, and certain teaching
activities carried out in sequence and logical completion to help the learner to achieve the
goals and develop the sufficiency according to the agreed levels specified previously
 8

according to the speed of self learning. In this study, it refers to the instructional materials
used by the grade six pupils to improve their performance in Freshmen and Entrance
Scholarship Examination (FEASE).
MSU-External Units. In this study, it refer to the office that operates the twelve (12)
Community High Schools of the Mindanao State University wherein the Office of the
Assistant Vice Chancellor for Academic Affairs (External Units) provides leadership,
administration, development, and operation by virtue of the Board of Regents Resolution
No. 287 dated September 4, 1967, which initiated the creation and organization of the
MSU-Community High Schools. The MSU-External Units provides as feeders to colleges
of MSU-System.

Private Elementary School. This refers to a school that is not run by the government and
therefore charges fees for tuition for elementary education (Microsoft Encarta 2012). As
used in this study, this refers to the non-government-owned elementary schools in
Saguiaran Lanao del Sur.

Public Elementary School. This refers to a government-funded elementary school

providing education free for children in kindergarten through the twelfth grade. (Microsoft
Encarta 2012). As used in this study, this refers to the government-owned elementary
schools in Saguiaran Lanao del Sur.

Review Classes – in this study, it refers to the ten day classes of the respondents in which
the discussion is about the topic already learned to ensure more effective learning and
longer memory retention. This is a key to help pupils learn and retain important concepts
learned during regular classes because this is done in preparation for the FEASE.
 9

CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter contains collection of previous studies done by various researchers

from different sources which are of significant bearing or relation to the problem under
investigation. The information gathered from these sources guided the current research.

2.1 Related Literature

As Dewey quoted “Education by nature is an endless circle or spiral”. It is an
activity that includes science. In its process, its problem to study which react upon the
educative process to change it still further, thus demanding more thought, more science
and so on, in an everlasting sequence. (Baldemero and Delima, 2006 as cited by
Alinsonorin and Buligao, 2012).
In education there are several theories that are used in the field. Many educators
use the three most popular theories on a daily basis at any given time in a class. These
theories can be documented back to the era of Aristotle. The three popular theories are
Behaviorism, Cognitivism, and Constructivism. Behaviorism is the theory that describes
learning is due to an observable change in behavior. Cognitivism is the theory that
describes how information is processed to produce learning. Constructivism is the theory
that describes learning to due to the construction of knowledge. Constructivism is a major
referent in education, although it has been understood in various ways, including as a
learning history; a philosophical stance on human knowledge; and an approach to social
enquiry. In terms of informing teaching, constructivism has variously been seen by
 10

different commentators as a basis for progressive, mainstream or failed approaches to

pedadogy (Taber, 2011).

Education has always served as the guiding light for human. It is a torch with
knowledge as its light; the teacher as its carrier and the learner as the workers who fuel
the torch. In order for the light to grow more, the workers should keep up in fueling the
torch. Thus they should always be motivated and guided to be sure that they are
efficiently learning (Sagaray and Jacalan, 2011).

With this, effective teachers select varied instructional strategies that accomplish
varied learner outcomes that are both behavioral and cognitive. Appropriate use of
particular strategies depends upon the type of learning outcomes the teacher wants to
achieve (as cited by Paloma, 2012). According to De Guzman and Zosa (2012), teachers
are expected to exercise judgment-in-action throughout the impact on student learning
and development. They suppose to create and maintain learning environments where
students can function as independent learners. Teacher exercise his expertise in molding
and guiding the child to the fullest. Varied techniques and activities must be employed to
arouse the interest of the pupils. Appropriate teaching method or strategy must be utilized
to make the class alive and the discussion fascinating.
Moreover, teachers need sufficient materials as well as techniques which can help
them meet the competencies a teacher must have to be able to make the students become
positive towards their learning. Thus, certain teaching materials must be employed to the
students such as self learning materials. Teachers should also devise creative and
innovative teaching techniques and strategies in order to make those subjects, considered
very difficult, more interesting and less daunting to the students. Also, they adapt
applicable review program in English, Mathematics, Science, and Aptitude so that their
performance becomes more effective (Amer, 2013).
On the other hand, modules can also be a part of a self-learning kit because SLK
includes the module, student’s activity sheets and a teacher guide. Modules and other
 11

related instructional materials are increasingly tested in many countries as a way of

organizing a language curriculum. As a consequence, many course books are now
structured on the basis of “modules” rather than “units”. Most teachers, when forced with
this innovation, wonder whether these developments are opening up new paths for
learning or teaching, or whether it might not just be “old wine in new bottle” (Baldomero
and Delima, 2006 as cited by Alinsonorin and Buligao, 2012). However, modular
instruction style, as cited by De Guzman and Zosa (2010), positively affects the academic
achievement and long-term retention levels of students who have different learning
styles. Modules include a title, target population, introduction, objectives, instructions to
learners, entry behavior and prerequisite skills, pretest, pretest feedback and evaluation,
learner’s activities or curricular developments, posttest, posttest feedback and evaluation,
and teachers’ manual and guides.

The self-instructional module helps in providing remedial instruction for slow

learners and enrichment materials for the fast learners. Many topics can be best presented
through these self-instructional materials (Salandanan, 2001 as cited by Alinsonorin and
Buligao, 2012).

2.2 Related Studies

The researcher also reviewed local studies which have relation with his work. A
study was conducted by Suan and Margaja in 2006 (as cited by Sagaray and Jacalan,
2011).They found out that the developed module on “Water on Earth” was given a very
good rating from the Pre-service and in-service teachers. Moreover, they found out that
module is interesting, eye-captivating, well-presented, and full of enjoyment and fun.
They also claimed that the module could enhance the students learning.
In addition, Lopina and Vistal in 2006 (as cited by Sagaray and Jacalan, 2011)
revealed that the developed module is very satisfactorily orders the multiple intelligence
 12

of the students, and wise pictures, diagram, or illustration that catch the students
attention, aid in making the students attention, and in making students better.
Most studies on the evaluation of the effects of module-based learning proved that
it has positive effects. For instance, the study done by Alinsonorin and Buligao in 2012
concluded that module may not only help the students in learning but also the teachers by
acting as a valuable assistant, relieving them from repetitive explanations. Sagaray and
Jacalan in 2011 also find out that there is a significant difference between the
performances of the respondents from pretest to posttest which means that there is an
improved learning after utilizing a self learning kit (SLK). However, a study conducted
by De Guzman and Zosa in 2010 showed that through modules, there is no assurance that
students will not get a hundred percent of what is expected to be the result. In addition, a
module according to them will only be effective if there is a teacher who will discuss of
what is inside the module. They concluded that a module is not an alternative for teaching
but rather a supplement to the teaching-learning success.

According to Sumandar (2005), academic performance of the students in the

MSU feeder high schools around Lake Lanao could be raised of instructional materials
fitting to the students’ needs, abilities and interests were designed.

2.3 Synthesis
This study is similar to the study conducted by Sagaray and Jacalan (2011) on
their study on “Enhancement and Evaluation of a Developed Self-Learning Kit on Ratio
and Proportion”. However, what makes the study different from the former is that the
current study focused on the usage of a developed module on incoming freshmen
students on their performance in the FEASE. The latter, on the other hand, focused on the
class performance of third year high school students.
Based on the FEASE results of the last two years, one can largely see the
difference in the performance of students who attended the review and those who did not.
 13

Although results showed that high scores come from those who did not reviewed and low
scores come from those who reviewed, one can’t still disregard the fact that performance
is also influenced by what type of school the students come from. Some of those who got
high scores came from private schools whose level of education is much far from those of
rural schools. With this, the researcher wants to evaluate the use of a Developed Module
as a supplementary tool to the students for the better understanding on Mathematics
concepts specifically on Ratio and Proportion.
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CHAPTER 3
RESEARCH METHODOLOGY

This chapter presents the locale of the study, subjects of the study, the research
design, research instruments, data gathering, data analysis as well as coding of data.

3.1 Locale of the Study

The study will be conducted in MSU-Saguiaran High School located in

Poblacion, Saguiaran, Lanao del Sur. It is considered as part of the Mindanao State
University-External Units. At present, the school is composed of 435 students with 28
teachers. The school was founded in 1967. In addition, it is the school where the
researcher is recently serving as mathematics teacher.
Figure 2 below presents the location of the site where the study will be conducted.
 15

Figure 2. Location of the site where the study will be conducted.

3.2 Subjects of the Study

The participants of the study will be composed of 70 incoming freshmen student

school year (SY 2014-2015) that will be attending the yearly review conducted by the
MSU-Saguiaran High School for the FEASE. The study will include two (2) sections
with intact class sampling that will include all students of the two sections. Moreover,
this study will involve three (3) evaluators who are co-teachers of the researcher from the
said school.
 16

3.3 Research Design

The study will use the pre-test and post- test approach with qualitative approach.
The qualitative support will include the intervie.w responses, journal writing of the
participants and the observations made by the researcher. The researcher will make use of
a developed module, achievement test, checklist, readability test and perception
questionnaire as tools.
To ensure its validity and appropriateness for the intended users, this developed
module will be evaluated by in-service mathematics teachers of MSU-Saguiaran High
School.

3.4 Research Instruments

3.4.1 Achievement Tests. The researcher will prepare and give the achievement test in a
form of pre-test and post-test. This test will include items that measure the participants’
conceptual understanding and skill development on least mastered topic in Mathematics
particularly on Ratio and Proportion. This will be taken during the conduct of this study.
To ensure the content validity of the tests, a Table of Specification will be constructed.
The questions will be edited and will be validated by teachers who are experts in making
test questions in Mathematics.

3.4.2 Developed Module. The researcher will develop a module on Ratio and Proportion.
It will be a printed material which includes. The method in developing the module is
shown in Figure 3 below. The enhancement process of the said developed module is
illustrated in Figure 4.

FEASE
,
IDENTIFICATION OF LEAST SCOPE OF THE
MASTERED TOPIC TOPIC
 17

FORMULATING OBJECTIVES

SELECT CONTENTS TO BE
RESOURCES
INCLUDED IN THE MODULE

CHECKING
ORGANIZATION OF THE GRAMMAR USAGE
CONTENT

USE APPROPRIATE
VALIDATION OF THE MODULE
PICTURE

TRY-OUT READABILITY

FORMULATE SELF-
REVISION ASSESSMENT QUESTTION

PRODUCTION OF THE
DEVELOPED MODULE
Figure 3. Method in Developing the Module
Incorporation of the Comments
and Suggestions to the
Simplification of the
Developed Module
discussions

Enhancement of the Developed Enhancement of the

Module content

Readability for try-out

(cloze test)
Editing of Graphics
and text
 18

Independent or Frustration
Instructional

Enhanced Module

Production of the
Enhanced Module

Utilization of the
Enhanced Module

Figure 4. Process for the Enhancement and Evaluation of the Developed Module

3.4.3 Perception Questionnaire. This questionnaire will be consisted of (3) open-ended

questions which will allow participants to freely express their opinions: (a) certain ways
in which the Developed Module helped them understand the concept of Ratio and
Proportion; (b) the things they like about the Developed Module; and (c) difficulties
encountered in the Developed Module.

3.5 Data Gathering

Prior to the conduct of the prepared Developed Module, the participants will be
given a pre-test. This pre-test will be a teacher made test which will be validated by
evaluators. This will include items that will test the conceptual understanding and skills
of the participants about Ratio and Proportion. The scores in the pre-test will be
compared to the scores in the post-test after the participants have utilized the Developed
Module.
 19

The attendance of the participants will be checked to ensure that the respondents
will not miss any lesson in the Developed Module. If this things cannot be avoided that is
a participant has missed the class, he shall be required to get through the lesson before
proceeding to the next lesson. The results in the pre-test and post-test for the achievement
will be compared and analyzed. The participants’ perception about the Developed
Module will also be considered.

3.6 Data Analysis

3.6.1 Statistical Tools
The mean rating will be used to analyze and interpret quantitative data on the
Developed Module. To interpret the mean rating, the following intervals will be used:
3.25 – 4.00 Excellent
2.50 – 3.24 Very Satisfactory
1.75 – 2.49 Satisfactory
1.00 – 1.74 Needs Improvement
A t-test will be used to compare the performance of the participants before and
after receiving the treatment (pre-test and post-test) using the Developed Module. To
interpret the scores of the participants in the pre-test and post-test, the following rating
scale will be used.

48 – 50 Mastered (M)
43 – 47 Closely Approximating Mastery (CAM)
33 – 42 Moving Towards Mastery (MTM)
18 – 32 Average (AVR)
8 – 17 Low (L)
3–7 Very Low (VL)
 20

0–2 Absolutely No Mastery (ANM)

3.6.2 Content Analysis

Qualitative content analysis will be employed to interpret the responses of the
respondents’ perceptions on the Developed Module, and then the thoughts and
implications made will be grouped and stratified.

3.7 Coding of Data

To interpret the qualitative data, coding will be used. The participants will be
coded to protect their identities. The codes that will be used for the participants will be B
or G depending whether the participant is a boy or a girl. That is, G1 means that first
female participant and B1 means the first male participant.
The performance of the participants on the pre-test and post-test teacher-made
achievement test will be tabulated for analysis and interpretations.

BIBLIOGRAPHY

Books/Dictionaries
Encarta Dictionary 2007
Encyclopedia Britannica 2008
Microsoft Encarta 2012

Unpublished Theses/ Dissertations

 21

Alinsonorin, C. G. & Buligao L. M. (2012). Enhancement and evaluation of a developed

self-learning kit on triangle similarity. An Undergraduate Thesis of MSU- Iligan
Institute of Technology.

Amer, Saliha M. (2013). Correlates of students performance in the freshmen entrance and
scholarship exam (FEASE) in MSU- External Units: Basis for a proposed
educational management program. A Dissertation of MSU- Marawi City

Aya, Helen A. (2013). Development and evaluation of a self-learning kit on polygons for
elementary pupils. A Dissertation in MSU- Iligan Institute of Technology.

De Guzman, J. S. & Zosa, D. C. (2010). Enhancement and implementation of the module

on cell division: mitosis and meiosis. An Undergraduate Thesis of MSU- Iligan
Institute of Technology.

Paloma, Elena E. (2012). Development of an e-teaching kit on quadratic functions. A

Dissertation of MSU- Iligan Institute of Technology.

Patayon, Reggien R. (2013). Development of a project-based learning instruction on

fractions. A Dissertation of MSU- Iligan Institute of Technology.

Sagaray, J. B. & Jacalan, L. T. (2011). Enhancement and evaluation of a developed self

learning kit on ratio and proportion. An Undergraduate Thesis of MSU- Iligan
Institute of Technology

Sumandar, Mama D. (2005). Proposed instructional material for first year high school
english. A Dissertation of MSU- Marawi City.

Journals

Taber, Keith S. (2011). Constructivism as educational theory: Contingency in learning

and optimally guided instruction. Nova Science Publishers, 39-61.

Components of the Module. Journal of Educational Psychology. Vol 76. No 2.6