MODULAR DISTANCE LEARNING: ITS INFLUENCE ON THE MATHEMATICAL

PROBLEM-SOLVING SKILLS OF GRADE 6 PUPILS

 
 INTRODUCTION

The global spread of the COVID-19 pandemic has had a significant impact on the
educational system. To combat the spread of the Corona Virus, most countries
temporarily closed schools and other educational institutions (Tria, 2020). When
educational facilities close, students and teachers lose out on the opportunity to
socialize, which is critical for learning and growth. The Department of Education's
answer to the issues posed by the coronavirus outbreak, according to DepEd Secretary
Briones, is the basic education learning continuity plan (Montemayor, 2020).

The Department of Education developed Modular Distance Learning to maintain

the education of millions of Filipino learners and to ensure that every school continues
to achieve its objective and vision of providing quality education to every Filipino student
(Dangle & Sumaoang, 2020).

Modular Distance Learning (MDL) entails tailored instruction that allows students to use
self-learning modules (SLMs) that are centered on the Department of Education's Most
Essential Learning Competencies (MELC) (Martinez, 2020). Teachers hand out SLMs
to students, which comprise distribution and retrieval as well as assessment tools to
check for knowledge and provide timely and relevant feedback. In Modular Distance
Learning, the teacher is responsible for monitoring the learners' progress, if practicable,
through home visits. Students can ask for help from the teacher via text messages,
phone calls, or even email (Llego, 2020).

By passing through accomplishment motivation and attitude toward the subject,

self-esteem had both a direct and indirect effect on mathematic problem solving. The
students' ability to solve mathematic problems was positively influenced by their self-
esteem. Purkey (2000) believed that self-esteem was a fundamental motive that
influenced each student's potential to accomplish various levels of learning than his
peers. Any student with high self-esteem did not appear to be serious about learning
mathematics, and he did not appear to be eager when confronted with difficult
mathematic problems or when ready to take the test. That student would also focus on
mathematic learning, have a positive attitude about the topic, and have a strong
capacity to solve mathematic issues.

The study aims to know how the learners’ mathematical problem-solving skills
are being influenced on their modular distance learning. Furthermore, the study will
determine the perceptions of the respondents regarding modular distance learning, the
level of mathematical problem-solving skills and its significant relationship. Lastly, the
study aims to determine if the respondent’s socio-demographic profile of the
respondents’ show significant relationship to their mathematical problem-solving skills.

Objectives of the Study

Generally, the study aims to determine the influence on the mathematical problem-
solving skills of Grade 6 pupils in modular distance learning.

Specifically, the study aims to:

1. Determine the socio-demographic characteristics of the respondents, in terms of:

a. Age

b. Sex

c. Parent’s educational background

2. Determine the perceptions of the respondents as regards modular distance

learning on learning mathematical problem-solving skills;

3. Determine the level of mathematical problem-solving skills of the respondents;

4. Determine the significant relationship of modular distance learning to

mathematical problem-solving skills; and,

5. Determine if there is a significant relationship of socio-demographic

characteristics to the mathematical problem-solving skills of the respondents.
Expected Output

Results on this research to be conducted are:

a. There is a low perspective towards respondents in regards to modular

distance learning on learning mathematical problem-solving skills.

b. There is a low level of mathematical problem-solving skills.

c. There is no significant relationship of modular distance learning to

mathematical problem-solving skills, and

d. There is no significant relationship of socio-demographic characteristics to

the mathematical problem-solving skills of the respondents.

Scope and Limitations of the Study 

The study will focus only to the influence of Modular Distance Learning on the
Mathematical Problem Solving Skills of Grade 6 Pupils.

Place and Time of the Study

 The study will be conducted at Barangiran Elementary School, Barangiran, Alamada,

North Cotabato from August 2022 to December 2022.

Definition of Terms

 
 

For the purpose of this study the following terms are defined:

Mathematical Problem Solving refers to the capability of the learners to solve math
problems referring to the modules distributed in accordance to their output.

Modular Distance Learning refers to the modules being distributed among the
learners from the Department of Education (DepEd) which comprises the
learning contents, tasks, as well as the module assessment where retrieval is
very much obliged to check the learning of the students.

New Normal refers to the regulated means and ways of people to minimize the risk of
exposure towards Covid-19.

Problem Solving refers to the ability of the learners to solve mathematical problems
referring to the output submitted through the distributed modules.

REVIEW OF RELATED LITERATURE

Modular Learning on Covid-19 Pandemic

 
 The global spread of the COVID-19 pandemic has had a significant impact on the
educational system. To combat the spread of the Corona Virus, most countries
temporarily closed schools and other educational institutions (Tria, 2020). When
educational facilities close, students and teachers lose out on the opportunity to
socialize, which is critical for learning and growth. The Department of Education's
answer to the issues posed by the coronavirus outbreak, according to DepEd Secretary
Briones, is the basic education learning continuity plan (Montemayor, 2020).

The Department of Education developed Modular Distance Learning to maintain

the education of millions of Filipino learners and to ensure that every school continues
to achieve its objective and vision of providing quality education to every Filipino student
(Dangle & Sumaoang, 2020).

Modular Distance Learning (MDL) entails tailored instruction that allows students to use
self-learning modules (SLMs) that are centered on the Department of Education's Most
Essential Learning Competencies (MELC) (Martinez, 2020). Teachers hand out SLMs
to students, which comprise distribution and retrieval as well as assessment tools to
check for knowledge and provide timely and relevant feedback. In Modular Distance
Learning, the teacher is responsible for monitoring the learners' progress, if practicable,
through home visits. Students can ask for help from the teacher via text messages,
phone calls, or even email (Llego, n.d.).

Modular Distance Learning is a solution to the "No Child Left Behind Act," which
mandates that all children obtain the best education available (No Child Left Behind Act,
2002). SLM makes this form of learning more accessible to a wider range of students.
MDL was seen as the most liked by families because it is cost-effective or families
would save a lot of money. While households would save a lot of money, the
government would spend a lot of money only to print a billion pages of SLMs for millions
of public schools’ students.
Furthermore, because the modules were created in a short amount of time, there were
flaws in the modules, such as factual, computational, clerical, printing, and
typographical issues, which the Department of Education stated that they are monitoring
and correcting (Gonzalez, 2015).

Mathematics and the Problem-Solving Skills

The development of high-level thinking skills such as reflective thinking and

mathematical problem solving has received little attention in mathematics education. In
truth, these two qualities are critical since, in everyday life, everyone is confronted with
a variety of difficulties that must be solved, necessitating reflective thinking to find
solutions. Problem solving ability is an important aspect of the mathematics curriculum
because it allows students to gain experience using knowledge and abilities that they
have already applied in problem solving during the learning and completion process
(Ramdani et. al., 2019).

In recent years, the term "reflective thinking" has become quite prominent in the
educational sector. Reflective thinking is currently the most popular topic in a variety of
literatures, particularly in teacher professional education (Amidu, 2012; Lim, 2011).
Furthermore, reflective thinking is a sort of higher-order thinking that fosters student
curiosity and demonstrates the interconnections between learning materials (Lipman,
2003).

This aligns with the demands of Indonesia's 2013 curriculum, which identified key
words in core competencies and basic competencies such as scientific behavior
(including curiosity, objectivity, honesty, thoroughness, diligence, caution, responsibility,
openness, critical, creative, innovative, and environmental care), conducting
experiments, and discussing, analyzing, and presenting data and graphics. This
demonstrates that reflective thinking that fosters student curiosity is a future ability that
students will need to learn in order to meet the challenges of globalization, adapt to
change, and meet the expectations of the twenty-first century. Furthermore, according
to Ambrose (2004), Gelter (2003), and Koszalka (2001), reflective thinking has been
identified as an important component in education that allows students to rationalize
misconceptions by assisting them in thinking about what they are doing and why it
matters.

Students can answer more complex problems by using reflective thinking since
their thoughts will be guided, and the solutions to problems solved by reflective thinkers
are more likely to be correct and correct. This is in line with the findings of King and
Kitchener (Koszalka, 2001), who found that reflective thinking aids in the solving of
difficult problems by assisting in the identification of concepts, facts, formulas, and
theories that are pertinent to the problem at hand. Furthermore, reflective thinking
entails examining, comparing, synthesizing, clarifying, and selecting what someone is
doing that demonstrates reflection activities (Henderson, 2004; Kocoglu, 2008).

If you don't have the right learning gadget, you won't be able to learn effectively.
The intended results will not be obtained if learning does not go well. As a result, an
appropriate learning tool is required to promote students' reflective thinking in
mathematics learning. For example, on the topic of circumference and width of
rectangle and square, students can exercise reflective thinking with problem-solving
techniques. On the other hand, there is still a scarcity of high-quality textbooks.
Textbook authors do not give much thought to how the book will be comprehended by
students. In the development of textbooks, learning psychology guidelines and textbook
design theories are not used at all. As a result, pupils have difficulty understanding the
books they read, and they are frequently boring Koszalka, T. (2001).

Student's Worksheets (LKS) are less able to meet the needs of students in
achieving optimal mathematics learning goals when used as a companion in learning
mathematics. LKS, for example, does not provide instances or problems from everyday
life when students need an introduction to grasping content that involves reasoning.
Students need material exposure that allows them to fulfill learning goals, and the
presentation of LKS information is merely a summary of material, which is obviously
insufficient as a reference for studying mathematics. As a result, it is necessary to
properly address the problem of mathematics learning by developing learning tools that
can fit all students' interests and demands.

Learning tools should be able to change to each student's speed of

comprehension and fit the student's learning demands. At the very least, the learning
resource incorporates mathematical information, learning exercises, student workbooks,
and teacher instructions on how to use these learning resources in the classroom.
Modules are a type of educational program that is organized in a certain way for
learning (Branca, 1980).

Mathematical questions are a technique that is used to help pupils not only
enhance their thinking abilities, but also to help them strengthen their basic problem-
solving skills, particularly in everyday situations. The goal of effective mathematic
instruction was for pupils to be able to solve problems. In reality, experience in
addressing academic problems is critical in developing students' thinking skills and
assisting them in gaining additional skills in solving challenges in everyday life.
(Chapman, 1997)

Problem-solving is regarded as the heart of mathematical learning since it focuses not

only the learning of the subject but also the development of thinking skills. Because the
procedures of solving mathematic problems are comparable to general issue solving,
students can put their knowledge and problem-solving skills to use in everyday life
(Shommer-Aikins et. al., 2005).

The Buddhist era 2544 basic education curriculum specifies the importance of
mathematic learning and student quality; yet, students do not succeed in mastering the
subject. The majority of the students' issues were with mathematical problem solving,
which is a key skill for their future learning. As a result, developing problem solving skills
in mathematics is a critical task that teachers must undertake in order to provide their
students with this crucial skill (Pajares & Kranzler, 1995).

According to a study conducted by educators and psychologists, whether students have

an effective problem-solving skill or not is determined by Bloom's learning theory, which
revealed that three factors influence students' learning achievement: cognitive domain,
which includes students' own background knowledge and skills, effective domain, which
includes students' attitudes toward the subject, school, and learning processes, interest,
motivation, self-efficacy, self-esteem, and teaching quality fa factors namely, instruction
acknowledgement, participation in class activities, teacher’s sanction system and giving
feedbacks. (Bloom & Engelhart, 2010) Furthermore, accomplishment motivation theory
concentrates on achievement motive rather than any other aspect since he believes it is
the most essential factor in students' academic success. Any student with a strong
achievement motivation will have a high level of concentration in class and will be
successful in their studies as a result; on the other hand, a student with a low
achievement motive will lack concentration and will not succeed in their studies as a
result (Bandura, 2000).

Self-efficacy is the foundation of motivation, according to social cognitive theory.

Anyone who believes in his abilities and sets high goals for himself will be more
motivated to work or learn and will be more successful in life than someone who doubts
his ability (Suratch, 2004). According to the problem of mathematic teaching and
learning and based on theory studies, we have discovered that the study of factors
affecting students' problem solving is both interesting and necessary because if
teachers are aware of the factors that encourage or obstruct students' problem-solving
skill development, they can plan effective learning activities for their students to help
them solve mathematic problems effectively.

As a result, the study focuses on the effective domain aspects impacting sixth-
grade students' mathematic problem-solving. The purpose of this study is to investigate
factors that influence sixth-grade students' mathematic problem-solving abilities, as well
as to construct and test the accuracy of factor models that influence sixth-grade
students' mathematic problem-solving abilities (Pimta et. al., 2009).

The Influence towards Mathematical Problem-solving Skills

By passing through accomplishment motivation and attitude toward the subject,

self-esteem had both a direct and indirect effect on mathematic problem solving. The
students' ability to solve mathematic problems was positively influenced by their self-
esteem. Purkey (2000) believed that self-esteem was a fundamental motive that
influenced each student's potential to accomplish various levels of learning than his
peers. Any student with high self-esteem did not appear to be serious about learning
mathematics, and he did not appear to be eager when confronted with difficult
mathematic problems or when ready to take the test. That student would also focus on
mathematic learning, have a positive attitude about the topic, and have a strong
capacity to solve mathematic issues.

By passing through accomplishment motive, attitude, and focus, self-efficacy had

a beneficial indirect effect on students' problem solving. This was due to the kids'
capacity to assess their own abilities based on whatever challenge they encountered.
According to Bandura (1999), self-efficacy had a significant part in thinking ability, which
was the foundation of motivation. Anyone with a high level of self-efficacy and a life goal
would have a greater achievement motivation and attitude in the workplace than
someone who doubted his competence. Furthermore, it encouraged students to focus
on the lesson; as a result, the students in this study were successful in learning and
solving arithmetic problems. Michai (2005) investigated the relationship between several
successful domains, mathematics learning and teaching behaviors, and student
problem solving. The study's findings revealed that students' self-efficacy was highly
related to their problem-solving abilities.
 Teachers' actions had both direct and indirect effects on students' problem-
solving abilities, with the latter being mediated by achievement motivation and attitude
toward the subject. Because the teacher had managed the class with various activities,
the educational tools were appropriate for the students, and the teacher knew about the
psychology of teaching so as to meet each student's need, the teacher's assessment or
evaluation matched with the curriculum's objective, the teacher's behaviors had a
positive effect on students' problem-solving ability in this study.

The findings of this study were similar to those of Anan (2003), who had
researched the analysis of random correlations of variables influencing various pupils.
The findings revealed that the teacher's demeanor had a direct impact on the students'
problem-solving ability. Students were encouraged to be enthusiastic, responsible for
their learning, and to have a positive attitude toward the subject as a result of these
actions. And they would improve themselves if they were absorbed, willing, and joyful in
completing mathematic issues.

Because teaching is such a complex endeavor, it is impossible to say that one

method is preferable than another for all purposes, with all students, at all times, and in
all conditions. Certain processes, instructional styles, and techniques that are widely
frowned upon appear to work well for a particular teacher. There is no hard and fast rule
for selecting the ideal teaching technique. Different teaching tactics should be adapted
by the teacher to meet the demands of the pupils (Abad, 2006).

There are a variety of reasons for low mathematics achievement, including

standards and curriculum, which have changed numerous times in response to myriad
inventive reforms aimed at improving mathematics performance. Mathematics has been
confined in the K-12 Curriculum to be more meaningful and beneficial to students and
instructors since the subjects presented are well-prepared and appropriate to students'
ability levels and current societal demands (DepED, 2012).
 According to Gregorio (1983), effective classroom education is dependent on the
teaching technique, which directs the learners' learning activities. Pupil activity that does
not organize effort and material toward a specific objective is a waste of time and effort
that does not produce satisfactory results in terms of content learnt or study habits. The
teaching method is what gives the students this direction. The modular approach is
particularly helpful in improving achievement of slow learners and maximizing learning
in Mathematics and other Applied Sciences. This method allows students to grasp
problems, principles, and processes by putting them into practice, observing and
obtaining data, analyzing it, and drawing conclusions (Dooley and Swanberg, 1989;
Brown, 1994)

Paspasan (2015) found that students' learning styles became more independent
as a result of the Self-Paced Modular Approach (SPMA), because they prefer to work at
their own pace. As a result, when compared to a structured approach, SPMA assists
individuals in improving their level of performance in Plane Trigonometry regardless of
their mathematical talents. In this vein, the following suggestions are offered for
consideration: Teachers should employ collective learning type inventories to keep
students engaged throughout their Mathematics course. Also, SPMA should be used in
the teaching of Plane Trigonometry and other mathematics subjects.

On the other hand, Lim (2016) arrived at the conclusion entitled Effectiveness of
Modular Instruction in Word Problem Solving of BEED Students that modular model of
learning in teaching Mathematics specifically word problem solving, is an excellent
teaching strategy. Though both groups learned utilizing the two techniques of teaching,
the subjects who were taught using modular instruction did much better than the
subjects who were taught using the traditional lecture method. Because of the various
benefits of using modules in teaching Mathematics and the significance of producing
more similar problems in Mathematics, the researcher was inspired to create an
instructional material. This technique was initiated as a reaction to the need to improve
students’ performance which would help strengthen students’ mathematical skills in
comprehending Basic Mathematics and establishing its usefulness for first year college
students.

According to a study conducted by Columbano, self-instructional materials serve

four goals (2019). These should be (1) simple, interesting, and very familiar terms of
readiness, relevance, and reliability, such as those prepared in simple language will
enable the students to maximize their learning (2) allow the students to take their time
and study them anywhere – at home or in the library without so much help from the
teacher (3) allow the students to develop a sense of responsibility for their own learning
(4) provide the teacher with an efficient way of assessing the students The modular
education was created with the purpose of reducing frustration and eliminating
punishment and fear. The modular education was created with the purpose of reducing
frustration and eliminating punishment and fear. The proctor or tutor is always ready to
explain why a student fails a readiness test.

The modules were successful in improving understanding of the concepts and

skills discussed. The modules' desired outcomes were achieved. As a result, the
utilization of modules can considerably improve mathematics learning. This pattern can
be explained by the fact that students can revisit a module multiple times if they need to
review subjects that they haven't fully grasped. The results matched those of Reyes's
(1994) study, "Cooperative Effectiveness of Modular Instruction and Traditional Type of
Instruction on Students' Performance in Solving Problems regarding Conic Sections."
As a result, Reyes proposed that children be exposed to modular instruction in
teaching-learning, in which the student is allowed to progress through the work as
quickly as his or her abilities and level of motivation allow, thus creating self-confidence
and independence in them. Modules may be of tremendous use to both students and
teachers in carrying out the teaching – learning process, as evidenced by research and
related literature. This is only one of the numerous ways that learning is beneficial to
clients and allows pupils to effortlessly retain information.
Modular Distance Learning (MDL) has been discovered to assist parents in having a
higher parental involvement with their child/children. Tutoring may have helped parents’
bond with their child or children. When learners and their parent(s) learn together as a
type of bonding time, strong family relationships are formed.

Independent learning is a style of learning in which children learn at their own speed. Its
concept is that people learn at different times and in different places (Finol, 2020).
Learners will complete their modules on their own and find ways to comprehend their
lessons, which will help them build healthy study habits and a sense of responsibility for
completing the tasks set forth in the modules. Modules, workbooks, or textbooks are
offered to learners to aid in their autonomous learning process. Learners actively
develop their knowledge through their own experiences in this modality, which is based
on constructivism philosophy (Elliott, et. al. 2020). Also, Modular Distance Learning's
cost-effectiveness is a clear consideration. It is to save time and money, particularly in
terms of transportation allowance. Most parents reported saving money as a result of
their children not having to commute to school. Equations should be aligned with the
text margin on the left.

It was discovered that if there is no interaction relationship between the teacher and the
students, the students will lose interest in learning and refuse to explore their own
potential. Learners are unable to communicate with their teacher in order to ask
questions about their course, resulting in a lack of processing of the module's material
as well as explanation from the teacher. Some students rely on the key answers
provided in their self-learning modules, so even mistakes were duplicated, giving
teachers the impression that students aren't thinking critically about what they're
learning. In that instance, the teacher will no longer be able to tell if the students
comprehended the module's material or if it is the learners' work.

They work from home or in workplaces and have strict timetables to adhere to. It was
tough for them to keep their children in check all of the time. Because parents are trying
to earn a living, especially at this time of the epidemic, not all parents can devote their
entire time to guiding and aiding their child/children in answering their modules. Some
parents also mentioned that there are some lessons that they struggle with or find
difficult to explain and teach their children.

Children are easily distracted at home, according to parents and teachers, especially
when electronics are available. Learners spend more time watching television or playing
online games, leading parents to believe that their children are doing study when they
are actually playing computer games. Many youngsters view this time as a break from
school, and as a result, they want to sleep and wake up whenever they want, and spend
the rest of their time playing video games and watching cartoons/movies. In that
instance, learners' work would be rushed because they will be spending more time
playing than learning.

The teaching and learning process includes both curricular and co-curricular activities.
Extracurricular activities provide students the self-assurance they need to develop into
well-rounded persons (Naik, 2018). It was clear that extracurricular and other school
activities had been curtailed in the new educational normal. In modular remote learning,
differentiated activities such as role-plays, instructional games, and other group
activities are not seen. Field trips, school retreats, foundation day, and other
extracurricular activities that have been postponed will undoubtedly be missed by
students this school year.

SLMs were discovered to be activity-centered, with a focus on paper and pencil

activities. Learners complained that the modules contain far too many tasks and
activities. Because SLMs focus more on the traditional question and answer format and
are limited to reading and writing, parents have seen that students get lazy when it
comes to studying.
A substantial number of parents were concerned that their children's social development
would be severely harmed as a result of the pandemic. Loss of engagement with
classmates and their normal surroundings had influenced the development of social
skills, particularly in younger children. Schools play an important role in disciplining and
polishing social skills; however, modular distance learning has taken away that
possibility, and parents are now looking for alternative ways to help their children
acquire these abilities.

During this pandemic, learning modules play a critical role in the education of millions of
students in public schools. The start of courses was twice postponed to give schools,
teachers, students, and parents time to prepare for the challenges of distant learning.
However, it appeared that the postponements were insufficient to assure that the
education department's learning materials were error-free. "Not all modules developed
this year underwent quality assurance," Education Undersecretary Diosdado San
Antonio said in an interview (Magsambol, 2020).

In a blended model, the learning impacts will be strengthened and extended if we can
combine the benefits of classroom instruction and e-learning. Teachers would be able to
provide individual teaching to kids who are having difficulty learning in class, while other
students would be able to work independently on information that requires basic
thinking and recall. Only by individually analyzing, speculating, and exploring difficulties
in order to get choices or alternative answers to questions can students achieve the
goal of study. Teachers can use this new teaching style to help pupils make steady
progress, because self-study and a sense of independence are essential for research
and creativity inspiration. Many multimedia teaching systems, such as Moodle, have
been in use as a result of the rapid growth of network technology in recent years (Lin et.
al., 2017).

Its purpose is to give a set of tools to aid in the investigation and discovery process. It's
an approach to online learning that's been used to produce an online course that can be
used to augment and enhance face-to-face classroom training in a variety of ways. It
also claims to offer an environment that allows students to collaborate as a standalone
or in addition to traditional classroom training, as well as allowing users to be active
learners who actively participate in the online learning process (Zakaria, & Daud, 2013).

In recent years, there has been a lot of study done on the effectiveness of Moodle
instruction. According to studies, one of the most essential aspects of this technique is
the improvement of students' mathematical abilities (Atanasova-Pacemska, Pacemska,
& Zlatanovska, 2012; Awodeyi, Akpan, & Udo, 2014; umonja, Velikovi, & ubarevi, 2015).
This strategy could assist individuals in quickly catching up on mathematic courses and
expressing their opinions on various topics (Li, 2010). Martinblas, & Serranofernandez,
2009; Somenarain, Akkaraju, & Gharbaran, 2010; Kotzer, Shulamit, & Elran, 2012;
Zakaria, & Daud, 2013).

How Students Learn Math

When students are learning math, they need to remember numerical facts, and
then apply the numerical facts to solve more complex problems (Tomasetto, 2021). Ay
Emanet and Kezer (2021) stated, The learner should proceed by the following
instructions of his teacher, who is a guide in the learning process, with his active
participation, not without making sense of the knowledge or by memorizing, but by
building up new knowledge by using prior knowledge. (p. 241) It is beneficial to make
sure the teacher teaches the students the math knowledge and skills required to be
successful with daily life math. Math anxiety is an increasing problem for students; it is
based on their low ability to complete math tasks. Math anxiety was thought to only
affect middle and high school-aged students, but it is being found that younger students
are having anxiety about math (Maloney & Small Group Math Interventions Mixed-
Method Research Methods Proposal Page 16 Beilock, 2012). Parents’ anxiety about
math at times causes math anxiety in students (Szczygiel, 2020). Szczygiel (2020)
found that there was more of a correlation with the students’ fathers anxiety affecting
students own anxiety about math, than the mother’s anxiety about math effecting
students. Math interventions can help relieve some of the math anxiety students are
experiencing, in all, making them more comfortable with the math materials being
taught. Some students may have anxiety about testing, which will cause them to
achieve a lower test score. Helping the students become confident in their math skills
will help alleviate some of the anxiety associated with math and testing.

An aide for a Mathematical Problem-Solving Skill

Teachers should diversify and modernize their teaching techniques,

assessments, and evaluations, and incorporate psychology into their teaching of
mathematic activities, particularly problem solving, because the research found that
teacher behaviors had both direct and indirect effects on students' mathematic problem
solving. Teachers are expected to research the ways for developing this ability in depth
and then bring them into the classroom to manage activities that help students to be
excited about learning and have a positive attitude toward mathematic learning or to get
students' attention. The kids' ability to solve mathematic problems will improve as a
result. Teachers should also encourage students to develop self-efficacy, self-esteem,
and self-respect because these factors help students develop a higher achievement
motive, and if students have a high achievement motive, they will have a positive
attitude toward learning, concentrate on learning, and be successful in their studies as
expected (Main Research).

The Module and Its Content

According to Mulyasa (2006), a module is a self-contained learning package that

consists of a series of learning experiences that are planned and constructed in a
methodical manner to assist students in achieving their learning objectives. Modules are
a learning procedure for a specific unit of topic that is organized in a systematic,
operational, and directed manner for students to employ. According to Prastowo (2012),
the module is a book developed with the goal of allowing students to learn freely without
or with the supervision of a teacher. In another interpretation, the module is a collection
of educational resources that are presented in a systematic manner so that users can
learn with or without the assistance of a facilitator or teacher. As a result, a module must
be employed as a teaching tool in place of the educator's role. If the educator has the
ability to explain something, the module must be able to do so in a manner that students
can understand based on their level of expertise and age.

As per Ministry of Education's Directorate General of PMPTK (2008), a module is

considered good if it meets five criteria. The first is a self-teaching method. It means that
students can learn independently using modules rather than relying on the teacher or
other third parties. To be classified as self-instructional, a module must meet the
following criteria: (1) clearly stated objectives, (2) learning contents packaged into small
units to support comprehensive learning, (3) examples and sector that support clarity in
the presentation of the learning method, and (4) practice questions and homework that
allow students to respond and assess their level of mastery, (4) includes practice tests
and homework that enable students to answer and quantify their competency, (5)
includes practical problems, (6) uses simple and participatory vocabulary, (7) contains
overviews of teaching materials, (8) contains an evaluation tool that enable for self-
assessment, (9) contains responses on the evaluation so that the user can determine
their level of mastery of the material, (10) provides information about references or
reference.

The second feature is that it is self-contained. It signifies that a module contains all of
the learning resources for a single competency unit or sub-competency. The goal of this
concept is to give students the opportunity to learn extensively, and the module can
include a sequence of well-thought-out and methodical learning activities. Stand-alone
is the third characteristic. The term "stand alone" refers to modules that are not
dependent on or required to be used in conjunction with other learning media. If the
module is still connected or requires external media, it cannot be considered self-
contained.

The fourth feature is adaptability. Adaptive describes modules that may organize the
growth of science and technology and are adaptable to use; this is an adaptive module.
Furthermore, an adaptable module is one in which the content of learning material can
be employed for a set amount of time. The final option is the most user-friendly. It
implies that modules must be considerate of their users. In other words, the module
must be simple to comprehend so that students can understand the contents of the
modules that have been provided, and so that it serves not just as a manual but also as
a handle and textbook to be taught.

Modules, as one type of educational material, have the following roles, according to
Prastowo (2012). The first is self-contained educational materials. The use of modules
in the learning process allows students to learn on their own without having to rely on
the presence of an educator. The second function is to take over educator
responsibilities. Modules are teaching materials that must be able to clearly and easily
explain learning material to students based on their level of knowledge and age. While
the educator is also responsible for the explanation function of something. As a result,
the use of modules can serve as a stand-in for educational functions.

Module as a tool for evaluation is the last one. Students must be able to measure and
assess their own level of mastery of the material they have learned when using
modules. As a source of information for students. Modules contain a variety of things
that students must study.

Teaching material or subject matter, according to Mbulu and Suhartono (2004), is the
content of learning contained in books published by instructors or other writers for the
purpose of learning. Furthermore, it is stated that teaching materials that are designed
and developed using good learning principles will be able to assist students in the
learning process, assist teachers in reducing material presentation time and increasing
teacher guidance time for students, and assist schools in completing curriculum and
achieving learning goals within the time frame available.

Mbulu and Suhartono also proposed that the module development process be divided
into four stages. The study of the basic situation is the first stage. The purpose of the
initial situation analysis is to determine the subject matter being developed as well as
the students' initial skills. The development of the module design is the second step. In
constructing the module, it defines core competences that are in accordance with the
subject matter, as well as what activities are included in the module. The preparation of
the module's initial product is the third phase. It is to compile the contents and
completeness of the module by determining the material in the module based on the
basic competencies that have been taken. Module evaluation is the final phase. Module
evaluation is determining the validity and applicability of modules that have been
designed by a group of mathematicians and then tested on students to determine their
efficacy.

 
 METHODOLOGY 

This chapter presents the research method that will be used in the study. It
contains the research design, locale of the study, subject of the study, sampling
procedure, research instrument, data gathering procedure and data analysis.  

Research Design

The study will use descriptive research design to determine the socio-demographic
profile of the respondents in terms of socio-economic and economic background of the
parents. The study will also utilize a Grade 5 Math questionnaire and the statistical
information obtained will be used to determine the Mathematical problem-solving skills
of the students.

Respondents of the Study

The study will be conducted at Barangiran Elementary School Municipality of

Alamada,Cotabato. Specifically on Grade 6 students of the said school.

Sampling Procedure

 This study will use convenience sampling procedure to best fit the time,
geographical location and other adjustments of the respondents in accordance to the
new normal.

Research Instrument

  The researcher will get the questionnaire from grade 5 periodical exam which
covers their 1st grading to 4 grading period.

 
 

Data Gathering Procedure

The data will be gathered will be analyze and interpreted using test papers in
comparing the means in determining the significant difference 0f their scores in
mathematics from grade 5 to grade 6.

The significance area of the effect to the respondents are done using of
statistical info. 

With the instrument ready, the researcher will seek permission to the Department
Research Coordinator, as well as the dean. Afterwards, the researcher will send a letter
of permission to Barangiran Elementary School’s principal and when signed for
approval, the researcher will start to conduct in a scheduled time.

Statistical Analysis

 
Data analysis and interpretation will be done using descriptive statistics such as
frequency counts and percentages. T-test will be used to determine the significant
relationship.

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