Investigating The Performance of The Grade 9 Students in Quadratic Inequalities Using Modular Distance Learning

Lorie Jane Letada, Emerson Peteros, GenGen Padillo

Abstract

This study employed a quasi-experimental design to examine the performance of Grade 9 students in learning quadratic inequalities using printed and digitized modular distance learning. A total of 40 were divided into two groups based on their final Grade 8 mathematics scores. One group received printed self-learning modules, while the other received digitized modules. Data were gathered using a profile survey, pretest, posttest, and the Most Essential Learning Competencies (MELCs)-aligned self-learning modules. Statistical analysis using chi-square and t-tests showed no significant relationship between the students’ profiles (age, gender, income, availability of devices, and final grade) and their pretest or posttest performance. Furthermore, no significant difference was found between the pretest and posttest scores of the printed and digitized groups. These findings suggest that both learning modalities were equally effective in improving student performance in quadratic inequalities.

https://doi.org/10.22041/wjher.4.3

Keywords

Quadratic inequalities, Modular distance learning, Digitized learning modules, Student performance, Mathematics education

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Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(3)DOI: https://doi.org/10.22041/wjher.4.3Pages: 124-139Published: 09-18-2024Copyright: Copyright (c) 2024 Lorie Jane Letada, Emerson Peteros, GenGen PadilloOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteLetada, L.J., Peteros, E., Padillo, G. (2024). Investigating The Performance of The Grade 9 Students in Quadratic Inequalities Using Modular Distance Learning. World Journal on Education and Humanities Research, 4(3), 124-139. https://doi.org/10.22041/wjher.4.3