Effectiveness of Modular Instruction in Word Problem Solving of BEED Students
This study used a Quasi experimental Design to determine the effects of modular instruction to third year BEED students of Eastern Samar State University (ESSU) who were exposed to lecture method and modular instruction in teaching word problem solving. Its purpose was to seek answers to the following questions: (1) Is there a significant difference in the pretest mean score? (2) Is there a significant difference in the posttest mean scores? (3)Is there a significant difference between the mean gainscores?Based on the pretest and posttest mean scores of both control and experimental groups, the following findings were formulated; (1) there is no significant difference between the pretest mean scores of the subjects; (2) there is a significant difference between the post test mean scores of subjects; and (3) there is a significant difference between the mean gain scores of the two groups of respondents experimental and control groups. The experimental group who were taught by modular instruction performed significantly better than the control group who were taught using the traditional lecture method. Based on the findings cited, it is concluded that modular instruction in teaching Math specifically word problem solving, is an effective teaching approach. Though the results of this study showed that learning took place in both groups using the two methods of teaching, the subjects who were taught by modular instruction performed significantly better than the subjects exposed to traditional lecture method.