Enhancing students’ performance on least taught topics in basic calculus through Moodle-based courseware package
Orville Jardinico Evardo Jr 1 * , Estela Corro Itaas 2
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1 Davao de Oro State College, Compostela, PHILIPPINES2 Bukidnon State University, Malaybalay, PHILIPPINES* Corresponding Author

Abstract

This study utilized the developmental research design to identify the least taught topics in basic calculus and design and investigate the effectiveness of a Moodle-based courseware package. Data were collected from seven basic calculus teachers and five academic administrators through survey questionnaires, interviews, and validation sheets. The quasi-experimental phase of the study used a pre-/post-test control group design with a sample of 69 students, 34 students in the experimental group and 35 students in the control group. The experimental group received instruction using an asynchronous Moodle-based courseware package, while the control group received instruction through lecture notes. Results showed that the least taught topics include infinite limits, limits at infinity, and limits of trigonometric, exponential, and logarithmic functions. These topics were least taught due to time constraints, students’ capacity, scheduling, complexity, and relatability. Validation of the courseware package showed a very high validity. It was found that the use of Moodle-based courseware package and lecture notes effectively increased the students’ performance. However, one-way analysis of covariance results showed that the experimental group gained considerably greater than those in the control group. It was recommended that teachers continue to update their knowledge of different teaching methodologies to develop an encouraging and dynamic learning environment.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, 2024, Volume 4, Issue 2, Article No: em060

https://doi.org/10.29333/mathsciteacher/14310

Publication date: 01 Apr 2024

Online publication date: 28 Feb 2024

Article Views: 688

Article Downloads: 391

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