Abstract
This study aimed to determine the effectiveness of the task-based learning module in Mathematics in improving the computational skills of Grade V Students. The study used descriptive-experimental research design focused on students’ perception of the lesson structure, evaluation of the module, and its effectiveness in improving the computational skills of the students. Generally, the students perceived the structure of the module in terms of pre-task, task, and review as very well structured. Likewise, the findings showed the evaluation in terms of adaptability, clarity, validity, usability, and aesthetic value to a very great extent. The results also showed a significant difference in the pre-test and post-test scores of the students in computational skills in terms of problem solving, decision making, sequencing, algorithm formation, and quantitative measurement. However, no significant relationship was found between the perceived structure of the lesson and the mean scores of the students in computational skills. Moreover, the perceived evaluation of the module has no significant relations with the computational skills. The study recommends the use of task-based learning module in Mathematics following the structure of pre-task, task, and review to improve the computational skills of the students.
Keywords: task-based learning module, pre-task, task, review, computational skills
References
Ambrose, V. K., Davis, C. A., & Ziegler, M. F. (2013). A framework of contextualized teaching and learning: Assisting developmental education instructors.
Bedaure, A. A. (2012). Modular Instruction in Biology: It’s Effect on Students’ Performance. International Peer Reviewed Journal, 9, 284-304.
Bellotti, F., Berta, R., De Gloria, A., & Primavera, L. (2010). Supporting authors in the development of task‐based learning in serious virtual worlds. British Journal of Educational Technology, 41(1), 86-107.
Bowen, T. (2010). Teaching approaches: task-based learning. Onestopenglish. com.
Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R., J. Jarvelle, and W. J.M. Levelt (eds.) The Child’s Concept of Language. New York: Springer-Verlag.
Buntins, M., Buntins, K., & Eggert, F. (2017). Clarifying the concept of validity: From measurement to everyday language. Theory & Psychology, 27(5), 703-710.
Cabardo, J. R. (2015). Effectiveness of Enhanced Learning Materials in Science for the Open High School Program. Available at SSRN 2615161.
Department of Education Memorandum No. 89, s. 2020, Clarifications on the use of Most Essential Competencies and other Related Issues (June 15, 2020)
Department Order No. 12, s. 2020, Basic Education Continuity Plan (BE-LCP) for school year 2020-2021 (July 20, 2020)
Dewi, P. Y., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19-26.
Duh, M., & Krašna, M. (2011). Aesthetics and creativity in e-learning material. International journal of knowledge and learning, 7(1-2), 130-144.
Ellis, R. (2003). Task-based language learning and teaching. Oxford university press.
Fithriani, R. (2018). Task-Based Language Teaching in Grammar Instruction: A Literature Review. Inteligensia: Jurnal Studi Keislaman, 4(1), 67-79.
Gafoor, K. A., & Kurukkan, A. (2016). Self-regulated learning: A motivational approach for learning mathematics. International Journal of Education and Psychological Research, 5(3), 60-65.
Garin, R., Reyes, R., Domantay, G., & Rosals, J. (2017). Contextualized and Localized teaching as a technique in teaching basic statistics. Asia Pacific Journal of Education, Arts and Sciences, 4(1), 62-67.
Harris, A. (2017). What Are Math Computation Skills?. Retrieved from: https://sciencing.com/fundamental-similarities-between-fractions-decimals-8510600.html
Jhangiani, R. S., Chiang, I. A., & Price, P. C. (2015). Research methods in psychology-2nd Canadian Edition. BC Campus.
JPGM (2010). Creating Learning Modules, Educational Technologies. Regional Order No. 306, s. 2020, Corrigendum to the Enclosures in Regional Order No. 10, s. 2020, RE: Guidelines on the Implementation of MELC PIVOT 4A Budget of Work (BOW) in All Learning Areas for Key Stage 1-4 (June 16, 2020)
Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in physiology education, 40(2), 147-156.
Lemmolo, G. (2020). Academics Answer: What is Task-Based Learning
McLeod, S. A. (2008). Bruner-learning theory in education. Simply Psychology.
Mitchell, I., & Carbone, A. (2011). A typology of task characteristics and their effects on student engagement. International Journal of Educational Research, 50(5-6), 257-270.
Putra, M., & Novita, R. (2015). Profile of Secondary School Students with High Mathematics Ability in Solving Shape and Space Problem. Indonesian Mathematical Society Journal on Mathematics Education, 6(1), 20-30.
Rahmawati, Y., Ridwan, A., & Hadinugrahaningsih, T. (2019). Developing critical and creative thinking skills through STEAM integration in chemistry learning. In Journal of Physics: Conference Series (Vol. 1156, No. 1, p. 012033). IOP Publishing.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945.
Reyes, J., Insorio, A. O., Ingreso, M. L. V., Hilario, F. F., & Gutierrez, C. R. (2019). Conception and application of contextualization in mathematics education. International Journal of Educational Studies in Mathematics, 6(1), 1-18.
Salandanan (2012), Teaching and the Teacher, Lorimar Publishing
Spadafora, N., & Downes, T. (2020). Scaffolding in Learning.
Talimodao, A. J. S., & Madrigal, D. V. (2021). Printed Modular Distance Learning in Philippine Public Elementary Schools in Time of COVID-19 Pandemic: Quality, Implementation, and Challenges. Philippine Social Science Journal, 4(3), 19-29.
Villanueva, S. M. P., & Gayoles, L. A. M. (2019). Lived Experiences of Incarcerated Mothers. Philippine Social Science Journal, 2(1), 37-52. https://doi.org/10.52006/main.v2i1.55
Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
