Instructional Module (IM) in Probability and Statistics for Mathematics Major Students: Apex, Pitfall, and Pilot

Providing quality education by giving responsive instruction is one of the functions of higher education. In doing this, the faculty, particularly those who teach education students, need to provide variety of instructional strategies to the students as they are the ones who ignite the fire of learning. In this mixed- method study, the performance of 20 mathematics major students in Statistics and Probability was analyzed using the developed and validated instructional module. This aims to test the difference on the performance of the students subjected to pilot testing. It likewise explicates how participants respond to the utilization of
the instructional module (IM) in Probability and Statistics class. Findings revealed that the utilization of instructional module (IM) was responsive in learning topics in Statistics but fall short in Probability topics. More so, the study found the apex, pitfall, and pilot of instructional module (IM) using the content analysis
procedure. Based on the result of the anaysis, it was concluded that difficulties experienced by the students in using the instructional module (IM) could be lessen when the teacher paired it with direct instruction. Self-directed learning with the use of instructional module (IM) among students makes them the owners and managers of their learning. However, without proper facilitation, supervision and guidance coming from the teacher, the presumed learning would not be totally achieved. Hence, this study found that while using instructional module (IM) increases the performance of the students, there is still no substitute to the presence of teachers inside the class.

Keywords –Instructional Module, Statistics, Probability