THE POTENTIAL OF SELF-LEARNING MODULES TO DEVELOP MATHEMATICAL REPRESENTATIONS AND CONNECTIONS IN DISTANCE LEARNING

Mathematics Education

The use of self-instructional materials was employed among elementary school learners for learning continuity amidst pandemic where face to face instruction is prohibited. In this study, the researchers identified the features of representation and connections in the said instructional materials; the level of help the learning material offered as perceived by the learners; and the experiences of the learners on the use of self-instructional materials. Document analysis was done to 27 self-instructional materials in Mathematics 6 in order to find out the features; survey questionnaire was used to gather data from the grade 6 pupils who served as respondents to assess the level of help the self-instructional materials offer to them; and 10 pupils participated in the interview to account the experiences of the learners on the use of the said materials. The findings revealed that in terms of representation, visual representations were found in the sample activities and exercises in majority of the modules; however, these are seldom found in the assessment section. In terms of connection features, most of the connection features found in the sample activities, exercises and assessments are connections to real life situations. Meanwhile, the pupils consider the representations and connection features of the materials as helpful. The shared experiences of the pupils in the use of the self-instructional materials in Mathematics include: difficulty in learning from the self-instructional materials; lack of guidance in learning from the modules; self-fulfillment in learning; loss of interest in learning/demotivation.

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