The Sets of Light Diagram Model on Diverse Learners’ Performance and Motivation in Teaching Mathematics in the Modern World

Abstract

This study examined the effectiveness of the Sets of Light Diagram Model (SLDM) on the mathematics performance and motivation of diverse learners in teaching Mathematics in the Modern World. The study employed a mixed-methods explanatory sequential design integrating quantitative and qualitative approaches. Eighty first-year college students participated in the study and were divided into experimental and control groups. The experimental group was exposed to the Sets of Light Diagram Model, while the control group was taught using the lecture method. Quantitative data were gathered using a researcher-made Mathematics Performance Test, while qualitative data were collected through reflective journals. Findings revealed that learners exposed to the SLDM achieved significantly higher mathematics performance compared to those taught through the lecture method. Qualitative findings further showed that the instructional model enhanced learners’ interest, engagement, confidence, perceived usefulness of mathematics, and collaborative participation. The study concludes that the Sets of Light Diagram Model is an effective instructional intervention that supports both the cognitive and affective learning needs of diverse learners through interactive, visual, and learner-centered mathematics instruction.