Enhancing Students' Mathematics Achievement Through a Web-Based Trigonometry Module: A Quasi-Experimental Study.

Abstract

This study examined the effectiveness of a Web-Based Module in enhancing the mathematics achievement of students enrolled in Plane Trigonometry at Bohol Island State University during the first semester of Academic Year 2020–2021. A quasi-experimental research design utilizing a pre-test–post-test control group approach, together with a descriptive survey, was employed. The participants consisted of 57 first-year Bachelor of Science in Electrical Technology students from two intact classes. Students in the experimental group learned through the Web-Based Module, whereas those in the control group received instruction using Online Blended Instruction. Mathematics achievement was measured using a researcher-developed 20-item achievement test that underwent expert validation and demonstrated excellent internal consistency (KR-20 = 0.9219). Descriptive statistics, including the mean and standard deviation, were computed to summarize students' performance, while one-way Analysis of Covariance (ANCOVA) was used to determine differences in post-test achievement after controlling for pre-test scores. The findings showed that both instructional approaches contributed to improved mathematics achievement. However, students who utilized the Web-Based Module achieved significantly higher post-test scores than those who experienced Online Blended Instruction, F(1, 54) = 9.69, p = .003. These results suggest that integrating the 4A's Instructional Model with web-based learning resources provides a more effective approach to improving mathematics achievement in an online learning environment. The study recommends incorporating web-based instructional modules into tertiary mathematics courses and conducting further investigations involving larger samples, diverse mathematical content, and different educational contexts.