Effectiveness of the Self-paced Learning Module in Probability and Statistics for Future Mathematics Educators

Abstract

This study tries to determine the effectiveness of a self-paced learning module in the instructional delivery of a mathematics course, particularly, Elementary Statistics and Probability. The study uses the descriptive-correlation design that focuses on two major aspects: first is the evaluation of the students after they utilize the checked, validated, and reliability-tested Self-paced learning module in Elementary Statistics and Probability. Twenty-three mathematics major students (working students and full-time students) were chosen purposively. Respondents were asked to answer a 30-item survey about the SLM. Based on the findings, the SLM in Elementary Statistics and Probability is effective, as proven by the converging results of students' evaluations, average quiz scores, and final academic performance in the course. Introductory topics in the course were noted at the top, while topics focused on measures of central tendency (variability) were found at the bottom of the competencies. Five characteristics of the SLM were also found to correlate with the final academic performance of the students, such as theoretical knowledge to practice; creativity in teaching approaches; alignment of assessment to the learning objectives; visuals and design; and reflective gender equality in examples and illustrations.