THE LEVEL OF COMPETENCE IN MATHEMATICS OF GRADE 11 STUDENTS OF PUBLIC AND PRIVATE SCHOOLS IN A LOCAL DISTRICT IN QUEZON PROVINCE: BASIS IN THE FORMULATION OF MODULES

Mathematics education, as well as its mathematical competencies in Senior High School and other institutions, shall continue to evolve and shape the lives of teachers and student in particular. The main objective of this research is to formulate a module which serves as a key for a lifelong learning framework for Mathematics students that at the end is aimed to enhance mathematical literacy. This research employs models, theories and hypotheses as quantitative data. Using descriptive and experimental research 100 respondents were randomly selected by stratified random sampling. These are from two private schools and one public school in a local district in Quezon, for this is the only school in offering four academic strands which are the STEM, GAS, HUMMS and ABM, fifty students (50) are from private schools and the other fifty (50) is from the public school who took the pre-test and post-test. The selected fifty (50) students from one private school also took the Competency-Based test to determine the level of their performance in learning Mathematics 11. It also included the available Mathematics educators in evaluating the formulated module. Item analysis, frequency count, weighted mean, T-test and ANOVA were used to process the quantitative data. As revealed in the findings, a student’s performance in the result of the competency-based test is the category of low performances with an average score of 56%, which shows the low performance of the students in Mathematics 11 and these findings resulted in the design of a module. Mathematics educators strongly agreed with the objectives as it follows the curriculum issued by the Department of Education (DepEd). To the content of the module, Mathematics educators strongly agreed that it met the needs of the students in the learning process and suggested that it should be enhanced, that there is a need to develop more module for the learning and teaching process. They also strongly agreed on the language level of the module where it helps the students and educators easily understand its content. In the assessment of the module, the Mathematics educators strongly agreed that it maximizes the students' competence in learning Mathematics. Lastly, for its time frame, the Mathematics educators strongly agreed that the length of the learning process should be included in the discussions of each topic in the Probability and Statistics. All in all, the results of the formulated module in Probability and Statistics found out to be valid and effective which will help the Mathematics educators in their mathematics instructions and promotes continuous improvement, and educational achievement in the teaching and learning of Mathematics. Meanwhile, as computed in the T-test the students’ result in post-test is higher than in the pre-test outcomes where it showed that they were enough capable using the module in the learning process. It shows the effectiveness of the module applied to the students compare to the normal way of teaching. On the other hand, there is significant differences in the mean score of the selected students in the competency-based-test, pre-test and post-test using ANOVA, thus this implies that the null hypothesis is rejected and that there is a significant difference between the learning processes of students in using the formulated module. From the results, it was concluded that through the use of the learning module, even students with varied level of mental ability could attain mastery of the lesson, thus the formulation of learning module is effective in attaining success in the teaching and learning of Mathematics. It was recommended that a parallel study be conducted in another subject area.