Contextualized Module Using Church Architectural Designs in Teaching Geometry Concepts
Keywords:
Church architectural designs, Contextualized module, Geometry concepts, Student performanceAbstract
Geometry is often considered a challenging topic in mathematics. Contextualized learning modules bridges learning gaps independently as they supplement and complement the teacher’s verbal explanations in creating a learning experience. This study aimed to determine the effectiveness of contextualized module using church architectural designs in teaching geometry concepts among 32 Bachelor of Elementary Education (BEED) second year students of Iloilo Science and Technology University Miagao Campus for the Academic year 2023-2024. An adopted questionnaire with 30 items was used to assess the level of student’s performance. This study used a pre–test and post–test design. Paired t–test was conducted to determine statistically significant difference between the means of both groups on their pre-test and post–test and independent samples t–test for the significant difference between the means of both groups on their post–test. The study finds out that the control and experimental groups’ pre–test results are “average.” In the post–test, the control group and the experimental group are considered “high.” The statistical analysis reveals that the difference between the pre–test and post–test scores in the control and experimental group before and after the intervention is statistically significant. The result of this study further reveals that there is a significant difference in the post–test of both groups. The contextualized module using church architectural designs in teaching geometry concepts is an effective tool to improve student’s performance and learning outcomes. Future researchers should do further studies on the contextualized module to improve students’ learning outcomes in the different fields of study.
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