This study aimed to test the effectiveness of the contextualized instructional material called Mathematics Designed Alternative Learning Intervention (MathDALI) in teaching measures of central tendency and variability among Grade 7 students of Alejandra B. Tambago High School. This employed quantitative (quasi-experimental) and qualitative research methods and participated by twenty (20) selected Grade 7 students. DepEd Self-Learning Modules were used to teach the ten (10) respondents in the control group, whereas MathDALI Learning Modules were used to teach the other ten (10) participants in the experimental group.
The results of the pre-tests, post-tests, and summative tests, significant observations from the teacher’s journal, and students’ responses from structured interviews are the sources of data for this study. The participants’ pre- and post-test performances were compared using mean and descriptive scales. The difference between their performances in the summative tests was tested using a T-test for independent samples.
Further, the observations and the responses collected were utilized to support the conclusions and recommendations of this study.
Results from the pre-tests indicate that every participant has a “low mastery” level. This revealed that before the intervention, they all had the same levels of mastery. After the implementation phase, the mastery level of the control group was elevated to the “Average Mastery” level, while the experimental group reached the “Moving Towards Mastery” level. These show that participants in the experimental group performed better than those in the control group. This analysis was confirmed in the t-test results, which revealed that there was a significant difference between the performances of the said groups. Results from structured interviews and observations from the teacher’s journal also revealed that learners from the experimental group felt more comfortable in the learning process than the participants from the control group.
These findings imply that MathDALI is an effective instructional material in teaching measures of central tendency and variability. Thus, this
can be adopted by the Grade 7 Mathematics teachers as instructional material in teaching the same topic at the same grade level.