Fostering Independence: Examining the Influence of Structured Module on Students’ Independent Learning Skills

Abstract

This study examined the influence of Structured Module in Mathematics on students’ independent learning skills. It took place during the First Semester of the Academic Year 2020-2021 at Bohol Island State University, involving 57 BS Electrical students. The research design employed both a Descriptive Survey approach and a Quasi-Experimental Pre-Test-Post-Test Control Group design. To assess students' independent learning skills, the researchers used the Independent Learning Skills Survey (ILSS), which was a modified questionnaire derived from Petty (2000). The survey demonstrated a high level of reliability, as indicated by a Cronbach alpha of 0.748. During the implementation phase, the participants were divided into two intact groups. The experimental group received instruction using the structured module, while the control group received online blended instruction. Both groups completed the Independent Learning Skills Survey (ILSS) before and after the intervention.

The data collected were analyzed using mean, standard deviation, and a one-way analysis of covariance (ANCOVA). The results indicated a significant difference in students' independent learning skills between the experimental and control groups. Specifically, students exposed to the structured module instruction exhibited significantly higher independent learning skills compared to those who received online blended instruction.