CONTEXT-BASED MODULAR LEARNING AND MATHEMATICS SELF-EFFICACY: EVIDENCE FROM THE RREEDE INSTRUCTIONAL MODEL IN THE OPEN HIGH SCHOOL PROGRAM

Abstract

The effect of a developed and used instructional module integrating a context-based instructional model on the mathematics self-efficacy of grade eight students in the Open High School Program (OHSP) was investigated in this study. Modules were designed using the RREEDE model: Review, Real-life Context Activity, Examine, Engage, Derive, and Evaluation, to promote meaningful and reflective learning experiences. Employing a quasi-experimental one-group pretest–posttest design, 30 OHSP students participated in the study. In measuring students’ confidence in learning mathematics, the Mathematics Self-Efficacy Scale (MSES) established by Pajares and Usher (2009) was used. Self-efficacy scores increased considerably after exposure to the RREEDE-based module, going from the mean (M) of 2.43 and standard deviation (SD) of 0.60 in the pretest to M equals 3.72  and SD equal to 0.48 in the posttest (p <.001). The large computed effect size of Cohen's d, which is equal to 2.38, indicates that the RREEDE-based model of instruction increased the mathematical self-efficacy of grade 8 OHSP students. It is possible to successfully increase students' enthusiasm and confidence in mathematics through context-based modular learning. More and a wider range of respondents should be the target of future studies exploring the impact of the RREEDE model in various educational contexts.