Development and validation of self-learning kit in mathematics using bilingual instruction

Dueňas, Maridel Macol and Montero, Jennifer Medrano (2025) Development and validation of self-learning kit in mathematics using bilingual instruction. International Journal of Science and Research Archive, 14 (3). pp. 1396-1402. ISSN 2582-8185

The objective of the study is to develop and validate a self-learning kit in Mathematics using bilingual instruction. It aims to explore the effectiveness of the developed and validated bilingual self-learning kit in improving the academic performance of the 35 Grade 7 students in Sto. Niňo National High School. The bilingual kit was designed using developmental research design utilizing the ADDIE Model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. There were 11 validators, consisting of four (4) Mathematics teachers, five (5) experts in Mathematics, and two (2) Master Teachers who evaluated and validated the material. The comments and suggestions of the validators helped refine and improve the material. The result of the content validation, as experienced by the 11 evaluators, shows a high rating across all indicators. The perceptions of the evaluators in content, language and style, presentation and organization, and accuracy and up-to-datedness have a grand mean of 4.776, which suggests that the bilingual self-learning kit in Mathematics developed is outstanding in quality and very valid. Also, the bilingual self-learning kit was field-tested on 35 Grade 7 students to test its effectiveness. At the significance level of 0.05, it has a computed t-value of 8.41. It has a p-value of 0.000, which signifies a significant difference between the pretest and posttest scores of the students during the field try-out of the bilingual self-learning kit. Utilizing the bilingual kit in mathematics helps students understand mathematics better, improving their academic performance.