Niño Richard R. Salingay^1,, Laila S. Lomibao^2,

This study aimed to determine how mathematics experts and teachers assessed the designed APPR (Assess-Practice-Present-Reflect) module based on its Content, Language, and Layout. This was conducted in three divisions in the province of Bukidnon comprising 33 Grade 10 mathematics teachers and experts who are teaching for at least 3 years on the said grade level. The Department of Education LRM rubric was utilized as the primary research instrument. A mixed-method design was employed. Descriptive statistics and thematic analysis were used for the data processing. Analysis of the data revealed that the designed module passed DepEd set of criteria for learning resource materials. Mathematics experts and teacher participants found the designed modules aligned with all the required most essential learning competencies, it contains an essential instructional design that can contribute to achieving the learning objectives, the coherence and clarity of presentations were observed, and has a good physical attributes. Moreover, the interview conducted converged with the result from the instrument. The participants agreed that the APPR module can strongly motivate the learners to finish the module, it promotes grit, encourages independent learning, can cater to the diverse type of learners, and its level of complexity suites to the level of the students. Hence, APPR module is recommended to be used in long-distance learning. Further, a study of this design greatly encouraged especially on how it affects the performance of the learners.

module design evaluation, assess-practice-present-reflect module design, grit, independent learning, distance learning