Eraljane V. Permites^{1, 2,}, Laila S. Lomibao^2,

This study aimed to determine the effectiveness of Phenomenon-Based Learning Conversational Microlesson Packets (PBCMPs) learning material to the mathematics achievement and appreciation among Grade 7 students, who are officially enrolled during the School Year 2021-2022 at Maria Cristina National High School, Iligan City. Two sections with 31 students each class were used as participants of the study and randomly selected as control and experimental groups which employed a pretest-posttest control group research design. The level of mathematics achievement of students was measured using the validated 30-item mathematics achievement test (MAT) and the mathematics appreciation of the students was measured using their scores in taking the Mathematics Interest Inventory (MII). Mean, standard deviation, and the analysis of covariance (ANCOVA) were used to analyze the data collected. Results revealed that embedding phenomenon-based learning into the developed PBCMPs learning material helped develop the students’ mathematics achievement and appreciation. Hence, integration of phenomenon-based learning in any mathematics learning material is recommended to help uplift students’ achievement and affective state in learning mathematics. Furthermore, similar studies may also be conducted to a broader scope using various population in different learning institutions for refinement of the method.

phenomenon-based learning, microlesson, interest-driven creator theory, self-learning material, distance learning