Enhancing Students’ Mathematical Resilience and Critical Thinking Skills Using e-Modules via Process-Oriented-Guided-Inquiry-Learning Approach

Anecito C. Secadron Jr¹ and Denis A. Tan^1,

¹Science Education Department, Central Mindanao University, University Town, Musuan, Bukidnon, 8710 Philippines

Cite this paper:
Anecito C. Secadron Jr and Denis A. Tan. Enhancing Students’ Mathematical Resilience and Critical Thinking Skills Using e-Modules via Process-Oriented-Guided-Inquiry-Learning Approach. American Journal of Educational Research. 2023; 11(5):287-296. doi: 10.12691/education-11-5-6

Abstract

The e-modules via Process-Oriented Guided Inquiry Learning (POGIL) approach deals with digital-based Mathematics learning modules on an offline platform called Kotobee application where students perform tasks via collaborative learning technique that employs guided inquiry activities within a cyclic system of exploration, concept invention, and application. The study investigated the mathematical resilience and critical thinking skills of Grade 10 students of Bacusanon National High School. It sought to: determine the level of students' mathematical resilience and identify the level of students' critical thinking skills in Mathematics before and after exposure to e-modules via the POGIL approach; find any significant difference in the student's mathematical resilience and critical thinking skills before and after the exposure to e-modules via POGIL approach; and ascertain any significant difference in the students' critical thinking skills when compared to DepEd standards. The study used a one-shot pre-experimental research design. Results showed that students were more resilient in Mathematics before the intervention. After the intervention, they became more resilient level in Mathematics. On students' critical thinking skills, descriptive statistics indicated a low proficiency level before the intervention but had increased upon exposure to e-modules via the POGIL approach. Test for difference showed that the mathematical resilience of the students exposed to the intervention was comparable. However, a significant increase was noticeable in terms of value, struggle, and growth, which were sub-variables of critical thinking skills. E-modules via the POGIL approach significantly increased students' critical thinking skills towards learning Mathematics. Lastly, the t-test indicated a significant difference in the student's critical thinking skills compared to DepEd standards.

Keywords:
mathematical resilience critical thinking skills process-oriented-guided-inquiry-learning approach

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