Modular cooperative learning is a kind of approach wherein, modular and cooperative approaches are combined to come up with a better strategy in teaching. This study was conducted to determine the effectiveness of modular cooperative learning in teaching college algebra. This study made use of quasi-experimental research that involved the BSIT I-7 which is composed of 30 students assigned as the experimental group exposed in modular cooperative learning and BSIT I -9 with 32 students assigned as the control group exposed in the traditional lecture -discussion method. The study started with the administration of pretest and pre-mathematics attitude test and it ended with the administration of a posttest and post –mathematics attitude test. The instruments used to gather data included the module, pretest and posttest and mathematics attitude inventory test. The scores were compared and the significance of their differences were determined using the t-test. Findings showed that modular cooperative learning improved mathematics performance of the students. It also performed significantly better than the traditional lecture-discussion method. Positive changes taking place when teachers change their teaching methods towards a more student-centered approach like modular cooperative learning. Hence, modular cooperative learning should be adopted to develop a more enjoyable learning environment.
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