Effects of Instructional Materials in General Mathematics and High School Statistics on the Attitude, Self-Efficacy Beliefs, and Performance of High School Students

Instructional materials (IMs) hold some constitutive edge that make them peculiar in teaching. For one thing, they give the teacher with interesting and satisfying platforms for providing information since they motivate students to want to learn more and more. With this, an investigation was conducted to determine the effectiveness of the materials developed in General Mathematics and High School Statistics. A pretest-posttest research design was implemented in all classes in Grade 7 General Mathematics and third year High School Statistics. Results revealed that the respondents had low performance in General Mathematics and High School Statistics before the conduct of the study. However, their performances increased to average after the treatment period. The students had varying levels of attitude before and after the conduct of the investigation. Their attitude ranged from moderately positive to positive. The t-test for difference resulted a significant increase in the performance of students before and after the use of IMs for all levels. There were significant differences in the students’ attitudes and self-efficacy beliefs before and after the treatment. The utilization of instructional materials had shown potential effectiveness to enhance students’ performance and to strengthen positive attitudes and high self-efficacy beliefs among high school students.

Keywords: Mathematics education, attitude, self-efficacy beliefs, performance, instructional materials