Modular Learning Modality: Impact on Supervisory Management of Mathematics Teachers in MSU-Sulu Laboratory High School

Abstract

This study aimed to investigate the effect of Modular Learning Modality on the supervisory management of Mathematics Teachers in MSU-Sulu Laboratory High School. Focus Group Discussion was utilized to define Modular Learning Modality and Supervisory Management of Teachers. The average grades of the grade-10 students were used to determine the Mathematics Achievement Level using Modular Learning Modality. Simple regression was used to determine the significant effect of Modular Learning Modality on the Mathematics Achievement Level. One Way ANOVA was used to determine the significant difference between the Mathematics Achievement Level when the grades are grouped according to sections. The Modular Learning Modality is effective teaching strategy in achieving very satisfactory Mathematics Achievement Level supported by the supervisory management of the mathematics teachers. There is significant effect of Modular Learning Modality to the Mathematics Achievement Level at 52.6 percent of the average grades accounted by the regression model. There is significant difference of the Mathematics Achievement Level when the average grades are grouped according to sections.