Modules in Mathematics in the Modern World: Effects on the Academic Performance of the Students

This study determined the effectiveness of a developed instructional module in Mathematics in the Modern World among 37 first-year Electronics students at the Central Bicol State University of Agriculture–Calabanga Campus during the School Year 2025–2026. Using a descriptive–comparative design, the study assessed students’ academic performance across four domains: Mathematical Language and Symbols, Problem Solving, Data Management, and Financial Mathematics. Results revealed that students’ pretest performance was at an approaching proficiency level with an overall mean proficiency of 64.649, indicating limited mastery, particularly in applied and higher-order skills. Following the implementation of the module developed using the ADDIE instructional design model, posttest results showed substantial improvement, with an overall mean proficiency increasing to 81.838, classified as proficient. All domains demonstrated notable gains: Mathematical Language and Symbols (PL = 91.892), Data Management (PL = 87.027), Problem Solving (PL = 78.764), and Financial Mathematics (PL = 75.000). Paired-sample t-test results indicated highly significant differences between pretest and posttest scores across all domains (p < .001), confirming the effectiveness of the intervention. Furthermore, effect size analysis revealed large effects, with Cohen’s d values ranging from 0.663 to 1.002, indicating strong practical significance. The findings demonstrate that structured, learner-centered instructional modules significantly enhance students’ conceptual understanding, problem-solving abilities, and real-life application of mathematical concepts. The study highlights the importance of evidence-based instructional design, alignment of learning outcomes, and contextualized learning experiences in improving mathematics achievement. It is recommended that similar modular approaches be adopted and continuously refined to support effective teaching and learning in higher education mathematics.