Development and Validation of Self-Paced Learning Digital Module in Mathematics 10


  • Arselyn M. Bustoba Holy Angel University
  • Maria Crisella A. Dela Cruz Pampanga State Agricultural University



Development and Validation Digital module Mathematics 10 Classroom module Self-paced learning


The study used the design and development analysis method to provide an empirical foundation for instructional design and to systematically analyze the data on the development and validation of Self–Paced Learning Digital Module (SPLDM) in Mathematics 10 of the K-12 curriculum. Specifically, it addressed the following questions: 1) how can the Self–Paced Learning Digital Module in Mathematics 10 be developed? 2) how can the Self–Paced Learning Digital Module in Mathematics 10. The experts validated the SPLDM in terms of a) Content Quality; b) Design/Format; c) Technical/Technological Quality, and; d) Pedagogical Quality. The module underwent three phases: preparation, development, and validation. Using the evaluation instrument for topics to be included in the DE/ODel Module, 10 subject matter experts in mathematics 10 selected the essential and non-essential learning competencies. Lawshe's content validity ratio (CVR) found 38 of the subject's 50 learning competencies as essential. The 9 experts utilized the evaluation rating sheet for DE and ODeL Modules to assess the content, format, technical/technological, and pedagogy elements of the created SPLDM. The results of the validation of the developed SPLDM were found acceptable in terms of its content, design/format, technical/technological, and pedagogical after undergoing evaluation and full approval of the evaluators. As a result of this research, the generated SPLDM can be used as a learning material in the classroom when teaching Mathematics 10.


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How to Cite

M. Bustoba, A., & A. Dela Cruz, M. C. (2022). Development and Validation of Self-Paced Learning Digital Module in Mathematics 10. Polaris Global Journal of Scholarly Research and Trends, 1(1), 12–28.