ABSTRACT
An extreme complexity characterizes mathematics education, and its interrelatedness to various disciplines contributes to the learner's cognitive and social development. Teachers need to provide learning opportunities that will help students attain their maximum potential. The study showed that the 5E Instructional Model provides meaningful learning that could effectively improve students' reasoning skills and positive response to learning. For this reason, this study intends to assess the effects of Self-instructional Material (SIM) in General Mathematics designed in consonance to the 5E Instructional Model.
Qualitatively, through a Phenomenographical study, eighty-two participants from different strands who used the SIM were gathered through Focus Group Discussion. Thereof, the meaningful statements were thematized, mapped, and interpreted according to the meaning of the text.
From the narratives of the students, it surfaced the significant themes: The feeling of high spirit, the act of a master; the structure of seamless instruction. In effect, students felt relieved, fulfilled, and satisfied after using the Hi-5 self-instructional material.
This study is heuristic in nature because it helps numerically challenge students. However, it focused only on the voices of students, yet it dramatically provides input to the instructional designer to develop the SIM according to the learning needs of the students.
Keywords: 5E Instructional Model, Self-Instructional Materials, General, Mathematics