IMPROVING STUDENTS’ ACHIEVEMENT, HABITS OF MIND, AND PROBLEM-SOLVING SKILLS THROUGH COMPUTER GENERATED INSTRUCTIONAL MATERIALS (CGIM)

To effectively engage and teach students of this generation, teachers need to integrate technology into the classroom. Thus, this study aimed to determine the effects of the developed Computer Generated Instructional Materials (CGIM) in College Geometry on students’ performance, habits of mind, and problemsolving of 108 College students from three different classes, specifically, 36 students from each class that used work text, slide text, and both as an intervention. The study utilized an 80-item performance test, 15-item habits of mind test, and a 20-item problem-solving test. Mean, standard deviation, ANCOVA, and Cohen’s d were the statistical tools used. The result shows that before the intervention, students’ performance was “average”, habits of mind was “low”, and problem-solving was “basic” regardless of the intervention used. After the intervention, students’ performance shifted to “high” except for those who used both work text and slide text whose performance was “very high”. Students’ habits of mind shifted to “high” and problem-solving was “proficient” regardless of the intervention used. Significant differences also existed in the intervention used in favour of those who used both work text and slide text compared to those who used work text or slide text only. Thus, the researchers recommend using the CGIM to facilitate teaching and learning College Geometry. Thus, it is recommended to use a combination of slide text and work text to facilitate teaching and learning.