Effectiveness of a Developed Instructional Teaching Material in Enhancing Learning Outcomes for Computer System Servicing

Abstract

The study evaluates the effectiveness of a developed Computer System Servicing (CSS) instructional module in enhancing student learning outcomes. A quasi-experimental research design was utilized, involving 39 BSIS 3A students (control group) and 37 BSCS 3C students (experimental group) enrolled in the second semester of 2023–2024. Pretest and posttest assessments were conducted to measure learning gains. The control group had a mean pretest score of 45.62 and a posttest score of 58.94, while the experimental group improved from 46.08 to 75.27. Statistical analysis using paired t-tests (p < 0.05) confirmed a significant increase in posttest scores within the experimental group, while independent t-tests (p < 0.05) indicated a notable difference between the two groups. The results demonstrate that the instructional module effectively enhances both theoretical knowledge and practical competencies in CSS. These findings suggest that structured, self-paced instructional materials contribute to improved student performance in technical education. It is recommended that the module be integrated into the curriculum, with further research exploring its long-term retention effects and scalability in different learning environments.