Effects of Instructional Objectives on Mathematics Learning among Selected College Students in LSU-Ozamis

Abstract

This study attempted to answer the effect of instructional objectives on mathematics when presented along with the study text or when not presented along the study text among selected college students in La Salle University (LSU)- Ozamiz. Specifically it sought to answer whether the presence of instructional objectives produces increased intentional learning or its absence will decrease intentional learning and increase the latter learning as an effect. The findings of the study are: the effect of instructional objectives on the performance of the experimental group produces intentional learning; however, there is no significant increasing in their performance level. The effect of not presenting instructional objectives on the performance of the control group produces incidental learning; however there is no significant increase or decrease in their performance level. Based on the foresighted findings, the following conclusions are drawn: the effect of presenting mathematics instructional objectives increases the performances while the effect in the absence of mathematics instructional objectives would ensure decreasing score. The treatment is thought to elicit inspection behaviors, thus focuses the person’s attention on the important aspects of the content and producing intentional learning on the other hand the absence of any specific objectives minimizes the attention of the learner in learning some relevant aspects in the study text, thus, producing incidental learning. Intentional learning increases when the teacher enhances students learning by letting them experience instructional objectives in the teaching-learning processes.