Utilizing Normal Curve Slider in Statistics and Probability: A Quantitative Investigation

Abstract

Instructional materials are vital elements of teaching and learning situations. They serve not only to enhance learning, but also to improve the entire process. This study aimed to assess the efficacy of the normal curve slider in enhancing the acquisition of competencies related to normal distribution in the field of Statistics and Probability. The slider intervention was implemented in a specific area of the Humanities and Social Sciences department at Notre Dame Village National High School before the onset of the COVID-19 pandemic. A quantitative research design was employed, using a quasi-experiment and survey method. The study's findings indicated that in the post-test, 46% of the respondents achieved high scores in lower-order thinking skills (LOTS), compared to their scores of 0% in the pretest. Similarly, in higher-order thinking skills (HOTS), 56% of the respondents obtained average scores, which represented an improvement from their pretest scores of 22%. Furthermore, there was a substantial increase in both overall and specific performance levels before and after the intervention, indicating that the intervention was effective. During the validation process, it was determined that students have a favorable disposition towards the use of normal curve sliders. The slider enhances the understanding of the normal curve lessons, encompassing both LOTS and HOTS. Furthermore, the use of a slider can significantly augment both motivation and learning outcomes, even among senior high school students.