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.