Abstract

This mixed methods study aims to determine the effects of the developed Gradual Release of Responsibility Instructional Model (GRRIM) learning module on the academic achievement of Grade 9 students in Geometry. The topic chosen for the module development is one of the students’ identified least learned competencies, particularly in parallelograms and their properties. The study participants were five (5) module development experts and 110 students grouped into control and experimental groups. The control group was exposed to DepEd SLM, while the experimental group was exposed to GRRIM LM. Data were analyzed using thematic analysis, mean, independent samples t-test, and ANCOVA. The results of the thematic analysis of the focus group discussion revealed a module’s characteristics that embody the GRRIM approach’s different stages. Furthermore, findings indicated that after the intervention, the experimental group’s post-test mean scores were found to be at a moderate level. In contrast, the control group remained at a low level. Finally, the study revealed that when pre-test mean scores were treated as a covariate, there was a significant difference in the post-test mean scores between the control and experimental groups. The findings revealed that the students exposed to GRRIM LM performed better than those exposed to DepEd SLM.