Abstract
Digital tools and student-centered strategies like PBL are increasingly vital for developing problem-solving skills in complex mathematical subjects, such as Mathematics of Investment. This study developed and evaluated an electronic Problem-Based Learning module in teaching Mathematics of Investment among Grade 11 HUMSS students. Prior research supports the integration of multimedia elements such as text, illustrations, images, and infographics as effective tools for enhancing mathematical problem-solving skills. To address this instructional gap, the study employed a Research and Development (R&D) design guided by the ADDIE model, involving 50 students and nine experts in mathematics, media, and language. Diagnostics identified students struggle with annuities and interest calculations, prompting to design an ePBL module via Canva and Hyzine. This e-module embedded multimedia elements within the 5C framework (Connect, Comprehend, Collaborate, Create, Critique) to address learning gaps. Three mathematics education experts validated and rated the ePBL module highly in terms of content (M=3.71, SD=0.23) alignment with learning objectives, format (M=3.72, SD=0.29) for clarity, presentation and organization (M=3.67, SD=0.24) for logical flow, accuracy (M=4.00, SD=0.00) for conceptual correctness. In addition, three language experts evaluated the ePBL module’s language use (M=4.67, SD=0.33) was clear and appropriate, while three media experts assessed the integration of multimedia elements (M=4.53, SD=0.24) effectively enhanced comprehension. Students rated the ePBL module positively: content (M= 3.75, SD=0.34) for fostering critical thinking, presentation and organization (M=3.82, SD=0.05) for clarity, multimedia elements (M=3.73, SD=0.10) effectively enhanced engagement and supported comprehension, making the module a well-structured and engaging learning tool. The findings highlight ePBL’s role in connecting abstract concepts to practical financial literacy, equipping students with actionable skills.
