Self-paced instruction attempts to bridge the gap between the felt need and the course objectives of equipping the students with mathematical tools needed in skills development. This study used a non-randomized experimental and control groups, pretest-posttest designs in two separate intact classes in College Algebra. For a period of 10 sessions, the experimental group was subjected to the proposed material – the self-paced instructional module, and the control group instead was given lectures on the same topics on exponents and radicals. t-test for uncorrelated mean was used to determine the significant difference between the pretest and posttest mean scores of the experimental and control groups. Experimental results demonstrate the efficiency and the effectiveness of the proposed method. Key Words: Self-Paced Instruction, Module, Mathematics Achievement
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