Assessing the Usability of the Real-Mpc Module for Gifted Students in Additional Mathematics: Implications for Resilience, Self-Efficacy, and Self-Awareness

Abstract

This study aims to investigate the usability of the REAL-MPC Module (Resilience, Efficacy, and Awareness Module for Gifted Students) in Additional Mathematics and examines its implications for students’ resilience, self-efficacy, and self-awareness. A Design and Development Research (DDR) approach was employed, followed by a quasi-experimental evaluation involving a treatment group (n = 20) and a control group (n = 20). Data were collected using validated questionnaires measuring the three psychological constructs and a usability instrument based on the USE framework (usefulness, ease of use, and satisfaction). The findings indicate that the REAL-MPC module achieved a high level of usability across all dimensions (Usefulness: M = 4.18; Ease of Use: M = 3.98; Satisfaction: M = 4.24). Paired-samples t-tests revealed significant improvements in resilience, self-efficacy, and self-awareness among the treatment group (p < .001). Independent-samples t-tests further showed that the treatment group outperformed the control group in post-test scores (p < .01). These results suggest that the usability of the REAL-MPC module is closely associated with positive psychological outcomes, highlighting its practical value in supporting holistic learning among gifted students. The study provides empirical evidence for integrating psychological constructs within mathematics instruction and underscores the importance of usability in educational module design.