This study aimed to develop technology-mediated learning modules in practical mathematics for the technical vocational track of the K to 12 curriculum using the design research model of Mckenney and Reeves (2003). It also sought to: a) characterize the these learning modules in terms of the selected design principles; b) determine their effectiveness; c) determine how beneficial the design research approach is in developing these modules compared to a traditional curriculum development approach; d) compare the practical mathematics test scores of the design research group and comparison group; and e) make improvements on the learning modules. The theoretical and practical outputs of the study are of significant use to curriculum developers, mathematics teachers, technical vocational schools, and practitioners of design research. Two iterations were done in developing the modules, where data were gathered from randomly selected samples form a private sectarian college using researcher-made instruments. Test results indicated a non-significant difference in the gain scores of the design research group and the comparison group. However, research participants’ assessment of the modules show that the modules developed using the design research were effective in learning practical mathematics concepts. The focus group discussion with research participants and the review of the subject expert both show preference in the modules developed using design research. The study thus recommends the use of design research in developing technology-mediated learning modules in mathematics for the technical vocational track of the K to 12 curriculum, and the use of its practical output in the online learning and teaching of practical mathematics concepts.
