The quality of teaching and learning is an important educational aspect where students in school or even at the higher level are the core groups that should be given utmost attention in order to gain excellence academically. The idea is to develop and maximize students’ understanding by some ideal teaching and learning approaches that make them easy to understand the content knowledge that is being presented to them. A module–based teaching is one of the individual teaching methods that could be of any variations. The purpose of the research is to evaluate the effectiveness of a module-based instruction which utilizes the cooperative learning for teaching higher Calculus topics for limit and continuity, derivative, and integral. The sample consists of 50 first year Masters’ students from Sultan Idris Education University. A set of test questions has been used as an instrument to collect the data. To determine whether the use of the module-based instruction could enhance students’ understanding and achievement, a quasi-experimental method was employed where pre-test and post-test were administered to both experimental and control groups. The data was analyzed using inferential statistics involving the paired sample t-test and the independent t-test. The findings of this study shows that the teaching method by using modules in learning higher calculus have positive inclination in improving students’ understanding and enhance their performance in academic assessments