Efeito de um Módulo Interativo de Aprendizagem Eletrônica Autodirigida (E-SelfIMo) na Compreensão dos Conceitos de Ciências da Terra pelos Estudantes.
English
DOI:
https://doi.org/10.48017/dj.v10i2.3444Palavras-chave:
Compreensão conceitual, E-SelfIMo, Abordagem de métodos mistos, Ciências da Terra do SHS das FilipinasResumo
Este estudo teve como objetivo determinar o efeito do uso de um módulo interativo autodirigido de aprendizagem eletrônica desenvolvido pelo pesquisador (E-SelfIMo) na melhoria da compreensão conceitual de conceitos selecionados de ciências da Terra por estudantes do ensino médio da área STEM da Sorsogon National High School.
O estudo utilizou uma abordagem de métodos mistos, composta por um delineamento de pesquisa sequencial explicativo e um grupo controle randomizado com pré-teste e pós-teste, para comparar os níveis de compreensão conceitual de um grupo experimental de 30 estudantes expostos ao E-SelfIMo com 30 estudantes de um grupo controle. Um teste t para amostras independentes não revelou diferença significativa entre os níveis iniciais (pré-teste) de compreensão conceitual dos dois grupos [t(58) = 0.2445, p = 0.40].
Após a exposição ao E-SelfIMo, o grupo experimental demonstrou um nível significativamente mais alto de compreensão conceitual (x̄ = 129,8; DP = 7,35) do que o grupo controle (x̄ = 112,63; DP = 9,84), t(58) = 7,66, p = 0.0001. Esse resultado também foi respaldado por um grande tamanho de efeito, com um valor d de Cohen de 1,996.
A análise qualitativa também sustentou os achados quantitativos, relatando ganhos significativos de conhecimento, melhoria das habilidades de aprendizagem, maior engajamento, melhor compreensão e experiências de aprendizagem positivas entre os participantes, devido às simulações interativas, ao conteúdo multimídia e ao caráter autodirigido do módulo.
O estudo conclui que os estudantes expostos ao E-SelfIMo demonstraram níveis significativamente mais elevados de compreensão conceitual, indicando seu efeito positivo nos resultados da aprendizagem.
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