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.
Métricas
Referências
Adawiyah, R., Susilawati, & Anwar, L. (2021). Implementation of an interactive e-module to improve concept understanding of students. In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020) (pp. 78–84). Atlantis Press. https://www.atlantis-press.com/article/125950406.pdf
Artman, B., & Crow, S. R. (2022). Instructional technology integration and self-directed learning: A dynamic duo for education. International Journal of Self-Directed Learning, 19(1), 30–44. https://eric.ed.gov/?id=EJ1346529
Braithwaite, D. W., & Sprague, L. (2021). Conceptual knowledge, procedural knowledge, and metacognition in routine and nonroutine problem solving. Cognitive Science, 45(10), e13048. https://doi.org/10.1111/cogs.13048
Calhoun, C., Sahay, S., & Wilson, M. (2021). Instructional design evaluation. In J. K. McDonald & R. E. West (Eds.), Design for learning: Principles, processes, and praxis (Sec. 14). EdTech Books. https://edtechbooks.org/id/instructional_design_evaluation
Delıta, F., Berutu, N., & Nofrıon, N. (2022). Online learning: The effects of using e-modules on self-efficacy, motivation and learning outcomes. Turkish Online Journal of Distance Education, 23(4), 93–107. https://dergipark.org.tr/en/download/article-file/2682025
Department of Education (DepEd). (2019). K to 12 basic education curriculum senior high school –core subject. https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_Earth-Science-CG.pdf
Department of Education (DepEd). (2020). Order No. 018. https://www.deped.gov.ph/wp-content/uploads/2020/08/DO_s2020_018.pdf
Errabo, D. D., & Ongoco, A. A. (2024). Effects of interactive-mobile learning modules in students’ engagement and understanding in genetics. Journal of Research in Innovative Teaching & Learning, 17(2), 327–351. http://dx.doi.org/10.1108/JRIT-01-2024-0023
Foster, G. C., Lane, D., Scott, D., Hebl, M., Guerra, R., Osherson, D., & Zimmer, H. (2018). An introduction to psychological statistics. University of Missouri. https://irl.umsl.edu/oer/4/
Gestiada, R. J., Tisoy, F. J., & Lasala, N. J. (2025). The 360˚ view: Contextualized virtual reality tours as innovative teaching tool in ecology for elementary school students. Journal of Basic Education Research, 6(1), 23–36. https://doi.org/10.37251/jber.v6i1.1213
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Halim, A., Mahzum, E., Yacob, M., Irwandi, I., & Halim, L. (2021). The impact of narrative feedback, e-learning modules and realistic video and the reduction of misconception. Education Sciences, 11(4), 158. https://doi.org/10.3390/educsci11040158
Hurrell, D. P. (2021). Conceptual knowledge or procedural knowledge or conceptual knowledge and procedural knowledge: Why the conjunction is important to teachers. Australian Journal of Teacher Education, 46(2), 57–71. http://dx.doi.org/10.14221/ajte.2021v46n2.4
Hussein, Y. F., & Csíkos, C. (2023). The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2226. https://doi.org/10.29333/ejmste/12938
Kokoç, M. (2019). Flexibility in e-learning: Modelling its relation to behavioural engagement and academic performance. Themes in eLearning, 12(12), 1–16. https://files.eric.ed.gov/fulltext/EJ1251161.pdf
Landicho, C. J. (2021). Changes, challenges, and opportunities in teaching senior high school earth science amidst the COVID-19 pandemic. Journal of Learning and Teaching in Digital Age, 6(1), 55–57. https://dergipark.org.tr/en/pub/joltida/issue/59433/777518
Lasala, N., Jr. (2023a). Development and validation of E-SelfIMo: E-Learning self-directed interactive module in earth science. Recoletos Multidisciplinary Research Journal, 11(1), 85–101. https://doi.org/10.32871/rmrj2311.01.07
Lasala, N., Jr. (2023b). EDUTainment: Effectiveness of game-based activities in teaching ecosystem topics. Recoletos Multidisciplinary Research Journal, 11(2), 69–83. https://doi.org/10.32871/rmrj2311.02.07
Lasala Jr, N. (2024). Effects of Game-Based Activities on Student's Social Skills and Attitudes toward Learning Science.
Lasala Jr, N., Prado, J., Doringo, N., & Ricafort, J. (2025). BEsMART: Board Examinations Mobile Application Reviewer for Pre-Service Science Teachers using Space Repetition and ypercorrection.
Loberes, J. M., Jalmasco, A. C., & Lasala, N. J. (2025). Interactive story for teaching ecosystem topics using Twine application for elementary school students: English. J. Basic Educ. Res, 6(2), 66-78.
Lubiano, M. L. D. (2018). Interactive e-learning portal for enrichment of conceptual understanding of Grade 8 learners in physics. Tilamsik: The Southern Luzon Journal of Arts and Sciences, 10, 37–50. https://files.eric.ed.gov/fulltext/ED608927.pdf
Martin, M. R. A. (2018). Content validation of earth science module in senior high school. MSEUF Research Studies, 20(1), 61–66. https://www.ejournals.ph/article.php?id=14697
Mujiono, & Herawati, S. (2019). The effectiveness of E-learning based on self-directed learning on sociolinguistic competence of EFL university students. In E. Boeriswati, N. Lustyantie, M. Anwar, F. Arung, A. Supriyana, & O. Fajarianto (Eds.), Proceedings of the International Conference on Education, Language and Society (ICELS 2019) (pp. 336–343). Language Education of Postgraduate School, Universitas Negeri Jakarta. https://doi.org/10.5220/0008998603360343
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: A literature review. International Journal of Humanities and Innovation, 4(1), 1–4. https://files.eric.ed.gov/fulltext/ED610428.pdf
Oates, S. (2019). The importance of autonomous, self-regulated learning in primary initial teacher training. Frontiers in Education, 4, 102. https://doi.org/10.3389/feduc.2019.00102
Orion, N. (2017). The relevance of earth science for informed citizenship: Its potential and fulfillment. In L. Liete, L. Dourado, Afonso, A. S., & S. Morado (Eds.), Contextualizing teaching to improving learning: The case of science and geography (pp. 41–56). Nova Science Publishers Inc. https://weizmann.elsevierpure.com/en/publications/the-relevance-of-earth-science-for-informed-citizenship-its-poten
Proudfoot, K. (2023). Inductive/deductive hybrid thematic analysis in mixed methods research. Journal of Mixed Methods Research, 17(3), 308–326. https://doi.org/10.1177/15586898221126816
Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of pharmaceutical Education, 84(3), 847512. https://doi.org/10.5688%2Fajpe847512
Seshan, V., Matua, G. A., Raghavan, D., Arulappan, J., Al Hashmi, I., Roach, E. J., Sunderraj, S. E., & Prince, E. J. (2021). Case study analysis as an effective teaching strategy: Perceptions of undergraduate nursing students from a middle eastern country. SAGE Open Nursing, 7, 23779608211059265. https://doi.org/10.1177/23779608211059265
Toyon, M. A. S. (2021). Explanatory sequential design of mixed methods research: Phases and challenges. International Journal of Research in Business and Social Science, 10(5), 253–260. https://doi.org/10.20525/ijrbs.v10i5.1262
Van Riesen, S. A. N., Gijlers, H., Anjewierden, A., & de Jong, T. (2018). The influence of prior knowledge on experiment design guidance in a science inquiry context. International Journal of Science Education, 40(11), 1327–1344. https://doi.org/10.1080/09500693.2018.1477263
Vasconcelos, C., & Orion, N. (2021). Earth science education as a key component of education for sustainability. Sustainability, 13(3), 1316. https://doi.org/10.3390/su13031316
Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: Systematic analysis of qualitative health research over a 15-year period. BMC Medical Research Methodology, 18, 148. https://doi.org/10.1186/s12874-018-0594-7
Warne, R. T. (2020). Statistics for the social sciences: A general linear model approach. Cambridge University Press. https://doi.org/10.1017/9781108894319.011
Zhu, J., Yuan, H., Zhang, Q., Huang, P.-H., Wang, Y., Duan, S., Lei, M., Lim, E. G., & Song, P. (2022). The impact of short videos on student performance in an online-flipped college engineering course. Humanities and Social Sciences Communications, 9, 327. https://doi.org/10.1057/s41599-022-01355-
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Nestor Jr Lasala, Jhonner Ricafort, Jonel Prado
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
O periodico Diversitas Journal expressa que os artigos são de unica responsabilidade dos Autores, conhecedores da legislação Brasileira e internacional. Os artigos são revisados pelos pares e devem ter o cuidado de avisar da possível incidencia de plagiarismo. Contudo o plagio é uma ação incontestavel dos autores. A Diversitas Journal não publicará artigos com indicios de Plagiarismos. Artigos com plagios serão tratados em conformidade com os procedimentos de plagiarismo COPE.
A violação dos direitos autorais constitui crime, previsto no artigo 184, do Código Penal Brasileiro:
“Art. 184 Violar direitos de autor e os que lhe são conexos: Pena – detenção, de 3 (três) meses a 1 (um) ano, ou multa. § 1o Se a violação consistir em reprodução total ou parcial, com intuito de lucro direto ou indireto, por qualquer meio ou processo, de obra intelectual, interpretação, execução ou fonograma, sem autorização expressa do autor, do artista intérprete ou executante, do produtor, conforme o caso, ou de quem os represente: Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa.”
.png){kind=logo}
