Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science Concepts: English

Nestor Jr Lasala; Jhonner Ricafort; Jonel Prado

doi:10.48017/dj.v10i2.3444

Autores/as

Nestor Jr Lasala Sorsogon State University, Sorsogon City, Philippines https://orcid.org/0000-0002-8910-9613
Jhonner Ricafort Sorsogon State University, Sorsogon City, Philippines
Jonel Prado Sorsogon State University, Sorsogon City, Philippines https://orcid.org/0009-0000-1825-4453

DOI:

https://doi.org/10.48017/dj.v10i2.3444

Palabras clave:

Comprensión conceptual, E-SelfIMO, Enfoque de métodos mixtos, Ciencias de la Tierra en el nivel medio superior de Filipinas

Resumen

Este estudio tuvo como objetivo determinar el efecto del uso de un módulo interactivo autodirigido de aprendizaje electrónico desarrollado por el investigador (E-SelfIMo) en la mejora de la comprensión conceptual de conceptos seleccionados de ciencias de la Tierra por parte de estudiantes de educación media superior del área STEM en la Sorsogon National High School.

El estudio utilizó un enfoque de métodos mixtos, compuesto por un diseño de investigación secuencial explicativo y un grupo de control con pretest y postest aleatorizado, para comparar los niveles de comprensión conceptual de un grupo experimental de 30 estudiantes expuestos al E-SelfIMo con 30 estudiantes en un grupo de control. Una prueba t para muestras independientes no reveló diferencias significativas entre los niveles iniciales (pretest) de comprensión conceptual de los dos grupos [t(58) = 0.2445, p = 0.40].

Después de la exposición al E-SelfIMo, el grupo experimental demostró un nivel significativamente más alto de comprensión conceptual (x̄ = 129.8, DE = 7.35) que el grupo de control (x̄ = 112.63, DE = 9.84), t(58) = 7.66, p = 0.0001. Este resultado también fue respaldado por un tamaño del efecto grande, con un valor d de Cohen de 1.996.

El análisis cualitativo también respaldó los hallazgos cuantitativos, informando mejoras significativas en el conocimiento, habilidades de aprendizaje mejoradas, mayor compromiso, mejor comprensión y experiencias de aprendizaje positivas en general entre los participantes, debido a las simulaciones interactivas, el contenido multimedia y el carácter autodirigido del módulo.

El estudio concluye que los estudiantes expuestos al E-SelfIMo demostraron niveles significativamente más altos de comprensión conceptual, lo que indica su efecto positivo en los resultados del aprendizaje.

Métricas

Cargando métricas ...

Biografía del autor/a

Nestor Jr Lasala, Sorsogon State University, Sorsogon City, Philippines

0000-0002-8910-9613; Sorsogon State University, Sorsogon City, Philippines, nestor.lasala@sorsu.edu.ph

Jhonner Ricafort, Sorsogon State University, Sorsogon City, Philippines

0000-0001-8980-6681, Sorsogon State University, Sorsogon City, Philippines, jhonner.ricafort@sorsu.edu.ph

Jonel Prado, Sorsogon State University, Sorsogon City, Philippines

0009-0000-1825-4453, Sorsogon State University, Sorsogon City, Philippines, jonelprado@sorsu.edu.ph

Citas

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-