Development and Validation of Self-Paced Learning Digital Module in Mathematics 10
DOI:
https://doi.org/10.58429/pgjsrt.v1n1a84Keywords:
Development and Validation Digital module Mathematics 10 Classroom module Self-paced learningAbstract
The study used the design and development analysis method to provide an empirical foundation for instructional design and to systematically analyze the data on the development and validation of Self–Paced Learning Digital Module (SPLDM) in Mathematics 10 of the K-12 curriculum. Specifically, it addressed the following questions: 1) how can the Self–Paced Learning Digital Module in Mathematics 10 be developed? 2) how can the Self–Paced Learning Digital Module in Mathematics 10. The experts validated the SPLDM in terms of a) Content Quality; b) Design/Format; c) Technical/Technological Quality, and; d) Pedagogical Quality. The module underwent three phases: preparation, development, and validation. Using the evaluation instrument for topics to be included in the DE/ODel Module, 10 subject matter experts in mathematics 10 selected the essential and non-essential learning competencies. Lawshe's content validity ratio (CVR) found 38 of the subject's 50 learning competencies as essential. The 9 experts utilized the evaluation rating sheet for DE and ODeL Modules to assess the content, format, technical/technological, and pedagogy elements of the created SPLDM. The results of the validation of the developed SPLDM were found acceptable in terms of its content, design/format, technical/technological, and pedagogical after undergoing evaluation and full approval of the evaluators. As a result of this research, the generated SPLDM can be used as a learning material in the classroom when teaching Mathematics 10.
Downloads
References
Alfonso, G. & Garcia P. (2015). Open and Distance eLearning: New Dimensions in Teaching, Learning, Research, and Extension for Higher Education Institutions. International Journal on Open and Distance eLearning, 1,(1 & 2).
Anderson, T., Dron, J., Malone J., Poelhuber, B., & Upton, L. (2015). Social Interaction in Self-Paced Distance Education. International Council for Open and Distance Education.
Arinto, P. (2016). Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines. International Review of Research in Open and Distributed Learning, 17(2).
Ballado, R. &Espinar, M. (2017). Content Validity and Acceptability of a Developed Work text in Basic Mathematics 2. Asia Pacific Journal of Multidisciplinary Research, 5(1).
Barr, B.A. & Miller, S.F. (2013). Higher Education: The Online Teaching and Learning Experience. Phoenix, AZ: University of Phoenix Faculty School of Advanced Studies.
Bautista, R. (2015). Optimizing Classroom Instruction through Self-Paced Learning Prototype. Journal of Technology and Science Education.
Berondo, R.G. & Dela Fuente, J.A. (2021). Technology Exposure: Its Relationship to the Study Habits and Academic Performance of Students. Utamax : Journal of Ultimate Research and Trends in Education, 3(3), 125-141. https://doi.org/10.31849/utamax.v3i3.7280
Bersoto, L. (2014). Status of implementation and usefulness of outcomes-based education in the engineering department of an ASEAN University. International Journal of Multidisciplinary Academic Research, 2(4).
Cabrera, F. (2014). Modular Cooperative Learning: A Designed Mathematics Instruction for 21st Century Education. UNP Research Journal.
Caguimbal, D. (2013). Level of awareness of the maritime students on the outcomes-base-education. Educational Research International, 2(1).
Calucag, L. (2013). Self- Paced Instruction and Mathematics Achievement. Journal of Education and Practice, 4(17).
Columbano, M. (2019). Development and Validation of Modules in Basic Mathematics to Enhance Students’ Mathematics Performance. International Journal of Innovative Technology and Exploring Engineering, 8(12).
Cooper, M. & Maile, C. (2018). The CIMC Guide to Developing a Self – Paced Learning Module. Curriculum and Instructional Materials Center.
Dela Fuente, J.A. (2021). Contributing factors to the performance of pre-service physical science teachers in the Licensure Examination for Teachers (LET) in the Philippines. Journal of Educational Research in Developing Areas, 2(2), 141-152. https://doi.org/10.47434/JEREDA.2.2.2021.141
Dela Fuente, J.A. & Biñas, L.C. (2020). Teachers’ competence in information and communications technology (ICT) as an educational tool in teaching: An empirical analysis for program intervention. Journal of Research in Education, Science and Technology, 5(2), 61-76.
Dela Fuente, J.A. (2019). Driving Forces of Students’ Choice in specializing science: a science education context in the Philippines Perspective. The Normal Lights, 13(2), 225-250.
Dela Fuente, J.A. (2021). Facebook messenger as an educational platform to scaffold deaf students’ conceptual understanding in environmental science subject: A single group quasi-experimental study. International Journal of Education, 14(1), 19-29. doi:10.17509/ije.v14i1.31386
Dela Fuente, J.A. (2021). Implementing inclusive education in the Philippines. College teacher experiences with deaf students. Issues in Educational Research, 31(1), 94-110. http://www.iier.org.au/iier31/dela-fuente.pdf
Dellosa, R.M., Prospero, M.R., & Rodriguez, J.L. (2012). Learning Management System for LPU-Laguna. Lyceum of the Philippines–Laguna Research Journal, 2(1).
Dick, W., Carey, L., & Carey, J. (2014). The Systematic Design of Instruction (8th edition). Pearson Publishing.
Dinglasan, B.L. &Patena, A. (2013). Students Performance on Departmental Examination: Basis for Math Intervention Program. University of Alberta School of Business Research Paper, (2013–1308).
Farmer, T.A., Fine, A.B., Jaeger, T.F., & Qian, T. (2013). Rapid expectation adaptation during syntactic comprehension. PLoS ONE, 8, e77661. htp://dx.doi.org/10.1371/journal.pone.0077661
Ferrer, I.M.C. (2017). Competency Level of Grade 10 Mathematics Teachers in Pangasinan Philippines. Pangasinan State University Journal of Education, Management and Social Sciences, 12–15.
Ganal, N.N. & Guiab, M.R. (2014). Problems and difficulties encountered by students towards mastering learning competencies in mathematics. Researchers World, 5(4), 25.
Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Sciences, 3, 12-18.
Jamal, H. & Shanaah, A. (2011). The Role of Learning Management Systems in Educational Environments: An Exploratory Case Study. Linnaeus University School of Computer Science, Physics and Mathematics.
Kaushar, M. (2013). Study of impact of time management on academic performance of college students. Journal of Business and Management, 9(6), 59-60. https://doi.org/10.9790/487X-0965960
Lim, E. (2016). Effectiveness of Modular Instruction in Word Problem Solving of BEED Students. International Organization of Scientific Research Journal of Mathematics, 12(5), 59-65.
Melad, A. (2016). Modular Approach in Teaching Mathematics: Quadratic Function. Scholars Journal of Physics, Mathematics and Statistics.
Meyer, K. (2014). Student Engagement in Online Learning: What Works and Why. Wiley Online Library. https://onlinelibrary.wiley.com/doi/abs/10.1002/aehe.20018
Mtebe, J. (2015). Learning Management System success: Increasing Learning Management System usage in higher education in sub-Saharan Africa. International Journal of Education and Development using Information and Communication Technology, 11(2), 51-64.
Muhktar, Sinaga, B., Surya, E., & Telaumbanua, Y. (2017). Development of Mathematics Module Based on Metacognitiupper-casey in Improving Students' Mathematical Problem-Solving Ability at High School. Journal of Education and Practice, 8(19).
Nardo, M.T. (2017). Modular Instruction Enhances Learner Autonomy. American Journal of Educational Research.
Oronce, J. & Manalo, D. (2021). Development and Validation of Flipbook in Earth and Life Science. International Multidisciplinary Research Journal, (3)1, 111-117.
PISA (2018). National Report of the Philippines.
Roman, A. (2013). Development and Validation of Statistics Module for Quality Educational Research. International Journal of Science and Research.
Telaumbanua, Y. (2017). Development of Mathematics Module Based on Metacognitive Strategy in Improving Students' Mathematical Problem-Solving Ability at High School. Journal of Education and Practice, 8(19).
Toquero, C. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context.
Torrefranca, E. (2017). Development and Validation of Instructional Modules on Rational Expressions and Variations. The Normal Lights, 11(1).
Verano, E. & Alonzo, M. (2019). Development and Evaluation of Business Mathematics Modules in Trece Martires City Senior High School. 4th Cavite Research Conference [Abstract].
Vergara, A. (2017). Development, Effectiveness and Acceptability of Module for the Problem Solving and Critical Thinking skills of Alternative Learning System in District of Tanay II.
Wiesenfarth, M., Gamisch, S., Jakob, P., Steiner, M., & Bett, A. (2018). Systematic design evaluation on the example of a photovoltaic concentrator module with mirror optics and passive heat dissipation. https://doi.org/10.1002/pip.3005
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Maria Crisella Dela Cruz, Arselyn Bustoba
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
