Analogy-integrated e-learning module: Facilitating students' conceptual understanding

• Main Author: Florida, Jennifer S.
• Format: text
• Language: English
• Published: Animo Repository 2009
• Subjects: Science > Study and teaching; Biology; Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/285
• Institution: De La Salle University

This study presents a unique way of teaching and learning science concepts through the combination of analogy and technology. Specifically, the study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The on-line module includes eight analogies conceptualized by the researcher following the specific steps used to prepare instructional analogies by Baker and Lawson and the TWA model by Glynn. The module was evaluated by content experts, instructional designers and students. The conceptual understanding of the students was determined using the Cellular Respiration on-line ConcepTEST consisting of 30-item two-tier multiple-choice and nine-item free response essay test. Results reveal that there is significant difference between the pretest and posttest scores of the students, which seem to suggest that the analogy-integrated elearning module could facilitate students conceptual understanding in Cellular Respiration. Findings of the study showed that brain hemispheric dominance does not significantly affects the academic achievement of the students. However, there was a significant effect of the students dominant learning style on their conceptual understanding. The results indicated that Sensing and Reflective learners are better facilitated by analogy-integrated e-learning module because their learning styles match the instructional strategy.