Enhancing students' conceptual understanding and engagement in learning genetics through mobile-friendly interactive multimedia learning module
The suspension of face-to-face classes due to the COVID-19 pandemic led to the implementation of new learning delivery modalities and the use of distance learning resources such as digital and printed self-learning modules. However, studies show that these learning resources lack interactivity, reta...
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| Format: | text |
| Language: | English |
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Animo Repository
2022
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| Online Access: | https://animorepository.dlsu.edu.ph/etdm_scied/20 https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1025&context=etdm_scied |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | The suspension of face-to-face classes due to the COVID-19 pandemic led to the implementation of new learning delivery modalities and the use of distance learning resources such as digital and printed self-learning modules. However, studies show that these learning resources lack interactivity, retain traditional content, and are loaded with numerous tasks, leading to disengagement from learning. Hence, this study used three mobile-friendly interactive multimedia learning modules (IMLMs) to improve students' conceptual knowledge and engagement in learning genetics. The study adopted a quasi-experimental, mixed methods design to collect responses from 104 grade nine learners from two intact groups. The results of Hake's gain and the paired t-test analysis proved score gains and significant improvement in the concept test performance of students. On the contrary, a significantly low correlation coefficient between students' test scores and engagement was calculated using Pearson's correlation analysis, which implied students' concept test performance is not associated with their perceived level of engagement in learning. The study also employed the community of inquiry (CoI) instrument to compare students' observable and self-reported behaviors with their engagement rates. Moreover, the responses from focus group discussions, and reflective journal entries, highlighted students' positive views on IMLMs' effectiveness for learning. |
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