Enhancing student learning in cell cycle using interactive and reflexive E-modules

• Main Author: Dungca, Ana Marie A.
• Format: text
• Language: English
• Published: Animo Repository 2022
• Subjects: Web-based instruction; Cell cycle; Biology
• Online Access: https://animorepository.dlsu.edu.ph/etdm_scied/25; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1030&context=etdm_scied
• Institution: De La Salle University

The global village created by online learning is real, but the content of its curricular reforms is still being shaped. Learners at the center of the teaching and learning process are expected to embody the 21st Century skills in order to meet the challenges and demands brought about by the global pandemic. Even after years of research, studies about different effective pedagogies in online learning still remain a relatively new frontier. This study investigated how structured concept maps, interactive multimedia, and reflective journal entries be utilized in improving the least mastered competencies in the topic of Cell Cycle in online instruction. Results revealed the following: Before the intervention of the Interactive and Reflexive E-Modules, students demonstrated difficulties and misconceptions on Cell Cycle as shown on their Pre-Test scores; during the intervention, the students displayed an improved understanding of their conceptions in Cell Cycle; and after the intervention, Post-Test scores revealed a significant improvement on their conceptual understanding after the use of the e-modules. The Interactive and Reflexive E-Modules were also validated in terms of Quality, Usability, and Potential Effectiveness as a Teaching Tool. The use of the E-Modules served as an effective intervention material in improving students’ least mastered competencies in Cell Cycle. Key Words: Online learning, Interactivity,, Reflexivity, E-modules, Cell Cycle, Intervention Material