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Development and Validation of E-Module in Teaching Earth’s Motion for Grade 6

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  • Rex E. Alcisto

    (Mindanao State University-Illigan Institute of Technology/College of Education, Department of Science and Mathematics Education)

  • Monera A. Salic-Hairulla

    (Mindanao State University-Illigan Institute of Technology/College of Education, Department of Science and Mathematics Education)

  • Sotero O. Malayao Jr.

    (Mindanao State University-Illigan Institute of Technology/College of Education, Department of Science and Mathematics Education)

  • Joy R. Magsayo

    (Mindanao State University-Illigan Institute of Technology/College of Education, Department of Science and Mathematics Education)

  • Ellen J. Castro

    (Mindanao State University-Illigan Institute of Technology/College of Education, Department of Science and Mathematics Education)

Abstract

This study used a quantitative-qualitative descriptive. The research design used in this study was One-Group-Pretest-Posttest Design. The data collection technique in this study used a test that is giving a pre-test for learners before the treatment is done by using electronic module-based teaching material. After treatment, learners will be given a post-test again to see the effectiveness of the application of electronic modules. The quantitative research data were obtained from the performance of the respondents in the achievement test. Qualitative research data, on the other hand, were obtained from the perception of the learners towards the use of e-module. The researcher chose the respondents by purposive sampling method which is a sampling technique where the researchers rely on their own judgment when choosing members of the population to participate in the study. The findings from the validation of the e-module focused on four key factors: Content Quality, Instructional Quality, Technical Quality, and Other Findings. In assessing Content Quality, the majority of components received ratings ranging from 3.4 to 4, interpreted as Very Satisfactory (VS). The total points for this factor were 39, indicating that it passed the criterion. Similarly, Instructional Quality was evaluated, with most components scoring between 3.8 and 4, also interpreted as VS. The total points for this factor were 39.8, resulting in a passing evaluation. Technical Quality assessment revealed that the majority of components received ratings of 3.2 to 4, again interpreted as VS. The total points for this factor were 50.4, indicating a passing evaluation.

Suggested Citation

  • Rex E. Alcisto & Monera A. Salic-Hairulla & Sotero O. Malayao Jr. & Joy R. Magsayo & Ellen J. Castro, 2024. "Development and Validation of E-Module in Teaching Earth’s Motion for Grade 6," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(6), pages 1136-1148, June.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:6:p:1136-1148
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    References listed on IDEAS

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    1. Raed Masadeh & Ali Tarhini & Ashraf Bany Mohammed & Mahmoud Maqableh, 2016. "Modeling Factors Affecting Student’s Usage Behaviour of E-Learning Systems in Lebanon," International Journal of Business and Management, Canadian Center of Science and Education, vol. 11(2), pages 299-299, January.
    2. Dan Bouhnik & Tali Marcus, 2006. "Interaction in distance‐learning courses," Journal of the American Society for Information Science and Technology, Association for Information Science & Technology, vol. 57(3), pages 299-305, February.
    3. Dmaithan Abdelkarim Almajali & Ra'ed Masa'deh & Prof. Musa Al-Lozi, 2016. "Determinants of the Actual Use of E-Learning Systems: An Empirical Study on Zarqa University in Jordan," Journal of Social Sciences (COES&RJ-JSS), , vol. 5(2), pages 172-200, April.
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