Abstract:This study developed and validated E-learning Self-directed Interactive Modules (E-SelfIMo) for Earth Science. The study employed Research and Development method, using the Borg and Gall development procedure, in creating eight e-modules using Kotobee software, evaluating them by experts and students, and determining their effectiveness in terms of students' conceptual understanding. Experts agreed that E-SelfIMo met the DepEd standards for non-printed learning materials, and students attested to their high va… Show more
“…They even added that the answers given by the students were a product of quality work from the various tasks they have accomplished. Students learn better when given learning opportunities in a group setting and the chance to decide on their learning experience (Lasala, 2023;Erümit & Yilmaz, 2022;Friehs, 2016). It can be recalled that the lessons were fused with the features of active, collaborative, and inquiry-based learning, which made them student-centered and promoted teamwork and discussion among members because of the group tasks, including the GBA, that allowed the students to discover and learn the concepts on their own.…”
Section: Figure 10 Teacher-observers' Notes On Student's Enjoyment An...mentioning
This study utilized four game-based activities (GBAs) developed by the researcher to determine their effectiveness in teaching Ecosystem topics for Grade 7 Biology in terms of (1) conceptual understanding and (2) nature of engagement. This quasi-experimental study used a mixed-method approach. Pre-test and post-test results show that the integration of GBAs in the lessons significantly improved students’ academic performance in terms of conceptual understanding. Students' reports and teachers' observations also indicated that GBAs could enhance students’ engagement in their lessons and learning process. The results of this study support the relevance of using game-based activities as pedagogical and learning tools as they could improve students’ understanding of concepts and engagement in the lessons and learning process. Considering the needs and goals of students can maximize the positive effects of GBA integration.
“…They even added that the answers given by the students were a product of quality work from the various tasks they have accomplished. Students learn better when given learning opportunities in a group setting and the chance to decide on their learning experience (Lasala, 2023;Erümit & Yilmaz, 2022;Friehs, 2016). It can be recalled that the lessons were fused with the features of active, collaborative, and inquiry-based learning, which made them student-centered and promoted teamwork and discussion among members because of the group tasks, including the GBA, that allowed the students to discover and learn the concepts on their own.…”
Section: Figure 10 Teacher-observers' Notes On Student's Enjoyment An...mentioning
This study utilized four game-based activities (GBAs) developed by the researcher to determine their effectiveness in teaching Ecosystem topics for Grade 7 Biology in terms of (1) conceptual understanding and (2) nature of engagement. This quasi-experimental study used a mixed-method approach. Pre-test and post-test results show that the integration of GBAs in the lessons significantly improved students’ academic performance in terms of conceptual understanding. Students' reports and teachers' observations also indicated that GBAs could enhance students’ engagement in their lessons and learning process. The results of this study support the relevance of using game-based activities as pedagogical and learning tools as they could improve students’ understanding of concepts and engagement in the lessons and learning process. Considering the needs and goals of students can maximize the positive effects of GBA integration.
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