Development and Validation of a Supplementary Learning Material in Earth Science

Autor/in	Mijares, Benjamin F., III
Titel	Development and Validation of a Supplementary Learning Material in Earth Science
Quelle	12 (2023) 1, S.56-76 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mijares, Benjamin F., III)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2319-8966
Schlagwörter	Earth Science; Science Instruction; Educational Quality; Supplementary Reading Materials; Material Development; Grade 6; Multimedia Materials; Instructional Design; Outcomes of Education; Electronic Learning; Grammar; Error Patterns; Content Analysis; Elementary School Students; Foreign Countries; Science Tests; Science Achievement; Competency Based Education; Likert Scales; Instructional Material Evaluation; Specialists; Information Technology; Student Attitudes; Learning Management Systems; Usability; Self Efficacy; Evaluation Criteria; Philippines + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Quality of education; Bildungsqualität; Reading materials; Lesekartei; Lehrmaterialentwicklung; School year 06; 6. Schuljahr; Schuljahr 06; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernleistung; Schulerfolg; Grammatik; Fehlertyp; Inhaltsanalyse; Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Likert-Skala; Informationstechnologie; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Philippinen
Abstract	The result of the Division Achievement Test in Science administered to Grade 6 learners, out of six competencies included in MELCS, four competencies were identified as the "Least Learned" as they got a mastery level indicated as "Low Proficient". Thus, this developmental research aimed to develop and test supplementary learning material in the form of interactive modules. The study was anchored on a Cognitive Theory of Multimedia Learning and the framework for designing instructional solutions to achieve desired learning outcomes. The ADDIE model was used to design and develop the supplementary learning material. The data pertinent to the study were tabulated, analyzed, and interpreted using computing the weighted mean, and each data were provided a descriptive interpretation. Results revealed that learners had developed a positive perception of E-learning. The developed supplementary learning material conforms to the requirements of the Department of Education in terms of Content Quality, Instructional Quality, Technical Quality, and other findings, including conceptual, factual, grammatical, and typographical errors. It was also found to be suitable to serve as an intervention learning material that will help learners achieve the desired learning outcome. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01