Development and Use of Social Media-Based Mathematics Instructional Module for Grade 7 Students of Geras Integrated School

The purpose of the study was to develop a Social-Media Based Mathematics Instructional Module (SMBMIM) for the Grade 7 students. Specifically, it answered the questions: 1) what are the desirable characteristics of the module in terms of validity and reliability; 2) what are the pre-delivery appropriateness of the SMBMIM in terms of learning objectives, lesson content, language used, and evaluation activities; and (3) what is the educational use of the SMBMIM in meeting the learning competencies of students in Mathematics as revealed in their Pre-Post-test results? The process of module development was anchored on ADDIE Model by McGriff (2000). The validity of the module was determined using Kappa statistics with Pairwise Agreement, while Cronbach’s alpha was used to determine module’s reliability and pre-delivery appropriateness. In terms of educational use, the learning gains of students measured in terms of Pretest and Posttest scores for every learning competency was used as indicator for the variable module use. As for the validity and reliability of the SMBMIM an inter-rater fair agreement  and an alpha value of (  described as acceptable and very highly reliable respectively were obtained, while the pre-delivery appropriateness of the SMBMIM showed an alpha ( and (x=4.71) described as highly reliable and strongly acceptable respectively. In terms of educational use, results revealed a positive mean gain in 3 out of 4 learning competencies. These findings imply that the SMBMIM is valid, reliable and effective for use as instructional material. However, it is recommended that a further study be done adopting a quasi-experimental method to further validate the effectiveness of the developed module as an instructional tool in meeting the grade 7 Mathematics learning competencies. Keywords: social media, mathematics achievement, mathematics instructional module, module development, social media-based mathematics instructional modul

The effect of self-directed learning readiness and online course quality ratings on student satisfaction and academic performance in undergraduate eLearning

VitaDissertation advisor: Sue VartuliTitle from PDF of title page, viewed on December 9, 2011Includes bibliographic references (p. 106-115)Thesis (Ph.D.)--School of Education. University of Missouri-Kansas City, 2011Attrition in online programs has historically been much higher than in traditional face to face programs, creating concern regarding the appropriateness of online learning for all populations. This study aimed to address the question of whether students' levels of self-directed learning readiness and the quality ratings of online courses would be related to the ratings of undergraduate student course satisfaction and academic performance in undergraduate eLearning. Students (N=216) at a medium sized, urban, Midwestern University were asked to provide demographic information as well as to complete the Self- Directed Learning Readiness Scale (SDLRS-NE) and the Distance Education Learning Environments Survey (DELES). To evaluate online course quality, a purposeful subsample of courses was selected for evaluation using a rubric adopted by the university. The study found that the students' ratings of overall course satisfaction were moderately significantly related (p < .01) to their scores on a measure of self-directed learning readiness. In further examination of the relationship between these two scores, the researcher found that student scores on the SDLRS-NE predicted 8% of the variance in scores on the DELES, (p < .001). When all of the independent variables were added into the model, 21% of the variance in DELES scores was predicted. The researcher also found that actual course grades predicted 4% of the variance in DELES scores. When all the variables were added to the model, 17% of the variance in DELES was explained. Online course quality was determined for a sub-sample of 6 of courses using a rubric adopted by the University. Three of the courses examined passed the minimum requirements and the other 3 did not pass. Correlational analysis found that the course quality ratings were positively related to the student scores on the DELES (p < .001). Analysis of the relationship between the course ratings and students' actual course grades found that quality course ratings explained 9% of the variance in actual grades (p < .01).Introduction -- Review of the literature -- Methodology -- Results -- Discussion -- Appendix A. Demographic questions -- Appendix B. Approval to use the DELES -- Appendix C. SDLRS-NE -- Appendix D. Approval to use the SDLRS-NE -- Appendix E. Online course design rubric -- Appendix F. SSIRB Approval -- Appendix G. Email solicitation for faculty participation in study -- Appendix H. Email solicitation for student participation in stud

Guidelines for the development of computer-based instruction modules for science and engineering

The design and development of a prototype computer-based instruction (CBI) module is described. The module covers introductory structural analysis techniques and demonstrates the practicality of CBI for undergraduate engineering education. The module’s generic learning objectives are used to develop a set of guiding principles for CBI development. Choice of authoring software and the module architecture are presented, followed by the details of the user interface, logic, and screen layout. The module design and software development process outlined here are easily extended to computer-based tutorials that present problem solving methods for engineering, mathematics, and the natural sciences

Der Einfluss von Inhaltsgestaltung und Lernereigenschaften auf Navigation und Wissenserwerb in hypermedialen Lernumgebungen

Educational software increasingly finds its way into classroom learning. The question arises whether the currently available products ensure effectiveness and efficiency of learning. So far investigations on the learning process when using hypermedia environments and moreover the factors impacting on the software use are scarce. The presented doctoral thesis, set in a realistic classroom scenario and presenting a complex learner-controlled hypermedia environment, aims to brigde this gap. Four evaluation variants of a CD-ROM on cell biology offering different didactical and graphical designs but the same content were produced. Specifically, the impacts of 3D-models, close-up views, static picture as well as animation design were investigated. About 700 students of 15 schools and 3 universities in 5 different German ôBundeslaenderö participated in the study. The knowledge acquisition and navigation behaviour of the examinees was documented with encoded log-files and correlated with the individualÆs learner characteristics such as learning style, prior domain knowledge and visual spatial ability as well as the design features of the software variants. Individual as well as group learning was analysed. Principle component analysis (PCA) was applied to get main usage factors that served as dependent variables in the subsequently calculated statistical tests. The dissertation suggests various influences of learner characteristics and content design on the learning process thereby contributing to the design of learning software that is well adapted to usersÆ needs. The studyÆs results are discussed in light of an extended cognitive load theory for hypermedia learning environments.Neue Medien kommen immer öfter auch im Klassenzimmer zum Einsatz. Die Frage stellt sich daher, ob die derzeit erhältlichen Produkte die Effektivität und Effizienz des Lernens gewährleisten. Untersuchungen, die den Lernprozess bei der Nutzung hypermedialer Lernumgebungen und darüber hinaus die die Softwarenutzung beeinflussenden Faktoren beleuchten, sind bislang rar. Die vorliegende Doktorarbeit, unter Verwendung einer Nutzer-kontrollierten hypermedialen Lernumgebung im Klassenraum durchgeführt, und damit die realistische Lernsituation simulierend, zielt darauf ab, diese Lücke zu schließen. Vier Evaluationsvarianten einer CD - ROM zum Thema Zellbiologie verschiedenen didaktischen und graphischen Designs aber gleichen Inhalts wurden produziert. Insbesondere wurden der Einfluss von 3D-Modellen, Detaildarstellungen, des Designs statischer Bilder sowie von Animationen untersucht. Etwa 700 Schüler/innen und Studierende aus 15 Schulen und 3 Universitäten in 5 verschiedenen deutschen Bundesländern nahmen an der Studie teil. Navigation und Prozess des Wissenserwerbs der Teilnehmer wurde mit codierten Logfiles erfasst und mit individuellen Eigenschaften wie Lernstil, fachlichem Vorwissen und räumlichem Vorstellungsvermögen sowie den Designmerkmalen der Softwarevarianten korreliert. Sowohl Einzel- als auch Gruppenlernen wurde untersucht. Mittels einer Faktorenanalyse (PCA) wurden Hauptnutzungsfaktoren ermittelt, die in den nachfolgend durchgeführten statistischen Tests als abhängige Variablen fungierten. Die Studie zeigt verschiedene Einflüsse der Nutzereigenschaften und des inhaltlichen Designs auf den Lernprozess und unterstützt dadurch die Entwicklung von Softwareprodukten, die den Bedürfnissen der Nutzer ausreichend Rechnung tragen. Die Ergebnisse werden im Zusammenhang einer erweiterten kognitiven Beanspruchungstheorie („Cognitive Load Theory“) für hypermediale Lernumgebungen diskutiert