Document Type
Paper presentation
School Name
Talipan National High School
School Code
ARCH00011
Abstract / Executive Summary
This research centered on the description of the Grade 12 students’ hitches in web-based learning tasks in the subject Media and Information Literacy (MIL). It involved 265 learners, employed quantitative-qualitative methods and descriptive design of research. Input data included the mean percentage scores, factors that motivated Grade 12 students and coping mechanisms employed in accessing web-based learning tasks. The utilized process considered the collection of data from test, thematic analysis and coding of responses to interpret the gathered data. The MPS before the web-based learning tasks in were distributed as follows: HUMSS-81.15, STEM-80.80 and TVL-81.51. However, MPS after web-based learning tasks showed the following results: HUMSS-81.61, STEM-87.52 and TVL-84.62. From the statistical data, the researcher inferred that web-based learning tasks as a teaching strategy helped the Grade 12 students overcome the difficulties they encountered and thus, motivated them. This finding is supported by the decision that there is a significant difference in the MPS of Grade 12 students who had undergone a web- based learning tasks as an intervention for the subject. The researcher rejected the null hypothesis which is significant at 0.05 level. The results of the research offered the development of enhanced learning guide tailored-fit to the needs of the learners in overcoming difficulties in MIL.
Keywords:
Students’ hitches; media and information literacy; web-based learning tasks; self-paced
From face-to-face to self-paced: Unwrapping students hitches in media and information literacy through web-based learning tasks
This research centered on the description of the Grade 12 students’ hitches in web-based learning tasks in the subject Media and Information Literacy (MIL). It involved 265 learners, employed quantitative-qualitative methods and descriptive design of research. Input data included the mean percentage scores, factors that motivated Grade 12 students and coping mechanisms employed in accessing web-based learning tasks. The utilized process considered the collection of data from test, thematic analysis and coding of responses to interpret the gathered data. The MPS before the web-based learning tasks in were distributed as follows: HUMSS-81.15, STEM-80.80 and TVL-81.51. However, MPS after web-based learning tasks showed the following results: HUMSS-81.61, STEM-87.52 and TVL-84.62. From the statistical data, the researcher inferred that web-based learning tasks as a teaching strategy helped the Grade 12 students overcome the difficulties they encountered and thus, motivated them. This finding is supported by the decision that there is a significant difference in the MPS of Grade 12 students who had undergone a web- based learning tasks as an intervention for the subject. The researcher rejected the null hypothesis which is significant at 0.05 level. The results of the research offered the development of enhanced learning guide tailored-fit to the needs of the learners in overcoming difficulties in MIL.
