Date of Publication
11-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Mathematics
Subject Categories
Educational Methods | Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Honor/Award
none
Thesis Advisor
Maricar S. Prudente
Defense Panel Chair
Minie Rose C. Lapinid
Defense Panel Member
Voltaire Mallari Mistades
Socorro E. Aguja
Auxencia A. Limjap
Celina P. Sarmiento
Abstract/Summary
This mixed-methods study aimed to develop a framework for web-based eLearning modules about polygons that incorporated differentiated instructions. The study aimed to investigate how these materials impacted students' geometric understanding and perceptions. Data was collected through surveys, tests, reflection journals, and interviews using the ADDIE model of material development. The study highlights how important differentiated instruction is in enhancing geometric understanding in web-based eLearning modules. The results showed significant improvement in pretest and posttest scores (α=0.0000.50; z-value=-3.52, n=16), indicating the potential of the web-based eLearning modules to increase geometric understanding of the participants. Moreover, the web-based eLearning modules were found to be useful (x̅ = 3.31) and easy to use (x̅ = 3.20) as perceived, although some students faced internet connectivity issues while accessing the materials and others had difficulty accomplishing all tasks within the given time frame.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Geometry—Study and teaching; Web-based instruction
Recommended Citation
Cayabyab, K. M. (2023). Towards a framework for web-based eLearning module about polygons using differentiated instruction for geometric understanding. Retrieved from https://animorepository.dlsu.edu.ph/etdd_scied/27
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Embargo Period
12-2024
