Design, implementation, and evaluation of an asynchronous learning module on symbolic logic for college deaf students

Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Science and Mathematics Education


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Advisor

Minie Rose C. Lapinid

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Levi E. Elipane
Socorro E. Aguja


This study aims to design, implement, and evaluate an asynchronous learning module on symbolic logic for Deaf students using a developmental research design. This research collected qualitative data from five (5) Deaf and hearing faculty members of the School of Deaf Education and Applied Studies (SDEAS), as well as quantitative data from Deaf students enrolled in Mathematics in the Modern World (MATWRLD). The interview results from SDEAS faculty members were processed using content analysis. Results revealed that there are three factors that should be considered in developing a multimedia asynchronous learning material. These were learner, instructional, and technological factors. The inputs were considered in the design and development of the module on symbolic logic. Aside from the factors identified, the multimedia presentation was anchored on the principles of the cognitive theory of multimedia learning (CTML) in reducing extraneous cognitive load. These principles included coherence, signaling, spatial contiguity, and temporal contiguity. SDEAS mathematics faculty and students evaluated the learning material and indicated that the learning module was appropriate in adhering to the CTML principles. Data collected from the learning management system of the College also showed that students were engaged during the delivery of the asynchronous learning module as evidenced by the multiple times materials were viewed by the students, compliance in submission of module requirements, and engagement in discussion boards and other means of clarifying the content from learning material. Students were also asked to accomplish problem sets at the end of each module to assess their understanding and level of reasoning. Results indicated that there was an equal number (n=6) of reflective, transitional, and intuitive thinkers upon the completion of the module on symbolic logic.

Abstract Format






Physical Description

197 leaves


Teaching—Aids and devices; Logic, Symbolic and mathematical—Study and teaching; Mathematics—Study and teaching; Deaf college students

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