Textual and media-based self-learning modules: Support for achievement in algebra and geometry

Title

Textual and media-based self-learning modules: Support for achievement in algebra and geometry

Creator

Kareem J.; Mathew M.M.; David D.

Description

Owing to the importance of a subject like mathematics in the teaching and learning of science, self-learning often poses a challenge to the educator. The objective of this study is to analyse the enhancement of the textual and the media form of self-learning modules to teach algebra and geometry to eighth graders considering their retention levels. A pre-Test post-Test single-group quasi experimental design was tested and tried out on 49 participants of a school. The 20 modules of self-learning material covering content in the topics of algebra and geometry in the textual and media-Assisted forms of self-learning were administered over three months. The findings of the study revealed the ability of media-Assisted self-learning modules to enhance achievement in the post-Test when compared to the pre-Test. The textual-Assisted learning modules were able to enhance significant difference in the achievements in geometry, but not of algebra. The delayed post-Test results were found to indicate an improved achievement in mathematics. 2022 IGI Global. All rights reserved.

Source

International Journal of Virtual and Personal Learning Environments, Vol-12, No. 1

Date

2022-01-01

Publisher

IGI Global

Subject

Achievement; Algebra; Geometry; Individualised Learning; Media Form; Self-Learning Modules; Textual Form

Coverage

Kareem J., Christ University, India; Mathew M.M., Christ Junior College, India; David D., St. Mary s School, India

Rights

Restricted Access

Relation

ISSN: 19478518

Format

Online

Language

English

Type

Article

Identifier

https://doi.org/10.4018/IJVPLE.285596

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149943543&doi=10.4018%2fIJVPLE.285596&partnerID=40&md5=d400c3650cc9c5d4ca609aaec740a6f0