Textual and Media-Based Self-Learning Modules: Support for Achievement in Algebra and Geometry

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...

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Bibliographic Details
Published inInternational journal of virtual and personal learning environments Vol. 12; no. 1
Main Authors Kareem, Jacqueline, Mathew, Minu Mary, David, Daliya
Format Journal Article
LanguageEnglish
Published IGI Global 2022
Subjects
Achievement Gains
Algebra
Comparative Analysis
Content Validity
Foreign Countries
Geometry
Independent Study
Instructional Materials
Intelligent Tutoring Systems
Mathematics Achievement
Mathematics Instruction
Mathematics Tests
Science Instruction
Teaching Methods
India
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Summary: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.
ISSN:1947-8518
DOI:10.4018/IJVPLE.285596