Development and Evaluation of E-Module for Numeracy
DOI:
https://doi.org/10.5281/zenodo.22901644Keywords:
e-module, numeracy, ERUNT, ADDIE model, integer operations, instructional materialAbstract
This developmental research developed and evaluated an e-module for Grade 11 numeracy using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The analysis phase used Enhanced Regional Unified Numeracy Test (ERUNT) results from 882 Grade 11 learners in a large public high school in the Schools Division of Iloilo, while the targeted implementation and learner evaluation involved 41 Technical-Vocational-Livelihood (TVL) learners identified as below proficient. Thirty Academic Track learners participated in pilot testing, 14 experts validated the developed material during development, and 11 teacher-evaluators joined the formal evaluation phase. Data were gathered using ERUNT, learner and expert evaluation questionnaires, and a 10-item open-ended questionnaire on difficulties encountered. Frequency, percentage, rank, mean, and standard deviation were used for quantitative data, while thematic analysis was applied to qualitative responses. ERUNT results showed an overall mean percentage score of 77 for the Academic Track (Proficient) and 54 for the TVL Track (Nearly Proficient). Three recurring difficulties were identified among the targeted below-proficient learners: difficulty comprehending and translating word problems into mathematical expressions, time pressure, and difficulty recalling concepts and operations on integers. Nine e-modules were developed on integers, the four fundamental operations, and word problems involving these operations, using the 5E instructional structure. Experts rated the e-module Highly Acceptable overall (M = 4.95, SD = 0.04), while learners also rated it Highly Acceptable overall (M = 4.52, SD = 0.08). The study concludes that the developed e-module is an acceptable, technology-enhanced numeracy intervention material that can support self-paced learning and targeted remediation for learners with identified numeracy difficulties.
Downloads
References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Cababat, J. E., & Pespeñan, R. P. (2023). An assessment of the numerical and analytical skills of Grade 11 senior high school students. Zenodo. https://doi.org/10.5281/zenodo.7808787
Carbonaro, W. (2015). Tracking, students' effort, and academic achievement. Sociology of Education, 78(1), 27-49. https://doi.org/10.1177/003804070507800102
Cardino, J. M., & Cruz, R. A. O. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education, 8(1). https://doi.org/10.31129/lumat.8.1.1348
Coben, D. (2020). Adult numeracy: A review of the literature. National Research and Development Centre for Adult Literacy and Numeracy.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). SAGE Publications.
Cruz, E. D. (2015). Evaluation of worktext in mechanical drafting. Asia Pacific Journal of Multidisciplinary Research, 3(4), 109-117.
David, L. (2015). E-learning theory (Mayer, Sweller, Moreno). Learning Theories. https://learning-theories.com/e-learning-theory-mayer-sweller-moreno.html
Department of Education. (2022). Report on the implementation of K to 12 mathematics curriculum.
Divinagracia, J. (2022). Development for least learned competencies in basic calculus [Unpublished master's thesis]. West Visayas State University.
Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle approach for inquiry-based science teaching. Science Education Review, 3(2), 49-58.
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.
Fernandez, G. M. (2018). Math anxiety and development of an instructional material to improve performance in Mathematics [Unpublished master's thesis]. Aklan State University.
Fraenkel, J., Hyun, H., & Wallen, N. (2011). How to design and evaluate research in education. McGraw-Hill Education.
Kwakye, D. O., & Aggrey, J. (2022). The teaching and learning of integer operations: The case of number rule and conventional method. Journal of Education and Practice, 13(27), 1-15.
Laroza, R. (2015). Validation and effectiveness of modules in personality development and public relations. International Journal of Scientific Research and Publications, 5, 1-8.
Lumabit, A. (2018). Development and evaluation of an inquiry-based learning module for General Mathematics [Unpublished doctoral dissertation]. West Visayas State University.
McGriff, S. J. (2000). Instructional system design (ISD): Using the ADDIE model. Pennsylvania State University.
Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing.
Öztürk, M., Akkan, Y., & Kaplan, A. (2019). Reading comprehension, mathematics self-efficacy perception, and mathematics attitude as correlates of students' non-routine mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042-1058. https://doi.org/10.1080/0020739X.2019.1648893
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
Richey, R., & Klein, J. (2007). Developmental research methods: Creating knowledge from instructional design and development practice. Journal of Computing in Higher Education, 16(2), 23-38.
Robles, N. T. (2009). The effect of computer-aided instruction on the development of student skills in drafting pattern in Clothing 1 at Pasay City North High School [Unpublished thesis]. Eulogio 'Amang' Rodriguez Institute of Science and Technology.
Sabasaje, S. J., & Oco, R. (2023). Students' mathematical skills and performance. International Journal of Multidisciplinary Research and Publications, 6(2), 328-332.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Setyawati, R. D., & Indiati, I. (2018). Analysis of misconceptions of integers in microteaching activities. Journal of Physics: Conference Series, 1013, 012146. https://doi.org/10.1088/1742-6596/1013/1/012146
Tamayo, S. (2021). Predictive factors affecting the mathematics performance of K-12 graduates. International Journal of Arts, Sciences and Education, 2(1), 71-89.
UNESCO. (2024). There is a global learning crisis: Our young people deserve better skills. UNESCO Institute for Statistics.
Vlassis, J., & Demonty, I. (2022). The role of algebraic thinking in dealing with negative numbers. ZDM - Mathematics Education, 54, 1243-1255. https://doi.org/10.1007/s11858-022-01402-1
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
