Effect of Self-Paced Online Modules As Support for Instruction on Student Outcomes of Grade 10 Miriam College High School Students

The affordances of technology provide teachers innovative teaching methods (Wong, 2015; Parnell and Bartlett, 2012). In Miriam College High School (MCHS), an exclusive all-girls school in the Philippines, the academic programs (Science curricula), people (students, teachers), processes (procurement) and physical plant (Wi-Fi connectivity) have been shaped by e-learning. The 1:1 ratio of student-to-tablet PC and focused faculty training are aimed at optimizing lesson delivery modes by enabling teachers to provide students with self-paced, online, multimedia learning materials coupled with traditional classroom instruction. Through this, students acquire knowledge using various forms of media while learning essential 21st century skills. Six sections of Grade 10 MCHS students taking up Science were examined to compare student outcomes based on lesson delivery modes. Three sections served as the traditional F2F classes, while the remaining three sections as the BL classes. The BL classes were instructed to access self-paced online modules prior to the actual discussion of the topics. At the end, three metacognitive questions were accomplished by every student. Mann-Whitney U-Test was performed on the scores earned by each student in the two groups (quick checks, quizzes and forms). Results showed statistically significant differences in the performance of the two classes in their total quick check scores, which implies that the online modules were able to aid student retention of Science content knowledge for immediate assessments. However, the test statistics revealed insufficient evidence to provide a statistically reliable difference on total quiz and form scores.



Author Information
Raysel Evarem Palisoc, Miriam College, The Philippines
Kenan Jairus Quito, Miriam College, The Philippines

Paper Information
Conference: ACE2017
Stream: Design, Implementation & Assessment of Innovative Technologies in Education

Added on Wednesday, October 11th, 2017
This paper is part of the ACE2017 Conference Proceedings (View)
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