Abstract
The absence of in-person classes due to COVID-19 compelled the teacher-researcher to deviate from the traditional face-to face class and lecture instruction delivery. This cycle 2 of an action research study using the Plan-Do-Study-Act (PDSA) model determined the students’ perspective, practices, and performance on a fully modular calculus class. Survey questionnaires, reflective journals, and focus group discussion were used for the qualitative part while pretest and posttest scores were used to assess calculus performance using a two-tailed paired t-test at α=0.05. Descriptive and thematic analyses revealed that students viewed modules as printed materials which cover everything and modular instruction as entailing a lot of reading and self-study. Students’ practices to survive the modular instruction included reading of the modules several times a week, engaging in group studies, watching You Tube videos, and asking questions to the teacher. Using Jamovi 2.3.13, results revealed that the participants’ calculus performance increased significantly (p < 0.001, d=1.89) which is largely attributed to the use of the self-learning modules. Modular instruction appears to be a viable mode for calculus agency during remote learning.
Author Information
Lea Marissa S. Domingo, Cavite State University, Philippines
Paper Information
Conference: SEACE2023
Stream: Teaching Experiences
This paper is part of the SEACE2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Domingo L. (2023) Surviving Distance Learning Calculus: Students’ Perspective, Practices, Experience and Performance on a Modular Instruction Class ISSN: 2435-5240 The Southeast Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2023.42
To link to this article: https://doi.org/10.22492/issn.2435-5240.2023.42
Comments
Powered by WP LinkPress