Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science Concepts
This study sought to determine the effect of using a researcher-developed e-learning self-directed interactive module (E-SelfIMo) in enhancing the conceptual understanding of selected earth science concepts by senior high school students in the STEM strand of Sorsogon National High School. The stud...
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Universidade Estadual de Alagoas
2025-06-01
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| Series: | Diversitas Journal |
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| Online Access: | https://diversitasjournal.com.br/diversitas_journal/article/view/3444 |
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| author | Nestor Jr Lasala Jhonner Ricafort Jonel Prado |
| author_facet | Nestor Jr Lasala Jhonner Ricafort Jonel Prado |
| author_sort | Nestor Jr Lasala |
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This study sought to determine the effect of using a researcher-developed e-learning self-directed interactive module (E-SelfIMo) in enhancing the conceptual understanding of selected earth science concepts by senior high school students in the STEM strand of Sorsogon National High School. The study used a mixed-methods approach, consisting of an explanatory sequential research design and a randomized pretest-posttest control group, to compare the conceptual understanding levels of an experimental group of 30 students exposed to E-SelfIMo with 30 students in a control group. An unpaired t-test revealed no significant difference between the initial (pretest) levels of conceptual understanding of the two groups [t(58) = 0.2445, p = 0.40]. After exposure to E-SelfIMo, After exposure to E-SelfIMo, the experimental group demonstrated a significantly higher level of conceptual understanding (x̄ = 129.8, SD = 7.35) than the control group (x̄ = 112.63, SD = 9.84), t(58) = 7.66, p = 0.0001. This result was also supported by the large effect size, with a Cohen’s d value of 1.996. Qualitative analysis also supported the quantitative findings, reporting significant knowledge gains, improved learning skills, greater engagement, enhanced understanding, and positive overall learning experiences among participants due to the interactive simulations, multimedia content, and self-directed nature. The study concludes that students exposed to E-SelfIMo demonstrated significantly higher levels of conceptual understanding, indicating its positive effect on learning outcomes.
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| format | Article |
| id | doaj-art-94234f57bf564df1bbe17c1f4c0f4fe3 |
| institution | Matheson Library |
| issn | 2525-5215 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Universidade Estadual de Alagoas |
| record_format | Article |
| series | Diversitas Journal |
| spelling | doaj-art-94234f57bf564df1bbe17c1f4c0f4fe32025-06-29T18:54:28ZengUniversidade Estadual de AlagoasDiversitas Journal2525-52152025-06-0110210.48017/dj.v10i2.3444Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science ConceptsNestor Jr Lasala0https://orcid.org/0000-0002-8910-9613Jhonner Ricafort1Jonel Prado2https://orcid.org/0009-0000-1825-4453Sorsogon State University, Sorsogon City, PhilippinesSorsogon State University, Sorsogon City, PhilippinesSorsogon State University, Sorsogon City, Philippines This study sought to determine the effect of using a researcher-developed e-learning self-directed interactive module (E-SelfIMo) in enhancing the conceptual understanding of selected earth science concepts by senior high school students in the STEM strand of Sorsogon National High School. The study used a mixed-methods approach, consisting of an explanatory sequential research design and a randomized pretest-posttest control group, to compare the conceptual understanding levels of an experimental group of 30 students exposed to E-SelfIMo with 30 students in a control group. An unpaired t-test revealed no significant difference between the initial (pretest) levels of conceptual understanding of the two groups [t(58) = 0.2445, p = 0.40]. After exposure to E-SelfIMo, After exposure to E-SelfIMo, the experimental group demonstrated a significantly higher level of conceptual understanding (x̄ = 129.8, SD = 7.35) than the control group (x̄ = 112.63, SD = 9.84), t(58) = 7.66, p = 0.0001. This result was also supported by the large effect size, with a Cohen’s d value of 1.996. Qualitative analysis also supported the quantitative findings, reporting significant knowledge gains, improved learning skills, greater engagement, enhanced understanding, and positive overall learning experiences among participants due to the interactive simulations, multimedia content, and self-directed nature. The study concludes that students exposed to E-SelfIMo demonstrated significantly higher levels of conceptual understanding, indicating its positive effect on learning outcomes. https://diversitasjournal.com.br/diversitas_journal/article/view/3444Conceptual understandingE-SelfIMOPhilippinesSHS Earth ScienceMixed-Method |
| spellingShingle | Nestor Jr Lasala Jhonner Ricafort Jonel Prado Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science Concepts Diversitas Journal Conceptual understanding E-SelfIMO Philippines SHS Earth Science Mixed-Method |
| title | Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science Concepts |
| title_full | Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science Concepts |
| title_fullStr | Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science Concepts |
| title_full_unstemmed | Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science Concepts |
| title_short | Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science Concepts |
| title_sort | effect of e learning self directed interactive module e selfimo on students understanding of earth science concepts |
| topic | Conceptual understanding E-SelfIMO Philippines SHS Earth Science Mixed-Method |
| url | https://diversitasjournal.com.br/diversitas_journal/article/view/3444 |
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