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