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

Textual and Media-Based Self-Learning Modules: Support for Achievement in Algebra and Geometry
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Author(s): Jacqueline Kareem (Christ University, India), Minu Mary Mathew (Christ Junior College, India) and Daliya David (St. Mary's School, India)
Copyright: 2022
Volume: 12
Issue: 1
Pages: 16
Source title: International Journal of Virtual and Personal Learning Environments (IJVPLE)
Editor(s)-in-Chief: Thomas Connolly (University of the West of Scotland, United Kingdom)
DOI: 10.4018/IJVPLE.285596

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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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