1
Video-Based E-Module for Mathematics in Nature and Students’ Learning Experiences in a
Flipped Classroom
Jahfet N. Nabayra Aklan State University, Philippines
jahfetnabayra@gmail.com
Abstract
Purpose - This study aimed to develop video-based e-module for Mathematics in Nature lessons and documented students’ learning experiences in using the e-modules in a flipped classroom model.
Method - The participants of this study were 113 first year college students and 10 randomly selected students for an in-depth interview. The research instruments were document analysis guide and interview guide. Qualitative data analysis techniques employed were document analysis and thematic analysis.
Findings - The study revealed that there were lessons in the subject Mathematics in the Modern World that were relevant to the topic Mathematics in Nature. The developed video-based e-modules for the lessons on Mathematics in Nature have the following parts: title, learning objectives, overview, discussion, references, evaluation activity and answer key.
Moreover, it has two distinct features namely the checkpoint and key to correction. Furthermore, the students, based on their learning experiences with the video-based e-modules, found it to be unique and interesting, has immediate feedback with rich examples, flexible and efficient, effective and easy to understand in learning the concepts of mathematics in nature.
Significance - Students appreciate the concepts of mathematics in nature when hybridized with videos as revealed by their learning experiences with the e-modules implemented in a flipped classroom set up. It stimulates their interest and makes learning effective, efficient, and flexible. Thus, the developed video-based e-module indeed served its purpose as a unique and student-friendly instructional material integrating technology which would facilitate 21st century students’ learning at home through videos and maximise classroom time for more productive activities. This would also enrich their understanding of the concepts of Mathematics in Nature as reinforced by the developed video-based e- module with the use of technology.
Key words: Video-Based E-module, Flipped classroom, Students’ Learning Experiences, Mathematics in Nature
Introduction
Education technology is now entering the fourth generation after the three previous generations with greater emphasis on the process of stitching together distributed interactions with learners who control their preferred toolsets and video is one of the technologies used (Siemens et al., 2015). It is but undeniable that we are now living in the digital age and the proliferation of the use of technology-enhanced instructional materials is indeed evident. From primary to higher education, teachers and students become more familiar to this emerging tools in the teaching and learning process. In connection to this, most of the learners of the 21st century prefer to learn the content in their respective subjects with the use of computer technology and learning is not necessarily confined within the four walls of the classroom (Moore, 2010). That’s why curriculum and instruction should adopt innovative learning systems by inoculating higher order
2 thinking skills through problem-based approaches with the aid of technology because we live in a technology and media- suffused environment (The Partnership for the 21st Century Learning, 2015).
When using video in education, Day (2008) advanced that it can increase the time for more engaging learning activities in the classroom and lessen the time spent for discussing concepts or information by the teacher. Flipped classroom as an emerging strategy of the 21st century suits this kind of set up. When we say flipped classroom, Teach Thought Staff (2016) described this paradigm wherein students learn the content at home with the aid of technology like videos and use the in-class time inside the classroom for more productive activities anchored on the lessons learned by the students at home.
Moreover, in the context of Mathematics in the Modern World (MMW), as a new general education subject of CHED (Commission on Higher Education) based on CMO No. 20. s. 2013, lacking instructional materials such as books and modules are observed. There might be some existing modules like that of Navejas (2017) and that of Fernandez (2018), there are few resources that integrate the use of technology like videos and audio-visual aids. Thus, it is really essential to develop updated instructional materials like video-based e-modules to engage and empower today’s learners.
E-module is a digitalised module which can be regarded as a medium for individual learning because it is equipped with self-study guides. Unlike the conventional modules, e-module embeds videos and animations as one way of integrating ICT in the learning process, to enable users learn actively as compared to other modules in word or PDF format. With the use of e-module, it is expected that students’ learning of the concepts will be easy, effective, and efficient (Fajaryati et al., 2017).
In terms of the lessons about mathematics in nature, Aufmann et al., (2018) raised questions to this modern society on how often people thought about the appreciation of the beauty of the things around them. As rational beings, people tend to identify patterns, consciously or subconsciously, hence recognizing them feels natural. That’s why for the students to appreciate more the concept of mathematics in nature, developing this video-based e-module that will suit the way they learn in this technology-suffused environment can be of good springboard for them to learn those concepts.
Hence, this study was realised to develop video-based e-modules in selected topics on Mathematics in Nature in the subject Mathematics in the Modern World and document students’ learning experiences in using the e-modules in a flipped classroom model in response to the call of the 21st century of technology-enabled learning materials.
Theoretical Framework
This study is anchored on E-learning theory of Mayer and Moreno (2007) and Sweller (2005) in David (2015) which adheres to the principle that describe how electronic educational technology are used and designed to promote effective learning. This was based on the following principles: multimedia, modality, learner control, personalization, and signaling. Anchored Instruction (Bransford et al., 1990) that considers “anchor” material or media, often a video, to create common learning experiences and a springboard or starting point for further discussion, is also a foundation of this study.
Furthermore, constructivism as a learning theory asserting that learners form or construct most of their own learning and understanding (Schunk, 2012) is also evident in this study. In this learning theory, learners build personal meanings and interpretations based on experiences and interactions (Ertmer & Newby, 1993). When videos are utilised to assist students in being active in their construction of knowledge, constructivism can be observed. The relationship among the variables that were involved in this study is presented in the following paradigm.
3 Figure 1. Paradigm of the study
Problem Statement
A challenge to the educators today on how to craft, develop, and implement instructional materials (e.g. videos, podcasts) that engage learners and not just passive receivers of knowledge without compromising the concepts to be learned was raised by Wondergem (2017). Thus, the development of video-based e-modules can be one of the ways to engage students and teachers actively in the teaching and learning process. Yousef et al. (2014) explains that videos are advantageous because of its multi-faceted purposes that can enhance learning in a digital, face to face, or a combination of both (blended) classroom. Thus resulting to increased achievement and satisfaction. Moreover, there are two main ways to use video in the teaching and learning process from a leader’s point of view (Woolfitt, 2015). First is to use it as an instructional material to teach the content of the subject. Second is to utilise videos to communicate directly with the learners through the screen presence of the teacher and his audio discussion. Thus, video-based e-modules suit the flipped classroom paradigm because learning becomes personalised through the vicarious experiences of the students in using the e-modules.
Moreover, teachers must have developed a pre-recorded video lecture or module for students’ personal use at home to gain background knowledge for the flipped classroom to materialise and help cater the varied learners of today This connotes that the conventional practices in education need to be transmogrified because learners today want to be part of the learning process and not just mere spectators. It is from this point of view that the researcher became interested in exploring this research undertaking in developing video-based e-modules in the form of videos for Mathematics in Nature lessons to be used in a for flipped classroom and documenting students’ learning experiences in using those e- modules.
Specifically, this study aimed to answer the following questions: (1) What are the lessons in Mathematics in Nature in the subject Mathematics in the Modern World?; (2) What instructional materials can be developed that integrate videos in Mathematics in Nature for the flipped classroom set up?; and (3) How are the learning experiences of the students in using the video-based e-modules in a flipped classroom?
Methodology
Since this study aimed to develop video-based e-modules for Mathematics in Nature lessons to be used in a flipped classroom, design research in the context of ADDIE (Analysis-Design-Development-Implementation-Evaluation) model was the research design employed. It focused on the developmental studies of the educational design research to develop research-based solutions for complex problems in educational practice through the systematic analysis, design and evaluation of educational interventions which also aims to advance our knowledge about the characteristics of these interventions like how they were designed and developed (Plomp, 2013).
This research included 113 Bachelor of Secondary Education (BSEd) first year students of a certain State University in the Philippines who served as the participants in the tryout of the developed video-based e-module in a flipped classroom model. These students specialise in different fields namely Mathematics, English, Science, and Social Studies. Hence, heterogeneity and adequacy of the respondents were strongly observed in the study. They were chosen
Analysis of Relevant Lessons in Mathematics
in Nature
Design, Development, and Implementation of Video-Based E-module in
a Flipped Classroom
Students’ Learning Experiences in Using the Video-Based E-module in
a Flipped Classroom
4 using cluster sampling because they were included in the seven courses who were taking the subject during the conduct of the study. Moreover, 10 randomly selected students were included in a one-to-one in-depth interview to document their learning experiences in using the video-based e-modules in a flipped classroom set up. Pseudonyms of the 10 students involved in the interview were exposed in the study to ensure anonymity of their identities.
Document analysis guide and interview guide were the instruments used in this study. These instruments were validated by different experts depending on the nature of the instrument. With the aid of the Missouri Historical Society (2003) guide, the researcher used document analysis to determine the lessons about Mathematics in Nature in the subject Mathematics in the Modern World by reviewing the respective syllabus suggested by the Commission on Higher Education (CHEd) (n.d.) for the said subject. Document analysis is a systematic procedure for reviewing or evaluating both printed and electronic documents. Documents that may be used for systematic evaluation as part of a study may take a variety of forms (Bowen, 2009). In this study, only the course syllabus released by the commission was considered since this was the ideal guide that must be utilised by the teachers handling the subject. Moreover, the interview guide used in the study was composed of two parts namely, establishing rapport and learning experiences on the use of video- based e-modules. The answers of the students in the interview were subjected to thematic analysis.
The process of gathering pertinent data in this study was based on the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model (McGriff, 2000).
Analysis. In the Analysis stage, the goal of the researcher was to determine the relevant lessons about Mathematics in Nature in the subject Mathematics in the Modern World. A document analysis was done to the course syllabus released by CHEd to identify the desired topics.
Design. In the Design stage, the outline and the format of the video-based e-module was created. This outline was based on the data gathered from the Analysis stage and the course syllabus of MMW. It served as a guide for the development of the video-based e-module because it contained the parts of the e-module and its distinct features. Furthermore, the format of the e-module contains these necessary parts: title, learning objectives, overview, discussion, checkpoint and key to correction – two distinct features, and references. Activity sheets which would be answered by the students in the classroom and answer key were also provided (see Appendix B and C).
Development. During this stage, the researcher developed the video-based e-module based on the outline and format constructed in the Design stage. The content of the e-module was based on the information derived from the results in the Analysis stage. In addition, the video-based e-module was created using the Microsoft PowerPoint 2013 and was converted into a video format through the TechSmith Camtasia application version 18.
The development of the video-based e-modules commenced from creating a PowerPoint considering the parts enumerated in the design stage. Then, the researcher himself created the videos using his voice recording in discussing the concepts included in the PowerPoint presentation that conveyed the social presence of the teacher and provided vicarious learning experiences to the students. Experts’ opinions were also sought on the initial validation of the video- based e-module which were included in the final draft.
Implementation. In the Implementation stage, the developed video-based e-modules were tried out to the 113 BSEd first year college students. The instructors of the BSEd students in MMW including the researcher facilitated the tryout
5 of the video-based e-modules to the students in a flipped classroom set up. To further validate the tryout of the e- modules, other faculty were also invited to observe the class, including the researcher.
The implementation phase was done in a flipped classroom model. Prior to the implementation, students were informed that they will be adopting a flipped classroom model and the teachers included in the try-out were also oriented of their role in the class set-up. The video-based e-modules were given to the students a day prior to the face-to-face class for them to watch the videos at home and learn the concepts independently. During the actual face to face class set-up, the teachers were just facilitators of the class probing students’ understanding of the lessons viewed at home and redirecting students’ misconceptions and questions to be answered by their classmates making learning efficient and collaborative because the in-class time spent in discussing concepts were lessened. Afterwards, the activity sheets for the specific video-based e-module were also administered to check students’ progress in learning the concepts included in the e-modules.
Evaluation. After the tryout, 10 randomly selected students were interviewed about their learning experiences in using the video-based e-modules in a flipped classroom set up. A one on one in depth interview was conducted per student to generate rich experiences and probe their understanding about their perceptions on the use of video-based e-modules.
Moreover, document analysis was used to analyse the qualitative data in the course syllabus to identify relevant topics in Mathematics in Nature in the subject Mathematics in the Modern World (MMW) and thematic analysis was used to generate themes based on the students’ answers during the in depth interview of their learning experiences on the use of video-based e-modules in a flipped classroom. Thematic analysis was the process of identifying patterns or themes within qualitative data. Braun & Clarke (2006) suggest that it is the first qualitative method that should be learned as it provides core skills that will be useful for conducting many other kinds of analysis. The goal of a thematic analysis is to identify themes, i.e. patterns in the data that are important or interesting, and use these themes to address the research or say something about an issue. This is much more than simply summarising the data; a good thematic analysis interprets and makes sense of it (Braun & Clarke, 2013).
Results and Discussion
The study revealed that there were two relevant topics in Mathematics in the Modern World that included the lessons about Mathematics in Nature namely: “Patterns and Numbers in Nature and the World” and “Fibonacci Sequence” (see Appendix A). These can be observed in section 1.1 about “Mathematics in Our World” because these were the topics that articulated the concepts of mathematics in nature. Since the topics were more on mathematical patterns that can be observed in nature, this is in consonance to the views of Nocon and Nocon (2016) that mathematics is the study of patterns and Stewart (1995) that human mind and culture have developed a formal system of thought for recognizing, classifying, and exploiting patterns which was called mathematics. By using mathematics to organise and systematise our ideas about patterns, we have discovered a great secret: nature's patterns are not just there to be admired, they are vital clues to the rules that govern natural processes.
Developed Video-based E-module
The researcher based the topics of the video-based e-modules on the results of the document analysis. The developed video-based e-modules for Mathematics in Nature in the subject Mathematics in the Modern World have the following parts: title, learning objectives, overview, discussion, references, activity sheet and answer key. Moreover, it has two
6 distinct features that were included in the videos namely the checkpoint and key to correction which helped students reflect on their progress (see Appendix B and C).
This format is in accordance with the views of Acuram (2015) that the format and style of a module may differ depending on its purpose and the institution where it is developed. Basically, the components of each module should be title, overview, objectives, discussion of content, self-check test and evaluation activities, and references. It also follows the list of components of a typical module enumerated by Aguirre & de Cadiz (2013) which includes the title, overview, objectives, learning activities, and post-test.
Title. This is a brief but comprehensive statement of the entire theme in a specific video-based e-module. It will serve as a guide for the students on what a certain e-module has to offer. This can be seen in the fourth slide of every e-module after a short guide on the presence of the checkpoint section and the key to correction.
Learning Objectives. These are specific statements that would guide the students on what exactly are expected of them in going through each video-based e-module. It can be found immediately after the title of a specific e-module has been presented.
Overview. This resembles like a bird’s eye view of the topic to be covered by a certain video-based e-module. It is needed to prepare the minds of the students and to stimulate their interest. It can be observed immediately after the learning objectives have been revealed.
Discussion. This part of a video-based e-module is the actual lecture where every lesson is presented clearly, comprehensively, and with specific examples through the discussion of the teacher using his voice recording. It will enrich students’ understanding of the topic because of the extensive content included for each lesson. This follows right away after the overview.
References. This part of the video-based e-module is the list of books, other materials, or guides used in preparing the e-module which may be consulted for further understanding or appreciation of the lesson presented. It can be found in the last part of the e-module or video.
Checkpoint. This feature of the video-based e-module conveys that the students should check their progress as they go through the e-module. It could be a practice exercise, a drill, or a thought provoking question that would solicit their answers to better understand the topic discussed. It can be observed after a certain subtopic in an e-module has been presented.
Key to Correction. This feature of the video-based e-module will give the students immediate answers to the questions that are posted in the checkpoint section to keep track of their progress. This part of a certain e-module follows immediately after the checkpoint section as a way to check the answers of the students.
Appendix C shows the example of activity sheets performed by the students in the flipped classroom set up. Sample answer key is also provided for the teachers to guide them on how to check the works of the students.
7 Activity Sheet. The activity sheet is dealt with by the students the day after they watched the video or the lecture part of the video-based e-module. This is to find out what they have learned from the video that they watched prior to this activity as part of the e-module. This activity is printed so that the teacher can reproduce it and distribute to the students for them to work on independently. A time frame was also included in every activity so as the teachers can manage its administration efficiently. Scores were also indicated in every item so that students are aware of the point system.
Answer Key. This part of the video-based e-module presents the answers to the evaluation activities for every e-module.
It is intended as the teacher’s guide in checking the outputs or answers of the students. Some items, especially those that require creativity to answer, were provided with brief explanations. To add, notes were also given to the teacher reminding him/her to provide additional activity parallel to the given so as to enrich the understanding of the students in the topic whenever the students finished the activity prior to the allotted time frame. The same follow up activity must be given if most of the students got low scores in order to improve their understanding. Additional notes, like recognizing other ways of answering the question were also emphasised to encourage students to think creatively.
These necessary parts and features of the video-based e-module conform to the findings in the study of Sadiq and Zamir (2014) about the effect of modular approach in teaching at the university level. They concluded that modular teaching is more effective in as compared to ordinary teaching methods because in the former, students learn at their own pace. In this free self-learning strategy of teaching and learning, immediate reinforcement and feedback to practice exercises, motivate students and stimulate their interests. It also maximises students’ participation in the classroom by accomplishing the given activities spontaneously so the students feel free to learn in their own style.
Moreover, the distinct features of this video-based e-module are in consonance with the findings of Salleh and Zakaria (2012). Lecturers highlighted that by giving reflective questions after the completion of each sub-category in the activities can trigger metacognitive awareness among the students to be aware about their thinking skills as they use mathematics to make sense of the real life application in their related field.
Students’ Learning Experiences in Using the E-module
In this study, 10 first year BSEd college students were subjected to in depth interviews to determine their learning experiences in using the video-based e-modules in a flipped classroom set up. During the conduct of the interview, the students were allowed to speak in their mother tongue or native language so that they can express their thoughts better.
After the interview, the researcher conducted a thematic analysis of their responses which came up with four themes.
English translations were provided in the discussion for those answers of the students based on their native languages.
When students were asked about their experiences in the use of video-based e-modules in delivering the lesson, their responses present the idea that the e-modules were unique and interesting, has immediate feedback with rich examples, flexible and efficient, effective and easy to understand in learning the concepts of mathematics in nature.
Interesting and Unique. The students found the video-based e-modules unique because it was their first time to utilize such instructional material in the concepts of mathematics in nature. It was also the purpose of the researcher to bring mathematics into life by using videos.
Anne explained that “Ahm… sa e-module sir hay para kakun kakaiba imaw nga experience kasi since abi sir tag nagtuon ako it high school hay makarun paeang nakon na-experience nga pwedi man gali du math nga parang i-YouTube style ngarun nga du lesson hay bukon eang gid imaw it para sa classroom which is pwedi mo man gali imaw madaea sa baeay” (When it comes to the video-based e-module, it’s a unique experience
8 for me because I haven’t experienced such way of learning mathematics like a YouTube style in my high school days wherein the lessons weren’t only confined in the classroom but can also be brought at home).
In addition, they asserted that the e-module was interesting and exciting to learn with because of the visual impact with voice explanation by the teacher.
Jason further added, “Aside from that, we can easily focus because of the visual presentation of examples supported with explanations via audio clip I guess. That's why this video-based e-module is a great help in order for us to analyse each lesson and be critical enough on thinking possible ways for solving each problem.”
Mae also liked the video-based e-module because of her first time experience with this kind of material which made the e-module exciting and interesting and turned to be a unique experience for the students.
Mae cited that “Ah… I find the e-module interesting and exciting also it is very innovative and new for me because it is the first time I have experienced that kind of method.” (I find the e-module interesting and exciting as well as very innovative because it is my first time to experience that method).
Students’ answers agree with the findings of Cox (2017) on the belief of the learners that technology makes learning more interesting and fun especially for challenging or boring subjects. That is why they prefer virtual lessons, through a video, or when using a tablet.
Has Immediate Feedback with Rich Examples. To add, the respondents also agreed that the video-based e-module has immediate feedback with a plurality of examples because of the presence of practice exercises in the form of checkpoints that serve as their way of checking their progress across the e-module. The key to correction part was also significant since this plays the role of giving the students a good explanation to the practice exercises that enhances students’
reflective thinking skills through self-assessment. This was supported by what Ben shared.
Ben: “Ahm… I think the factor there is the checkpoint… kasi you can pause it and… there’s an answer given and… you explained it very well naman sir yung mga details doon and… although na sa checkpoint niya mali- mali ang mga sagot ko sa iba but as nalaman ko na yung sagot, dun ko na siya nagets na ahh… ganito pala siya, simple lang pala siya” (I think the factor there is the checkpoint section because you can pause it and the answer will be given right away. To add, you have explained it very well sir especially the details. Although I have many incorrect answers but once I have viewed the answer key, that’s the time when I realised and learned how simple it is).
In fact, the presence of the checkpoint section and the key to correction part made the video-based e-module comfortable for the students in a flipped classroom model because of the examples and embedded tasks within the videos which tested their learnings as what John said.
John: “ E-module also provide opportunity to the students to study at home because it provides clear idea/
discussion about the topic then, the example were provided you could also test your learnings through activities/task provided in a video.”
Mary also iterated that the checkpoint helped them in keeping track of their progress in using the video-based e-module especially in a flipped classroom.
9 Mary narrated that “I love the checkpoints because I can track my progress and… see if I learned” (I love the checkpoints because through them, I can track my progress and see if I learned from the topic discussed).
These findings conform to the result of the study of Nardo and Hufana (2014) that students’ understandings were heightened after the exposure to appropriate activities. The result implies that the activities in the e-modules were suitable for the students. It also substantiates the recommendation of Woolfitt (2015) that active elements (such as quizzes) and other learning activities should be combined and incorporated in the videos. A well-developed video has contents that are appropriately constructed that sometimes uses text or images as better format for conveying information, such as for comparing multiple examples and detailed information that learners will need to revisit repeatedly.
Effective and Easy to Understand. The answers of the students boil down to the idea that the video-based e-modules for Mathematics in Nature lessons are indeed effective and easy to understand learning material.
Gary stated that “Honestly speaking sir hay… wa ko gina expect nga mailaan ko tag e-module kasi tag ginhambae mo ngato nga sa first… sa pagpresent mo it imo nga research hay video type du paghambae sa mga students, abi ko indi magwork sa una kasi malisod eun ngani du pag understand kapag live du gahambae si teacher pero how much more pa makon kun sa video nga wa’t interaction with the teacher… but as gin mantaw ko tag video hay… nakibot ako sang self nga nahambae ko ta nga saea akon nga ginhambae nga…
akon nga pag judge kasi effective para kakun tag e-module ag mas nagets ko imaw… ag naila ako sa akong experience kasi very informative ag wa ako gaexpect nga mailaan ko tag math sa nature dikato in some ways”
(Honestly sir, I am not expecting that I will like the video-based e-module because as what you have said during the presentation of your research, it will be in a form of video. I thought it would not work at first because I found it hard to understand in an actual discussion with the teacher, how much more in a form of video where interaction with the teacher is impossible. But as I watch the video, I was amazed and I said to myself that I was wrong in my judgment because the e-module was effective. I like the experience because it was very informative and I’m not expecting that I will like mathematics in the context of nature in some ways).
Furthermore, the students find the videos in the e-modules simple, comprehensive, effective, and easy to understand as agreed by Mae and Betty.
Betty said that, “E-module is very beneficial and effective educational material for me because it is comprehensible, understandable, and composed of various examples. It is good for those students who cannot easily understand and catch up a certain topic fully like me because it gives me a chance to study it again. The efforts of putting some pictures, voice over, and the smooth transitions of effects are also helpful in learning the discussion very well.”
Mae also liked the video-based e-module because of its specific examples with explanations which contributed a lot to his understanding of the lesson.
Mae cited that “E-module is easy to understand because it provides examples that are… about the topic and may explanations…” (The e-module is easy to understand because of the examples about the topics with corresponding explanations).
It agrees with the findings of Robles (2009) that the development of Computer Assisted learning Program (CALP) in Physic, a technology-enhanced instructional material, could relieve teachers from doing repetitive tasks in the classroom activity, and further improve the morale, motivation and retention power of learner.
10 Flexible and Efficient. Moreover, the flexibility of the video-based e-module played a big part in its effectiveness as a learning material because students can play and pause the videos depending on their available and most convenient time. It was further validated by what Karen have said.
Karen: “Manami sir kasi ano… even though mana may ginaubra ka hay pwedi mo anay imaw i-pause for a while tapos hay balikan mo euman imaw… padayun ka euman sa pagtan-aw kung halimbawa mana nga may time ka euman, tapos hay du mas manami pa sir is… tag du tipo nga kun indi mo mana imaw magets hay pwedi mo imaw balikan ag tapos hay… hasta sa maeubtan mo gid imaw it mayad…” (The video-based e- module was good and versatile. Although you have something to do, you can pause it for a while and play it again. You can continue watching the video again if you have time, and the best part is that when you didn’t understand it at first, you can rewind and watch the video again until you will finally learn it).
To add, Jay also presents the idea that the video-based e-modules are efficient in saving time and effort in learning especially in a flipped classroom set up.
Jay further added that, “The e-modules on MMW are really efficient in elaborating and giving clarity to the subject matter. In a span of few minutes, it can tackle a week-long topic. It is also advantageous to us, students, because it saves us time in jotting down notes which is time and effort consuming. The fact that I can watch it anywhere and anytime is amazing.”
This findings attest what Karabulut‐Ilgu et al., (2017) cited about some benefits of flipped learning like flexibility that enables the students to rewatch the lecture videos, pause and rewind these materials, take notes and solve example problems while watching the lecture videos, and have access to course materials for 24/7 are suited for students with different learning preferences and personal commitments. This flexible teaching and learning environment also opened opportunities for more problem solving activities.
Moreover, it also confirms the results in the study of Davies et al. (2013) that a technology-enhanced flipped classroom was both effective and scalable that facilitated learning better than the simulation-based training. In addition, students found this approach to be more motivating combined with greater differentiation of instruction. The flipped classroom approach allows students to learn at their own pace, as they can stop, backtrack, and review while watching videos.
Conclusion On the basis of the findings, the following conclusions were drawn:
In the subject Mathematics in the Modern World, one can find topics relevant to Mathematics in Nature which can be made more interesting through video-based e-modules that would enhance students’ understanding that nature is also rich in mathematical concepts.
The developed video-based e-module which was not only consist of the rudimentary parts of a module but also contains distinct features namely, checkpoint and key to correction, would surely help students reflect on their learning progress through self-assessment as indicated by the learning experiences of the students who considered checkpoint and embedded assessment as the best part of the video-based e-modules.
Students appreciate the concepts of mathematics in nature when hybridized with videos as revealed by their learning experiences with the e-modules implemented in a flipped classroom set up. It stimulates their interest and makes learning effective, efficient, and flexible.
11 Thus, the developed video-based e-module indeed served its purpose as a unique and student-friendly instructional material integrating technology which would facilitate 21st century students’ learning at home through videos and maximise classroom time for more productive activities. This would also enrich their understanding of the concepts of Mathematics in Nature as reinforced by the developed video-based e-module with the use of technology.
Hence, it is recommended that educators especially in the field of mathematics are encouraged to craft, develop, and tryout technology-based instructional tools and strategies to provide interesting and authentic experiences to the learners of the 21st century liked the video-based e-modules.
Students and teachers, being the main beneficiaries of the study, should not focus learning of different concepts within the classroom but should also discover more effective and efficient paradigms in learning like the flipped classroom model where lectures can be done at home in the form of the developed videos by the teachers.
Innovative projects must be enacted by school leaders such as instructional materials development and enhancement trainings for teachers in terms of pedagogy and instructional materials design especially in the integration of technology like videos in teaching through innovative instructional materials so as to cater the needs of the 21st century learners and consequently enhance students’ learning of the subjects.
A more in-depth research on the developed video-based e-module in this study might be pursued to ascertain the effectiveness of this instructional material like conducting experiments with control groups to quantify the effect of these e-modules to student performance.
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Acknowledgment: The researcher would like to extend his heartfelt appreciation to the Department of Science and Technology-Science Education Institute (DOST-SEI) in the Philippines for the financial assistance that they have provided in order for this study to materialize.
Author:
Jahfet N. Nabayra Instructor I
College of Teacher Education, Aklan State University, Philippines Email: jahfetnabayra@gmail.com
14 APPENDIX A – LESSONS ON MATHEMATICS IN NATURE IN THE SUBJECT MATHEMATICS IN THE
MODERN WORLD (Source: CHED, 2013)
15
16 APPENDIX B – PARTS AND FORMAT OF THE VIDEO-BASED E-MODULES
17
18 APPENDIX C – SAMPLE ACTIVITY SHEETS AND ANSWER KEY
19
20
21 APPENDIX D – INSTRUMENTS
INTERVIEW GUIDE
I. Establishing Rapport
Can you tell me something about yourself – age, address, birthdate, etc.?
Where did you finish your secondary education?
How much do you like mathematics?
Can you find some mathematical concepts in nature?
II. Learning Experiences on the Use of E-module
Can you describe your learning experiences in using the video-based e-modules?
How did you find it – easy to understand, interesting, exciting, etc.?
Which part of the video-based e-module do you like the most or hate the most? Why?
Did the video-based e-module help you to understand easily the concept discussed? In what way?
What can you suggest or recommend to enhance the e-module?
DOCUMENT ANALYSIS GUIDE
This guide for document analysis aims to determine relevant lessons on Mathematics in Nature in the subject Mathematics in the Modern World.
Documents to Analyze: Course Syllabus of Mathematics in the Modern World (MMW)
TYPE OF DOCUMENT:
DATE(S) OF THE DOCUMENT:
AUTHOR/CREATOR OF THE DOCUMENT:
FOR WHOM WAS THE DOCUMENT WRITTEN:
DOCUMENT INFORMATION:
A. List the things that the document had that you think are relevant to the purpose of this document analysis.
B. Why do you think this document was written? What evidence in the document helps you know why it was written?
C. What are the relevant lessons on mathematics in nature in the course syllabus of MMW?
