Teacher-MadeE-Learning Module in Social Studies 10

Abstract

INTRODUCTION

Today, there are 21st-century teacher facilitators and 21st-century learners who are using the current trends of learning which is more on computer-based interactive modules and materials. This process creates opportunities that enable students to promote their knowledge and skills for the purpose in everyday life activities. Students in this new curriculum are expected to be globally aware and able to use resources that exist not only inside the school but also outside the school campus Thus, this study focused on the effectiveness of the utilization of e-learning modules and instructional materials.

METHODS

The respondents of the study were social Science teachers and learners. The questionnaire was used in collecting the data, then it was tallied and tabulated. Weighted mean and standard deviation were used to determine the components of the developed e-learning module in terms of the objectives, learning content, and materials, significance, interest, validity, feasibility and adaptation. The Pearson Product Moment Coefficient of Correlation was used to identify the relationship between two variables: the components and criteria of the e-learning module to the developed or made e-learning modules of the Social Studies teachers in two units.

RESULTS

The respondents agreed that the level of components of e-Learning were objectives, learning content, and materials. Then, the level of criteria in the evaluation of e-Learning Module was also acceptable which pertains to significance, interest, validity, feasibility, and adaptation. Hence, it is marked that there is a significant relationship between the components of e-learning to the criteria in the evaluation of e-module and developed e-learning module.

However, it is noted in the study that there is no significant relationship between the developed e-learning module and criteria on the evaluation of the module.

DISCUSSIONS

The results of the findings revealed that there were different components of e-learning which were evaluated through different criteria. These were significant factors that should be considered in developing instructional programs and interventions that suit the needs of 21st-century learners. Therefore, the developed e-learning modules may be utilized by the Social Science teachers, this may help them to be more updated on the current trends of education especially pertaining to the21st-century learners.