STUDYING THE IMPACT OF E-MODULES AND ONLINE SELF-DIRECTED LEARNING OF CHEMISTRY AT THE HIGHER SECONDARY LEVEL

Abstract

Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning.There are many studies conducted in a variety of learning methods, but the overall impact related to the use of e-modules is still lacking. Therefore, this study aims to examine the impact of the use of e-modules in learning and facilitation.The questionnaire data are collected from 549 higher secondary school students. This study aims to analyze the effectiveness and impact of self-directed learning-based e-modules in improving higher secondary school students to improve their learning performance in chemistry subject. The purpose of this study was to analyze the effects of using e-modules on students’ attitudes, students’ interests, students’ retention levels, and student’s learning outcomes in an online learning environment. This research used a quasi-experimental research design with a nonrandomized control-group pretest-posttest design. This study examines efficiency towards the learners’ attitude and performance. Multiple representations integrated with learning materials in the e-modules helped students understand chemistry concepts. The ordered stages of guided discovery learning integrated with complete and interactive multimedia in the e-modules facilitated students to engage in learning, investigating, and evaluating information to conclude; the attempts to train higher-order retention level. It predicted that self-learning modules are more effective than conventional modes. Therefore, it can be demonstrated that guided discovery learning-based chemistry e-module can effectively improve higher secondary school students learning outcomes. Consequently, this study, makes it easier for students to connect between levels of retention and attitude of each concept with self-learning or E-modules. In addition to increasing students’ skills, applying modules in learning from both printed and electronic modules can improve learning outcomes, performance, and interest of students in learning chemistry.

Keywords: E-Modules, Self-Learning Modules, Higher Secondary Students,Quasi-Experimental Design, Descriptive-Correlational Research, Learners’ Attitude and Learners’ Performance