Literaturnachweis - Detailanzeige
| Autor/in | Jimenez, E. C. |
|---|---|
| Titel | Contextualized E-Learning Resource: A Tool for Stronger Academic Platform |
| Quelle | 4 (2020) 2, S.110-116 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2581-6942 |
| Schlagwörter | Electronic Learning; Instructional Effectiveness; Academic Achievement; Instructional Materials; Multimedia Materials; Multilingual Materials; Mathematics Instruction; Elementary School Students; Grade 3; Place Based Education; Foreign Countries; Philippines |
| Abstract | The aim of this study was conducted to identify the impact of contextualized e-learning resources as tools for a stronger academic platform. To achieve this, this paper used an experimental type of research. A total of 180 students participated in the experiment using cluster sampling. For the instrument, this study used Supplementary Learning Resources (Digital Flipbook). A paired sample t-test was used to assess the significant effect of the contextualized e-learning resource to the academic performance of the students. The experiment found that there is no significant difference between the means pre-test scores of the two groups. But upon the utilization of contextualized e-Learning Materials, it showed that the p-value of the post-test scores is less than the alpha significance level 0.05. This means that the use of contextualized e-Learning Resources in teaching Mathematics in grade 3 learners has a significant effect to increase learners' academic performance. This also proved that the use of contextualized e-Learning Resources increases the academic performance of learners. The electronic tools provided by the teacher created a sound learning environment to master the least learned competencies. In light of the conclusion drawn, the researcher recommended pertinent suggestions that are deemed beneficial for the teachers and heads of institutions. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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