Research Article

Messenger lectures and video lessons as mathematics interventions for modular distance learning

Alvin Odon Insorio 1 2 * , Jorelyn Estrellado Insorio 3
More Detail
1 College of Graduate Studies and Teacher Education Research, Philippine Normal University, Manila, PHILIPPINES2 San Pedro College of Business Administration, Laguna, PHILIPPINES3 Pacita Complex National High School, Laguna, PHILIPPINES* Corresponding Author
International Journal of Professional Development, Learners and Learning, 5(1), January 2023, ep2306, https://doi.org/10.30935/ijpdll/13008
Submitted: 19 August 2022, Published: 28 February 2023
OPEN ACCESS   2298 Views   1237 Downloads
Download Full Text (PDF)

ABSTRACT

Providing self-learning modules and other printed materials under modular distance learning in the Philippines does not guarantee the acquisition of learning competencies, particularly in mathematics, wherein explanation and illustration of concepts, principles, and procedures demand the teacher’s clarification. To address this, Facebook Messenger was used as a platform to communicate with the students and deliver interventions like lectures through posting slides with voice clips and video lessons. This study aimed to establish the effectiveness of the said interventions for grade 7 mathematics using practical action research. Test material, questionnaire, and interview guide were the instruments used in collecting data validated by a master teacher and two head teachers in mathematics education. Quantitative data were analyzed using SPSS version 23 and qualitative data were analyzed using thematic analysis. Based on the findings, lectures and video lessons through Facebook Messenger helped students understand the mathematical concepts and procedures for solving mathematical problems. It means that the said interventions via Facebook Messenger were adequate for the students to cope with the learning challenges in mathematics brought by modular distance learning. However, the students suggested that sustain the interventions for a longer time.
Keywords: Facebook Messenger, lecture, mathematics intervention, modular distance learning, video lesson

CITATION (APA)

Insorio, A. O., & Insorio, J. E. (2023). Messenger lectures and video lessons as mathematics interventions for modular distance learning. International Journal of Professional Development, Learners and Learning, 5(1), ep2306. https://doi.org/10.30935/ijpdll/13008

REFERENCES

  1. Abdullaeva, D. N., Komilov J.N., & Beknazarov, B.H. (2022). Efficiency of using video lessons to keep the knowledge provided in the educational process in the student’s memory. International Congress on Multidisciplinary Studies in Education and Applied Sciences: Conference Zone, 287-290.
  2. Alqurashi, E. (2018). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. https://doi.org/10.1080/01587919.2018.1553562
  3. Amstelveen, R. (2018). Flipping a college mathematics classroom: An action research project. Education and Information Technologies, 24, 1337-1350. https://doi.org/10.1007/s10639-018-9834-z
  4. Anggoro, K., & Rueangrong, P. (2020). Facebook: An alternative learning platform for online English as a foreign language instruction in the time of COVID-19. Journal of Education Naresuan University, 23(1), 413-423.
  5. Baer, J., & Vargas, D. (2021). Effects of using video lessons in the mathematics achievement of senior high school learners. Social Science Research Network. https://doi.org/10.2139/ssrn.3823175
  6. Brezovnik, S., & Lipovec, A. (2021). Primary school mathematics video lectures. In Proceedings of the International Symposium Elementary Mathematics Teaching (pp. 103-112).
  7. Bullo, M. (2021). Integration of video lessons to grade-9 science learners amidst COVID-19 pandemic. International Journal of Research Studies in Education, 10(9), 67-75. https://doi.org/10.5861/ijrse.2021.670
  8. Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(14), 1-10. https://doi.org/10.1186/s42466-020-00059-z
  9. Castroverde, F., & Acala, M. (2021). Modular distance learning modality: Challenges of teachers in teaching amid the COVID-19 pandemic. International Journal of Research Studies in Education, 10(8), 7-15. https://doi.org/10.5861/ijrse.2021.602
  10. Cui, Y., Jia, W., Wang, S., & Li, T. (2022). Chinese interpreting students’ learning motivation and performance in the COVID-19 context: A quasi-experimental study. SN Social Sciences, 2(127), 1-18. https://doi.org/10.1007/s43545-022-00453-1
  11. Dangle, Y. R., & Sumaoang, J. (2020). The implementation of modular distance learning in the Philippine secondary public schools. In Proceedings of the 3rd International Conference on Advanced Research in Teaching and Education. https://doi.org/10.33422/3rd.icate.2020.11.132
  12. Dankel, S. J., Mouser, J. G., Mattocks, K. T., Counts, B. R., Jessee, M. B., Buckner, S. L., & Loenneke, J. P. (2017). The widespread misuse of effect sizes. Journal of Science and Medicine in Sport, 20(5), 446-450. https://doi.org/10.1016/j.jsams.2016.10.003
  13. Dargo, J., & Dimas, M. (2021). Modular distance learning: Its effect in the academic performance of learners in the new normal. Journal of Education, Teaching and Learning, 6(2), 204-208. https://doi.org/10.26737/jetl.v6i2.2672
  14. DepEd Order No. 012, s. 2020. (2020). Adoption of the basic education learning continuity plan for school year 2020-2021 in the light of the COVID-19 public health emergency. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_012.pdf
  15. DM-CI-2020-00162. (2020). Suggested strategies in implementing distance learning delivery modalities (DLDM) for school year 2020-2022. https://region8.deped.gov.ph/wp-content/uploads/2020/07/DM-CI-2020-00162-2.pdf
  16. Dreyer-Gibney, K., Coghlan, D., & Coughlan, P. (2022). Power and politics in new service development: An insider action research study. Systemic Practice and Action Research, 35, 275-301. https://doi.org/10.1007/s11213-021-09571-y
  17. Estrella, F. (2022). Ecuadorian university English teachers’ reflections on emergency remote teaching during the COVID-19 pandemic. SN Social Sciences, 2(63), 1-21. https://doi.org/10.1007/s43545-022-00365-0
  18. Farhan, R. N. (2019). Online discussion via Facebook Messenger: Impact on students’ test performance of William Golding’s “Lord of the flies.” International Journal of Innovative Technology and Exploring Engineering, 9(2), 4782-4787. https://doi.org/10.35940/ijitee.B6702.129219
  19. Gangneux, J. (2020). Tactical agency? Young people’s (dis)engagement with WhatsApp and Facebook Messenger. Convergence: The International Journal of Research into New Media Technologies, 27(2), 1-14. https://doi.org/10.1177/1354856520918987
  20. Halek, M., Holle, D., & Bartholomeyczik, S. (2017). Development and evaluation of the content validity, practicability and feasibility of the innovative dementia-oriented assessment system for challenging behavior in residents with dementia. BMC Health Services Research, 17(1),554. https://doi.org/10.1186/s12913-017-2469-8
  21. Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, P. (2015). Video and online learning: Critical reflections and findings from the field. Social Science Research Networ Electronic Journal, 1-31. https://doi.org/10.2139/ssrn.2577882
  22. Huang, M. C. L., Chou, C. Y., Wu, Y. T., Shih, J. L., Yeh, C. Y. C., Lao, A. C. C., Fong, H., Lin, Y. F., & Chan, T. W. (2020). Interest-driven video creation for learning mathematics. Journal of Computers in Education, 7(3), 395-433. https://doi.org/10.1007/s40692-020-00161-w
  23. Ismail, F. K., & Zubairi, A. M. (2022). Item objective congruence analysis for multidimensional items content validation of a reading test in Sri Lankan University. English Language Teaching, 15(1), 106-117. https://doi.org/10.5539/elt.v15n1p106
  24. Janis, I. (2022). Strategies for establishing dependability between two qualitative intrinsic case studies: A reflexive thematic analysis. Field Methods, 34(3), 240–255. https://doi.org/10.1177/1525822X211069636
  25. Jungić, V., Kaur, H., Mulholland, J., & Xin, C. (2015). On flipping the classroom in large first year calculus courses. International Journal of Mathematical Education in Science and Technology, 46(4), 508-520. https://doi.org/10.1080/0020739X.2014.990529
  26. Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013.10.001
  27. Le, V. T., Nguyen, N. H., Tran, T. L. N., Nguyen, L. T., Nguyen, T. A., & Nguyen, M. T. (2022). The interaction patterns of pandemic-initiated online teaching: How teachers adapted. System, 105, 102755. https://doi.org/10.1016/j.system.2022.102755
  28. Lipomi, D. J. (2020). Video for active and remote learning. Trends in Chemistry, 2(6), 483-485. https://doi.org/10.1016/j.trechm.2020.03.003
  29. Maningo, J. (2021). Effectiveness of modular and video lessons to the performance of grade 3-4 pupils in English. International Journal of Advanced Multidisciplinary Studies, 1(4), 36-44. https://doi.org/10.22236/ellter.v3i1.8897
  30. Nieborg, D., & Helmond, A. (2019). The political economy of Facebook’s platformization in the mobile ecosystem: Facebook Messenger as a platform instance. Media, Culture & Society, 41(2) 196-218. https://doi.org/10.1177/0163443718818384
  31. Nugroho, A., Warnars, H. L. H. S., Heriyadi, Y., & Tanutama, L. (2019). Measure the level of success in using Google Drive with the Kuder Richardson (KR) reliability method. In Proceedings of the 2019 International Congress on Applied Information Technology (AIT), Yogyakarta, Indonesia (pp. 1-7). https://doi.org/10.1109/ait49014.2019.9144915
  32. Ou, C., Joyner, D.A., & Goel, A.K. (2019). Designing and developing video lessons for online learning: A seven-principle model. Online Learning, 23(2), 82-104. https://doi.org/10.24059/olj.v23i2.1449
  33. Rahmadani, Setiawan, I., & Nurlaelah, E. (2019). Video-based learning: Using technology to increase student mathematics learning results. In Proceedings of the 1st International Seminar STEMEIF (pp. 569-579).
  34. Raykov, T., Di Stefano, C., Calvocoressi, L., & Volker, M. (2022). On effect size measures for nested measurement models. Educational and Psychological Measurement, 82(6), 1225-1246. https://doi.org/10.1177/00131644211066845
  35. Rudolph, M. (2017). Cognitive theory of multimedia learning. Journal of Online Higher Education, 1(2), 1-15.
  36. Samani, E., & Noordin, N. (2020). Getting connected with Facebook Messenger: Exploring meaningful interactions through online chats in the ESL context. Journal of Modern Research in English Language Studies, 7(3), 23-44.
  37. Sharma, L. R. (2021). Analysis of difficulty index, discrimination index and distractor efficiency of multiple choice questions of speech sounds of English. International Research Journal of MMC, 2(1), 15-28. https://doi.org/10.3126/irjmmc.v2i1.35126
  38. Stowell, F., & Kramarova, P. (2022). Virtual action research: Two examples. Systemic Practice and Action Research. https://doi.org/10.1007/s11213-022-09620-0
  39. Tananuraksakul, N. (2018). Facebook Messenger as the medium of academic consultation and the message in a Thai context. In Proceedings of the International Conference on Communication & Media (pp. 18-19).
  40. Taylor, M. J., McNicholas, C., Nicolay, C., Darzi, A., Bell, D., & Reed, J. E. (2014). Systematic review of the application of the plan-do-study-act method to improve quality in healthcare. BMJ Quality & Safety, 23(4), 290-298. https://doi.org/10.1136/bmjqs-2013-001862
  41. Trinidad, M., Vertudes, L., & Garcia, A. C. (2022). Utilization of video lessons as mathematics intervention material in modular distance learning. Iconic Research and Engineering Journals, 5(12), 235-240.
  42. Ventura, C. A. A., Austin, W., Carrara, B. S., & de Brito, E. S. (2021). Nursing care in mental health: Human rights and ethical issues. Nursing Ethics, 28(4), 463-480. https://doi.org10.1177/0969733020952102
  43. Wagner, M., Gegenfurtner, A., & Urhahne, D. (2020). Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis. Zeitschrift für Pädagogische Psychologie [Journal of Educational Psychology], 35, 11-31. https://doi.org/10.1024/1010-0652/a000274
  44. Wang, Q., Woo, H., Quek, C., Yang, Y., & Liu, M. (2011). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 1-11. https://doi.org/10.1111/j.1467-8535.2011.01195.x