The effect of using interactive e-books on students’ mastery of learning competencies in science 9

Sharon M. Ananayo

doi:10.56003/jse.v3i1.146

Authors

Sharon M. Ananayo San Antonio Integrated School, Philippines

DOI:

https://doi.org/10.56003/jse.v3i1.146

Keywords:

E-book utilization, Distance learning, Teaching strategy

Abstract

Even in the midst of the COVID-19 pandemic, learning has to continue. With this, different learning modalities were employed, and different teaching strategies were explored. This research investigated the effect of using interactive e-books on students’ mastery of learning competencies in science 9. Explanatory Sequential Mixed Methods Research Design was used wherein the quantitative data were gathered and analyzed first then followed by the collection and analysis of qualitative data. The participants were 17 students from the control group and another 17 from the experimental group, who were selected through purposive sampling. The control group was employed with two-way radio-guided modular distance learning modality while the experimental group utilized the developed interactive e-books. Findings revealed that the utilization of e-books has significantly improved the mastery level of the students. In addition, e-book utilization does not present any learning differences when compared to the two-way radio-guided modular distance learning modality indicating that this strategy is as effective as the two-way radio-guided instruction. The improvement in the mastery level of the students could be attributed to the positive feedback of the users on the interactive e-books, which include user satisfaction, clarity of multimedia, playability of e-books, and benefits of using e-books. However, some students have experienced minor difficulty with the installation of e-books.

Downloads

Download data is not yet available.

References

Abidin, N. A. S. Z., & Tho, S. W. (2018). The Development of an Innovative Resonance Experiment Using Smartphones with Free Mobile Software Applications for Tertiary Education. International Journal of Education and Development Using Information and Communication Technology, 14(1), 164–176.

Alshaya, H., & Oyaid, A. (2017). Designing and Publication of Interactive E-Book for Students of Princess Nourah Bint Abdulrahman University: An Empirical Study. Journal of Education and Practice, 8(8), 41–57.

Ananth Indrakanti, Milan Chutake, Stephen Prouty, Venkat Sundaranatha, V. K. (2022). Gadget Addiction. Sutardja Center for Entrepreneurship & Technology. https://scet.berkeley.edu/reports/gadget-addiction/

Asrowi, Hadaya, A., & Hanif, M. (2019). The impact of using the interactive e-book on students’ learning outcomes. International Journal of Instruction, 12(2), 709–722. https://doi.org/10.29333/iji.2019.12245a

Barr, M., & Copeland-Stewart, A. (2022). Playing Video Games During the COVID-19 Pandemic and Effects on Players’ Well-Being. Games and Culture, 17(1), 122–139. https://doi.org/10.1177/15554120211017036

Bree, R., & Gallagher, G. (2016). Using Microsoft Excel to code and thematically analyse qualitative data: a simple, cost-effective approach. Aishe-J, 8(2), 2811–28114. http://ojs.aishe.org/index.php/aishe-j/article/view/[281]

Buchanan, D., Hargreaves, E., & Quick, L. (2022). Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children. Education 3-13, 0(0), 1–14. https://doi.org/10.1080/03004279.2022.2043405

Creswell, J. W., Ivankova, N. V., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Sage Journals, 18(1). https://doi.org/https://doi.org/10.1177/1525822X0528226

Department of Education. (2020). Adoption of the basic education learning continuity plan for school year 2020-2021 in light of the COVID-19 public Health emergency. 1–883. https://www.deped.gov.ph/2020/06/19/june-19-2020-do-012-2020-adoption-of-the-basic-education-learning-continuity-plan-for-school-year-2020-2021-in-the-light-of-the-covid-19-public-health-emergency/

Dolgunsöz, E., & Yıldırım, G. (2021). Pedagogy The Role of Mobile Devices on Online EFL Skill Courses During Covid-19 Emergency Remote Education. ACUITY: Journal of English Language Pedagogy, Literature and Culture, 6(2). https://doi.org/10.35974/acuity.v6i2.2486

Donati, M. A., Guido, C. A., De Meo, G., Spalice, A., Sanson, F., Beccari, C., & Primi, C. (2021). Gaming among children and adolescents during the covid-19 lockdown: The role of parents in time spent on video games and gaming disorder symptoms. International Journal of Environmental Research and Public Health, 18(12). https://doi.org/10.3390/ijerph18126642

Fernandes, B., Biswas, U. N., Tan-Mansukhani, R., Vallejo, A., & Essau, C. A. (2020). The impact of COVID-19 lockdown on internet use and escapism in adolescents. Revista de Psicologia Clinica Con Ninos y Adolescentes, 7(3), 59–65. https://doi.org/10.21134/rpcna.2020.mon.2056

Gan, C. L., & Balakrishnan, V. (2014). Determinants of mobile wireless technology for promoting interactivity in lecture sessions: an empirical analysis. Journal of Computing in Higher Education, 26, 159–181. https://doi.org/10.1007/s12528-014-9082-1

He, H. (2020). E-Learning Theory. https://opentext.wsu.edu/theoreticalmodelsforteachingandresearch/chapter/e-learning-theory/

Hsieh, Y., & Huang, S. (2020). Using an E-book in the secondary English classroom: Effects on EFL reading and listening. Education and Information Technologies, 25, 1285–1301. https://doi.org/10.1007/s10639-019-10036-y

Labana, R. V., Hadjisaid, J. L., Imperial, A. R., Jumawid, K. E., Lupague, M. J. M., & Malicdem, D. C. (2020). Online Game Addiction and the Level of Depression Among Adolescents in Manila, Philippines. Central Asian Journal of Global Health, 9(1). https://doi.org/10.5195/cajgh.2020.369

Lan, Y.-F., & Sie, Y.-S. (2010). Using RSS to support mobile learning based on media richness theory. Computers & Education, 55(2), 723–732. https://doi.org/https://doi.org/10.1016/j.compedu.2010.03.005

Maguire, M., & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars.*. All Ireland Journal of Higher Education, 9(3). https://doi.org/https://ojs.aishe.org/index.php/aishe-j/article/view/335

Mohammadi, M., Sarvestani, M. S., & Nouroozi, S. (2020). Mobile Phone Use in Education and Learning by Faculty Members of Technical-Engineering Groups: Concurrent Mixed Methods Design. Frontiers in Education. https://doi.org/https://doi.org/10.3389/feduc.2020.00016

Mohammed, M. A. E., & Rahman, S. A. A. (2015). The effect of interactive E-Book on students’ achievement at Najran University in computer in education course. Journal of Education and Practice, 6(19), 71–83.

Morris, N. P., & Lambe, J. (2017). Multimedia interactive eBooks in laboratory bioscience education. Higher Education Pedagogies, 2(1), 28–42. https://doi.org/10.1080/23752696.2017.1338531

OECD. (2018). PISA Result. https://documents 1.worldbank.org

Oguntuase, M. O., & Bakare, O. D. (2022). Covid-19 And Education: Effects of Integrating Mobile Devices With Undergraduate Learning Process.

Sari, A. S., & Mariah, S. (2019). The Effectiveness of Sea-Based Blended Learning eBook on The Subject of Cookies and Candies. https://doi.org/10.4108/eai.21-9-2018.2281185

Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Journal: Economic Studies, 1–31. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf

Statista Research Department. (2022). Number of smartphone subscriptions worldwide from 2016 to 2021, with forecasts from 2022 to 2027. https://www.statista.com/statistics/330695/number-of-smartphone-users-worldwide/

Stirling, A., & Birt, J. (2014). An enriched multimedia eBook application to facilitate learning of anatomy. Anatomical Sciences Education, 7(1), 19–27. https://doi.org/https://doi.org/10.1002/ase.1373

Tanil, C. T., & Yong, M. H. (2020). Mobile phones: The effect of its presence on learning and memory. PloS one, 15(8), e0219233.

Toquero, C. M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947

Wells, C. S., & Wollack, J. a. (2003). An Instructor’s Guide to Understanding Test Reliability. Testing and Evaluation Services, 2–5.

World Health Organization. (2021). COVID-19: physical distancing. https://www.who.int/westernpacific/emergencies/covid-19/information/physical-distancing#:~:text=Physical%20distancing%20helps%20limit%20the,places%20or%20in%20groups