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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Sagge, Roberto Jr.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Development of Flexible Learning Instruction Through Progressive, Personalized, Engaging and Diversified (FLIPPED) Video Media in Mathematics Sagge, Roberto Jr.; Reyes, Lemar P. Delos
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 12 (2024): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.12.27

Abstract

Video media offers a novel way of learning. With its flexible learning features, such as options for review and accessibility anywhere, in-dividual learning needs are better met. This is advantageous when employed in a flipped learning setup for mathematics instruction, where learners need a significant amount of time to master a lesson. This developmental research design sought to develop flexible learning of instruction through progressive, personalized, engaging, and diversified (FLIPPED) video media as instructional materials for the least learned competencies in Grade 5 Mathematics, focusing on its application within a flipped classroom paradigm. The study em-ployed a competency-based assessment tool (CBAT) in Mathematics and a researcher-made evaluation form for the acceptability of the developed video media as its primary instrument. Findings highlight specific areas of challenges in Mathematics 5, such as formulating rules for sequence progression, visualizing fraction multiplication, estimating decimal products, identifying base, rate, and percentage, and finding the circumference of a circle. Utilizing the IPO model, the video media was meticulously developed to offer flexible learning that can improve mathematics achievement. The video media was rated as “highly acceptable” in terms of its flexible learning, progres-sive instruction, personalized instruction, learners’ engagement, and diversified instruction. The research findings conclude the efficacy of FLIPPED Video Media in addressing learning gaps and fostering a conducive learning environment that caters to diverse learning needs. The developed video media represents a paradigm shift in education, showcasing the transformative power of technology to enhance teaching and learning outcomes.
Project DESMOS: Development and Evaluation of Self-directed Module in Statistics and Probability Sagge, Roberto Jr.; Espiritu, Evarose E.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 1 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.01.06

Abstract

Learning is weak not because learning is weak. Learning becomes weak because the modules were not prepared to become self-directed. The goal of this design and development project was to create a self-directed statistics and probability instructional module. Data were gathered from teachers, learners, and experts. The data-gathering instruments were Competency Checklist, Students’ and Experts’ Evaluation Checklist, and Reflection Guide. According on teacher perceptions, a survey of the learners' five least-mastered competencies served as the foundation for the development of the module. This module was pilot tested on a group of Grade 11 learners. Learners utilized the module at home and were asked to answer the exercises. Learners took pictures and short videos while they were answering the module. Afterward, learners evaluated the module. In order to assess the module's level of acceptability, experts were requested to complete the Expert's Evaluation Checklist. Thematic analysis, rank, the mean, and standard deviation were all used as data analysis tools. The results show that the following were the five least-mastered competencies: solving problems involving confidence interval of the population mean, solving problems involving regression analysis, solving problems involving sample size determination, solving problems that require population proportion test of hypothesis, and solving problems involving correlation analysis. Additionally, the experts rated the produced module's acceptability as "highly acceptable." While the learners gave the module a "highly acceptable" rating. As a result, the developed module is appropriate for assisting learners in performing the competencies in the area of Statistics and Probability. It is recommended that teachers should use the Self-directed instructional module for whatever mode of learning their school will have.
Co-Authors Espiritu, Evarose E. Reyes, Lemar P. Delos