An Interactive E-Learning Design for the grade 12 Tvl-Ict Programming Using Kotobee of Lagro Senior High School
Abstract
The research used an open-educational resource using Kotobee software to design interactive elearning for the Grade 12 TVL-ICT programming students of the Lagro Senior High School. The researchers wanted to assess the learners' interest by using an interactive e-learning design made by the teachers. We used stratified and simple random sampling techniques to get the samples. The method and procedure of the research used are quantitative, descriptive, and developmental. The respondents of the study are selected Grade 12 TVL-ICT programming students. We used the Google form survey questionnaire to gather and collect the respondents' data because of the online distance learning implemented amidst a pandemic situation for this Academic Year 2020-2021. The statistical treatment used in the study is mean, frequency, percentage, and Likert scale. As the results, 41 out of 50 respondents were answered and retrieved the survey data. There were 33 male and 8 female participants who answered the survey through Google form. The learner's characteristics among the respondents were 76% are visual, 10% were auditory, and 7% were kinesthetic and pragmatist. Most of the learners have used gadgets for their online distance learning. 33 out of 41 respondents have used the mobile phone, and 26 responses used the tablets. When the teachers utilized e-learning through virtual online classes, the students' challenges were the image blurred and very small to view, which had 26 responses out of 41 participants. Next, the text is too much, and the content is too hard to understand, which had 22 answers and agreed. Followed-by the text used is small, and the video presentation is pixelated. When the student's losing interest talked about, the teacher has always presented a YouTube video clip related to the topic, which had the highest mean of 3.10 or agreed and placed in the rank 1. Second, using a simple PowerPoint presentation to discuss the lesson with no proper explanation had a mean of 3.05 o agree. Three (3) losing the interest of the student had the same mean of 2.80 or agreed. These are 1) hard to read the text from the teacher's PowerPoint presentation, 2)the graphics are pixelated and inappropriate to the lesson, and 3) there is no interconnection of the image, colors, text, and shape used in the presentation. Meanwhile, the level of satisfaction to utilize the teacher's interactive e-learning in terms of effectiveness shows that it is minimally satisfied or with an average mean of 2.31. The efficiency had an average of 2.46 or minimally satisfied.
References
Faletic, S., Planinsic, G., Horvat, B. (2015). “ Interactive e-learning content for physics,” Researchgate (https://www.researchgate.net/publications/266873572
Goneda, M.T. et al. (2019). “Actor-Network Theory Approach Using M-Learning Technologies in the Public Senior High School as Pedagogy,” Proceedings of the 27th International Conference on Computer in Education, Taiwan: Asian-Pacific Society for Computers in Education, pp. 423-428.
Venkataraman, S (2012). A study on E-learning satisfaction of High School Teachers,” Indian J. Edu. Inf. Manage., vol. 1, no. 8, pp. 324-327
Copyright (c) 2021 Mamerto T. Goneda, Aileen L. Omadto, Kimberly M. Kho, John Terrence N. Casimiro, Aris Ruzzel C. Esguerra, Edison M. Gaudicos, Rein Jerry De la Cruz
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
