Development and Validation of Interactive Computer-Based Learning Module in English
DOI:
https://doi.org/10.34005/ak.v14i01.4454Keywords:
ICT instruction, Module Development, K-12, Interactive Learning ModuleAbstract
This study focused on the development and validation of an interactive computer-based learning module designed for Grade 8 English under the K to 12 curriculum. The module was created following a Research and Development design and evaluated using an experimental approach. Participants were selected from heterogeneous sections of a secondary public school in the Division of Mabalacat City. The experimental group utilized the interactive module, while the control group followed the traditional discussion method. Findings revealed that students who used the interactive module outperformed those taught using traditional methods. Expert validators in both English and Information Technology provided positive evaluations of the module’s content and design. These results demonstrate the module’s effectiveness in enhancing students' academic performance. This study underscores the potential of interactive computer-based modules as valuable tools in fostering 21st-century skills and adapting to evolving educational platforms.
Downloads
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement 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) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
