Title: Surviving Calculus During Remote Learning: Affordances and Constraints of a Fully Modular Calculus Class
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Virtual Presentation
Authors:
Lea Marissa Domingo, Cavite State University, Philippines
Abstract:
The absence of in-person classes due to COVID-19 compelled the teacher-researcher to implement a fully modular instruction (MI) calculus class. This action research determined the experiences and performance of students in the MI. Self-learning modules (SLM) on differential calculus were developed and the students’ views and experiences on the use of the SLMs and their calculus performance were evaluated. Survey questionnaires, reflective journals, and focus group discussion were used for the qualitative part while pretest and posttest scores were used to assess calculus performance using a two-tailed paired t-test at α=0.05. Descriptive and thematic analyses revealed that students viewed modules as printed materials which cover everything and MI as entailing self-study. MI provided accessibility and flexibility and allowed learners to: experience independent learning, have better understanding of their own learning, appreciate calculus better, and be inspired to do their best. However, they encountered challenges in reading and had difficulty understanding some lessons, thus, the need for group studies was evident. Moreover, the participants’ calculus performance increased significantly (p<0.05,d=0.64). The fully modular calculus class provided positive learning experiences and allowed opportunities for self-regulated learning and collaboration yet gave challenges in reading literacy. Modular instruction appears to be a viable mode for calculus agency during remote learning.
Virtual Presentation
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