Online Discussion via Facebook Messenger: Impact on students’ test performance of William Golding’s “Lord of the Flies”

Contemporary Mathematics and Science Education

Macandog

2022

Modular distance learning is a new learning delivery modality implemented by most public schools in the Philippines. However, as seen on the summative test result for the first grading period, students struggled in Grade 7 Mathematics using the self-learning modules. Hence, mathematics concepts were hard to understand and not explained well in the module. To address the problem, the teacher made video lessons and uploaded them to the YouTube channel Direct to the Point by DM as interventions. A YouTube channel as an avenue to upload educational videos has been used before the pandemic. This platform's advent can be used in delivering mathematics interventions since the students preferred to watch videos. This study aimed to assess the Mathematics video lessons via a YouTube channel for modular distance learning. This was a practical action research design following the PDSA model that utilized the participants' pretest and the posttest scores. Also, open-ended surveys and interviews were conducted to elicit qualitative data to support the quantitative findings. The result reveals that video lessons help the students understand the mathematics concepts complementing lessons on the modules. Moreover, they enjoyed watching the teacher-made videos since they see the teacher explaining the lesson. However, the students suggested having regular posting of videos with more examples and explanations having clear and loud voice of the teacher.

Section: Resultssupporting

confidence: 74%

Video Lessons via YouTube Channel as Mathematics Interventions in Modular Distance Learning

Contemporary Mathematics and Science Education

Macandog

2022

“…It can be gleaned from the table that the mean posttest score is higher than the mean pretest score by 13.15. Increased mean scores from the pretest to the posttest signifies that the Facebook and Messenger groups can be a learning platform to deliver interventions to improve students' performance in examinations which supports the findings of Farhan (2019). The said social media served as platforms in delivering the teacher-made learning materials conveniently since many students preferred them to use in socialization, communication, and entertainment.…”

Section: Resultssupporting

confidence: 64%

“…It was released as a stand-alone application of Facebook in 2011. Moreover, it can be used as an online discussion platform to improve the students' responses to test performance (Farhan, 2019). Therefore, it is conducive to use since most of the students have an active Facebook account, and they are more familiar with using this application.…”

Section: Literature Reviewmentioning

confidence: 99%

Utilizing Facebook and Messenger Groups as Platforms for Delivering Mathematics Interventions in Modular Distance Learning

International Journal of Professional Development, Learners and

Olivarez²

2021

Modular distance learning is the most implemented learning delivery modality in the Philippines, wherein students learn the lessons through the help of self-learning modules. However, students struggle to learn mathematics lessons independently under this modality based on summative tests and performance tasks' results from the first grading period using self-learning modules. So, interventions must be placed by using social media platforms preferred by most of the students to reach and help them. The study aimed to assess the utilization of Facebook and Messenger groups as platforms for delivering video lessons and activities, learning materials, administering the test, and answering queries of the students in grade 9 Mathematics following the modified PDSA model. The study employed a practical action research design utilizing surveys, interviews, and test materials as data collection methods validated by master teachers and a head teacher. The pretest was administered before two months of interventions. After that, the posttest, survey, and interview were administered. Based on the results, the pretest scores are statistically different from the posttest scores. It means the interventions via Facebook and Messenger groups help students cope with modular distance learning challenges. The interventions done by the teacher were effective based on the computed effect size so that the students able to learn mathematics competencies despite having in the comfort of their houses. As a result, students better understand the mathematics lessons and enjoy learning at their own pace.

“…It implies that the Facebook Messenger lectures, and video lessons helped the students to perform well academically. It connotes that Facebook Messenger can be an excellent platform for delivering interventions similar to the findings of Farhan (2019) and Wang et al (2011). Facebook Messenger is more convenient for communication and delivery of learning materials preferred by most students.…”

Section: Resultsmentioning

confidence: 97%

“…It can create a group chat, send a text message with a voice clip and make video or audio calls (Gangneux, 2020). Hence, this is an excellent platform for an online discussion of school lessons to help students perform better in examinations (Farhan, 2019). So, it is convenient to use Facebook Messenger since most students use this platform for instant messaging, which does not require a strong internet connection.…”

Section: Literature Reviewmentioning

confidence: 99%

Messenger lectures and video lessons as mathematics interventions for modular distance learning

International Journal of Professional Development, Learners and Learning

Insorio²

2023

Providing self-learning modules and other printed materials under modular distance learning in the Philippines does not guarantee the acquisition of learning competencies, particularly in mathematics, wherein explanation and illustration of concepts, principles, and procedures demand the teacher’s clarification. To address this, Facebook Messenger was used as a platform to communicate with the students and deliver interventions like lectures through posting slides with voice clips and video lessons. This study aimed to establish the effectiveness of the said interventions for grade 7 mathematics using practical action research. Test material, questionnaire, and interview guide were the instruments used in collecting data validated by a master teacher and two head teachers in mathematics education. Quantitative data were analyzed using SPSS version 23 and qualitative data were analyzed using thematic analysis. Based on the findings, lectures and video lessons through Facebook Messenger helped students understand the mathematical concepts and procedures for solving mathematical problems. It means that the said interventions via Facebook Messenger were adequate for the students to cope with the learning challenges in mathematics brought by modular distance learning. However, the students suggested that sustain the interventions for a longer time.