Instructional Materials Motivation and Synchronous Classroom Learning in Relation to the Students' Academic Performance in Mathematics

Kristine Mae Sabayton; Rosa Mae  Alvarado; Joicelyn Bacus; Genelyn Baluyos

doi:10.35877/454RI.eduline1988

Kristine Mae G. Sabayton Misamis University, Ozamiz City, 7200,Philippines (PH)
Rosa Mae E. Alvarado Misamis University, Ozamiz City, 7200,Philippines (PH)
Joicelyn A. Bacus Misamis University, Ozamiz City, 7200,Philippines (PH)
Genelyn R. Baluyos Misamis University, Ozamiz City, 7200,Philippines (PH)

https://doi.org/10.35877/454RI.eduline1988

Keywords: Instructional materials; Synchronous classroom learning; academic performance in mathematics; students’ perception; satisfaction

Viewed = 0 time(s)

Abstract

Students’ motivation and perception are important factors to consider in online learning. This study determined the students’ level of motivation in instructional materials and perception in synchronous classroom learning at Misamis University for the academic year 2021-2022. The researchers used the descriptive-correlational research design. The respondents of the study were the 138 Junior High School students chosen through purposive sampling technique. The gathering of data was done by the use of the Instructional Materials Motivation Survey (IMMS) and Synchronous Classroom Learning Survey (SCLS) as instruments. Mean, Standard Deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools employed in the data analysis. Results revealed that students' level of motivation in instructional materials used by teachers was high, and students' perception of synchronous classroom learning was good. This indicates that students who find the learning materials appealing are more likely to perform well in Mathematics. Teachers needed to be comfortable using technology to produce classes, interactive activities, assessments, projects, and other responsibilities to boost their creativity in creating instructional materials to increase students' satisfaction in the classroom. Future researchers should look into other factors contributing to students' academic performance in synchronous classroom learning.

References

Adalikwu, S. A., & Iorkpilgh, I. T. (2017). The influence of instructional materials on academic performance of senior secondary school students in chemistry in Cross River State. Global Journal of Educational Research, 12(1), 39-46.

Afjar, A. M., & Syukri, M. (2020, February). Attention, relevance, confidence, satisfaction (ARCS) model on students’ motivation and learning outcomes in learning physics. In Journal of Physics: Conference Series (Vol. 1460, No. 1, p. 012119). IOP Publishing.

Akuratiya, D. A., & Meddage, D. N. (2020). Students’ perception of online learning during COVID-19 pandemic: A survey study of IT students. Tablet, 57(48), 23.

Bhagat, K. K., Fang-Ying, Y., Chia-Hui, C., Zhang, Y., & Wei-Kai, L. (2021). Tracking the process and motivation of math learning with augmented reality. Educational Technology, Research and Development, 69(6), 3153-3178. doi: http://dx.doi.org/10.1007/s11423-021-10066-9

Breidenstein, Georg & Tanya Tyagunova. 2020. Praxeologische und didaktische Perspektiven auf schulischen Unterricht. In Helga Kotthoff and author 2 (Hrsg.), Ethnografien und Interaktionsanalysen im schulischen Feld. Diskursive Praktiken und Passungen interdisziplinär (pp. 197–219). Tübingen: Narr Francke Attempto.

Chau, K. Y., Law, K. M., & Tang, Y. M. (2021). Impact of self-directed learning and educational technology readiness on synchronous E-learning. Journal of Organizational and End User Computing (JOEUC), 33(6), 1-20.

Chauhan, V. (2017), "Synchronous and asynchronous learning", Imperial Journal of Interdisciplinary Research, Vol. 3 No. 2, pp. 1345-1348.

Cho, H. J., Kejie, Z., Lee, C. R., Debra, R., & Chuck, K. (2021). Active learning through flipped classroom in mechanical engineering: Improving students’ perception of learning and performance. International Journal of STEM Education, 8(1) doi: http://dx.doi.org/10.1186/s40594-021-00302-2

Conklin, S., Trespalacios, J., & Lowenthal, P. (2019). GRADUATE STUDENTS' PERCEPTIONS OF INTERACTIONS IN A BLENDED SYNCHRONOUS LEARNING ENVIRONMENT: A case study. Quarterly Review of Distance Education, 20(4), 45-59,99-100. Retrieved from https://www.proquest.com/scholarly-journals/graduate-students-perceptions-interactions/docview/2497237289/se-2?accountid=149218

Glavas, A., & Stascik, A. (2017). Enhancing positive attitude towards mathematics through introducing Escape Room games. Mathematics education as a science and a profession, 281, 293.

Goodman, T. Q. (2019). The effect of parental involvement on rising fifth-grade math Student academic achievement (Order No. 27738989). Available from ProQuest Central. (2404388182). Retrieved from https://www.proquest.com/dissertations-theses/effect-parental-involvement-on-rising-fifth-grade/docview/2404388182/se-2?accountid=149218

Hauze, S., & Marshall, J. (2020). Validation of the instructional materials motivation survey: Measuring student motivation to learn via mixed reality nursing education simulation. International Journal on ELearning, 19(1), 49. Retrieved from https://www.proquest.com/scholarly-journals/validation-instructional-materials-motivation/docview/2333946115/se-2?accountid=149218

Heuberger, Roschelle,PhD., R.D., & Clark, W. A. (2019). Synchronous delivery of online graduate education in clinical nutrition: An inquiry into student perceptions and preferences. Journal of Allied Health, 48(1), 61-66. Retrieved from https://www.proquest.com/scholarly- journals/synchronous-delivery-online-graduate-education/docview/2193091870/se- 2?accountid=149218

Hussain Al-Qahtani, M. (2019). Teachers’ and students’ perceptions of virtual classes and the effectiveness of virtual classes in enhancing communication skills. Arab World English Journal (AWEJ) Special Issue: The Dynamics of EFL in Saudi Arabia.

Jamil, M. M., Ningrum, E., & Yani, A. (2019, June). Level of learning motivation student based on arcs model on geographic subject. In IOP Conference Series: Earth and Environmental Science (Vol. 286, No. 1, p. 012010). IOP Publishing.

Karakis, H., Karamete, A., & Okcu, A. (2016). The Effects of a Computer-Assisted Teaching Material, Designed According to the ASSURE Instructional Design and the ARCS Model of Motivation, on Students' Achievement Levels in a Mathematics Lesson and Their Resulting Attitudes. European Journal of Contemporary Education, 15(1), 105-113.

Kim, H. J., Hong, A. J., & Song, H. D. (2019). The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments. International Journal of Educational Technology in Higher Education, 16(1), 1-18.

Lemus, F. (2021). Improving academic achievement in mathematics through a growth mindset intervention with high school students in a remedial class (Order No. 28419060). Available from ProQuest Central. (2572680736). Retrieved from https://www.proquest.com/dissertations-theses/improving-academic-achievement-mathematics/docview/2572680736/se-2

Lu, O. H., Huang, J. C., Huang, A. Y., & Yang, S. J. (2017). Applying learning analytics for improving student engagement and learning outcomes in an MOOCs enabled collaborative programming course. Interactive Learning Environments, 25(2), 220-234.

Ma, L., & Lee, C. S. (2021). Evaluating the effectiveness of blended learning using the ARCS model. Journal of computer-assisted learning, 37(5), 1397-1408.

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222.

Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students' attitude towards learning mathematics.

Miller, J. E. (2019). Academic self-efficacy, sources of self-efficacy in math, and academic achievement in online learning (Order No. 27546275). Available from ProQuest Central. (2317597960). Retrieved from https://www.proquest.com/dissertations-theses/academic-self-efficacy-sources-math-achievement/docview/2317597960/se-2?accountid=149218

Moorhouse, B. L., Li, Y., & Walsh, S. (2021). E-classroom interactional competencies: Mediatinand assisting language learning during synchronous online lessons. RELC Journal, 0033688220985274.

Murod, I., & Yuichi, O. (2021). Assignment design and its effects on Japanese college Freshmen's motivation in L2 emergency online courses: A qualitative study. The Asia - Pacific Education Researcher, 30(3), 263-278. doi: http://dx.doi.org/10.1007/s40299-021-00569-7

Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States. Pedagogical Research, 5(4).

N, A. R., Arifin, N., Manaf, M., Ahmad, M., Mohd Zin, ,N.A., & Jamaludin, M. (2020). Students perception of blended learning among science and technology cluster students. Journal of Physics: Conference Series, 1496(1) doi: http://dx.doi.org/10.1088/1742 6596/1496/1/012012

Nwike, M. C., & Catherine, O. (2017). Effects of use of instructional materials on students cognitive achievement in agricultural science. Journal of Educational and Social Research, 3(5), 103.

O'Connor, P., A., Morsanyi, K., & McCormack, T. (2018). Young children's non‐numerical ordering ability at the start of formal education longitudinally predicts their symbolic number skills and academic achievement in maths. Developmental Science (Online), 21(5) doi: http://dx.doi.org/10.1111/desc.12645

Putra, H. D., Setiawan, W., & Afrilianto, M. (2020). Indonesian high scholars have difficulties in learning mathematics. International Journal of Scientific & Technology Research, 9(1), 3466-3471.

Quasthoff, U., Heller, V., Prediger, S., & Erath, K. (2022). Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning. European Journal of Applied Linguistics, 10(1), 57-85. doi:https://doi.org/10.1515/eujal-2020-0015

Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students‘ attitudes and perceptions of using Zoom during COVID-19 pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 335-342. Retrieved from https://doi.org/10.46328/ijtes.v4i4.148

Shukri, A., Nordin, L., Salleh, F. I. M., Raidzwan, S. N. M., & Ahmad, R. (2020). UniKL students' perception of synchronous learning using ICT as learning tools to learn English. Journal of Critical Reviews, 7(8), 793-796.

Sugino, C. (2021). Student perceptions of a synchronous online cooperative learning course in a Japanese Women’s University during the COVID-19 pandemic. Education Sciences, 11(5), 231.

Uzma, M. P., Farshad, M., & Amjad, A. A. (2021). STUDENTS' PERCEPTIONS ABOUT E-LEARNING IN BUSINESS MANAGEMENT CLASSROOMS AT HIGHER EDUCATION IN PAKISTAN. New Horizons, 15(1), 21. Retrieved from https://www.proquest.com/scholarly-journals/students-perceptions-about-e-learning business/docview/2572937942/se-2?accountid=149218

Widyawati, E., & Rahayu, S. W. (2018, June). The analysis of students’ difficulty in learning linear algebra. In Journal of Physics: Conference Series (Vol. 1028, No. 1, p. 012152). IOP Publishing.

Yeh, C. Y. C., Cheng, H. N. H., Chen, Z.-H., Liao, C. C. Y., & Chan, T.-W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1).