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Foreign Studies 1.: Scientific Conference, 1, 139-148

1. A study by Dr. Padmapriya P.V. (2015) found that self-learning modules are effective for biology education as they allow students to learn at their own pace and increase confidence. The study recommends providing teacher training to develop modules across disciplines to improve learning. 2. A study by Ibyatova, Oparina, and Rakova (2018) found that a modular approach was effective for teaching and enhancing understanding of English grammar. 3. A study by Rahmawati, Lestari and Umam (2019) found that mathematics learning outcomes were higher for students using modules compared to those not using modules. Thus, modules can improve student learning outcomes.

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996 views1 page

Foreign Studies 1.: Scientific Conference, 1, 139-148

1. A study by Dr. Padmapriya P.V. (2015) found that self-learning modules are effective for biology education as they allow students to learn at their own pace and increase confidence. The study recommends providing teacher training to develop modules across disciplines to improve learning. 2. A study by Ibyatova, Oparina, and Rakova (2018) found that a modular approach was effective for teaching and enhancing understanding of English grammar. 3. A study by Rahmawati, Lestari and Umam (2019) found that mathematics learning outcomes were higher for students using modules compared to those not using modules. Thus, modules can improve student learning outcomes.

Uploaded by

Jenrick F. Rosarie
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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foreign studies

1. Dr. Padmapriya P.V. (2015)’s study on determining the effectiveness of self-learning modules
in learning biology implied that modules are self-learning styles in which immediate reflection of
self is possible, motivating students to regulate and manage their own learning styles, and as a
result, creating an interest and attitude towards science as they are free to learn at their own
pace. Students learn and interact with the aid of modules which increase their confidence in
their own learning. The study further emphasized the value of providing teachers with trainings
in developing self-learning modules and packages in various disciplines to create a more
dynamic and stimulating teaching-learning environment.

Padmapriya, P.V. (2015). Effectiveness of self-learning modules on achievement in biology among


secondary school students. International Journal of Education and Psychological Research, 4(2), 44-46.

2. Ibyatova, Oparina, and Rakova (2018) assessed the effectiveness of modular


approach on teaching and learning English grammar. Results have shown that modular
approach was found to be effective in teaching and enhancing students' understanding
and critical thinking.
Ibyatova, L., Oparina, K., & Rakova, E. (2018). Modular approach to teaching and learning english
grammar in technical university. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International
Scientific Conference, 1, 139-148. http://dx/doi.org/10.17770/sie2018vol1.3229

3. Rahmawati, Lestari and Umam (2019) concluded in their study on the analysis on the
effectiveness of learning modules on students learning outcomes that the average mathematics learning
outcomes of students who use modules were higher than those who did not. Thus, the use of modules
in the teaching and learning process can improve student learning outcomes.

Rahmawati, R., Lestari, F. & Umam, R. (2019). Analysis of the effectiveness of learning in the use of
learning modules against student learning outcomes. Desimal Jurnal Matematika, 2(3), 233-240
https://doi.org/10.24042/djm.v2i3.4557

4. Smith (2013), in the quasi-experimental study on the impact of face-to-face vs. blended learning
on students’ perception and performance emphasized that students’ progress entirely depends on their
coping styles, since there were no issues with engaging in the old teaching style despite personality and
traditions nor benefits gained in Modular Distance Learning towards the performance and perception of
students. However, differences existed among the classes in views of learning, connection, satisfaction
and teacher support. These findings may alleviate certain concerns about the implication of technology-
mediated instruction. While the displacement of the teacher from the center of the learning process
may be uncomfortable for teachers, the provision of a rich learning environment may have positive
benefits for students (sciencedirect.com, 2013) .

Smith, N. V. (2013). Face-to-face vs. blended learning: effects on secondary students


‘perceptions and performance. Procedia - Social and Behavioral Sciences. 2nd Cyprus
International Conference on Educational Research, 89, 79-83.
https://doi.org/10.1016/j.sbspro.2013.08.813

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