Development and Use of Social Media-Based Mathematics Instructional Module for Grade 7 Students of Geras Integrated School

Saniya G. Abirin, Mario R. Obra Jr.


The purpose of the study was to develop a Social-Media Based Mathematics Instructional Module (SMBMIM) for the Grade 7 students. Specifically, it answered the questions: 1) what are the desirable characteristics of the module in terms of validity and reliability; 2) what are the pre-delivery appropriateness of the SMBMIM in terms of learning objectives, lesson content, language used, and evaluation activities; and (3) what is the educational use of the SMBMIM in meeting the learning competencies of students in Mathematics as revealed in their Pre-Post-test results? The process of module development was anchored on ADDIE Model by McGriff (2000). The validity of the module was determined using Kappa statistics with Pairwise Agreement, while Cronbach’s alpha was used to determine module’s reliability and pre-delivery appropriateness. In terms of educational use, the learning gains of students measured in terms of Pretest and Posttest scores for every learning competency was used as indicator for the variable module use. As for the validity and reliability of the SMBMIM an inter-rater fair agreement  and an alpha value of (  described as acceptable and very highly reliable respectively were obtained, while the pre-delivery appropriateness of the SMBMIM showed an alpha ( and (x=4.71) described as highly reliable and strongly acceptable respectively. In terms of educational use, results revealed a positive mean gain in 3 out of 4 learning competencies. These findings imply that the SMBMIM is valid, reliable and effective for use as instructional material. However, it is recommended that a further study be done adopting a quasi-experimental method to further validate the effectiveness of the developed module as an instructional tool in meeting the grade 7 Mathematics learning competencies.

Keywords: social media, mathematics achievement, mathematics instructional module, module development, social media-based mathematics instructional module

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ISSN (Paper)2224-3267 ISSN (Online)2224-3275

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