Integrating 7E Instructional Learning Cycle in Developing Instructional Material Using Google Site in General Mathematics
Integrating 7E Instructional Learning Cycle in Developing Instructional Material Using Google Site in General Mathematics
Integrating 7E Instructional Learning Cycle in Developing Instructional Material Using Google Site in General Mathematics
Keywords: google site, 7le mode, instructional material, distance learning, general mathematics
The rapid global breakout of the COVID-19 pandemic, Presently, as the outbreak became more manageable
which predominantly affected the health sector, is one and on-site classes are now underway, most people
of the most significant human occurrences ever. Its expect that modalities during distance learning will no
consequences are still clearly visible at this time, longer be an option. In contrary to this, former DepEd
forcing other industries to find a creative way to carry Secretary Leonor Briones (2022) insinuated that
on with their processes. As mentioned in the blended learning, especially in technology,
Sustainable Development Goals Report (2020), the communication, and digitalization will still be
education sector was one among the ones most implemented. The ideal strategy for improving
impacted by the pandemic's escalation. “Many schools teaching and learning outcomes is to give students
are offering remote learning to students through virtual access to many learning environments. It can be
classrooms to mitigate the impact of school closure” executed by merging two separate learning techniques,
(p. 33). This shows that switching from face-to-face to such as in-person instruction and online instruction
distance learning was the primary choice of education (Muhtia, et al., 2018).
departments worldwide to prevent students' extended
absences from class. However, there are several research that showed
underlying challenges during the implementation of
In the Philippines, the Department of Education the aforementioned modality. Learners that took part
(DepEd) have employed several modalities and one of on the study of Dahmash (2020) ran into issues
which is known to be as Online Distance Learning connected to technologies, teachers’ role, online
(ODL) (Combo & Bugay, 2021). ODL was one of the assessments, and limited learner’s resources.As
suggested distance learning modalities by the DepEd, suggested by Chiu (2021), that in order to address
as stated in DepEd Memo DM-CI-2020-00162, which learners' expertise and cognitive load, the
was published in July 2020 (Duero, 2020). ODL was technological learning environment, including the
described on the same memo as “...a learning delivery Learning Management System (LMS) and learning
modality where the teacher facilitates learning and resources, must be designed.
engages learners’ active participation using various
technologies connected to the Internet while they are While the execution of competency- or outcomes-
based blended education is thought to require to best implement technology in teaching and learning
intentional and detailed planning, teaching becomes processes.
inherently difficult. Hence, given the fact that
mathematics is an extremely abstract subject in and of To fulfill the requirement for the development of a
itself, the idea becomes somewhat more difficult as it technologically-based material, the researcher utilized
is presented within the context (Esguerra & Combo, Computer-Aided Design (CAD) as its primary design.
2021). As one of the subjects discussed via online This material could cater students’ needs throughout
learning, mathematics needs a lot of preparation to the implementation of the blended learning modality.
ensure that the materials presented to learners Specifically, CAD introduces Computer-Assisted
meaningfully and easy to understand, especially in Instruction (CAI) as one of its key components
high school, which contains abstract topics (Yohannes, whereas, it is used to describe drill and practice,
et al., 2021). tutorial, or simulation activities that are provided
independently or in addition to conventional, teacher-
“An effective mathematics teacher is one that does not led instruction (Cotton, 1991). Stronger student
only know mathematics deeply but also knows a lot involvement was produced as a result of the major
about the teaching of mathematics,” (Framework for impact that digital support had on how the LMS as a
Philippine Mathematics Teacher Education (FPMTE), CAI platform was viewed in terms of autonomy,
2011, p. 25). This emphasizes the idea that, being an competence, and relatedness (Chiu, 2021).
excellent mathematics teacher is not solely based on
how they understand the content, but also, on how they As regards the constructive alignment of the proposed
could transfer it to the learners the best way possible. material, a specific cycle should be taken into
Furthermore, it was concomitantly established in consideration. There are various learning cycle models
FPMTE (2011) that teachers are challenged in several that are usually anchored to constructivism (Sam et al.,
ways. To be more precise, it was highlighted that, 2018) and inquiry-based teaching approach (Hanuscin
“…we find that mathematics teachers are tested by the & Lee, 2008). Among these learning cycle models, the
existence of various types of technologies and their researcher of this present study utilized 7E Model,
which is considered a “higher model than 5E” (Gönen
rapid advancements and the perceived disconnect
et al., 2006, p. 83), as the primary model of the
between school mathematics and everyday life…”
developed computer-aided instructional material.
(p.1). This goes to show that in order to address this
identified technological gap among Mathematics,
With regards to those mentioned concerns, this
mathematics teachers, and learners, there should be a
research aimed to address the identified gaps which
step that needs to be initiated to systematize these
will be through the development of a computer-aided
leading factors and would strengthen the mathematics
instructional material in the form of Google Site that is
education in a general perspective.
grounded to FPMTE (2011) and TPACK as the major
frameworks and 7E Learning Cycle as the primary
Consequently, the present researcher initiated to fill in
model for the presentation of the content. To ensure
the abovementioned gap through recognizing the need
the validity and reliability of this material, underwent
of having a learner’s instructional material with
series of evaluation in terms of its content, instruction,
contents that are technologically and pedagogically
comprehensibility, and technological aspect.
appropriate to mathematics learners. Relative to the
idea of ensuring that a material will be of quality and Research Questions
standard-based, it should be supported by the FPMTE
(2011) which will be further discussed on the latter To be more specific, this study sought answers to the
portion of this study. following questions:
Apart from the Mathematical Pedagogical Content 1. What General Mathematics Topics were included in
Knowledge (PCK) introduced by FPMTE (2011), this the development of an instructional material through
research also considered the integration of technology Google Site based from the least mastered topics
in the development of the proposed instructional identified by the mathematics teachers?
material which makes it technologically-based. Hence, 2. What was the evaluation of the mathematics
it took into account the Technological Pedagogical teachers and the expert teachers on the instructional
Content Knowledge (TPACK) Framework. TPACK material through Google Site as regards:
has become a clear and practical foundation for 2.1 Content;
researchers trying to comprehend how technology is 2.2 Instruction;
incorporated into learning and teaching (Baran et al., 2.3 Comprehensibility; and
2011). Thus, educators have the freedom to select how
Princess C. Corpuz 448/459
Psych Educ, 2023, 11: 447-459, Document ID:2023 PEMJ976, doi:10.5281/zenodo.8196153, ISSN 2822-4353
Research Article
that the competencies are truly learned and taught. As projects, and summary reports regarding the subjects
introduced, there are several learning cycles that are might be used.
very common when it comes to the implementation of
the lesson. For this present study, 7E learning cycle Extend. Bransford et al. (2000) as cited by Yenilmez
will be utilized. Teaching resources utilizing the 7E & Ersoy (2008) explained that the purpose of
learning cycle might assist students in comprehending introducing this new phase to the elaborate and
the issues and occurrences they meet in their evaluation phases is to demonstrate to the teachers that
surroundings (Amini & Usmeldi, 2020). using some classic and current assessment methods
should not be the last step and to highlight the
7E Model is the expanded version of 5E model, and by significance of the many applications for information
adding two new phases to the first and last phases, it is transfer. As it appears to the instructional material
one of the most popular and well-known instructional developed by the researcher, a set of terminologies
models used today (Turgut, 2017). Further, Yenilmez were utilized. These are: (a) Diagnostic Activities
et al. (2008) elaborated the model’s instructional (Elicit) which contains the pre-test and initial activities
phases which are: to test the prior knowledge of learners; (b) Building
Blocks (Engage), a part where the learners will be
Elicit. The main goal of this phase is to bring up prior encouraged to reflect on the lesson and come up with
learning experiences and establish a solid foundation their own questions; (c) Freedom Wall (Explore), the
for subsequent phases. It can be argued that supporting phase that gives learners a chance to exercise their
the thinking abilities is lacking when starting with only critical thinking skills and develop their own ideas; (d)
engaging the new issues with the oldies. Hence, we In Action! (Explain), the abstraction part where the
should restore outdated knowledge and educational teaching and learning are centered in; (e) Let’s Get
opportunities. Real (Elaborate), a portion to which learners are
expected to appreciate the real-life applications of
Engage. Learners are encouraged to reflect on the
every topic; (f) Test Yourself (Evaluate), the part the
lesson and come up with their own questions.
instructional material that assesses the overall learning
Questioning, describing a problem, and mind-storming
of the students regarding the topics involved; and
in challenging situations are typical actions associated
lastly, (g) Enrichment Activities (Extend), one of the
with this phase.
learning cycles that ensures continuity and gives
Explore. Learners get the chance to exercise their learners an opportunity to look beyond the content.
critical thinking skills in this phase as they explore
In addition to having a solid grasp of mathematics,
their knowledge and schema. Moreso, they should be
teachers should be able to organize classroom
further encouraged for deviating from the core issue
mathematics lessons and divide them into absorbable
and providing justification for developing their own
learning units. This principle is presented as part of the
schemas.
Framework for Philippine Mathematics Teacher
Explain. In this stage, it's crucial to manage scientific Education (FPMTE) (SEI-DOST & MATHTED,
notions connected to the subject. In order to provide 2011) which inculcates that mathematics teachers also
alternate responses to inquiries concerning the issue, need to understand, along with the what, the why and
students should have a structured thinking. how of the subject.
Additionally, fresh ideas can be introduced by the time
Another principle of the above-mentioned framework
they have new ideas within the context of their
imposes that “Mathematics is best learned when
observations during the investigate phase.
students are actively engaged” (p. 6). To optimize their
Elaborate. Students reflect more deeply on the material learning potential, the learners must take on the duty of
they study and use it in many contexts. The teacher in being actively involved on the discussion and promote
this phase must demonstrate important skills including the idea of independence and autonomy. An additional
showing empathy for lessons and broadening students' construct that FPMTE had coined, hence one of the
understandings. most relevant to this present study was, “Technology
plays an important role in the teaching and learning of
Evaluate. The learning cycle model gives teachers mathematics. Mathematics teachers must learn to use
specific opportunities to assess students' learning rates and manage technological tools and resources well” (p.
and track their progression in thinking levels. For 7). As per the objective of this study, the teachers
instance, in addition to more conventional tests like should be advanced with regard to the utilization of
quizzes, evaluation components like idea maps, technologies even more so, on how it contributes to the
betterment of the teaching and learning processes. students' needs and promote positive involvement in
order to raise reading proficiency among children. In
As discussed by Castor (2019), teachers are expected terms of mathematics, the level of numeracy skills of
to create learning experiences that are efficient and the learners also depends on the pedagogical approach
geared toward achieving organizational goals as of the teachers. It was supported by the study of Shin
members of the school community. Thus, one of their and Shim (2021) where they gave emphasis on the
main jobs is to create and design programs that will idea that enhancing students' cognitive and
meet the demands of the learners. In this regard, motivational growth depends largely on the
Edejer (2021) also established a related study focused effectiveness of the teacher and the classroom
on determining the impact of the developed eModule environment.
in Trigonometry for Grade 9 Mathematics as teaching
materials at San Isidro National High School, Antipolo Another study that imposes similarity to the present
City for the fourth quarter of the school year 2020 – one is the dissertation submitted by Julius (2018)
2021. They used quasi-experimental research method where it was investigated how the use of Computer-
and utilized a questionnaire to gather evaluation from Aided Instruction (CAI) affects the achievement, self-
fifteen (15) math experts and another fifteen (15) from efficacy and collaborative skills of learners with regard
math teachers. Another set of questionnaires were to learning Chemistry as it is compared to other
given to sixty (60) students who were selected by Conventional Instructional Methods. Correspondingly,
matched case-control design. Based on the findings, principals frequently turn to computer-assisted
teachers and students can both benefit from the e- learning programs in the hopes of achieving an
module as an effective teaching tool. Further, the immediate increase in growth in academic
emodules are comprehensively and rationally performance due to the need to provide teachers with
developed to assist students in meeting their learning individualized instructional programs that are
objectives. engaging in order to show an increase in academic
achievement, especially in the area of reading and
The goal of the study conducted by Rosali (2020) was mathematics, while minimizing the amount of
to investigate the impact of introducing Computer- planning time and resources needed (Thomas, 2018).
Assisted Instruction on the academic achievement of Relative to the current study, the researcher tries to fill
secondary physics students. The quasi-experimental in the identified gap as it was found out that students’
pretest-posttest control group design was used in the engagement is dependent to the instructional method
study, which included 157 Grade 10 students from a employed by the teachers (Inayat & Ali, 2020), most
private school in the Philippines. The experimental especially in mathematics.
group was taught utilizing computer-assisted
instruction, whilst the control group was taught using Aside from the sole impact of CAI to the students’
traditional methods of teaching Physics. The study's academic status, Muchiri (2018) proved that gender
findings revealed that both CAI and traditional can also be a prevalent factor that CAI has effect to. It
teaching approaches considerably increase students' was revealed that there is a significant difference
physics ability however, it emphasized that the between the effect of CAI to male and female learners.
effectiveness of these methods did not directly affects Likewise, it was shown on the findings of the study of
students’ achievement in the subject. Chen et al. (2020) that students who participated in
computer-assisted instruction that included
The studies conducted by Castor, Edejer, and Rosali environmental education were able to find unique,
are comparable to the present one since it accentuates engaging instructional materials online and showed a
on designing programs that are embedded to strong attachment to nature and to promote learning at
computer-based instructional materials. Thus, the only the same time. These establish the idea – which is
key difference among these three studies is mainly the present to the current study – that CAI can be
subject area they highlight. dominant in any area, especially if the involve are
learners who are dependent to how teachers deliver
Speed (2020) reported on her dissertation that there are his/her lessons. On that account, teachers who were
curriculum trainers who thought that CAI as a program accustomed to traditional teaching methods were also
lacks student engagement during learning sessions. required to, despite their lack of technological
This problem is very common most especially if the proficiency, embrace technology as it becomes an
learner or the teacher is not fully equipped with integral part of lesson delivery (Barrot et al., 2021).
necessary tools that this kind of instruction demands.
More so, it is crucial that instructional strategies meet To sum up these concepts on CAI as established by
various academic documents, the researcher of the identification of the students’ least mastered topics in
present study would like to reiterate that teachers need General Mathematics and teachers’ evaluation on the
to be adaptable and flexible, thus, shifting to new instructional materials that was validated by several
methods of teaching should be treated as an inevitable experts. The questionnaire made to evaluate the
change to the education system. However, this should developed instructional material contains four (4)
also become an eye-opener to the administrators and component criteria which are Content, Instruction,
other institutions, that teachers and learners are in need Comprehensibility, and Technological aspect. A four-
of support anent to the issue with regard the point scale was provided to indicate the degree or level
implementation of CAI as part of the system. of agreement for the evaluation of the respondents in
each item. Each statement in the criteria was rated
This study considered the hypothesis, there is no using 1 to 4 rating scales with the corresponding
significant difference between the evaluation of the verbal interpretations: Fully Agree (FA), Strongly
mathematics teachers and the expert teacher- Agree (SA), Strongly Disagree (SD), and Fully
respondents on the developed instructional material in Disagree (FD), respectively. For further specifications,
General Mathematics in terms of the content, scale 1 is ranging from 1.00 to 1.49, scale 2 is from
instruction, comprehensibility, and technological 1.50 to 2.49, scale 3 is ranging from 2.50 to 3.49, and
aspect. Hence, the conceptual model that guided the scale 4 is from 3.50 to 4.00.
researcher in conducting the study is shown in Figures
1, 2, and 3. As emphasized, this study was focused on the
development and evaluation of a Computer-Aided
Instructional (CAI) material in General Mathematics
Methodology that is grounded to FPMTE (2011) and TPACK. It was
previously mentioned that the material is composed of
This study made use of descriptive method of research. several parts, namely, Diagnostic Activities, Building
According to Creswell (2014), gathering data that Blocks, Freedom Wall, In Action!, Let’s Get Real,
describes occurrences is the first step in descriptive Test Yourself, and Enrichment Activities. These parts
research, which subsequently organizes, tabulates, were initially formulated for it corresponds to the
visualizes, and summarizes the data collection. In phases of 7E structural cycle model. This CAI material
order to help the reader comprehend how the data is aimed to fill in the gap, specifically the technological
distributed, it frequently includes visual aids like gap, as identified by several mathematics experts.
graphs and charts. Meaning, the data that will be
collected, such as the evaluation of the teachers on Procedure
computer-aided instruction will be described,
examined and interpreted. Before the administration of the survey questionnaires
to the selected mathematics and expert teachers,
Participants formal letters were sent to another set of content
experts as it was initially validated and underwent
There are 15 expert teachers and 15 mathematics necessary revisions based on their comments and
teachers from selected secondary school in the suggestions.
Division of Marikina City with a total of 30 teachers
who served as respondents of the study and were After finalizing the survey questionnaire, the
selected through purposive sampling. Purposive developed CAI material was forwarded to the chosen
sampling is conducted when the researchers choose respondents who served as the evaluators of the
respondent who they believe will best help them in material. Prior to this, the researcher sent letters of
understanding the research problem and its specific permission to conduct the study to the principals of the
questions (Creswell, 2014). They evaluated the schools where the teacher-respondents teach. After the
developed instructional material by providing their permission was approved, the data gathering procedure
a s s e s s m e n t of its c o n te n t, i n s t r u c t i o n , commenced. To conclude, the researcher ensured that
comprehensibility, and technological through a all data gathered were treated with strict and utmost
validated survey questionnaire. confidentiality.
Instruments of the Study The researcher made use of the following statistical
tools:
The instrument that was utilized in collecting the data
for this research was a checklist-questionnaire for the Frequency Count, Percentage, and Ranking. This was
Results
Discussion
through face-to-face or even more so, through the Chen, C. S., Chen, C., & Shieh, C. (2020). A Study on Correlations
implementation distance learning modalities since it between Computer-Aided Instructions Integrated Environmental
enables continuity of high-quality teaching and Education and Students’ Learning Outcome and Environmental
Literacy. Eurasia Journal of Mathematics, Science and Technology
learning.
Education, 16(6), em1858. https://doi.org/10.29333/ejmste/8229
Furthermore, it is recommended that the developed Castor, K. (2019). Computer-Based Instructional Materials in
instructional material may be utilized under full online Statistics And Probability For Grade 11.
and/or blended learning modalities. If in case there
Chiu, T. K. F. (2021). Digital support for student engagement in
will suspensions of classes due to particular reasons, blended learning based on self-determination theory. Computers in
the material could also be employed to ensure that Human Behavior, 124, 106909.
learning will still be continuous. Providing trainings h t tp s :/ /d oi . o rg /1 0. 10 16 /j . ch b.2 02 1. 10 69 09
and seminars for teachers on the integration of Combo, JE. (2018). The Impact Of The Implementation of The
technology in teaching and learning process may be Spiral Approach in Mathematics Curriculum to the Senior High
one of the major priorities of schools and other School Students: Basis for Remediation Program.
educational institutions.
Combo, JE. & Bugay, A. (2021). Development of Mathematics model for teaching the learning cycle to preservice elementary
Anxiety Scale for Secondary School Students under Online Distance teachers. Journal of Elementary Science Education, 20(2), 51–66.
Learning https://doi.org/10.1007/bf03173670
Combo, JE., Esguerra, M., & Reyes, Z. (2022). Teachers’ Inayat, A., & Ali, A. (2020). Influence of Teaching Style on
Responsiveness to Students’ Needs in Solving Mathematical Students’ Engagement, Curiosity and Exploration in the Classroom.
Problems Under Modular Distance Modality. European Online Journal of Education and Educational Development, 7(1), 87.
J o u rn a l of Na t u ra l and S o c i a l S c i e n c e s , 1 1 (4 ). https://doi.org/10.22555/joeed.v7i1.2736
https://european-science.com/eojnss_proc/article/view/6707
Ito, H., Kasai, K., Nishiuchi, H., & Nakamuro, M. (2021). Does
C o mpu ter-Assisted Instruction (C A I) (n.d.). Computer-Aided Instruction Improve Children’s Cognitive and
https://woulibrary.wou.edu.my/weko/eed502/computerassisted_instr Noncognitive Skills? Social Science Research Network.
uction_cai.html https://papers.ssrn.com/sol3/papers.cfm?https://rb.gy/m8ukpg
Cotton, K. (1991). Computer-assisted instruction. School Julius, J. K. (2018). Influence of Computer Aided Instruction on
Improvement Research Series. Students’ Achievement, Self-Efficacy and Collaborative Skills in
UR L . ht tp s : // fi le s . e ric . ed . gov / fu l lt ex t /E D34 76 14 .p d f Chemistry in Secondary Schools of Tharaka-Nithi County, Kenya.
Kenyatta University. https://rb.gy/m8ukpg
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative,
and Mixed Methods Approaches. SAGE Publications. Korkor Sam, C., Acheaw Owusu, K., & Anthony-Krueger, C.
(2018). Effectiveness of 3E, 5E and Conventional Approaches of
Creswell, J. W. (2012). Educational Research: Planning, Teaching on Students’ Achievement in High School Biology.
Conducting, and Evaluating Quantitative and Qualitative Research. American Journal of Edu cational R ese a rch, 6(1), 76–
Pearson. 82.https://doi.org/10.12691/education-6-1-12
Dahmash, N. B. (2020). ‘I Couldn’t Join the Session’: Benefits and Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S.,
Challenges of Blended Learning amid COVID-19 from EFL & Diaz, J. M. (2021). An effective blended online teaching and
Students. International Journal of English Linguistics, 10(5), learning strategy during the COVID-19 pandemic. Education for
221.https://doi.org/10.5539/ijel.v10n5p221 Chemical Engineers, 35, 116–131.
h t tp s :/ /d oi . o rg /1 0. 10 16 /j . ec e .20 21 .0 1 .01 2
Duero, M. (2020). July 21, 2020 DM-CI- 2020-00162 – Suggested
Strategies in Implementing Distance Learning Delivery Modalities Muchiri, J. M. (2018). Effect of Computer Assisted Teaching
(DLDM) for School Year 2020– 2021 | DepEd Region VIII. Strategy on Students Achievement by Gender in Agricultural
Department of Education Region VIII - Eastern Visayas. Education in Tharaka Nithi County, Kenya. International Journal for
https://region8.deped.gov.ph/2020/07/25/jul%20y-21-2020-dm-ci-20 In novat ion Educa tion and Re se arch, 6(2), 90–98.
20-00162-suggested-%20strategies-in-implementing-distance- https://doi.org/10.31686/ijier.vol6.iss2.952
%20learning -delivery -modalities -dldm-for-%20school -
year-2020-2021/ Muhtia, A., Suparno, & Sumardi. (2016). Blended Learning Using
Schoology as an Online Learning Platform: Potentials and
Edejer, J. (2021). eModule in Trigonometry as Teaching Materials Challenges. English Language and Literature International
for Mathematics 9. Conference Proceedings, 2.
https://jurnal.unimus.ac.id/index.php/ELLIC/article/view/3531/3346
Esguerra, M. & Combo, JE. (2021). Learning Mathematics from a
Distance: A Basis for Continuous Improvement on Printed Modular Rosali, L. (2020). Effect of Computer-Assisted Instruction (CAI) on
Distance Learning (PMDL) Modality the Academic Achievement in Secondary Physics. OAlib, 07(05),
1–11.https://doi.org/10.4236/oalib.1106319
Flores, L. A., Presto, A. C., Combo, J. E. A., Caballero, J. G.,
Palanas, V. D., Devis, R. A., & Elipane, L. E. (2022). Learnings Rotas, E. & Cahapay, M. (2020). Difficulties in Remote Learning:
from Conducting an Online Lesson Study for the Online Teaching of Voices of Philippine University Students in the Wake of COVID-19
Radian Measure. International Journal of Multidisciplinary: Applied Crisis. Asian Journal of Distance Education, 15(2), 147–158.
Business and Education Research. 3 (11), 2440 – 2450. doi: https://doi.org/10.5281/zenodo.4299835
10.11594/ijmaber.03.11.27
Sam, C. K., Owusu, K. B., & Anthony-Krueger, C. (2018).
Ge n e ra l Math | D e p a rt m e n t of E d u c a t i o n . (n. d . ). Effectiveness of 3E, 5E and Conventional Approaches of Teaching
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-cu on Students’ Achievement in High School Biology. American
rriculum/senior-high-school-core-curriculum-subjects/shs- Journal of Educational Research.
core_general-math-cg/ h t t p s : / / d o i . o rg / 1 0 . 1 2 6 9 1 / ed u ca t i o n -6 -1 -12
Gerold, N. (2020). Virtual learning is hard. The Dispatch. Sarac, H. (2018). The Effect of Learning Cycle Models on
https://thedispatchonline.net/13118/journalism-1/virtual-learning-is- Achievement of Students: A Meta-Analysis Study. International
hard/ Journal of Educat ional M ethodology , 4(1), 1–18.
https://doi.org/10.12973/ijem.4.1.1
Gönen, S., Kocakaya, S., Inan, C., & Gökalp, Z. (2006). The Effect
of the Computer Assisted Teaching and 7E Model of the Scharaldi, K. (2020). What are the benefits of teaching math using
Constructivist Learning Methods on the Achievements and Attitudes technology? Texthelp.
of High School Students. Turkish Online Journal of Educational https://www.texthelp.com/resources/blog/what-are-the-benefits-of-u
Technology, 5(4), 82–88. sing-technology-for-math/
h t tp :/ / fil e s . e ri c . ed .g ov / fu ll t ext / E J1 10 26 11 .p d f
SEI-DOST & MATHTED, (2011). Mathematics framework for
Hanuscin, D. L., & Lee, M. H. (2008). Using the learning cycle as a phil ippine basic educa tion. Manila: SE I - DOST &
Shin, D., & Shim, J. (2021). Students’ Perceived Mathematics Why Asking Questions is Such an Important Skill in Learning.
Teacher Competence: Longitudinal Associations with Learning (2021).https://www.hopeineducation.com/blog/073-why-asking-que
Outcomes and Choice of College Major. Education Sciences, 11(1), stions-is-an-important-skill-in-learning-and-life
18. https://doi.org/10.3390/educsci11010018
Yenilmez, K., & Ersoy, M. O. (2008). Opinions of Mathematics
Speed, Kelly Denise, "Relationship Between Computer-Assisted Teacher Candidates towards Applying 7E Instructional Model on
Instruction and Student Achievement in Elementary Schools" Computer Aided Instruction Environments. International Journal of
(2020). Walden Dissertations and Doctoral Studies. 9263. Instruction, 1(1), 49–60.
https://scholarworks.waldenu.edu/dissertations/9263 h t tp :/ / fil e s . e ri c . ed .g ov / fu ll t ext / E D52 415 8 .pd f
Subia, G. S. (2020). Fortuitous: A Proposed Activity-Based Book In Yohannes, & Sukma. (2021). Mathematics Teachers’ Difficulties in
Mathematics Of Chance. International Journal of Scientific & Implementing Online Learning during the COVID-19 Pandemic.
Technology Research, 9(3), Journal of Hunan University Natural Sciences, 48(5), 87–98.
450–453.https://www.ijstr.org/final-print/mar2020/Fortuitous-A-Pro http://www.jonuns.com/index.php/journal/article/view/581/578
posed-Activity-based-Book-In-Mathematics-Of-Chance.pdf
Tho ma s, Z. (2018 ). Impact of Compute r Assi sted Affiliations and Corresponding Information
Learning/Computer Assisted Instruction on Academic Achievement
in the Area of Fourth Grade Reading and Mathematics. Auburn Princess C. Corpuz
University. http://hdl.handle.net/10415/6503 • Marikina Polytechnic College – Philippines
• Marist School - Philippines
Turgut, Ü., Çolak, A., & Salar, R. (2017). How is the Learning
Environment in Physics Lesson with Using 7E Model Teaching
Activities. European Journal of Education Studies, 3(6), 1–
28.https://doi.org/10.5281/zenodo.571250