The Effectiveness and Relationship of Student Responses toward Learning Outcomes Using Interactive Multimedia-Based E-Modules in Elementary Schools

Abstract

An interactive multimedia-based e-module is an enhanced version of conventional modules incorporating information technology. It integrates navigation buttons and user instructions, enabling independent use by those at any location and time. This phenomenon facilitates the optimal implementation of learning in the digital literacy era. This study employed a quantitative design utilizing the pre-experimental design research method. It specifically utilized a one-shot case study research form to examine the effectiveness of learning. Additionally, it employed the correlation analysis method to investigate the relationship between student responses and learning outcomes. This effort is achieved by utilizing interactive multimedia-based e-modules focused on the topic of building space in elementary school. A total of 24 fifth-grade students were included as research subjects. Moreover, the employed instruments consisted of tests of learning outcomes and questionnaires. The research data were evaluated using descriptive statistics, the N-Gain, and the correlation test. The findings indicated that using interactive multimedia-based e-modules for teaching space-related content yielded significant positive effects on learning outcomes. The research data were analyzed using descriptive statistics, N-Gain, and correlation tests. The findings revealed that: 1) the utilization of interactive multimedia-based E-Modules for teaching space-related content is quite effective, resulting in significant improvements in learning outcomes falling within the medium category; and 2) there exists a strong and close relationship between student responses to the implementation of interactive multimedia-based E-Modules and their learning outcomes in mathematics learning at the elementary school level.