Improving Mathematics Achievement in the New Normal Education System Using Genyo E-Learning
Keywords:Genyo E-Learning; Convention Virtual Lecture Method; Online Distance Learning
Mathematics as a discipline effectively learned when teacher-assisted instruction is present has now aided with computer-assisted learning. This study assessed the effectiveness of Genyo-E-Learning in Online Distance Learning through a quasi-experimental pretest-posttest control group design. Pupils have matched accordingly with their Mathematics grades in the third-grading period. Pretest underwent KR20 and Levene’s Test of Homogeneity of Variance to see if the covariate is reliable and groups are at the same level. As shown in the Schema of Classes, the researcher designed two lesson outlines with different structures for the intact groups covering the topic: Circumference of a Circle. The lesson for the Control Group was delivered through the Conventional Virtual Lecture Method, while the Experimental Group had Genyo E-Learning as an aid for transmission. The post-test scores were the basis as to what group the significant difference favors. Post-tests were treated with ANCOVA at a 0.05 significance level. The researcher used the National Achievement Test Descriptive Equivalence Table to determine groups' mastery level and used the Evaluation Form on the Excerpts of Online Classes to evaluate the degree of pupils' interactivity toward the lesson. Mathematics Achievement of pupils taught with Genyo E-Learning is greater than that of Conventional Virtual Lecture Method teaching and rated Very Satisfactorily and Satisfactorily respectively based on Interactivity Evaluation. More pupils from the Experimental Group achieved Mastered Level based on the Achievement Level Scale. Genyo E-Learning Systems could improve Mathematics Achievement in the New Normal Education System.
Aldiab, A., Chowdhury, H., Kootsookos, A., Alam, F., & Allhibi, H. (2019). Utilization of Learning Management Systems (LMSs) in higher education system: A case review for Saudi Arabia. Energy Procedia, 160, 731-737. Retrieved from https://bit.ly/3scu5PA
Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. Retrieved from https://bit.ly/3sczRkm
Alshorman, B. A., & Bawaneh, A. K. (2018). Attitudes of Faculty Members and Students towards the Use of the Learning Management System in Teaching and Learning. Turkish Online Journal of Educational Technology-TOJET, 17(3), 1-15. Retrieved from https://bit.ly/3lZLdqC
Ayd?n, M.K., & Semerci, A. (2017). Ö?retmenlerin BIT tutumlar? ölçe?inin geli?tirilmesi [Developing teachers' ICT attitudes scale]. Milli E?itim Dergisi, 46 (213), 155-176. Retrieved from https://bit.ly/2Xt6A9T
Capacio, L. J. A., Celesio, G. A., & Naparan, G. B. (2021). Teachers’ Experiences in Online Teaching and Learning Modality. Edline: Journal of Education and Learning Innovation, 1(1). Retrieved from https://bit.ly/3tWLvQv
Cetinkaya, L. (2017). An Educational Technology Tool That Developed in the Natural Flow of Life among Students: WhatsApp. International Journal of Progressive Education, 13(2), 29-47. Retrieved from https://bit.ly/3iHsTk3
Ciroma, Z. I. (2014). ICT and education: Issues and challenges. Mediterranean Journal of Social Sciences, 5(26), 98-98. Retrieved from https://bit.ly/3yLb6OC
Chakraborty, M. (2017). Learner engagement strategies in online class environment. Retrieved from https://bit.ly/3nJPnC1
Derntl, M., & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. The Internet and Higher Education, 8(2), 111-130. Retrieved from https://bit.ly/3AIXgN5
Findik-Co?kunçay, D., Alki?, N., & Özkan-Yildirim, S. (2018). A structural model for students' adoption of learning management systems: An empirical investigation in the higher education context. Journal of Educational Technology & Society, 21(2), 13-27. Retrieved from https://bit.ly/3jSs2fN
Honculada, J. R., & Naparan, G. B. (2020). The Lived Experiences Of SEAMEO Innotech Guro21 Graduates. International Journal of Theory and Application in Elementary and Secondary School Education, 2(2), 91-120. Retrieved from https://bit.ly/3tnVRI4
Hortal, M. K. A. (2021). ELECTRONIC LEARNING: A TOOL FOR GRAMMAR AND WRITING DISCUSSION. EPRA International Journal of Multidisciplinary Research, 7(7), 136-140. Retrieved from https://bit.ly/37FfMJS
Joshi, D. R. (2017). Influence of ICT in mathematics teaching. International Journal For Innovative Research in Multidisciplinary Field, 3(1), 7-11. Retrieved from https://bit.ly/37I5jNL
Kwok, A. (2021). Managing classroom management preparation in teacher education. Teachers and Teaching, 1-17.Retrieved from https://bit.ly/2VUkHnS
Mafikasari, A., Henri Fatkurochman, S. S., & Nurkamilah, M. P. A DESCRIPTIVE STUDY OF ICT-BASED EFL CLASSROOM MANAGEMENT. Retrieved from https://bit.ly/3iHAvmH
Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students' attitude towards learning mathematics. Retrieved from https://bit.ly/2UfTBHf
Moorhouse, B. L., Li, Y., & Walsh, S. (2021). E-classroom interactional competencies: Mediating and assisting language learning during synchronous online lessons. RELC Journal, 0033688220985274. Retrieved from https://bit.ly/3iKkkFn
Ngussa, B. M., & Mbuti, E. E. (2017). The Influence of Humour on Learners’ Attitude and Mathematics Achievement: A Case of Secondary Schools in Arusha City, Tanzania. Journal of Educational Research, 2(3), 170 -181. Retrieved from https://bit.ly/3yMuxqb
Ploj Virtic, M., Dolenc, K., & Šorgo, A. (2021). Changes in Online Distance Learning Behaviour of University Students during the Coronavirus Disease 2019 Outbreak, and Development of the Model of Forced Distance Online Learning Preferences. European Journal of Educational Research, 10(1), 393-411. Retrieved from https://bit.ly/3fYSjrU
Rabiman, R., Nurtanto, M., & Kholifah, N. (2020). Design and Development E-Learning System by Learning Management System (LMS) in Vocational Education. Online Submission, 9(1), 1059-1063. Retrieved from https://bit.ly/37I0DHY
Santiago, J. C., Aguja, S. E., & Prudente, M. S. (2017). Students’ Understanding of Genetics Through Blended Learning Activities. Advanced Science Letters, 23(2), 869-872. Retrieved from https://bit.ly/2SoJvT8
Sebial, S. C. (2017). Improving mathematics achievement and attitude of the grade 10 students using Dynamic Geometry Software (DGS) and Computer Algebra Systems (CAS). International Journal of Social Science and Humanities Research ISSN, 2348-3164. Retrieved from https://bit.ly/2QzFydG
Simanullang, N. H. S., & Rajagukguk, J. (2020, February). Learning Management System (LMS) Based On Moodle To Improve Students Learning Activity. In Journal of Physics: Conference Series (Vol. 1462, No. 1, p. 012067). IOP Publishing. Retrieved from https://bit.ly/3yJypII
Sutrisno, S., Andre, H. L., & Susilawati, S. (2021, February). The Analysis of the Facilities and ICT Applications Usage by the University’s Students. In Journal of Physics: Conference Series (Vol. 1793, No. 1, p. 012050). IOP Publishing. Retrieved from https://bit.ly/3AB2A5e
Syyeda, F. B. (2021). Mathematical identity: an investigation into the learning journeys of adult learners (Doctoral dissertation, University of Leicester). Retrieved from https://bit.ly/2VVjnRV
Usak, M., Masalimova, A. R., Cherdymova, E. I., & Shaidullina, A. R. (2020). New playmaker in science education: COVID19. Journal of Baltic Science Education, 19(2), 180-185. https://doi.org/10.33225/jbse/20.19.180 . Retrieved from https://bit.ly/3jUjfd8
Waluyo, B. (2020). Learning outcomes of a general English course implementing multiple e-learning technologies and active learning concepts. Journal of Asia TEFL, 17(1), 160. Retrieved from https://bit.ly/3m0u8wY
How to Cite
Copyright (c) 2021 Leadean Jay Capacio
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
International Journal of Theory and Application in Elementary and Secondary School Education has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purpose. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License
Creative Commons License
2. Author’s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
International Journal of Theory and Application in Elementary and Secondary School Education objective is to disseminate articles published are as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (International Journal of Theory and Application in Elementary and Secondary School Education).
The author has a non-exclusive publishing contract with a publisher and the work is published with a more restrictive license, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education.
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee.
International Journal of Theory and Application in Elementary and Secondary School Education will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee has become obligated to have the article published. International Journal of Theory and Application in Elementary and Secondary School Education may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers