e-Classroom Portals in the Development

of an Online Course
Delon A. Ching, Ed.D.
 Self-Paced e-Classroom Portals for
Improved Mathematical Performance and
Connective Knowledge of Senior High
School Students: Basis for the
Development of an Online Learning
Material in Pre-Calculus
Delon A. Ching, Ed.D.
 Background and Rationale
•Learning in the 21st Century requires mediums
in the modern way.
•Learning Materials and videos uploaded should
be accessible and user friendly
•Promotion of a self-paced eLearning
•Mathematical performance of the students in
low
•Extended hours of remediation to students
 Self-Paced e-Classroom Portals for
Improved Mathematical Performance and
Connective Knowledge of Senior High
School Students: Basis for the
Development of an Online Learning
Material in Pre-Calculus
Delon A. Ching, Ed.D.
 Scientific Basis/ Theoretical Framework
• Theory of Connectivism and Connective Knowledge
of Downes (2014) cited in the article of Bates (2014)
• Online Collaborative Theory presented by Harasim
(2012)
 OBJECTIVES
The study focused on self-paced e-Classroom portals for improved
mathematical performance and connective knowledge of the Senior High
School Students in LSPU which will lead to the development of an online
learning materials in Pre-Calculus
Specifically, it aims to:
1. Identify the profile of the Grade 11 students in terms of:
1.1. gender
1.2. gadget used
1.3. internet connection
1.4. income of parents
1.5grades in Mathematics (1st Semester 2018-2019)
 OBJECTIVES
2. determine the pre-assessed mathematical performance of the students as to their:
2.1. knowledge
2.2. comprehension
2.3. application
3. design a self-paced online learning material using an e-classroom portal on Pre-
Calculus for Grade 11 Senior High School Students.
4. evaluate the designed online learning material in terms of
4.1. Objectives
4.2. Web Features
4.3. Course Content
4.4. Activities and Grades
4.5. Chat Services
4.6. Uploaded Modules and Videos
 OBJECTIVES
5. Pilot test the use of self-paced online learning material and determine the pre-test and
post-test scores of the students who will be exposed to e-classroom portal in terms of:
5.1. Knowledge
5.2. Comprehension
5.3. Application
6. find-out the significant difference between the pretest and posttest scores of students
who are enrolled in the e-classroom portal.
7. determine the level of connective knowledge in Mathematics of the respondents with
exposure in the self-paced e-Classroom portal in terms of:
7.1. learner’s autonomy
7.2. openness
7.3. diversity
7.4. interactivity
 Review of Literature
• e-Learning Portals. Lu, et. Al. (2007) studied the development of
a web portal for undergraduate students that highlights the
WormClassroom.org,
• Online Courses. Roper (2007), cited the use of online courses
• Self-Paced e-Learning. Definition given by Soyemi (2009) about
Self-paced or individualized learning.
• Zumbrunn et. Al. (2011) they emphasized self-regulation
strategies
• Anderson (2005), Self-paced e-learning maximizes individual
freedom.
 Research Methodology
Research Design : Descriptive & Developmental Study
Researcher Area : Mathematics and Technological Advancement
Duration :May 2018 to December 2018
Respondents : 40 SHS Students (Clustered Sampling)
Site of Implementation :Laguna State Polytechnic University,
Brgy. Del Remedio, San Pablo City.
Cooperating Agency : LSPU- SHS and DepEd
 Literature Cited
• Anderson, T., Annand, D., & Wark, N. (2005). The Search for Learning Community in
LearnerPaced Distance Education Programming Or “Having Your Cake and Eating It,
Too!”. Australian Journal of Educational Technology, 21(2), 222-241. Retrived from
http://www.ascilite.org.au/ajet/ajet21/res/anderson.html
• Bates, T. (2014). Learning Theories and Online Learning. website by Contact North .
https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
• Imran, S. M., & Malik, B. A. (2017). Evaluation of E-Learning Web-Portals. DESIDOC
Journal of Library & Information Technology, 37(3), 205.
• Lu, F. M. et. Al. (2007). WormClassroom.org: An Inquiry-rich Educational Web Portal for
Research Resources of Caenorhabditis elegans. CBE Life Sci Educ. 2007 Summer; 6(2):
98–108. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1885908/
 Literature Cited
• Roper, A. (2007). How Students Develop Online Learning Skills. Golden Gate University
in San Francisco. http://er.educause.edu/articles/2007/1/how-students-develop-online-
learning-skills
• Soyemi, J. et. Al. (2009). Integrating Self-Paced e-Learning with Conventional
Classroom Learning in Nigeria Educational System. Proceedings of the 1st International
Technology, Education and Environment Conference.
http://www.hrmars.com/admin/pics/278.pdf
• Zumburnn, S. et Al. (2011) Encouraging Self-Regulated Learning in the Classroom: A
Review of the Literature. Metropolitan Educational Research Consortium (MERC),
Virginia Commonwealth University
http://merc.soe.vcu.edu/Reports/Self%20Regulated%20Learning.pdf
 Title 1
Self-Paced e-Classroom Portals for
Improved Mathematical Performance and
Connective Knowledge of Senior High
School Students: Basis for the
Development of an Online Learning
Material in Pre-Calculus
Delon A. Ching, Ed.D.
 Title 2
Language Switching in Solving
Mathematical Problems
Delon A. Ching, Ed.D.
 Title 3
Leadership Styles, Ethical Behavior and Job
Satisfaction of Public Secondary School
Principals: Basis for the School
Development Plan
Delon A. Ching, Ed.D.
THANK YOU po =)
Delon A. Ching, Ed.D.