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Jul 23, 2024
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Abstract
The study employed a mixed-method developmental approach to design a learning hub imbued with microlearning to address the least learned competencies in English 7. The least learned competencies were identified by considering existing test results in the locale of the researcher, which were supported by the findings of existing studies in the literature through a systematic review. The researcher assumed the roles of content creator and curator and identified relevant microlearning materials available for access. Experts validated the quality of the identified learning content through an adopted questionnaire. Afterwards, the researcher designed the Grammar Express. ICT experts were asked to validate the platform using an adapted rubric to determine whether it is suitable as a learning website. An adapted questionnaire was used to measure the level of acceptance of Grammar Express by language teachers. Meanwhile, an adapted questionnaire was used to evaluate the level of usability of the platform as perceived by the students. Based on the findings, the respondents believe that Grammar Express is useful since it offers tangible benefits and can enhance instruction. Similarly, in terms of perceived ease of use, Grammar Express requires less effort to learn and utilize. In addition, there is a strong positive attitude to incorporate Grammar Express in language teaching. Furthermore, there is a strong intention to use Grammar Express, which indicates a high level of acceptance and enthusiasm for the platform. In terms of usability, there is a strong inclination toward frequent use and displayed confidence in navigating the platform independently.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Cunanan, M. A. G. (2024). Grammar Express Unleashed: A Microlearning Hub Approach to Least Learned English 7 Competencies. International Journal of Multidisciplinary: Applied Business and Education Research, 5(7), 2515-2529. https://doi.org/10.11594/ijmaber.05.07.13
References
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Puno, R., & Villanueva, J. (2019). Development and validation of an activity-based module on subject-verb agreement rules. SSRN Electronic Journal, 1–36. https://doi.org/10.2139/ssrn.4139289
Sarasua, R. J. (2021). Error analysis on students’ essay composition: Reference for corrective feedbacking mechanism. International Journal of Arts, Sciences and Education, 2(1), 51–60. https://ijase.org/index.php/ijase/article/view/53/46
Sarasua, R. J., & Tadije, F. B. (2019). CaLTen: A tool to increase the mastery in learning tenses of verbs among students of CCNHS-Main. Cauayan City: Department of Education.
Sirwan Mohammed, G., Wakil, K., & Sirwan Nawroly, S. (2018). The effectiveness of microlearning to improve students’ learning ability. International Journal of Educational Research Review, 3(3), 32–38. https://doi.org/10.24331/ijere.415824
Torgerson, C., & Iannone, S. (2020). Designing microlearning. American Society for Talent and Development.
Weng, F., Yang, R.-J., Ho, H.-J., & Su, H.-M. (2018). A TAM-based study of the attitude towards use intention of multimedia among school teachers. Applied System Innovation, 1(3), 36. https://doi.org/10.3390/asi1030036
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. Sagepub. https://doi.org/10.1177/0739456X17723971
Apolonio, J. (2021). Needs analysis, challenges, and teaching strategies in English grammar learning (pp. 1–232) [PDF]. https://files.eric.ed.gov/fulltext/ED613630.pdf
Ayers Institute for Teacher Learning and Innovation. (2015). Website Evaluation Rubric. Lipscomb University. https://www.edutoolbox.org/sites/default/files/node_files/Website-Evaluation-Rubric.pdf
Bentsen, L. (2017). To teach, or not to teach grammar? Teachers’ approaches to grammar teaching in lower secondary school. Universitetet i Oslo. https://www.duo.uio.no/bitstream/handle/10852/57350/Bentsen_Master.pdf?
Brooke, J. (2013). SUS: A retrospective. Journal of Usability Studies, 8(2), 29–40.
Cabaltica, R., & Osabel, C. (2021). Knowledge on subject-verb agreement of grade 7 students: Basis for remedial teaching. European Journal of Humanities and Educational Advancements, 2(4), 74–82. https://doi.org/10.5281/zenodo.4817495
Caiga, B. (2022). TOEIC results and lexile level equivalency: Basis for English proficiency intervention program. Asia Pacific Journal of Educational Perspective, 9(1), 64–70. https://research.lpubatangas.edu.ph/wp-content/uploads/2022/09/8-APJEP-2022-55-Caiga.pdf
Choudhary, H., & Pandita, D. (2023). Maximizing learning outcomes in the digital age: The role of microlearning for gen Z. Development and Learning in Organizations, 17(1). Emerald Insight. https://doi.org/10.1108/dlo-02-2023-0038
Cordova, R., Medina, J. G., Ramos, T., & Alejo, A. (2019). Effectiveness of competency-based strategic intervention materials in English 7. DLSU Research Congress 2019, De La Salle University, Manila, Philippines. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2019/lli-II-019.pdf
Creswell, J., & Piano Clark, V. (2007). Designing and conducting mixed methods research. Australian and New Zealand Journal of Public Health, 31(4), 388–388. https://doi.org/10.1111/j.1753-6405.2007.00096.x
Department of Education. (2009). Guidelines and Processes for LRMDS Assessment and Evaluation. https://lrmds.deped.gov.ph/docs/LRMDSGuidelines.pdf
Department of Education. (2016). K to 12 curriculum guide English (grade 1 to grade 10). https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
Dung, D. T. H. (2020). The advantages and disadvantages of virtual learning. IOSR Journal of Research & Method in Education (IOSR-JRME), 10(3), 45–48. Scientific Research Publishing. https://doi.org/10.9790/7388-1003054548
EF English Proficiency Index. (2023). Education first English proficiency index results. https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2023/ef-epi-2023-english.pdf
Ghani, M. T. A., & Daud, W. A. A. W. (2018). Adaptation of ADDIE instructional model in developing educational website for language learning. Global Journal Al-Thaqafah, 8(2), 7–16. http://www.gjat.my/gjat122018/GJAT122018-1.pdf
Göschlberger, B., & Bruck, P. A. (2017). Gamification in mobile and workplace integrated microlearning. Proceedings of the 19th International Conference on Information Integration and Web-Based Applications & Services. https://doi.org/10.1145/3151759.3151795
Hikmah, N., Akmal, A., & Buffe, F. (2019). Writing skills of junior high school students of the University of Saint Anthony, Iriga City, Philippines. Proceedings of the 2019 Ahmad Dahlan International Conference Series on Education & Learning, Social Science & Humanities, 156–159. https://doi.org/10.2991/adics-elssh-19.2019.8
Kanter, B. (2011). Content curation primer. https://bethkanter.org/content-curation-101/
Lewis, J. R. (2018). The system usability scale: Past, present, and future. International Journal of Human–Computer Interaction, 34(7), 577–590. https://doi.org/10.1080/10447318.2018.1455307
Lewis, J. R., & Sauro, J. (2009). The factor structure of the system usability scale. In M. Kurosu (Ed.), Human Centered Design. Lecture Notes in Computer Science (Vol. 5619, pp. 94–103). Springer. https://doi.org/10.1007/978-3-642-02806-9_12
Lingat, A. D., & Orge, N. B. A. (2019). Improving the subject-verb agreement competency in English using 5 column chart graphic organizer among the grade 7 students of Loob Bunga High School - Botolan, Zambales, Philippines. Journal of International Academic Research for Multidisciplinary, 7(4). http://www.jiarm.com/May2019/paper33172.pdf
Monteron, D., & Sanlad, L. G. (2020). Comprehensive analysis on least learned competencies in mathematics 5: Basis for learning activities. https://www.researchgate.net/publication/339512598_Comprehensive_Analysis_on_Least_Learned_Competencies_in_Mathematics_5_Basis_for_Learning_Activities
Naimi-Akbar, I., Weurlander, M., & Barman, L. (2023). Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness? Teaching in Higher Education, 1–17. https://doi.org/10.1080/13562517.2023.2201674
Nikolopoulou, K. (2022). What is purposive sampling? Definition & examples. Scribbr. https://www.scribbr.com/methodology/purposive-sampling/
Nugraha, H., Rusmana, A., Khadijah, U., & Gemiharto, I. (2021). Microlearning sebagai upaya dalam menghadapi dampak pandemi pada proses pembelajaran. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran, 8(3), 225–236. https://doi.org/10.17977/um031v8i32021p225
Oxford University Press. (2016). Learn about virtual learning environment/Course management system content. Oxford University Press Online Resource Center. https://global.oup.com/uk/orc/learnvle/
Pixsel Academy. (2021). 101 dos & don’ts of UI design (1st ed., pp. 1–106). Pixsel Academy.
Puno, R., & Villanueva, J. (2019). Development and validation of an activity-based module on subject-verb agreement rules. SSRN Electronic Journal, 1–36. https://doi.org/10.2139/ssrn.4139289
Sarasua, R. J. (2021). Error analysis on students’ essay composition: Reference for corrective feedbacking mechanism. International Journal of Arts, Sciences and Education, 2(1), 51–60. https://ijase.org/index.php/ijase/article/view/53/46
Sarasua, R. J., & Tadije, F. B. (2019). CaLTen: A tool to increase the mastery in learning tenses of verbs among students of CCNHS-Main. Cauayan City: Department of Education.
Sirwan Mohammed, G., Wakil, K., & Sirwan Nawroly, S. (2018). The effectiveness of microlearning to improve students’ learning ability. International Journal of Educational Research Review, 3(3), 32–38. https://doi.org/10.24331/ijere.415824
Torgerson, C., & Iannone, S. (2020). Designing microlearning. American Society for Talent and Development.
Weng, F., Yang, R.-J., Ho, H.-J., & Su, H.-M. (2018). A TAM-based study of the attitude towards use intention of multimedia among school teachers. Applied System Innovation, 1(3), 36. https://doi.org/10.3390/asi1030036
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. Sagepub. https://doi.org/10.1177/0739456X17723971