Far East Journal of Mathematical Sciences (FJMS)

© 2019 Pushpa Publishing House, Prayagraj, India

http://www.pphmj.com
http://dx.doi.org/10.17654/MS115020171
Volume 115, Number 2, 2019, Pages 171-193 ISSN: 0972-0871

DEVELOPMENT AND USE OF SOCIAL

MEDIA-BASED MATHEMATICS INSTRUCTIONAL
MODULE FOR GRADE 7 STUDENTS

Saniya G. Abirin and Mario R. Obra

Western Mindanao State University

Baliwasan, Zamboanga City 7000
Philippines
e-mail: ghudie@gmail.com
obramario@yahoo.com.ph

Abstract

The purpose of the study is to develop a social media-based

mathematics instructional module (SMBMIM) for the Grade 7
students. Specifically, it answered the questions: (1) what are the
desirable characteristics of the module in terms of validity and
reliability; (2) what are the pre-delivery appropriateness of the
SMBMIM in terms of learning objectives, lesson content, language
used, and evaluation activities; and (3) what is the educational use of
the SMBMIM in meeting the learning competencies of students in
mathematics? The process of module development was anchored on
ADDIE model by McGriff [22]. The validity of the module was
determined using kappa statistics with pairwise agreement, while
Cronbach’s alpha was used to determine module’s reliability and
pre-delivery appropriateness. In terms of educational use, the learning
gains of students measured for every learning competency were used
Received: March 30, 2019; Accepted: May 11, 2019
2010 Mathematics Subject Classification: 97-XX.
Keywords and phrases: ADDIE model, mathematics instruction, module development, social
media-based mathematics instruction.
172 Saniya G. Abirin and Mario R. Obra
as indicator for the variable module use. As for the validity and
reliability of the SMBMIM, an inter-rater fair agreement k  .024 
and an alpha value of   .90 described as acceptable and very
highly reliable, respectively, were obtained, while the pre-delivery
appropriateness of the SMBMIM showed an alpha   0.78 and
 x  4.71 described as highly reliable and strongly acceptable,
respectively. In terms of educational use, results revealed a positive
mean gain in 3 out of 4 learning competencies. These findings
imply that the SMBMIM is valid, reliable and effective for use 2 as
instructional material. However, it is recommended that a further study
be done using quasi-experimental to further validate the effectiveness
of the developed module.

1. Introduction

The process of teaching and learning mathematics has been considered

by many educators as one of the major challenges they face over the
years (Saritas and Akdemir [48]). Ganal and Guiab [37] define mathematics
which several students find most difficult, incomprehensible, and boring.
Ogochukwu [49] affirms that it is because the process of learning this is
very complex which requires a lot of effort from them especially cognitively.
Zin et al. [46] conclude that mostly the failures and poor performance
in mathematics are caused by insufficient teaching-learning environment.
Thus, students need a lot of motivation to cope with the subject. In a report
made by Rimando [26], public high school students in Region 9 have been
found academically poor in mathematics. This was revealed in a Regional
Secondary Achievement Test (RSAT) conducted in 2011 by the Department
of Education (DepEd) in the Western Mindanao schools divisions of
Zamboanga del Sur, Zamboanga del Norte, Zamboanga Sibugay, Zamboanga
City, Pagadian City, Dipolog City, Dapitan City, and Isabela City (Basilan)
wherein the sophomore examinees recorded the lowest Mean Percentage
Score (MPS) of 33.0 and the seniors with MPS of 32.55 in mathematics.
These findings are in accordance with the findings made by Uchechi [50]
that although there have been already different teaching strategies developed
by experts, still the mathematics achievements of students have been poor.
 Development and Use of Social Media-based Mathematics … 173

According to the Department of Education [51], mathematics is a subject

that must be learned meaningfully and comprehensively. In order to realize
this idea, the National Council of Teachers of Mathematics [38] strongly
points out the importance of technology in teaching and learning
mathematics (NCTM [38]). Tolhurst [52] suggests that mathematics teachers
should explore the challenges and opportunities of latest technologies so
as to improve their teaching styles; as well as innovative and effective
instructional techniques should be developed and implemented in order to
turn students into successful learners (Saritas and Akdemir [48]). Kim [40]
affirms that meaningful learning happens when students are engaged in
various social activities such as social media.

2. Review of Related Literature

2.1. Social media and social media platforms

Social media is defined as (a) a web-based application, (b) for people,

(c) to exchange information (d) and build relationships as well as maintain
their collaborative communication and cooperation (Ebersbach 2008 as cited
in Uitz [60]). Uitz [60] and Kietzmann et al. (2011) as cited in Hashim et al.
[8], and Dewing [34]. Chan-Olmsted et al. [61] implied that social media
refers to Internet-based technologies that consent individuals to create,
discuss, and adapt user-generated content. The use of social media is linked
with some tools which include social networking sites, blogs, wikis, social
tagging or book marking (Dewing [34], and Tiryakioglu and Erzurum [23]).
According to Boyd and Ellison [4], (a) social networking sites refer to web-
based services that allow individuals to (1) construct a public or semi-public
profile within a bounded system, (2) articulate a list of other uses which
share a connection, and (3) view and travers their list of connections and
those made by others within a system The most popular social networking
sites are Facebook, Linkedln, Pinterest, Instagram and Twitter (Pew
Research Center [16]).
174 Saniya G. Abirin and Mario R. Obra

2.2. Social media and academic achievement

In a study conducted by Helou and Abrahim [59] entitled “Influence of
Social Networking Sites on Students Academic Performance”, they found
out that the majority of respondents agreed that social networking sites have
a positive impact on their academic performance. In addition, in an effort to
improve the teaching of mathematics, Ng and Latif [44] and Prasad and
Prasad [25] conducted a study on social media and mathematics teaching,
and their study concluded social media enhances learning and teaching
experiences of the learners and caused a significant change in their behavior
in the classroom. In a similar study conducted by Tayseer et al. [47] using
GPA as an indicator, their study revealed that there is a correlation between
the students GPAs and their usage of social network. Therefore, based from
their study, the students with high GPAs spend more time using social
networks, while students with low GPA spend less time. According to Tham
and Ahmed [24] though there are negative perceptions about the possible
effects of social networking sites on students’ academic performance,
however, Baran [53] in Tham and Ahmed [24] contradicted that some
studies showed that students found it quite appropriate for a teacher to use
Facebook, and for teachers and students to socialize by this means. Students
also believed that such tools could allow them to share knowledge in formal
education contexts. Churchill’s study [54] in Tham and Ahmed [24] showed
that the use of weblogs or “blogs” (social publishing) in education facilitated
a useful learning atmosphere. Ozkan and McKenzie (2008) as cited in Brady
et al. [14].

[14] contended that educators need to engage students with a more 21st
century approach to teaching and social networking technologies can provide
such a venue. Gregor [39] further added that social media can provide the
building blocks for a learning environment powered by multiple forms of
support, allowing learners to connect, interact, and share ideas in a fluid
way. Moreover, according to Lederer [17], “as an educational tool, social
media enriches the learning experience by allowing students and teachers to
connect and interact in new exciting ways. He asserted that web sites such as
 Development and Use of Social Media-based Mathematics … 175

Facebook, Twitter and Linkedln provide a platform where users can dialog,
exchange ideas, and find answers to questions. These sites are designed to
foster collaboration and discussion. Moreover, Lederer [17] also cited the
benefits of social media when integrated in the classroom. These are: social
media can enrich the learning experience by fostering collaboration and
discussion, create meaningful dialogue, exchange ideas, and boost student
interaction.
Social media is an effective means to acquire better communication
skills and increase student engagement. Social media like Facebook and
Twitter can be used to enhance communication among students and teachers.
Mathematics educators can answer students’ queries via Facebook page
or Twitter feed, post homework, send messages and updates, announce
upcoming events, and share interesting school-related content. Meanwhile,
Marin [21] on his study of “Enhancing Learning With The Social Media:
Student Teachers’ Perceptions on Twitter in a Debate Activity” results
showed that positive perceptions towards the use of social media in
education and students’ willingness for future use, learning opportunities
from Twitter and the use of mobile technology were also envisioned. In
addition, according to Tom Murray (n.d.) in Stevens [32], social media is
high interest for most students; collaboration, communication, and global
connections are possible. This is because, according to Mingle and Adams
[43], an interesting aspect of social media is that, it is not limited to desktop
or laptop computers but could be accessed through mobile applications and
smartphones making it very accessible and easy to use. Davis [33] also
added that social media is another tool that teachers can use to make
classrooms more engaging, relevant and culturally diverse. Furthermore,
Ronan [27] asserted that instead of being seen as a possible distraction, the
use of social media in the classroom is now a vehicle for driving engagement
and learning. According to Fisher (2011) in Ng and Latif [44], the use of
social network has big influence on teachers and learners compared to
traditional educational system due to the opportunities provided to connect
and collaborate in a much easier manner. Teachers need to know how to
integrate social media effectively in the classroom. This concurred with the
176 Saniya G. Abirin and Mario R. Obra

research conducted by Lee and McLoughlin [57] in Ng and Latif [44]

that with appropriate learning designs and pedagogical strategies, the
social networking tool can enhance, enrich, and extend traditional distance
education paradigms and increase connectivity and engagement of learners.
As noted by Al-Tarawneh [3], the human nature is keen on interacting with
people and finding common areas, Stollak et al. [58] in Ng and Latif [44]
noted that with the emergence of smartphones, net books and tablets today
the involvement of students in the social network will increase greatly
not only for communication and entertainment but also for education.
Thuseethan and Kuhanesan [41] explained social networking sites allow
students to express themselves, communicate, and collect profiles that
highlight their talents and experience.

2.3. Development of a multimedia module

Magsino [20] describes module development as an art and science. It
requires consistent practice to plan and develop instructional modules.
According to Frey and Sutton [36] closely related to the multimedia
development process as the instructional design (ID) models that provide
guidance to practitioners. ID models help module developers concentrate on
the learning content and create a vision that turns the materials into
manageable pieces of instructional content. In general, ID models focus on
the development and design of learning content (Frey and Sutton [36]).
Moore and Kearsely (1996) as cited in Martin et al. [7] further added
that an instructional design is a system of developing a well-structured
instructional module using objectives, teaching-related strategies, evaluation,
and systematic feedback. It can also be defined as the science of creating
comprehensive specifications for the design, development, evaluation,
and maintenance of instructional materials that facilitate learning and
performance. Lux and Davidson [19] stressed that the initial step in module
design is to define the learning objectives; these objectives should then drive
the design of the final application. In this case, the goals for the module are
for users to learn the general method for obtaining reaction forces on a
statically determinant rigid body subjected to a set of known loads and
 Development and Use of Social Media-based Mathematics … 177

boundary constraints, and then to demonstrate the ability to apply this

knowledge in a variety of applications. According to APEID [2], the process
of module development includes: (1) identifying the needs of the target
population and choosing the topic; (2) collecting relevant information on
the topic and verifying the necessity for developing a new programme
or module; (3) making plans for developing the module; (4) formulating
objectives of the module based on the results of an assessment of needs; (5)
selecting the learning experiences that can best achieve the objectives and
arranging them in logical order; (6) deciding the format and components
of the module; (7) writing a draft module; (8) reviewing the draft module
and make revisions; (9) selecting at least three students from the target
population and testing the module on them. Revise the module according to
the results obtained from the test; (10) conducting further small-scale or
large-scale try-outs and making suitable revisions, if and when necessary;
and (11) printing the manuscript.

2.4. Consideration of social media platform for module development

Martin et al. [7] pointed out that selecting the appropriate technology
and to be used in the instructional material is greatly important. However, it
is necessary not to select media or technology just because of its availability
but rather it should be selected based on different criteria such as learning
outcome, instructional strategy, learner characteristics, and instructional
setting. According to Loyola [18] when instructional media and technology
are appropriately selected, these can contribute to the effective learning
acquisition of the students, uphold their active participation inside the
classroom, and further enhance their comprehension of the subject matter.
According to Seth [29], instructional media provide a sound basis for which
ideas as well as concepts can be concretized.

Smith and Ragan [30] enumerated factors to consider when selecting

instructional media to include learning conditions and tasks, the learners,
context, and media attributes. The instructional media to be selected must be
relevant to the objectives as well as to the learners whom the materials are to
be developed for. Being relevant to the learner means that the characteristics
178 Saniya G. Abirin and Mario R. Obra

of the learner such as the age, level of maturation or attainment, aptitude,

ability, and capability, should all be considered to enable the teacher to
select relevant materials for their needs, aspirations, and interests.

2.5. Validation and evaluation of a module

Macarandang [9] in Zaldivar [42] pointed out that a module once
developed cannot be given immediately to students for utilization but
rather it has to undergo an expert validation and evaluation process in order
to ensure its reliability, effectiveness as well as technical and desirable
characteristics. The method of evaluation is to (1) define the learning goals;
(2) define how to measure learning; (3) how to teach using the module;
(4) collect data and assess the learning. Cennamo and Kalk [55] in Frey
and Sutton [36] also added that evaluation examines the effectiveness of
the instruction by considering how well the outcomes, assessments, and
activities are aligned within the instruction and whether they are appropriate
for the needs and characteristics of the learners.

2.6. Module and academic achievement

In a study conducted by Martin et al. [7] entitled “Development
of Interactive Multimedia Instructional Module”, results revealed an
improvement in students’ learning for all of the four objectives based on
pretest and posttest results. Aggabao (2002) as cited in Macarandang [9]
made a study aimed at developing individualized self-instructional modules
on selected topics in basic mathematics for instructional use at the Teachers
College in Isabela State University. After making use of the experimental
method, we conclude that instructional materials used at the college for
basic mathematics are not designed for self-instruction and are inadequate.
Danganan [56] in Macarandang [9] proposed instructional modules in
developing computational skills in college algebra. She concluded that
the proposed instructional modules had titles, instruction to the learners,
rationale, objectives, pretest with answer keys, worksheet assignment,
progress check with answer key and post-test with answer key. The
format and language of each were properly organized, clear and simple.
The objectives of each module were specific and were based on the
 Development and Use of Social Media-based Mathematics … 179

course syllabus. The topics were properly developed and explained and the
activities and exercises facilitated student learning in college algebra.

Theoretical framework
According to Frey and Sutton [36], designing instructional module can
be an immense task, and a model provides a systematic structure for the
process. Magsino [20] pointed out that a framework is needed for the module
design and development. There is also a scientific way to design and certain
skills are necessary in the writing of modules. Bucjan [6] stated that the
most common model used for creating instructional materials is the ADDIE
model; these acronym stands for five phases of the material development: A
stands for Analyze-analyze learner characteristics, and task to be learned, D
for Design develop learning objectives and choose an instructional approach,
D for Develop-create instructional or training materials, I for Implement-
deliver or distribute the instructional materials and E for Evaluate-make sure
the materials achieved the desired goals.

Conceptual framework

Figure 1. Conceptual framework of the study.

180 Saniya G. Abirin and Mario R. Obra

3. Materials and Methods

In developing the social media-based mathematics instructional module,

the ADDIE model by McGriff [22] was used. It involves five phases:
Analysis, Design, Development, Implementation and Evaluation.
Analysis. The development of the SMBMIM began by analyzing the
instructional needs, the users of the module, and the learning contents to be
included in the module design.

Design. The social media-based mathematics instructional module

underwent five steps as part of its design phase. These include determining
the learning objectives, sequencing of the lessons, instructional strategy,
delivery strategy and evaluation strategy. To ensure that the designed
SMBMIM was valid, reliable, and appropriate for use on the grade seven
students, the researcher adapted from Macarandang [9] a validating
instrument to validate the SMBMIM in terms of validity, reliability and
appropriateness. The instrument used a 5-point Likert scale with 5-very
strongly acceptable, 4-strongly acceptable, 3-acceptable, 2-moderately
acceptable and 1-least acceptable. The SMBMIM underwent an expert
validation of six experts in the field of mathematics and information
technology to include: 4 professors, 1 education program specialist, and an
IT expert. To determine whether there is an agreement among the raters
on the items in the SMBMIM, Fleiss kappa was utilized. Table 1 shows
the K values. At the same time, the internal consistency or reliability of
the SMBMI was determined using Cronbach’s alpha where the reliability
coefficients are shown in Table 2.

Table 1. Kappa coefficient of agreement values and ITS interpretation

Kappa value Interpretation
<0 Poor agreement
0-0.20 Fair agreement
0.20-0.45 Moderate agreement
0.45-0.75 Substantial agreement
0.75-1.00 Almost perfect agreement
(Adapted from Muñoz and Bangdiwala [12] in Benjamin et al. [62]
 Development and Use of Social Media-based Mathematics … 181

Table 2. Reliability coefficients (Rovai et al. [28])

Alpha values Interpretation
.90 and above Very high reliability
.70 to < .90 High reliability
.50 to < .70 Moderate reliability
.30 to < .50 Low reliability
< .30 Little if any reliability

Development. The development of the SMBMIM comprised of three

main steps: content development, story board development and courseware
development. The content development of the SMBMIM included the
writing of the lesson objectives, title, prerequisites, lecture duration, learning
competencies, rationale, module description, author’s note to students,
instructions for teachers on how to use the module, the lesson procedures,
important tips in making lesson graphics, and references. All lesson contents
included were checked against the learning competencies as prescribed in
the K-12 Mathematics Curriculum Guide December 2013.
Storyboard development
The social media-based mathematics instruction was conducted
following the storyboard below.

Figure 2. Storyboard of the social media-based mathematics instruction.

182 Saniya G. Abirin and Mario R. Obra

Implementation. To ensure the pre-delivery appropriateness of the

validated SMBMIM to the grade seven students, a pilot testing was carried
out before it was administered to the participants. Prior to the pilot testing, a
permission letter was sent to the principal of the school informing about the
module administration to the selected pilot group consisting of 28 students to
include 16 males and 12 females. During the pilot testing, the pilot group
took the 40-item achievement test before and after they were exposed
to SMBMIM. Revisions and corrections on the SMBMIM were made for
some inconsistencies and errors encountered during the process. In the actual
delivery of the SMBMIM, a similar procedure to that in pilot testing was
carried out by the researcher.

Evaluation. The educational use of the SMBMIM was evaluated in

terms of the results obtained from the pretest and posttest. Scores were
analyzed using mean to determine whether learning competencies for each
lesson were met. Results from the posttest were compared with the results
obtained from the pretest using mean to determine the educational use of
the SMBMIM as a teaching material for mathematics. The following
table adapted from DepEd memorandum No. 160 s. 2012 shows the mean
percentage score with descriptive equivalent. It was used to interpret the
results of the test.

Table 3. Mean percentage scores (MPS) with descriptive equivalent

Mastery/Achievement level
Mean Percentage Score (MPS) Descriptive equivalent
96-100% Mastered
86-95% Closely approximating mastery
66-85% Moving towards mastery
35-65% Average
15-34% Low
5-14% Very low
0-4% Absolutely no mastery
 Development and Use of Social Media-based Mathematics … 183

4. Results and Discussion

Table 4 presents the results of the validity of the SMBMIM employing

kappa statistics agreement and average pairwise agreement validated by the
panel of six experts.

Table 4. Result on the validity of the SMBMIM

Average pairwise agreement Interpretation Fleiss’ kappa Interpretation
51.2% Acceptable 0.024 Fair agreement

Based on the results, the developed social media-based mathematics

instructional module showed an acceptable and fair agreement with 51.2%
and k  0.024, respectively. These results are in accordance with Webb
(2005) as cited in Martone [11] that an average pairwise coefficient between
50% and 60% is acceptable while a kappa value of more than 0 according
to Chen [15] shows an agreement, which means that consistency exists if
the value is more than 0. These findings imply that the SMBMIM has met
the criteria set forth as to: learning objectives, learning content, evaluation
activities, and language used and therefore is acceptable and valid as an
instructional material.

Reliability of the SMBMIM

Table 5 presents the result of another measured desirable characteristic
of the SMBMIM which is internal consistency or reliability using
Cronbach’s alpha.

Table 5. Results on the reliability of the SMBMIM

Cronbach’s alpha N of Items Interpretation
.90 34 Very high reliability

Result reveals that as to internal consistency, the SMBMIM showed

an   .90 interpreted as very high reliability. This result conforms to the
findings of Zwier [13] that the alpha values above .80 signify a very high
reliability. This finding implies that the SMBMIM indicates a good internal
consistency or reliability. This finding is supported by Bland (1977) as cited
in Zaldivar [42] in which he stated that an alpha value falls within the range
184 Saniya G. Abirin and Mario R. Obra

of 0.84-0.92 has excellent internal consistency (reliability). Likewise Juul et

al. [1] stated that a Cronbach’s alpha of different domains should be more
than 0.70 to indicate good internal consistency or reliability. Thus, above
findings show that the SMBMIM is theoretically valid and has a very high
reliability.

Pre-delivery appropriateness of the SMBMIM

The pre-delivery appropriateness of the SMBMIM was assessed by the

panel of experts in the field of mathematics and information technology
based on the following categories: learning objectives, learning content,
language used, and evaluation activities using a 5-point Likert scale. The
results of the responses are presented in Table 6.

Table 6. Results on the pre-delivery appropriateness of the social media-

based mathematics instructional module
Categories Alpha coefficient Interpretation Mean (x) Interpretation
Learning
0.533 Moderate reliability 4.72 Strongly acceptable
objectives
Learning
0.908 Very high reliability 4.68 Strongly acceptable
content
Language
0.833 High reliability 4.80 Strongly acceptable
used
Evaluation
0.827 High reliability 4.63 Strongly acceptable
activities
Mean 0.78 High reliability 4.71 Strongly acceptable

Results show that in terms of learning objectives, the SMBMIM showed

an   .533 and x  4.72 which are described as moderately reliable
and strongly acceptable, respectively. This result conforms to the idea of
Cronbach (2006) and Helmstater (1964) as cited in Sheppard [45], and
Nunnally and Bernstein (2010) as cited in Pillay et al. [10] that Cronbach’s
alpha coefficient value between 0.5 and 0.6 is considered to be acceptable.
This implies that the learning objectives are specific, stated in behavioral
terms, clear and easily understood, realistic, time-bound, measurable, and
attainable. These results agree with APEID [2] that instructional objectives
 Development and Use of Social Media-based Mathematics … 185

should be well stated; should specify the learning outcomes in expected,

observable and measurable changes; should be stated clearly and precisely;
should be stated in behavioral terms.

For the learning content, the SMBMIM was rated as very highly reliable
and strongly acceptable with an   .908 and x  4.68. This finding
conforms with Nunnally (1967) as cited in Fan and Lê [63], Sreedhar [31],
Buchanan [5], Carmines (1979) as cited in Shi et al. [64] that an alpha higher
than 0.8 has high reliability. In terms of language used, the SMBMIM
showed an   0.833 and x  4.80 interpreted as highly reliable and
strongly acceptable, respectively. This implies that the words used in the
SMBMIM are correctly used, suitable to the reading and understanding
level of students, with clear instructions to the students, unambiguous and
easy to follow, and lessons are presented in sentences/paragraphs that are
grammatically correct. As for the evaluation activities, the SMBMIM
showed an   .827 and x  4.63 which is described as highly reliable and
strongly acceptable. This implies that the SMBMIM on evaluation activities
has met the criteria which are: items in the evaluation are congruent to
the specific objectives and learning competencies, items are arranged
sequentially, tests are easy to score, with pretest and posttest provided in
the module, easy to understand, each item has a definite answer, items
help increase understanding and retention of the content covered, and has
provisions for self-assessment. These results are in accordance with APEID
[2] that a module should have activities which are properly sequenced and
relevant to the developmental themes (competencies) and objectives; should
have pretest and posttest with answer keys provided; the scoring of test items
should be easy and as objective as possible.
In terms of language used, the SMBMIM showed an   0.833 and
x  4.80 interpreted as highly reliable and strongly acceptable, respectively.
This means that the SMBMIM in terms of language is highly reliable and
strongly acceptable. This implies that the words used in the SMBMIM are
correctly used, suitable to the reading and understanding level of students,
with clear instructions to the students, unambiguous and easy to follow, and
186 Saniya G. Abirin and Mario R. Obra

lessons are presented in sentences/paragraphs that are grammatically correct.

This result conforms to the general principles by CDC [65] which states that
e-learning instructional material should be written in a simple, concise, and
consistent way; should be written in a clear, correct language suitable to
level that is appropriate for the target learners (APEID [2]).
As for the evaluation activities, the SMBMIM showed an   .827 and
x  4.63 which is described as highly reliable and strongly acceptable.
This implies that the SMBMIM on evaluation activities has met the criteria
which are: items in the evaluation are congruent to the specific objectives
and learning competencies, items are arranged sequentially, tests are easy to
score, with pretest and posttest provided in the module, easy to understand,
each item has a definite answer, items help increase understanding and
retention of the content covered, and has provisions for self-assessment.
These results are in accord with APEID [2] that a module should have
activities which are properly sequenced and relevant to the developmental
themes (competencies) and objectives; should have pretest and posttest
with answer keys provided; the scoring of test items should be easy and as
objective as possible.

In summary, the pre-delivery appropriateness of the SMBMIM in

terms of learning objectives, lesson content, language used, and evaluation
activities are highly reliable   0.78 and strongly acceptable  x  4.71
as an instructional material. These results are in accord with Garillos (2012)
as cited in Zaldivar [42] that the quality of a good module must possess a
highly acceptable and appropriate objectives, evaluation, content, learning
activities, skills, time frame and references.

Educational use of the SMBMIM in meeting the learning competencies

The educational use of the SMBMIM in meeting the learning

competencies was assessed during the final administration of the module
employing an achievement test in the form of pretest and posttest. The result
of the test is presented in Table 7.
 Development and Use of Social Media-based Mathematics … 187

Table 7. Result on the educational use of SMBMIM

Pretest Posttest Mean gain
Learning No. of
Mean Mean% Interpretation Mean Mean% Interpretation percentage
competencies (LC) items (%)
n  58 n  58
1. Performs fundamental
25 10.00 40% Average 11.09 44% Average 11%
operations on Integers
2. Expresses rational
4 1.29 32% Low 1.38 35% Average 8%
numbers on the number line
3. Performs operations on
9 2.48 28% Low 2.40 27% Low –3%
rational numbers
4. Solve problems involving
operations on rational 2 0.40 20% Low 0.60 30% Low 52%
numbers

Based on the results, the SMBMIM measured in terms of educational

use showed a mean gain of 11% for LC#1, 52% in LC#4, and 8% in LC #2.
This implies that the mastery level of students from pretest to posttest has
improved in terms of the mean gain percentage. Furthermore, using the
DepEdMPS as cited by Fernandez [35], the result of LC#2 with 32% MPS in
the pretest and 35% in the posttest reveals that the mastery level of students
has improved from low mastery to average, in contrary to LC#3 which
shows a negative gain in the MPS of students. This one point decrease in the
MPS from 28% to 27% in pretest and posttest, respectively, is due to the
difficulty encountered by students on dealing with mathematical symbols
such as radical signs and exponents, and representing numbers in fraction
form on Facebook. This implies that the SMBMIM needs to be improved
further especially in areas covering LC#3: perform operations on rational
numbers.

5. Conclusion

The social media-based mathematics instructional module is valid and

reliable and is acceptable as an instructional material; it has met most of the
pre-delivery appropriateness criteria of the required learning competencies
and skills of grade seven students on aspects of lesson objectives, lesson
content, language used, and evaluation activities are relatively highly
reliable; in terms of educational use, the social media-based mathematics
instructional module has minimally met the learning competencies.
188 Saniya G. Abirin and Mario R. Obra

Recommendations

It is recommended that the developed social media-based mathematics

instructional module be used in mathematics class for grade seven students;
it shall be tried out or field tested in other secondary schools; a further study
on the use of the social media-based mathematics instructional module as a
lesson intervention vis-à-vis effects on students’ mathematics achievement is
greatly recommended; and mathematics teachers are encouraged to develop
modules of a similar nature using other social media platforms.

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