Effectiveness of acid-base modules based on guided discovery learning for increasing critical thinking

skills and learning outcomes of senior high school student

Journal of Physics: Conference Series, Volume 1185, The 2018 International Conference on Research and
Learning of Physics 5–6 August 2018, Padang, West Sumatra, Indonesia

Citation Y Yerimadesi et al 2019 J. Phys.: Conf. Ser. 1185 012151

Article information

Abstract

The goal of this study was to reveal the level of effectiveness of acid-base modules based on Guided
Discovery Learning (GDL) on Critical Thinking Skills (CTS) and student learning outcomes in chemistry
learning at senior high school. Module effectiveness was determined through quasi-experimental
research with a randomized control-group pretest-posttest design. The sample consisted of 32 students
as an experimental class and 35 students as a control class. The instrument used consisted of CTS test,
pre-test and post-test. Student CTS test were analysed by percentage techniques and improvement of
learning outcomes with N-Gain assisted SPSS software 25. The average CTS score of students found was
87.93% with very effective categories. N-Gain experimental class was 0.8 (high) that was significantly
higher than that of control 0.69 (moderate). Both classes were normally distributed and homogeneous,
and the t-test obtained t count > t table. The research findings show that the use of acid-base modules
based on GDL can improve CTS and student learning outcomes in chemistry learning at senior high
school.

Modular education refers to the division of conventional courses into smaller components or modules.
Each module enables students to obtain a partial certificate that can be combined into a qualification.
This article evaluates whether modular education, which is widely used in secondary and tertiary
education, has been effective in reducing school dropout. For this purpose, the study exploits a policy
change in the Flemish Community of Belgium, which recently introduced modular education for some
programmes. Using a difference‐in‐differences framework with diverse adoption dates per school, the
results indicate that modular education may significantly reduce school dropout by 2.5 percentage
points, with the largest effects on foreign origin students. Therefore, modular education is likely to be an
effective policy to tackle school dropout and reduce the ethnic attainment gap. Additionally, students
enrolled in modular education are more likely to be employed and to incur higher earnings on the
labour market.
The effect of learning via module versus lecture teaching methods on the knowledge and practice of
oncology nurses about safety standards with cytotoxic drugs in Shiraz University of Medical Sciences

Khadijeh Abbasi,1 Maryam Hazrati,1 Nasrin Pourali Mohamadi,1 and Abdolreza Rajaeefard1

Author information Copyright and License information Disclaimer

Abstract

Background:

Several studies have established that all nurses need continuing education, especially those who are
working in oncology wards. In the current programs, there are just two general patterns for teaching:
Teacher-centered and student-centered patterns. In this study, the effect of teacher-centered (lecture)
and student-centered (module) teaching methods in relation to safety standards with cytotoxic drugs on
the knowledge and practice of oncology nurses was compared.

Materials and Methods:

This research was a quasi-experimental study with two intervention groups (module and lecture) and a
control group. In this study, 86 nurses in Shiraz, Fars province in 2011, who participated in the
prescription of cytotoxic drugs to patients were selected and randomly divided into three groups. The
module group used a self-directed module, the lecture group was taught by an experienced lecturer in
the classroom and the control group did not receive any intervention. Data in relation to knowledge and
practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention
by using a questionnaire and checklist. To analyze the data paired-samples t-test and one way ANOVA
analysis were used.

Results:

Knowledge and practice scores increased significantly from baseline in both intervention groups, but
there was no significant difference between the scores of the two groups. No considerable changes
were observed in the control group.

Conclusions:

Both module and lecture methods have similar effects on improving the knowledge and practice of
nurses in oncology wards. Therefore, considering the advantages of student-centered educational
methods, the work load of nurses and the sensitivity of their jobs, we suggest using module.

Keywords: Continuing education, Iran, knowledge, lecture, module, oncologic nursing, practice
Introduction

Continuing education includes a collection of activities, methods and programs that increase the
workers’ knowledge and improve their performance in order to complete their own tasks and do their
jobs.[1] Therefore, continuing education is one of the factors of human progress and is the most
important type of learning experiences because in this type of training, employees acquire experience
and knowledge during the work. With the development of technology, knowledge, attitude and
behavior of workers should also be changed. Because of its relationship to public health, continuous
learning and updating knowledge and skills in medical sciences is of utmost importance. Hence, lack of
information for themselves and those who are benefiting from their services has many disadvantages.
Participation in continuing education programs and obtaining the required score is the most common
criterion that the specialized medical and nursing centers used to reconfirm the people's medical
records.[2]

Nurses are one of the members of the community health system that need to undergo continuing
education. Nursing care and its education has a direct relationship with public health. Due to many
changes in treatment and care of patients, different surgical procedures and use of new drugs, nurses
are forced to update their information.[3] Among the nurses, training of oncology nurses is very
important, because in the oncology wards, chemotherapy is (cytotoxic drugs) used for treatment of
cancer that has many side-effects for patients and those who have occupational exposure to these
drugs.[4,5] For instance, the increasing chance of chromosomal damages,[6,7,8,9] the decrease in the
immune system,[10] increasing possibility of infertility and abortion,[11,12] premature labor,[13] low
birth weight,[14] irritation of the eyes, skin and mucosa and allergic reactions due to skin contacts,
vomiting, headache and dizziness, hair loss and liver damages are the mentioned side-effects.[12,15] On
the other hand, demand for chemotherapy treatment is rising[16] and regimes are becoming more
complex. Nurses are primarily responsible for ensuring that patients receive chemotherapy safely and
providing the support required enabling patients to cope both physically and psychologically with their
treatment. Nurses must be confident about their knowledge, competence and technical skills in order to
effectively function in relation to this aspect of care.[17,18,19] Therefore, holding continuing education
programs for the nurses of these wards is quite necessary.

There are two general patterns in the education programs: The teacher-centered pattern, which focus
on the teacher and based on the lecture, students learn the subjects soon and often forget them soon.
Lecturing depends on the student being a verbal learner in that information must be understood as it is
stated. Even with a power point listing of information, the shelf life of information passed on this way
will not be remembered for long. The other pattern, which considers the student's needs and
capabilities is the student-centered pattern. For everyone, learning through the lectures during a period
of time is inevitable; however, Revision of the traditional teaching methods, such as lecture and the use
of student-centered approach is necessary.[20,21] Therefore, the educational systems have emphasized
reconsideration of traditional education methods and development of new educational approaches.

The number of empirical studies related to student-centered teaching especially computer-assisted

learning (CAL) within nursing education has increased in recent years. Two studies reported that
students achieved higher skill performance scores using CAL module compared with conventional
learning methods.[22,23] Equivalent results in skill performance outcomes were found in some studies,
[24,25] whereas lower skill performance outcomes for students taught using CAL module were reported
in other study.[26] In all these studies, the module is performed through the computer, but in this study,
the binding module is used, which does not require the use of computers. In this study, the effect of
teacher-centered (lecture) and student-centered (module) teaching methods in relation to safety
standards with cytotoxic drugs on the knowledge and practice of oncology nurses was compared.

Materials and Methods

This is a quasi-experimental study including 86 nurses of all chemotherapy centers affiliated to Shiraz
University of Medical Sciences, which is involved with the health-care of all patients in Fars province in
2011. All oncology wards had a population of 130 nurses including 90 qualified nurses for participations.
Finally, 86 nurses were willing to participate in this study. For ethical considerations, told them this is an
approved project. The aim of this study and the procedures were explained to the nurses to obtain their
cooperation. Written informed consent was obtained from the nurses to ensure willingness to engage in
the study. The researcher maintained anonymity and confidentiality of nurses. Nurses were allowed to
choose whether to participate or not, and they had the right to withdraw from the study at any time
without penalty. In this study, the number of the samples required for the study was equal to the total
study population. This study had 2 intervention groups (lecture and module) and a control group. In
order to avoid the information distribution between groups, using simple random method, in Namazi
Hospital lecture method (28 individuals) was presented, in Amir hospital module method was used (29
individuals) and the control group included the nurses of oncology wards of Faghihi Hospital, Emam-
Reza, Motahari and Amir clinics. The data on demographic information were collected by a
questionnaire containing 6 questions. The nurses’ knowledge was evaluated by a self-made
questionnaire, which was scored 30. This questionnaire consisted of 25 multiple choice questions (1
score for each), and 10 True or False questions (0.5 core for each). Furthermore, to study the nurses’
practice, a checklist was used. This checklist has been used in Hazrati's study.[27] In this study, only the
protective aspects that should be practiced by staff during medication administration were evaluated.
Therefore, five experts in this field revised it and some protective remarks were added to the checklist
and the none-protective remarks were eliminated. The checklist included 50 practical cases in three
fields of preparing (25 cases), administrating (12 cases), and disposing of cytotoxic drugs (13 cases), all
having the same value as 1. The total score was 50. The data about knowledge and practice of three
groups (lecture, module and control) were collected before and 8 weeks after the intervention. For an
exact observation, the personnel's practice in two opposite shifts was observed and mean of the two
observations was considered as the performance for each individual.

The questionnaire and the checklist were provided through the review of the literature. As to its content
validity, the opinions of five expert persons in this field were applied for its reliability, the statistical test
of Kuder-Richardson 20 was applied for questionnaire (α = 0.9). For reliability of the checklist, inter-
observer reliability test was used; the obtained correlation coefficient was 0.94.

Educational lecture was held for the lecture group lasting 5 h. The class was repeated for 3 times, so all
the nurses in the lecture group could participate in it. In the module group, an educational module
which included the classroom notes in 118 pages was given to the group. The researcher went to Amir
Hospital, 2 h/week to answer their questions. Furthermore, the researcher's e-mail and phone number
were available so as to meet any demands. The control group did not receive any education. To
statistically analyze the data, SPSS software (version 16) was applied. To analyze the data, paired-
samples t-test and one-way ANOVA were used.

Results

The finding showed that statistically there was no significant difference between the mean age, marital
status, work experience and the type of recruitment among the three groups. The study of the results 8
weeks after the intervention by the one-way ANOVA indicated an increase in the knowledge and
improvement of the practice level in the experiment groups. However, the post hoc test of Tukey HSD
showed that the lecture and module educational methods do not have a statistically significant
difference in the increase of knowledge (P = 0.22) and the improvement of the practice (P = 0.75). No
significant difference was shown in the both of knowledge and practice in the control group [Table 1].

Table 1

Comparison of the mean scores of knowledge and practice of the participants in relation with protective
standards of cytotoxic drugs before and 8 weeks after the intervention among the 3 groups of lecture,
module and control

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Object name is IJNMR-18-483-g001.jpg

The findings of this study showed that the three groups were statistically equal in the knowledge (P =
0.49), but they showed a difference in the practice before the intervention (P < 0.001). The control
group was weaker in practice in comparison with the other two groups. Of course, the lecture and
module groups had not a significant difference (P = 0.12). Therefore, to compare the three groups, the
mean of knowledge and practice score variations were used. Through the statistical test of one-way
ANONA the results illustrated that teaching through lecture and module methods has a positive and
significant effect on increasing the knowledge (P < 0.001) and improvement of the practice (P < 0.001).
Post hoc test of Tukey Honestly Significant Difference (HSD) showed that there was not a significant
difference between the lecture group and module group in the increase of knowledge (P = 0.86) and
improvement of practice (P = 0.48) [Table 2].

Table 2

Comparison of the mean scores of changes of knowledge and practice with protective standards of
cytotoxic drugs between the 3 groups of lecture, module and control before and 8 weeks after the
intervention

An external file that holds a picture, illustration, etc.

Object name is IJNMR-18-483-g002.jpg

Discussion

The goal of this study was to compare the impact of lecture and module methods in relation to
protective standard of working with cytotoxic drugs on the knowledge and practice of nurses in
oncology wards. The findings support the use of a self-directed module as an alternative to a face-to-
face teaching session. This finding is similar to those from earlier studies reported in the nursing
literature that found inconclusive evidence to support the superiority of one method over another on
acquisition and retention of knowledge or practice or both of them.[28,29,30] There are earlier studies
which are in contrast with the finding of this study because they found evidence to support the
superiority of one method over the other.[31,32]

Since continuous education and updating knowledge and skills in medical science that deals with public
health is very important, on the other hand the nurses, because of working in different shifts, do not
have the opportunity to participate in face-to-face teaching sessions; self-educating methods are
suggested for them. Nurses and physicians, especially in small areas, might have difficulties during their
attendance in such classes. Using self-instruction methods such as pamphlets and educational modules,
which are an approach to education could be a better idea so that the individual can control the time
and place of learning. Furthermore, educators who are involved in the education of adult students have
to be informed about their learning interests and priorities. Several studies have shown that when
adults are involved in consistent learning, they have a better perception in learning. Another feature of
adults is their tendency to choose the time and place for learning. Hence, application of self-instruction
method is so effective in comparison with lecture method.[20,33]

The major limitation of this study is that by only educating nurses cannot improve their practice.
Because the nursing practice is influenced by various organizational (e.g., presence or absence of
facilities) and individual factors (e.g., nurses’ attitudes). Therefore, findings from this phase of the study
must be interpreted with caution.

Conclusion

The major findings of this study confirm previous research in demonstrating equivalency between self-
education and conventional teaching methods; this is in itself a valuable finding. Given the ongoing
debate about clinical skills education, and the increasing use of self-directed learning within education,
the findings are timely and provide evidence that self-education is at least as effective as conventional
methods when used to teach handling of cytotoxic drugs. While further research is required to
investigate the application of self-education (module) to a wider variety of clinical skills, the study
findings provide impetus to look beyond conventional skills teaching practices to more innovative,
flexible methods.

Acknowledgments

We thank Nilofar Pasyar and Hamideh Reisi for their cooperation in holding the Lecture method and
thank Abolfazl Mohammad Beigi for his assistance in data analysis.

Footnotes

Source of Support: Nil

Conflict of Interest: None declared.

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Briones says modular learning 'expensive,' has 'big effect' on environment

SEP 10, 2020 7:49 AM PHT

BONZ MAGSAMBOL
Citing its expensive cost and negative impact to the environment, Education Secretary Leonor Briones
hopes schools will eventually "reduce dependence" on modular learning as the country shifts to distance
learning approach during the pandemic.

"May implikasyon ang dependence sa modular learning dahil baka uubusin natin ang mga puno natin sa
kaka-produce [ng learning modules]. 'Yung demand for paper [is high]... malaki ang effect sa
environment," Briones said in a virtual press briefing on Wednesday, September 9.

(Dependence on modular learning has implications because we might cut down all the trees so we could
produce learning modules. The demand for paper is high... there would be a big effect on the
environment.)

Briones added, "In the long run, modular is really expensive."

Briones, however, noted modular learning is the preferred mode of parents and students for the
distance learning since access to technology and connectivity remains a problem for most of them.
(READ: 8.8 million parents prefer modular learning for students – DepEd)

"We have to recognize na ito ay ang pangangailangan natin pero hindi ito ang (that this is what we need
now, but it's not the) permanent situation," Briones said, adding they hope to gradually move online.

Briones said that Filipino students will be left behind in terms of global competitiveness as neighboring
countries are using online technology for their remote classes.

"Sa competitive stance natin in neighboring countries – jobs – nakakatulong talaga na may exposure ka
sa online at saka technology," Briones said. (In terms of our competitive stance in neighboring countries
– jobs – exposure to online technology would help.)

During Wednesday's briefing, DepEd Regional Director Malcolm Garma said that Metro Manila schools
are exploring the "many possibility of partnership" so they could transition from the use of printed
modules to a "more digital platform [of] learning modality."
"We're hoping Madam Secretary that by the 3rd or 4th grading of this school year the National Capital
Region would drastically reduce the use of printed modules," Garma said in a mix of English and Filipino.

Local governments in Metro Manila – such as Pasig, Manila, and Quezon City – pledged to give their
students and teachers gadgets for distance learning. (READ: Vico Sotto says Pasig raised P1.2 billion for
students’ tablets, laptops)

'Expensive' modular learning

Modular learning is the "backbone" of the DepEd's distance learning. Other modes of learning such as
online, and TV and radio broadcasts would supplement the modules. (READ: Is it safe? Teachers fear
exposure to coronavirus in modular learning setup)

The printing of modules was supposedly the reason why the school opening was postponed yet again.
There had been reports that some teachers didn’t have copies of the modules weeks before the original
date of the school opening.

DepEd earlier said that insufficient budget and supplies of bond paper contributed to the delay in the
printing of learning materials.

While schools have a budget allocation for the shift to distance learning filed under school maintenance
and other operating expenses (MOOE), teachers said this budget can be easily depleted due to the sheer
number of modules that need to be printed.

Teachers from public schools took it upon themselves to launch donation drives to raise funds for bond
paper and printers. (READ: Help! These schools need bond paper, printers for students' learning
modules)

Senator Ralph Recto, an economist, estimated the DepEd would need to print 93.6 billion pages of
learning modules for some 21 million public school students for one full academic year.
Recto's 93.6 billion pages estimate for the modules was pegged at just 80% of DepEd enrollees needing
printed materials, with the rest getting these online. He made his estimations based on 20 pages per
subject a week, 8 subjects, for 34 weeks, to be used by 17.206 million public school students out of the
21.507 million public students enrolled.

Whether the total cost is P48 billion, or P96 billion, or P117 billion, what funds DepEd has at the
moment will not be enough, Recto warned.

DepEd said that it has realigned its 2020 budget to fund distance learning, while actual contributions
from Special Education Funds (SEF) of local government units and from Brigada Eskwela had considered
in the provision of funds to cover learning resources.

The government has allocated P606.5 billion of its proposed P4.5 trillion budget for 2021 to DepEd.
(READ: Proposed P4.5-trillion 2021 budget goes to Congress)

While the education sector would receive the lion's share of funds, several groups believe the amount is
still not enough to cover the needs of the education sector for the overhauled education system. (READ:
[ANALYSIS] Why you should be alarmed by Duterte’s 2021 budget)

Public schools are set to open on October 5. – Rappler.com

The Benefits of Modular Learning

6 mins read

Here at The University of Law, we strive to make our courses manageable while still getting you through
your studies as quickly as possible, so you can get on with your career and reach your ambitions.
Some of our courses, like the GDL – our conversion course – do this with a modular approach to your
learning. But what is modular learning, and how can it help you achieve better?

We asked Katie Brookes, Programme and Student Lead for the GDL, to give us the lowdown on what
benefits she’s seen since changing the GDL to a modular course structure.

A better study balance

Modular learning means that we can split your year into terms. So for the full-time GDL we’ve split the
year into two terms. You study four modules in your first term (September to December) and five
modules in your second term (January to May), one of which is your elective. The part-time GDL runs
over two years rather than one, but the course has the same term splits – two terms per year – so each
term focuses on two modules each. You also get the summer between Year 1 and Year 2 to complete
your elective module, which is great if you choose to do a research project. All of the benefits that we
see for modular learning seem to go across both full-time and part-time courses.

More time to reflect

Studying law, especially sitting law exams, can be a little different from other subjects. We find that
students doing their GDL after a non-law undergraduate degree may take some time to adjust to the
particular styles of legal research and essay writing. By having only four modules to start with you get to
ease into it, allowing a gentler learning curve and plenty of time to reassess your performance from one
set of modules to the next.

“Exit velocity”

Using the two term modular approach, we’ve noticed a phenomenon in our students which we like to
call “exit velocity”. This is where students have just finished their first term exams and get to step back
and breathe for a moment. Then they come back to start Term 2 with the techniques, skills and
understanding they gained from Term 1, which means they get a head start into their remaining
subjects. Make no mistake; the law is a tough subject that demands a lot of energy, but getting that
short break between terms seems to make all the difference.

Since switching to a two term structure for the GDL we’re seeing some of the best results we’ve ever
had.
Exam insurance

If you take all your exams right at the end of the year, you’re putting all your eggs in one basket. You’re
going to have to remember everything you’ve learned over the past nine months all at once. One
attempt at it all. It’s a lot of pressure.

By splitting your exams you can use the first set to your benefit. Having a first batch of exams early in the
year means you can get feedback and pointers from your tutors. So when it comes time for your second
set of exams in the summer you will have refined your technique and can go into them with greater
confidence, feeling (a little) less pressure. And you also get two sets of mock exams, so there are actually
three chances to further develop your skills before your final summer exams.

When the coronavirus closed down schools and required distance learning for the rest of the school
year, things seemed complicated. Suddenly, parents, students and teachers alike were forced to learn a
new way of schooling. Yet despite the initial discomfort, the benefits of distance learning go far beyond
protection from the virus.

No Bus or Commute

It’s no surprise that gas prices are lower than ever during this pandemic, as people are staying home.
That includes students learning online. Parents no longer have to rush to get their children ready for the
bus or drive them to school. This is beneficial not only for financial reasons but also for time
management. Both teachers and students can use this extra time however they feel is necessary.
Whether it’s a few more winks of sleep or extra study time, this is definitely a plus of distance learning.
Learn on Your Own Schedule

Students now have the freedom to pick and choose their schedule. They are able to learn at their own
pace in a relaxed environment. Students who learn better in the morning after a good night’s sleep may
choose to tackle their harder subjects right when they wake up. Students who are night owls may prefer
to wait until later in the day, once they’ve fully woken up and are at full mental capacity.

For Some, the Home Environment May Be Less Stressful

Although students may miss extracurricular activities and social relationships from school, many have
reported feeling less stressed while schooling from home. Students can study where they feel most
comfortable and can videoconference to their classes at the click of a button. While schooling at home,
it is also easier to complete other hobbies and housework that otherwise would have been placed on
the back burner. By being at home, many students are able to get things done in a safe and relaxing
environment.

Distance Learning Teaches Time Management and Other Skills

Time management skills are essential for succeeding in online schooling. These skills are essential in
every aspect of life, from maintaining work-life balance to completing projects before due dates.
Students who had otherwise busy schedules now have much more time available to them due to the
closing of school activities. Distance learning forces a student to understand the best ways they learn
and implement those ways at the best times.

Of course, distance learning means that students are spending more time on their computers. This in
turn means that there are more chances of them facing online dangers. Just as schools keep student
safe on campus, they can also keep students safe when learning at home. Monitoring software like
LearnSafe alerts schools to at-risk activity both on- and off-line, assuring student safety no matter where
learning takes place.
A Modular Course Design Benefits Online Instructor and Students

September 15, 2009

Rob Kelly

Andrea Henne, dean of online and distributed learning in the San Diego Community College District,
recommends creating online courses composed of modules—discrete, self-contained learning
experiences—and uses a course development method that specifies what to include in each module.

Creating online courses based on modules can benefit the instructor and students. Modular design
offers the following benefits:

Expedited course creation:Often, the task of creating an online course is daunting for the faculty
member. Focusing on the components that go into a single module at a time simplifies the process,
enabling instructors to more thoughtfully design each learning component. After an instructor has
created that first module, he or she has established a framework for creating subsequent modules.
“Once you’re happy with the structure and you’ve decided how students are going to interact with the
material and what they’re going to turn in and how you’re going to do pre-assessment and post-
assessment, the course design process is well on its way,” Henne says. In addition, by working on one
module at a time, instructors can more easily see how each activity relates to the course syllabus and
desired learning outcomes.

Simplified course updates: Modular design enables instructors to target specific parts of the course for
improvement without having to overhaul the entire course. With a modular course, for example,
textbook changes might mean simply changing the page numbers of assigned readings or reordering the
modules to match the new sequence of the textbook chapters. In addition, modules are portable. They
can be easily removed for use in other courses or course management systems, Henne says.

Consistency for users:By incorporating the same types of components in each course module, students
quickly pick up on the course’s rhythms and patterns and have a better idea of what to expect than if the
course were designed using a varying structure. “Often online students get a little bit lost, and they don’t
understand what they’re expected to do. But if the course follows a format that’s recognizable and
comfortable, then the second week and subsequent weeks are consistent,” Henne says.

Henne uses a template or “modular matrix” that outlines the components for each learning module. The
template is not a cookie-cutter approach to online course design but rather a set of recommendations
that instructors might find useful.

The following are the components Henne recommends for each module:
Pre-assessment: Each module should include an activity that determines students’ initial knowledge of a
topic before taking part in the learning activities within the module. The results of this activity can be
compared to assessment results at the end of the module to measure achievement of learning
outcomes.

Learning objectives: These are specific statements, including the actions, performance criteria, and
conditions of what students will be able to do upon completing the module.

Assigned reading: Specify chapters, pages, documents, slides, lecture notes and provide guided reading
suggestions or points for students to look out for in the reading.

Assigned writing: Writing assignments can range from posts to the discussion board to formal papers.
Each assignment should have a clear explanation of expectations and evaluation criteria.

Exercises/activities: Each module should have an interactive activity for the entire class or for groups,
which encourages critical thinking and practical application of the material covered in the learning
module.

For further study: Take advantage of the rich resources on the Internet and provided by publisher
websites to enhance learning and stimulate students’ curiosity to dig deeper into the subject matter.

Post-assessment: The end-of-module assessment should be in the same format (e.g., essay or quiz
questions) as the pre-assessment to measure student progress.