Banguanga, Gueco, Abug, Baladhay & Sitaca | | Journal of Science Teachers and Educators, 4 (1) | June 2021

Acceptability and Effectiveness of the Division-Initiated Self-

Learning Modules (SLM) in Science for Modular
and Blended Learning among Grade 10 Learners
CHRISTY ANN G. BANGUANGA1
christy.banguanga@deped.gov.ph
EDNA ROSE P. GUECO2
ednarose.gueco@deped.gov.ph
CHIRADEE G. ABUG1
xiradygustilo@gmail.com
JEAN P. BALADHAY1
jean14_09@yahoo.com
ARLAN M. SITACA1
arlan.sitaca@deped.gov.ph
1
Mansilingan Agro-Industrial High School, Bacolod City, Philippines
2
Department of Education – SDO Bacolod City, Bacolod City, Philippines

ABSTRACT
This educational action research attempted to seek a workable solution to address
parents’ concern of possible COVID infection due to face-to-face interactions for school
year 2020 to 2021. It aims to find out the acceptability and effectiveness of division-
initiated Self-Learning Modules (SLM) in Science for Modular and Blended Learning
among Grade 10 learners. Two groups of participants utilized the printed and digital
formats of the SLMs in three weeks. Pretest and Posttests were compared and
standardized questionnaires for the monitoring and evaluation of learning resource
Keywords: materials were used to gather feedback. Results show that the division-initiated SLMs in
Science Education, printed and digital formats are effective learning resource materials to utilize in both
Remote Learning modular and blended learning modalities. Post-assessment results show improvement in
Modality, Self- academic performance of learners with little to no assistance. Participants from modular
Learning Modules, and blended groups both groups showed positive feedback on the acceptability of the
Central Philippines SLMs in the users’ point of view.

INTRODUCTION
asynchronous, Radio-Based Instruction, TV-Based
The Department of Education (DepEd) is preparing for
Instruction, and Homeschooling. The schools are
the “new normal” in education in the midst of the
empowered to determine on the particular learning
COVID-19 situation in the country. We have to prepare
delivery modalities which may be regarded appropriate in
to adjust to the changes in the learning environment to
their situation (Briones, 2020 and Business Mirror, 2020).
ensure that schooling will not be further disrupted. DepEd
Aware of the increasing trend in the number of COVID
offers other options to face-to-face learning
cases in the city, parents have concerns sending their
notwithstanding the public health situation. In the draft of
children to school knowing the probability of their
the Basic Education – Learning Continuity Plan, DepEd
children to be infected is quite high. With the safety of
highlighted the five learning modalities for this school
their school children as a primary concern, they do not
year. Among these are the Modular Distance Learning
mind missing this school year. Parents say that one year
which may be available in print or digital format, the
of missed school is even better than facing the disease
Online Distance Learning which may be synchronous or
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 Banguanga, Gueco, Abug, Baladhay & Sitaca | | Journal of Science Teachers and Educators, 4 (1) | June 2021
they could not afford (Depaloma, L., et. al, personal
communication, June 22, 2020).
Considering the mandate where no face-to-face
instruction until it is safe to do so, we omit traditional
classroom instruction among our options. DepEd Bacolod
initiated the development of Self-Learning Modules
(SLM) which can be utilized through the five
recommended distance learning modalities. These SLMs
are stand-alone modules based on the Most Essential
Learning Competencies and have undergone quality
assurance based on the DepEd’s Learning Resource
Management System. The SLM includes a learner-
friendly pretest, self-check exercises, additional activities,
and other learning instructions intended to help learners
learn even teachers and learners are geographically
remote from each other. Vergara (2017) and UPOU
(2015) pointed out that academic performance and
feedback on the perspective of learners will determine the
acceptability and effectiveness of the module when used
in distance education. Also, students’ performance
establishes whether the learning targets have been
attained (Darkwa & Anturi, 2021 and Alghamdi, et. al,
2020).
The main goal of this research is the attempt to seek a
workable solution to address parents’ concern of possible
COVID infection due to face-to-face interactions and to
comply with DepEd's learning continuity plan amid the
pandemic situation. It aims to find out the acceptability
and effectiveness of division-initiated SLMs in Science
for Modular and Blended Learning among Grade 10
learners for school year 2020-2021. The acceptability and
effectiveness of this distance learning option is
determined by the answers to the following questions:
1. How do the learners find the SLMs in terms of
a. alignment of objectives and activities to the
learning competencies?
b. simplicity of activities?
c. availability of materials used?
d. simplicity of language used? and
e. quantity and quality of illustrations/ pictures/
models/ diagrams?
2. What are the learners’ feedback on the utilization of
the SLMs? and
3. What is the percentage of increase in the academic
performance of learners utilizing the SLMs?
METHODS
Selection of Participants
For Blended Learning Group, 20 incoming Grade 10
learners with smartphones and messenger accounts were
the participants of this study. The participants were taken
59
from the official list of enrollees who has all of the
following qualifications based on the Learner Enrollment
and Survey Form:
1. must be an incoming Grade 10 learner for SY
2020-2021;
2. has indicated “Online” as preferred distance
learning modality;
3. has own smartphone or desktop computer; and
4. has own broadband internet or mobile data.
Identified learners were contacted to secure their
parents’ consent to join in the action research. Once
consent was secured, they were “enrolled” in Messenger
group: Science 10 Blended Group.
For the Printed-Modular Group, 20 incoming Grade 10
learners who indicated “Modular” in their preferred
modality in the enrolment forms were the participants of
this study. Participants in this group has all of the
following qualifications:
1. must be an incoming Grade 10 learner for SY
2020-2021;
2. has indicated “modular” as preferred distance
learning modality; and
3. has parent/ guardian/ elder sibling (aged 20
above) who are willing to pick-up and submit
modules in the designated hub.
Identified learners were contacted through text
inviting them to join the action research. Interested
participants were instructed to reply their full name to be
officially listed as participant for the modular group.
Ethical Considerations
All interested participants were asked to secure their
parents’ consent to join the pilot-run of the modular and
blended learning modalities. Orientation for Blended
Learning group was scheduled on June 27, 2020 and
conducted using Messenger Room. For the modular
group, orientation was done on the same day through text
messaging. All group orientations were done covering the
following items:
1. background as to why the action research is being
conducted,
2. description of the remote learning modality that
will be adopted for the purpose,
3. their roles and responsibilities as participants, and
4. the timeline and schedule of activities.
The Instrument
This actions research utilized the three SLMs
developed by the researchers. It covered two learning
competencies for Grade 10 based on the Most Essential
Learning Competencies in the first grading period.
 Banguanga, Gueco, Abug, Baladhay & Sitaca | | Journal of Science Teachers and Educators, 4 (1) | June 2021
Learning Competency 1:
Describe and relate the distribution of active
volcanoes, earthquake epicenters, and major mountain
belts to Plate Tectonics Theory (S10ES-Ia-j-36.1)
Lesson 1: Plate Tectonics Theory
Module 1A
Lesson 2: Earth’s Plates
Lesson 3: Distribution of Volcanoes
Module 1B Lesson 4: Earthquake Epicenter and
Major Mountain Belts
Learning Competency 2:
Describe the different types of plate boundaries
(S10ES–Ia-j-36.2)
Module 2 Lesson 1: Types of Plate Boundaries
Data Analysis
Learners’ evaluation of the SLMs in terms of
alignment of objectives and activities to the learning
competencies, simplicity of activities, availability of
materials used, simplicity of language used and quality of
illustrations/pictures/models/diagrams through frequency
count. Learners’ feedback on the utilization of the self-
learning modules were compiled as responses to each
specific question.
The percentage of increase in the academic
performance of learners utilizing the SLMs was identified
as the difference in the means of pre and post assessment
test scores, divided by the perfect score and multiplied by
100% as shown in the formula:
% of Increase in Academic Performance =
𝑀𝑒𝑎𝑛 𝑃𝑜𝑠𝑡𝑡𝑒𝑠𝑡 −𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒𝑠
x 100%
𝑁𝑜. 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠
Procedure of the Study
Simultaneous Pilot Run of SLMs in Two Modalities
Utilizing the printed and digital copies of SLMs, pilot
testing was done to the modular and blended learning
group in three weeks. For the modular group, Monday
was set as the day for receiving and submission of printed
modules. For the Blended group, uploading of digital
modules in PDF format was done every Monday for the
learners to accomplish. Every Friday, at 9:00 AM, they
will meet online using the Zoom platform to discuss the
correct responses to the modules and answer their
posttest. This was done in 3 weeks simultaneously among
the two groups.
Monitoring and Evaluation of the Utilization of SLMs
At the end of the three-week pilot run in both groups,
participants were asked to answer a 2-page evaluation
sheet to give their feedback on the SLMs. Part 1 includes
60
evaluation of the developed learning resource material to
the extent to which criteria were met using the 1-5 rating
scale. The following rubrics were used:
1 - The criterion was not met
2 - The criterion was partially met
3 - The criterion was adequately met
4 - The criterion was substantially met
5 - The criterion was completely met
Data Collection and Recording
Pretest, posttest, and module outputs of the blended
learning group were downloaded and compiled. Checking
of responses were based on the answer key provided in
the Teacher’s Material of each corresponding module.
Accomplished pretest, posttest and module outputs of
the modular group were gathered by the researchers from
the person in charge in the school guidance office which
served as a hub for receiving and submission of modules.
Manual checking of answer sheets was done by the
researcher-writers of each module.
RESULTS AND DISCUSSION
The result of this study is divided into three parts:
learner’s evaluation of the SLMs, learners’ feedback on
the utilization of the SLMs and academic performance
based on pre and post assessment scores.
Both blended and modular groups evaluated the SLMs
having substantially and completely met all given criteria
of a learning resource material. The objectives and
activities are aligned with the learning competencies; the
activities suggested are simple to perform, the activities
can be finished within the allotted time; the materials used
in the activities are easy to find or readily available; the
language used is simple, easy to comprehend; and the
illustrations/pictures/models/ diagrams are enough and
clear. Generally, both groups find the modules substantial
for self-learning. These results imply that the SLMs are
acceptable to Grade 10 learners as end-user of this
learning material.
Learners’ Feedback on the Utilization of the SLMs
On the question: “Are the SLMs helpful to you?”
All the learners in the blended and modular group said
that the SLMs had been helpful to them because they can
learn from the activities in the safety of their homes, by
themselves. Some said it is easy to understand and the
details are complete. They also said that the information
in the module was sufficient, the lessons were clearly
explained in detail that helped them to understand the
lesson at their own time and pace. The illustrations and
labels enabled them to comprehend the lessons well. This
 Banguanga, Gueco, Abug, Baladhay & Sitaca | | Journal of Science Teachers and Educators, 4 (1) | June 2021

implies that the SLMs are acceptable to the grade 10 On the question: “How did you overcome the
learners to be used both in printed and digital copies. challenges?”
The blended group said they use the internet if they do
Learner’s Evaluation of the SLMs
not comprehend some concepts in the module. Majority
Table 1. Evaluation of SLM Based on Given Criteria
of them said they asked for assistance from their parents,
Mean
Criteria/Guide Questions: siblings, and their friends. The modular group suggested
Blended Modular
reading the module carefully, reviewing answers, and
1. The objectives and activities asking help from friends and family members. Some
are aligned with the learning 4.83 4.83 suggested using search engines and asking the teacher.
competencies One learner said she just challenged herself to answer the
2. The activities suggested are module without asking any help. These responses implies
4.94 5.00
simple to perform. that grade 10 learners are resourceful enough to find help
3. The activities can be in addressing the problems they encounter using the
finished within the allotted 4.83 4.92 modules.
time. On the question: “What can you suggest to improve
4. The materials used in the the modules?”
activities are easy to find or 4.94 5.00 Learners from the blended learning group suggested
readily available. making the font size larger and utilizing Google forms so
5. The terminology/ies or it would be easier to answer. This implied that our online
language used are simple, easy 4.94 5.00 learners are well-versed with various online applications
to comprehend. to answer the modules easier. Two learners utilizing the
6. The illustrations/pictures/ printed modules suggested to make the illustrations
models/ diagrams are enough 4.89 4.67 clearer. Someone said instructions on tests and activities
and clear. should be stated well to make it easier to understand.
7. Generally, how do you find On the question: “Did you ask assistance to help you
4.72 4.58
the Self-Learning Modules? in answering the modules?”
On the question: “Were you able to accomplish the Combined responses from participants in both groups
activities in the modules?” showed that most of the learners seek assistance from
All the participants utilizing the printed modules said their parents/ guardian, their brothers and sisters, their
they were able to accomplish the activities in the modules. friends and last in the rank is asking help from teachers.
Sixteen out of 17 blended learning participants said they Four learners said they didn’t ask assistance from anyone
were able to accomplish the activities because it is easy to at all. This implies that majority of our learners, have
understand. These responses imply that the activities in understood that even the material is labelled as self-
the module can be accomplished and managed by self- learning module, they are allowed to ask assistance from
learning grade 10 learners. whoever they find helpful for the accomplishment of the
On the question: “Have you encountered problems/ tasks.
challenges using the modules?” Academic Performance
Twelve out of 17 participants in the blended learning Table 2 presents the academic performance of the
group said they have not encountered any problem using participants both in the blended and modular learning
the digital modules. However, 4 of them encountered Two groups, as they utilize the SLMs.
learners complained however that there is one module Post-assessment scores in both in blended (M=8.76) and
where the pages were stapled in a different order, so they modular (M=8.18) groups shows progress over pretest at
were confused. One further said sometimes he cannot M=5.53 and M=5.88 respectively in module 1. It shows
understand the questions. This implies that possible issues improvement in academic performance both in blended
on the use of these SLMs include unstable internet (M=32.35) and modular (M=22.94) groups. Consistently, in
connection among blended learners, disarranged pages in the third week of pilot-run, module 2 posttest scores are
assembling the modules, and misconception of texts. higher (M=8.24 and M=6.94) over pretest scores (M=5.12
problems on slow and unstable internet connection and and M=5.71) in both groups, with an improvement of
another one said sometimes he can’t understand. Among 31.18% and 12.35% respectively. This implies that the
the modular group who utilized the printed modules, 8 SLMs had been effective for learners.
learners said they have no issues regarding the modules.
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 Banguanga, Gueco, Abug, Baladhay & Sitaca | | Journal of Science Teachers and Educators, 4 (1) | June 2021
Table 2. Learners’ Academic Performance Utilizing the SLMs
Module 1
Groups Mean Score Improvement
Pretest Posttest (%)
Blended 5.53 8.76 32.35
Modular 5.88 8.18 22.94
Comparing the two groups, pretest scores of modular
group is found to be higher (M=5.88 and M=5.71) in both
modules compared to the blended group (M=5.53 and
M=5.12). However, the blended group have higher post-
assessment scores (M=8.76 and M=8.24) compared to the
modular group (M=8.18 and M=6.94). Consequently, the
percentage of improvement in academic performance is
higher in blended group (M=32.35 and M=31.18) than in
modular group (M=8.18 and M=12.35). This implies that
academic performance is enhanced using the blended
learning modality compared to modular learning. It could
be attributed to online discussion of correct responses
among blended groups. Learners retained science
concepts better when their responses to worksheets were
discussed, this way they learn from their mistakes and
even concretize correct responses.
REFLECTION
The following are the insights gained and lessons
learned in the conduct of this action research:
1. The division-initiated SLM in printed and digital
format are feasible learning resource materials to
utilize in both modular and blended learning
modalities. Post-assessment results show
improvement in academic performance of
learners with little to no assistance from the
teacher and family members. In addition,
academic performance is further enhanced when
online discussion of correct responses among
learners is conducted to retain learned concepts
and concretize correct responses from their
worksheets.
2. Blended Learning and Modular group
participants showed positive feedback on the
evaluation of the SLMs. The printed and digital
self-learning modules have objectives and
exercises that are aligned with the learning
competencies. The activities are simple to
perform and can be finished within allotted time.
The materials used in the activities are readily
available and the terminologies used are simple
and easy to comprehend. The illustrations/
pictures/ diagrams are enough and clear.
62
Module 2
Mean Score Improvement
Pretest Posttest (%)
5.12 8.24 31.18
5.71 6.94 12.35
Generally, the SLMs are easy to understand and
accomplish.
3. The SLMs have been found to be helpful to grade
10 learners in the blended and modular group.
The Lesson Overview have provided them
complete and sufficient information to achieve
the competencies required of them. It helped
them to understand the lesson at their own time
and pace.
4. The activities and tasks in the SLMs can be
accomplished by the individual learner because it
is simple and easy to understand. Issues on the
timeliness of receiving and submission of outputs
among the modular group is dependent upon the
availability of parents. Although some learners
are willing, some parents may have difficulty in
the submission and getting the modules in the
designated hub due to work schedule and days of
availability.
5. Possible issues on the use of SLMs in printed
copies may include high printing cost, significant
effort in printing and sorting, and human error
such disarranged pages in assembling the
modules.
6. Notwithstanding the issues encountered in both
remote learning groups, learners are resourceful
enough to find help in addressing the problems
they encounter in using the modules. They ask for
assistance from their teachers, friends or family
members.
7. Regardless of compliance to the Learning
Resource Management (LRM) guidelines on font
sizes, some learners suggested to increase font
size for readability. The Arial font and font size
11 to 12 is specified for all learning resources for
Grade 5 until Grade 12. Similarly, suggestions on
making illustrations clearer or bigger, may need
re-evaluation of images and illustrations to
comply with the image to text ratio of 30:70.
8. Not all participants who signified interest and
consent in participating in the pilot run of
learning modalities they have chosen had been
compliant with their roles and responsibilities as
participants of the action research. Some
 Banguanga, Gueco, Abug, Baladhay & Sitaca | | Journal of Science Teachers and Educators, 4 (1) | June 2021
participants just quit when they encounter issues
in the modalities they have chosen. However, the
researchers do not take away the possibility that
some participants did not take the program
seriously because it is just a pilot run and not yet
the actual graded class.
9. Learners in the Blended Learning Modality may
quit due unstable internet connection. Learners
who use mobile data may find it costly if all 8
subjects will require them to have online
discussion in all days of the week. When internet
connection is unstable, they may find it hard to
attend online discussion, consequently, they will
miss important instructions and couldn’t catch up
with the deadlines of submitting required outputs.
10. Learners who received digital copies of modules
need to manually answer on a separate sheet, take
a photo of the answer sheets and upload it. Some
learners may own smartphones that do not
support the format of files uploaded.
11. Learners utilizing the printed modules may find it
easier because everything is already provided for
them to read and answer. However, problems
may arise if their parents are working. If their
parents could not find time to get their modules,
there will be delays in the submission and
receiving of new modules.
The pilot testing of using SLMs in modular-print and
blended learning modalities required careful and thorough
planning. Looking for interested participants and keeping
them in the program proved to be challenging and requires
a lot of effort. Constant communication between the
teachers, parents and the learners is a requirement to
address issues as they come. Considerations in the
homogeneous sectioning of learners, appropriate loading
of teachers and strong collaboration with local
stakeholders is greatly encouraged. Careful planning is a
significant step to ensure success of the delivery of the
different remote learning modalities.
RECOMMENDATIONS
The following recommendations are based on the
results of the pilot run of modular and blended learning
modalities among Grade 10 learners, utilizing the
division-initiated SLMs in Science. These
recommendations may be considered in the
implementation of the school’s learning continuity plan
for the incoming school year.
1. The SLMs can be utilized both in printed and
digital copies for remote learning. Online
63
discussion of correct responses among those who
utilize it for blended and online learning is
encouraged. Teacher-facilitators may supplement
printed modules with digital contents to enhance
understanding and correct misconceptions of
learners. Learners should be encouraged to seek
assistance primarily from their teachers to help
them in completing the tasks correctly in the
learning resource.
Printing the SLMs back-to-back can save paper
resources. Teacher-facilitators should encourage
answering the modules in separate answer sheets
so it could further be reused in the next school
year. In terms of font style, font size and text to
image ratio, it should adhere to the guidelines
specified by the LRM System. Careful printing
and sorting of modules ensuring page numbers in
correct sequence is also advised. Aside from the
year level identifier, modules should have a
binding strip color-coded according to learning
area based on the LRMS specifications for easier
sorting and identification.
2. For the implementation of the modular learning
modality, the school should consider the bulk of
parents going to school to school for the retrieval
and submission of modules. Following the IATF
Guidelines, it would be impossible to observe
social distancing when parents from all year
levels will flood the school. Scheduling the
retrieval and submission of modules in specific
days of the week with a particular year level
would control the mass gathering. Also
considering the availability of working parents,
they too should have an opportunity to make a
living without sacrificing their children’s
education.
Nevertheless, the researchers recommend that
sectioning of learners should be in clusters based
on residence. Learners enrolled in a specific
grade level belonging to one village should
belong to one section. In cases wherein the
number of learners did not reach 40, neighboring
villages can be merged as one section. Teacher
residing on or near that area will serve as their
adviser who will collect and distribute modules in
all 8 learning areas. This recommendation is
made since it is easier to distribute and retrieve
modules when there is a designated meet-up hub
within the community where learners are allowed
to go. This will also be beneficial to teachers in
following up the submission of required outputs
 Banguanga, Gueco, Abug, Baladhay & Sitaca | | Journal of Science Teachers and Educators, 4 (1) | June 2021
since, he/she won’t be travelling from one village
to another thereby cutting travelling efforts and
expenses.
In cases where there is no teacher residing in
that area, a teacher can also be designated as
adviser to distribute and retrieve the modules of 8
subject areas, compiled in envelopes with their
names and contact numbers. If some learners,
were unable to meet-up on the designated
schedule, a Memorandum of Understanding can
also be made between the school and the Local
Government Unit (LGU) for Village Presidents to
gather all unclaimed modules and distribute them
in their residences. Logbooks showing records of
submission and retrieval shall be kept by the
adviser.
3. For the implementation of Blended Learning
Modality, the school should make sure that the
learners are well-equipped with the necessary
gadgets, devices and stable internet connection
before they are enrolled in blended and online
classes. In cases wherein they have exhausted all
means but could not replace damaged devices or
could not reconnect internet subscriptions, they
should communicate with the adviser as soon as
possible to transfer them to modular modality.
In the distribution of softcopies of the
modules, PDF/PNG format is encouraged to
maintain the integrity of its contents and prevent
restructuring of diagrams and illustrations.
Answer sheets both in MS Word and PDF/PNG
format may be distributed to online learners to
facilitate encoding of answers.
A capacity-building orientation should be
done to all online learners on encoding answers,
editing images and illustrations, and navigating
the online platform. Utilizing the Google
Classroom or the DepEd’s Learner Management
System is encouraged for organizing online and
blended learning classes.
For online discussions, a stable internet
connection is a must. A well-planned slide
presentation must be prepared in advance for
screen sharing. It is suggested to make sure
everyone recites or be given the chance to share
their answers without being ridiculed for wrong
responses. Monitoring of learners’ attendance in
online discussion is strongly encouraged since
research results suggests that discussions of
correct responses increase academic performance
64
in post assessments better than no discussion at
all.
4. Face to Face Orientation of Parents in clusters is
necessary for parents to be well-informed of the
learning modality they have chosen, their roles &
responsibilities, the guidelines and schedule of
activities. It should be emphasized also in the
orientation that even learning is remote, their
children can ask assistance of their teachers,
family members and friends. Proper
communication protocols should be observed
especially in reporting issues and decisions on
transferring or dropping out.
REFERENCES
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J.
(2020). Online and face-to-face classroom
multitasking and academic performance: Moderated
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Briones, L. M. (2020). IATF Approves the BE-LCP,
School Opening on August 24, 2020. Retrieved June
22, 2020, from
https://www.deped.gov.ph/2020/05/11/iatf-
approves-the-be-lcp-school-opening-on-august-24-
2020/
Business Mirror. (2020, March 19). DepEd widens
learners’ access to quality education through
Alternative Delivery Mode. Retrieved from
https://businessmirror.com.ph/2017/03/19/deped-
widens-learners-access-to-quality-education-
through-alternative-delivery-mode/
Darkwa, B. F., & Antwi, S. (2021). From Classroom to
Online: Comparing the Effectiveness and Student
Academic Performance of Classroom Learning and
Online Learning. Open Access Library Journal,
8(7), 1-22.
DepEd. (2020). The Basic Education Learning Continuity
Plan in the Time of COVID-19. Retrieved from
https://www.deped.gov.ph
UPOU (2015). Workshop E: Quality Assurance in ODeL.
https://networks.upou.edu.ph/1376/workshop-e-
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Vergara, A. M. (2017). Development, Effectiveness and
Acceptability of Module for the Problem Solving
and Critical Thinking Skills of Alternative Learning
System in the District of Tanay II.
ResearchGate.Net.