Development and Validation of an Interactive E-Module in Triangle Inequality and Its Theorems for Grade 8 Learners

This research focuses on the development and validation of an interactive e-module designed to enhance understanding of triangle inequality and its theorems among grade 8 learners. Employing the ADDIE development process, the study utilizes Microsoft PowerPoint Slide Presentation Software, incorporating hyperlinks and triggered animations in developing the material. The objective is to validate the developed material and assess the difference in mean scores of achievement tests between groups with and without intervention. Employing a quasi-experimental design, the study compares achievement levels of control and treatment groups, with evaluation conducted by the panel of evaluators. The interactive e-module's reliability and validity are confirmed, indicating its suitability for distance learning. Implementation occurred in a specific grade 8 class, while a traditional module served as the control. The study, following a quasi-experimental design, compares achievement levels between groups using a teacher-made achievement test. Evaluation involves an assessment by experts and a post-test to measure learners' conceptual understanding. The developed e-module receives positive feedback from evaluators and learners, with mean scores meeting predefined criteria. The experimental group demonstrates higher proficiency compared to the control, supported by statistical analysis rejecting the null hypothesis. Learners perceive the interactive e-module as beneficial for understanding, engagement, and promoting independent learning. However, suggestions for technical improvements and enhancing content comprehension are highlighted for future refinement. Overall, this developmental research contributes valuable insights into the utilization of interactive e-modules as it enhances mathematical understanding among grade 8 learners. Keywords: Instructional Materials, Interactive E-Module, Triangle Inequalities DOI: 10.7176/JEP/15-3-02 Publication date: March 31 st 2024