LUMI for Education as Interactive Tool for Students’ Academic
Performance in Entrepreneurship Subject
KENNETH M. COLUMNA
JANE CRYSTAL B. BAYAS
JOFIT P. DAYOC
Governor Ferrer Memorial Integrated National High School –City of General
Trias, Cavite, Philippines
I. Introduction
As we approached the twenty-first century, we observed various changes that
impacted all aspects of life and there is a definite significant effect. That is why it is
critical that we understand these changes to better assist our students in adapting
these changes.
Some of our students emerged to be completely uninterested in learning. It is
a major challenge for our teachers to devise innovative teaching methods that would
motivate students to learn, work hard, and complete their studies. We should
improve the quality of our instructional procedures to address the problems and
ensure that the assigned teaching tasks are carried out more effectively.
According to Sundar Pichai (2022), "Technology alone will not improve
education, but it can be a powerful part of the solution". The use of technology in
class will enable us to engage our learners in meaningful learning activities. Of
course, the use of computers and the internet are part of the new process of learning
in the 21st century.
Adjusting the education system to be responsive to the needs of the learner
and the society has over the years pre-occupied the minds of educationist’s world
over. It is this drive that prompted the introduction of vocational subjects like
bricklaying, building and construction, Entrepreneurship education, among others
in some pre- and post-primary schools in some countries. However, these subjects
have partially addressed the challenges of unemployment and poverty up to this
millennium. It examines how instructional media and methods have affected the
achievement of the overall vision of introducing Entrepreneurship Education in
secondary schools, as curricula innovation geared at equipping students at
secondary schools with Entrepreneurship skills for self-employment. (Lumiya, J.
2020)
Educators in the twenty-first century should work smart and use various
technological tools. Encourage our students to think out of the box as our primary
goal in preparing them for various challenges in their learning experience. The four
C's of 21st century skills must be altered so that learners can work collaboratively to
achieve a common objective. They should also use their skills and abilities, expertise,
and intelligence while working. They should also approach the issues in a modern
manner. They should share their own thoughts and ideas to encourage everyone else
to ask more questions and find solutions to problems. They should also try new
approaches to get things done, which equals innovation and intervention in a bid to
prepare the next generation for the future.
The benefits of instructional materials, according to Abolade (2009), are that
they are less expensive to develop, useful for teaching many students at once,
encourage pupils to pay attention, and increase their interest. Isola (2010) added
that instructional resources are materials or tools that help teachers deliver their
teachings to students logically and systematically.
According to Jekayinfa (2012), the value of instructional materials lies in their
ability to substitute for other things, make learning concrete and real, be cost-
effective, and be more teacher-student resource-focused. According to Abdu-Raheem
(2014), improvisation of locally produced teaching aids could help to raise the grade
of education and the caliber of graduates from schools. Teachers with creativity and
expertise should improvise the educational resources they need to support academic
standards.
In the digital age, automated software with machine learning and artificial
intelligence is widely used in both business and everyday life, therefore it must be
used in education and achieving its sustainability. The young generation makes
extensive use of a wide range of software, so teaching with an automated tool would
be very attractive for students, but there is a need to increase teachers' digital skills
and competencies. When studying entrepreneurship, students prefer innovative,
practical teaching methods, involving automatic tools for validation of business idea
feasibility. (Mavlutova, 2020)
According to A. Bartel and G. Hagel (2014) Low levels of student engagement,
which has an adverse impact on academic results, are one of the main challenges in
higher education teaching. Activities including polls, exercises, tests, and games
were utilized to ignite discussion and foster two-way communication between the
teacher and the students. The learning experience and academic performance of the
students have successfully been improved by this interactive model. The results of
this study would add to the body of knowledge regarding the effectiveness of mobile
technologies in higher education teaching.
LUMI is an educational tool that employs engaging learning activities tailored
to the learner's needs and interests to motivate them to learn by stimulating their
own curiosity. LUMI, as an interactive tool, can assist learners in developing their
interests in a variety of activities as a hobby. Learning is no longer limited to the
workplace, but instead responds to participation in the development of learning. It
will promote "hands-on" and interactive approaches to learning activities that allow
students to think about and apply concepts they have learned. In other words, it will
get them involved, motivated, and excited.
Learning nowadays has become more engaged where all teachers are now
expected to improve their students’ knowledge, skills, and attitudes. Through
utilizing LUMI as interactive tools, students are now actively engaged and participate
well in learning process.
Despite applying different strategies for the learners, teachers still experience
difficulties in developing students’ academic performance. The researchers decided to
utilize LUMI for Education where most of the learners will benefit. These interactive
tools provide sets of activities that will increase the level of students’ academic
performance. The purpose of this study is to determine the effectiveness of LUMI for
Education: As Interactive Tool for Students’ Development in Academic Performance
in Entrepreneurship subject.
Interactive tools will be developed to serve as an intervention material to
Selected Grade 12 ABM students. Its validity and usability will be verified after the
study. It can also help the students who have low performance and achievement
levels.
II. Research Questions
The main objective of this study is to determine the effectiveness of LUMI for
Education: As Interactive Tool for Students’ Academic Performance in
Entrepreneurship subject.
Specifically, this study aims to answer the following questions:
1. What is the academic performance of the students before and after the use
of LUMI for Education?
a. Entrepreneurship Achievement Test (EAT)
b. Teacher-Made Entrepreneurship Familiarization Test (TMEFT)
2. Is there a significant difference in the academic performance of the
students before and after the use of LUMI for Education?
3. What are the learning experience of the students after the use of LUMI for
Education as an interactive tool?
III.RESEARCH METHODOLOGY
Research Design
This study utilized a pre - test and post - test design method to compare
the degree of change occurred because of using LUMI as interactive tool in
enhancing familiarity of the students in entrepreneurship subject. Quasi
experimental design using t test for dependent means was applied to determine the
achievement of the students in entrepreneurship terminologies familiarization.
The experimental aspect of this study involved two main stages: In the
first stage is the used standardized materials which is the Entrepreneurship
Achievement Test. Again, another experiment was performed. In the second stage,
the used of Teacher-Made Entrepreneurship Familiarization Test. The observed
results in both experiments showed that created instructional materials gave the
same learning effect as the standard instructional materials.
The Sample
The respondents that will participate in the study are randomly selected Grade
12 from ABM strand students of Governor Ferrer Memorial Integrated National High
School. The subject of the study are two sections of grade 12 students composed of
15 students per section of the said school.
The study will be conducted during the second quarter of the school year
2022-2023. The sample will be chosen using the stratified sampling method. The
study will last for one quarter.
Research Paradigm
Improving Students’
LUMI for Education: As Academic Performance
Interactive Tool in Entrepreneurship
Subject
FEEDBACK
Figure 1. Research Paradigm
Research Instrument
Four research instruments were used in conducting the study: Pre-Test and
Post Test Questionnaire about Entrepreneurship Module; Familiarization Test and
the Four Point Likert Scale before and after using the innovative instructional
material and Learning Style Inventory.
Entrepreneurship Achievement Test (EAT)
The EAT was adopted from the learner’s module under Entrepreneurship
subject. It consists of 30 multiple choice items to determine the students’
achievement on Entrepreneurship.
30-item Familiarization Test
This is a 30-item researcher-made tabular quiz that enables students to fill in the
given word.
Four Point Likert Scale
A Four Point Likert scale is a unidimensional scale that the researcher used to collect
respondents’ experiences towards the use of LUMI for education.
Learning Style Inventory
Designed to help respondents determine which learning style they have.
Data Gathering Methods
The study will be conducted in four phases. Phase I includes the development
and validation of the research instruments. Phase II involves Orientation on LUMI for
education and administering Pre-Test. Phase III includes the actual implementation of
LUMI for education in different classes. Phase IV involves the conducting of Post
Test/Achievement Test and Student Experience Survey. Survey questionnaires will be
evaluated using Four-Point Likert Scale.
IV.RESULTS AND DISCUSSION
Students’ Performance in Entrepreneurship
STUDENT NO. POST TEST PRE-TEST GAIN
1 28 14 14
2 28 12 16
3 30 11 19
4 30 9 21
5 30 5 25
6 30 10 20
7 30 8 22
8 30 9 21
9 30 11 19
10 30 9 21
11 28 9 19
12 28 7 21
13 30 7 23
14 30 6 24
15 30 12 18
16 29 7 22
17 30 10 20
18 30 14 16
19 30 11 19
20 30 14 16
21 30 13 17
22 30 9 21
23 29 8 21
24 30 9 21
25 30 14 16
26 30 14 16
27 30 14 16
28 30 15 15
29 30 13 17
30 30 12 18
MEAN 29.67 10.53 19.13
Table 1 above shows that the highest score during the post test was 30 while
the lowest score was 28. However, 15 was the highest score in the pre-test while the
lowest was 5. Student number 5 had the highest gain of 25 while the student number
15 had the lowest gain of 15. The mean of the pre-test was 10.50 while 29.67 for the
post-test. The mean gain was 19.17. This reveals that there is improvement in the
performance of students in Entrepreneurship after the utilization of the LUMI for
education.
Table 2. Students Performance in the 30-item Familiarization Test
STUDENT NO. POST TEST PRE-TEST GAIN
1 26 11 15
2 25 13 12
3 29 12 17
4 29 6 23
5 30 8 22
6 30 5 25
7 30 7 23
8 29 10 19
9 26 12 14
10 25 7 18
11 28 13 15
12 27 9 18
13 29 7 22
14 29 5 24
15 30 16 14
16 30 15 15
17 28 10 18
18 27 4 23
19 29 11 18
20 27 12 15
21 29 11 18
22 30 15 15
23 30 16 14
24 29 13 16
25 30 16 14
26 29 14 15
27 29 15 14
28 28 12 16
29 30 15 15
30 30 14 16
MEAN 28.57 11.13 17.43
Table 2 above showed that there was 9.03 mean gain for the 30-item
familiarization test of the students after the use of innovative instructional material.
The 28.57 mean of the 30-item familiarization test post-test was higher than the 11.13
mean of the pre-test, this indicated an increase in the performance level of the
students in terms of recognizing terminologies in Entrepreneurship subject.
Table 3. Paired t-test for correlated means/dependent mean of students’ pre-test
and post-test mean scores in the achievement test in Entrepreneurship Learners’
Module.
Mean SD TC p-value Remarks
PRE-TEST 10.53 2.80 <.00005 Statistically
POST TEST 29.67 0.71 Significant
Table 3 above revealed that there was a significant difference between the
students’ pre-test and post-test mean scores, The t-value is 6.21. The p-value is
< .00005. This implies that the respondents performed better in the post-test after the
use of LUMI application. The findings supported the study conducted by Menzah,
Dorothy (2015), which found that adopting LUMI application as interactive tool does
help students perform better in Entrepreneur subject.
Table 4. Paired t-test of correlated mean/dependent mean performance of
students before and after the use of familiarization test (n=30)
PERFORMANCE Test Mean SD TC p-value Remarks
Familiarity on PRE- 11.13 3.69 ,.00005 Statistically
entrepreneurship TEST
terminologies POST 28.57 1.49 Significant
TEST
Based on table 4, the mean of the students’ post-test was 28.57 which was
higher as compared to the 11.13 mean of their pre-test, the values implied that there
was an
improvement on the performance of the students. The t-value calculated was 6.23,
p<0.05. Based on the results, it can be concluded that there was a significant
difference
between the pre-test and post-test on familiarity scores of the students after the
introduction of the innovative instructional material.
Table 5. Students' responses after the experiment/used of innovative
instructional material.
RESPONSES QUESTION 1 QUESTION 2
Do you find the instructional Do you think the
material: LUMI for Education: As innovative instructional
Interactive Tool for Students’ material performed well as
Academic Performance in with the traditional ones?
Entrepreneurship subject useful in
teaching the concept?
Strongly Agree 22 18
Agree 8 12
Disagree 0 0
Strongly 0 0
Disagree
Strongly Agree 73.33 % 60.00 %
Agree 26.67 % 40.00 %
Disagree 0% 0%
Strongly 0% 0%
Disagree
After the experiment, questionnaires were given to the students. Based on table
3 above, 73.33 % of the students found that LUMI for education is useful in teaching
Entrepreneurship. Also, 60% of the students thought that the innovative instructional
material performed well compared to ordinary/standard ones.
Research Limitations
This study dealt with the used of LUMI for Education as a tool in improving the
achievement in Entrepreneurship of students at Governor Ferrer Memorial Integrated
National High School during the second quarter of school year 2022-2023.
Research Implications
The best way to teach concepts/lesson is by engaging students in motivational
and interesting game-based activities. Students tend to remember how to do things
when they are directly engaging in activities that can help students develop stronger
memories around how to do it.
FINDINGS
The following are the findings of the study:
1. The students’ achievement and performance in Entrepreneurship during the
post-test is significantly higher than their performance during the pre-
test.
2. The achievement and performance of the students was improved using LUMI
for education.
3. The t obtained value showed that there was significant difference in student’s
achievement and familiarity in the different elements in the periodic table
using the innovative instructional materials.
4. The learners enjoyed the used of LUMI for education as part of their
Entrepreneurship subject.
V. CONCLUSION
The following conclusions were made considering the findings of the study:
1. The achievement of the students improved upon using the interactive tools
like
flashcards, crossword, loop a word, question set and so on.
2. Innovative instructional material namely LUMI for Education enhanced the
performance of the students in Entrepreneurship.
3. The students are motivated, attracted, active, and more interested in
studying
when they utilize these interactive tools.
VI. RECOMMENDATION
The following are recommended based on the findings and conclusions of the study:
1. The study is recommended to different grade levels as its activities that relate
to the familiarization of tools.
2. A similar study on the use of LUMI for Education may be conducted in other
disciplines to confirm the results of the study.
VII. REFERENCES
A. Bartel and G. Hagel, "Engaging students with a mobile game-based learning system
in university education," 2014 IEEE Global Engineering Education Conference
(EDUCON), Istanbul, Turkey, 2014, pp. 957-960, doi:
10.1109/EDUCON.2014.6826215.
Abdu-Raheem (2014), Effects of Instructional Materials on Secondary Schools
Students' Academic Achievement in Social Studies
Retrieved from: https://eric.ed.gov/?id=EJ1158251
Olayinka, A. (2016), Effects of Instructional Materials on Secondary Schools Students'
Academic Achievement in Social Studies in Ekiti State, Nigeria
Retrieved from: https://eric.ed.gov/?id=EJ1158251
Ajoke A. (2017) The Importance of Instructional Materials in Teaching of English as a
Second Language. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org ||Volume 6
Issue 9||September. 2017 || PP.36-44
Lumiya, J. (2020),et.al. Instructional Media and Methods in the Implementation of a
Curriculum Reform: A Case of Entrepreneurship Education in Uganda
Retrieved from: https://nru.uncst.go.ug/handle/123456789/3621.
Mavlutova, I. (2020),et.al. Innovative teaching techniques for entrepreneurship
education in the era of digitalisation
Retrieved from: https://wseas.com/journals/ead/2020/b525115-011.pdf.
Bawa N. (2021), Effects of Instructional Materials (Computer) in Promoting Secondary
Schools Students’ Academic Performance in Computer Science in Kebbi State, Nigeria
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