Assessing Clarity and Difficulty in Online Personalized Learning of Earth and Space Lessons Using Students' Socioemotional Skill Levels

Abstract

This current study is intended to assess the clarity and difficulty of earth and space lessons in online personalized learning using students' socioemotional skill (SES) levels. A one-shot cycle of the plan-do-study-act (PDSA) was employed to determine the study's objectives. One hundred twenty-nine students participated in this study: 7 students-low SES; 63 students-high SES; 59 students-excellent SES. Specifically, it aims to determine the levels of students' socioemotional skills, perceptions of the lessons' clarity and difficulty, and performance using lesson playlists and task cards. Also, it aims to assess the relationship between students' posttest scores and perceived lessons' clarity and difficulty. The quantitative data were analyzed using descriptive and inferential statistics and qualitative data through thematic analysis. This study revealed that the lesson playlists and task cards on earth and space lessons were useful as an intervention in online distance learning, considering students' socioemotional skills. This study also revealed that students with different socioemotional skills would have unifying perceptions of how they perceive the lessons' clarity and difficulty. If the students perceived the lessons are crystal clear, they would also perceive that the lessons are easy to understand.