An Interactive E-Module for Expository Writing Skills and Motivation in Elementary Students
TL;DR
Overall, the e-module shows promising early evidence of validity, practicality, and effectiveness, warranting further studies with larger samples and comparison groups before broader adoption.
Abstract
This research and development study aimed to design an interactive e-module based on Flipping Book Publisher to improve expository writing skills and learning motivation among fifth-grade elementary school students. A preliminary needs analysis conducted at an elementary school in Makassar City revealed that most Grade V students struggled with expository writing and perceived conventional, teacher-centered instruction as unmotivating, indicating both a skills deficit and an unaddressed motivational gap. The study employed the Four-D model (Define, Design, Develop, Disseminate) with a one-group pretest-posttest design, without a control group, to design, validate, and preliminarily evaluate the e-module. The module integrates six multimedia components grounded in the Cognitive Theory of Multimedia Learning, constructivism, and self-determination theory. Data were collected from three expert validators, 38 Grade V students, and 15 teachers using validation sheets, student and teacher response questionnaires, a writing skills test, and a motivation questionnaire. Data were analyzed using percentage scoring, normalized N-gain, and exploratory structural equation modeling (SEM) with AMOS 24.0. Results indicated that the e-module was categorized as very valid (87.5%) and very practical (90.5%). Writing skills improved with a moderate mean N-gain of 0.56 across five writing aspects, and 86.9% of students achieved high or very high motivation after the intervention. Exploratory SEM showed positive associations between e-module use and both writing skills (β = 0.72) and motivation (β = 0.68), as well as between writing skill gains and subsequent motivation (β = 0.41). Given the single-group design and limited sample size relative to model complexity, these path estimates remain preliminary and should not be interpreted as causal evidence. Overall, the e-module shows promising early evidence of validity, practicality, and effectiveness, warranting further studies with larger samples and comparison groups before broader adoption.