![]() The integration is based on previous studies showing that using GeoGebra can improve student’s learning achievements. The main difference between the existing syntax and the developed one is the integration of GeoGebra in the pre-class activity. This research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. As the existing syntax is based on three phases: pre-class activity, in-class activity, and post-class activity. However, the Flipped Learning model integrated with GeoGebra is scarce as none of the existing syntaxes accommodate the model. ![]() Previous studies have tried to improve students' independence in online mathematics learning. The study would help improve the science curriculum with technology integration to be employed by teachers in the school environment. Also, the study employed the effectiveness of using the e-module in the development of science teaching and by providing alternative ways to properly utilize the use of e-module in addressing and solving issues and problems in the teaching and learning process. Overall, the value of the study was to search for the most effective ways of applying e-learning module in the learning process. Moreover, the developed interactive e-module using Kotobee Author software met the criteria set for evalua-ting its validity in terms of material worthiness, media feasibility, and language eligibility in supporting students' conceptual comprehension of Newton’s Laws of Motion. Still, both modules, whether printed or e-modules, contribute to the increased performance of the students. ![]() The e-modules group had improved and increased gain scores in their posttest compared to the printed modules group. T-test results also found that the pretest scores of the students using both methods of instruction were statistically significantly different from their post-test scores. The post-test mean scores showed a large difference between the two groups as the students using printed modules remained at average mastery level while students taking the e-module were moving toward mastery. Re-sults showed that the pretest scores of the students in both the controlled and experimental groups had a remark of average mastery. The e-module was validated by nine experts for its content validation. Students from four different sections were divided into two groups: the controlled group (printed module) and the experimental group (e-module). The participants were Grade 8 students and enrolled in the school year 2020-2021. The e-module was composed of three topics with three sub-lessons in Newton’s Laws of Motion. This study aimed to develop an interactive electronic module to support students’ conceptual comprehension in Science 8 and find out if there would be a significant difference in the performance of students after using the electronic module.
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