Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 4 no. 8 (2023)

Development and Validation of an Interactive E-Book in Physics 9

Criselle May P. Bulaun | Cynthia G. Quiambao

 

Abstract:

The study developed and validated an interactive e-book in Physics in Grade 9 Science to help augment the learning gaps and the least mastered competencies based on the regional diagnostic assessment. The content of the lessons in the interactive e-book was based on the six (6) least learned, most essential learning competencies that were provided by the Department of Education. The material was conceptualized based on objectives, content or parts, and evaluation tools. The developed interactive e-book was validated in terms of content quality, instructional quality, technical quality, and other findings. Based on the results of the validation of the six (6) faculty experts, it revealed that the crafted material was very satisfactory in all the criteria, which means that it was valid and ready for use by the students. The learners evaluated the developed material in terms of content, adequacy of scope, and appropriateness of exercises. It inferred that the interactive e-book was acceptable and reliable for its intended users. The result of this study has a significant implication to teaching Physics to Grade 9 students. It means that the material can serve as supplementary material since the students were engaged in learning and had shown interest when the lesson involved educational technology, and since there are insufficient modern instructional materials in Physics.



References:

  1. Alfonso, M. (2017). The Use of E-Book as an Instructional Tool: The St. Paul University Philippines Experience. The SPUP Graduate Research Journal. https://ojs.aaresearchindex.com/index.php/spupgsrj/article/download/439/90/618
  2. Alsahi, N. et al., (2020). The role of academic electronic books in undergraduate students’ achievement in higher education. https://www.sciencedirect.com/science/article/pii/S2405844020323938
  3. Angell, C., Guttersrud, Ø. Henriksen, E. K., & Isnes A. (2004). Physics: Frightful, but fun pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683-706.
  4. Asrowi, et al., (2019). The Impact of Using the Interactive E-Book on Students’ Learning Outcomes. International Journal of Instruction. https://www.researchgate.net/publication/332568306
  5. Auditor, E. (2014). Development and Validation of Tenth Grade Physics Modules Based on Selected Least Mastered Competencies. International Journal of Education and Research. https://ijern.com/journal/2014/December-2014/14.pdf
  6. Azevedo, M. (2018). Continuous Enhancement of Science Teachers’ Knowledge and Skills through Scientific Lecturing. https://www.frontiersin.org/articles/10.3389/fpubh.2018.00041/full
  7. Bangcaya, P., & Alejandro, G. (2015). School-related factors contributing to the delivery enhancement of the special science program in Western Visayas, Philippines. European Journal of Science and Mathematics Education. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1107799.pdf
  8. Bernardo, A. et al (2018). Students’ Perception of Science Classes in the Philippines. Asia Pacific Education Review. https://files.eric.ed.gov/fulltext/EJ835201.pdf
  9. Dado, V. et al., (2016). Acceptability of E-Books for Academic Use Among Students and Teachers in Mindanao University of Science and Technology. https://www.researchgate.net/publication/309187512
  10. Diate, K., & Mordeno, I. (2021). Filipino Physics Teachers' Teaching Challenges and Perception of Essential Skills for a Supportive Learning Environment. Asia Re-search Network Journal of Education-Vol.1, No. 2, pp. 61-76. https://so05.tci-thai-jo.org/index.php/arnje/article/view/251765/171870
  11. Duque, D. & Roleda, L. (2019). The Effect of Influence-Embedded Physics Instruction on Student Academic Performance. https://www.dlsu.edu.ph/wp-con-tent/uploads/pdf/conferences/research-congress-proceedings/2019/lli-II-024.pdf
  12. Ebied, M. & Rahman, S. (2015). The Effect of Interactive e-book on students’ achievement at Narjan University in computer in education courses. Journal of Education and Practice. Retrieved from: https://er-ic.ed.gov/fulltext/EJ1079544
  13. Gernale, J., Arenas, F., Duad, V. (2015). The Effects of Predict-Observe-Explain (POE) Approach on Students’ Achievement and Attitudes Towards Science. The Normal Lights Volume 9 No. 2, 2015. https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/122/111
  14. Hofstein, A., & Naaman, R.M. (2007). The laboratory in science education: The state of the art. Chemistry education research and practice, 8(2), 105-107. https://pubs.rsc.org/en/content/articlelanding/2007/rp/b7rp90003a
  15. Lim, B. et al., (2020). Investigating the Effects of Interactive E-Book towards Academic Achievement. https://files.eric.ed.gov/fulltext/EJ1274284.pdf
  16. Ramirez. M. & Mercado, J. (2019). Use of E-Book in Science Learning of Junior High Students in the University of Batangas. IOER International Multidisciplinary Re-search Journal. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3379282
  17. Roberto, J. & Madrigal, V. (2018). Teacher Quality in the Light of the Philippine Professional Standards for Teachers. Philip-pine Social Science Journal. https://www.researchgate.net/publication/332103677
  18. Sadera, J. Torres & Rogayan (2020). Challenges Encountered by Junior High School Students in Learning Science: Basis for Action Plan. Universal Journal of Educational Research 8(12A): 7405-7414, 2020. https://www.hrpub.org/download/20201230/UJER24-19515592.pdf
  19. Samala, H. (2017). Spiral Progression Approach in Teaching Science: A Case Study. International Research Conference on Higher Education. https://knepublishing.com/index.php/Kne-Social/article/view/2404
  20. Sanchez, J.P. (2020). Physics-Mathematics As-sociations: Evidence from TIMSS Student Achievements. Science Education International. https://files.eric.ed.gov/fulltext/EJ1268285.pdf
  21. Tabiolo, J. & Rogayan DV. (2019). Enhancing Students’ Science Achievement through Jigsaw II Strategy. Journal or Science Learning. https://files.eric.ed.gov/fulltext/EJ1251659.pdf.
  22. Yuan, X. (2021). Awareness of Sustainable Development Goals among Students from a Chinese Senior High School. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1314300.pdf

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic