Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 3 (2025)

Validation of the Developed Innovative Supplemental Materials (ISMs) on the Least-learned Competencies in Grade 8 Physics

Jean Rose R. Paynandos

Discipline: Social Sciences

 

Abstract:

The main objective of this study is to validate the developed innovative supplemental materials (ISMs) as instructional support in mastering the least-learned competencies (LLC) in eighth-grade physics. The study underwent planning, development, and validation phases. Planning involved identifying the LLC and creating five ISMs. In the development stage, ISMs were built using Microsoft PowerPoint and iSpring Suite 11, incorporating PhET simulations and interactive videos accessible online and offline. Validation involved three experts and 60 students from three schools in the Tago II District. Statistical tools like weighted mean and ANOVA were used for data analysis. The findings revealed that experts rated the ISMs "very satisfactory" in content, instructional, technical quality, and supplementary evaluation. Posttest results of student-users showed positive mean gain scores greater than 7, indicating significant enhancement in learning outcomes. There was no significant difference in posttest results across the three schools (ρ = 0.584), underscoring the effectiveness of ISMs in enhancing LLC mastery in physics. Despite challenges such as intermittent connections, freezing slides, inoperative subtitles, sound synchronization issues, and malfunctioning control buttons, enhancements were made to address these problems. The study concludes that ISMs significantly improved students' mastery of LLC and recommends their use in teaching physics to make learning more effective and interactive as part of innovative pedagogical practices in education.



References:

  1. Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312. https://doi.org/10.1016/j.heliyon.2020.e05312
  2. Agyei, E. D., & Agyei, D. D. (2021). Enhancing students’ learning of physics concepts with simulation as an instructional ICT tool. European Journal of Interactive Multimedia and Education, 2(2), e02111. https://doi.org/10.30935/ejimed/11259
  3. Alexandria, V.A. (2022). iSpring Suite 11: Boost learning experiences with a new authoring toolkit. eLearning Industry. https://elearningindustry.com/press-releases/ispring-suite-11-boost-learning-experiences-with-a-new-authoring-toolkit
  4. Alhadlaq, A. (2023). Computer-based simulated learning activities: Exploring Saudi students’ attitude and experience of using simulations to facilitate unsupervised learning of science concepts. Applied Sciences, 13(7), 4583. https://doi.org/10.3390/app13074583
  5. Amsalu, S. (2021). Improving grade eighth students’ conceptual understanding in teaching electricity through PhET simulation incorporated with 5E models of inquiry instruction. Journal of Physics: Conference Series, 1567, 022011. https://doi.org/10.1088/1742-6596/1567/2/022011
  6. Banda, H.J., & Nzabahimana, J. (2022). The impact of physics education technology (PhET) interactive simulation-based learning on motivation and academic achievement among Malawian physics students. Journal of Science Education and Technology, 32, 127–141. https://doi.org/10.1007/s10956-022-10010-3
  7. Banda, H.J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics. Phys. Rev. Phys. Educ. Res., 17, 023108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108
  8. Biwer, F., Egbrink, M. G. A. o., Aalten, P., & de Bruin, A. B. H. (2020). Fostering effective learning strategies in higher education—A mixed-methods study. Journal of Applied Research in Memory and Cognition, 9(2), 186–203. https://doi.org/10.1016/j.jarmac.2020.03.004
  9. Bouchée, T., de Putter-Smits, L., Thurlings, M., & Pepin, B. (2022). Towards a better understanding of conceptual difficulties in introductory quantum physics courses. Studies in Science Education, 58(2), 183-202. https://doi.org/10.1080/03057267.2021.1963579
  10. Department of Education. (2019). DM No. 441s. Guidelines and process for LRMDS assessment and evaluation of locally developed and procured materials. https://www.scribd.com/document/459313187/DM-No-441-s-2019-Guidelines-and-Process-for-LRMDS-Assessment-and-Evaluation-of-Locally-Developed-and-Procured-Materials-pdf
  11. Garcia, A. (2022). Using instructional materials to enhance teaching and learning in physics. International Journal of Science and Research (IJSR), 11(2), 251–256. https://www.ijsr.net/get_abstract.php?paper_id=SR22209100515
  12. Gonçalves, R., Lopes, F., & Abrantes, P. (2021). Secondary school physics teachers’ practices in the use of digital tools: A Portuguese case study. Education Sciences, 11(11), 747. https://doi.org/10.3390/educsci11110747
  13. Hamidi, H., & Jahanshah, A. (2022). The impact of using augmented reality and simulations in physics education on student motivation and achievement. Journal of Education and Learning, 11(1), 1–9. https://doi.org/10.5539/jel.v11n1p1
  14. Heinrich, P. (2022). Gamification and simulation-based learning in secondary education: Investigating the role of engagement. Computers & Education, 180, 104442. https://doi.org/10.1016/j.compedu.2022.104442
  15. Hite, R. (2022). Teaching science with simulations: What does the research say? The Science Teacher, 89(3), 10–15. https://www.nsta.org/science-teacher/science-teacher-march-2022/teaching-science-simulations
  16. Jao, L. (2021). Gamification in physics: Enhancing student engagement and understanding through digital games. Journal of Educational Technology Systems, 50(1), 87–104. https://doi.org/10.1177/00472395211012732
  17. Johnson, M., & Rampersad, G. (2020). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 24(2), 45–50. https://www.rapidintellect.com/AEQweb/cho5520z6.htm
  18. Kaimara, P., Deliyannis, I., & Stamelos, I. (2021). Gamification and education: A systematic mapping study. Computer Applications in Engineering Education, 29(2), 454–467. https://doi.org/10.1002/cae.22354
  19. Kim, S., Song, K., Lockee, B., & Burton, J. (2021). Gamification in Learning and Education. Springer. https://doi.org/10.1007/978-3-030-85788-6.
  20. Kul, U., & Sezer, B. (2021). A meta-analysis study of the effect of computer-based simulations on students’ academic achievement in science courses. Education and Information Technologies, 26, 1729–1747. https://doi.org/10.1007/s10639-020-10335-y

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic