Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 43 no. 7 (2025)

Development, Validation, and Assessment of Er-Quest in Teaching Ecological Relationships

Valerie Art Nierves | Paul R. Olvis | Berlita Y. Disca | Ammabel Alza

Discipline: Education

 

Abstract:

Presence of technology can create or develop learning materials. This study developed ER-Quest, a computer-simulated educational resource for teaching science. It answered the mean responses of teacher-validators and student-participants in terms of objectives, usability, accuracy, clarity and appeal to the target user. It also described the proficiency level and significance between the control and experimental group. A quantitative approach and Research and Development (R&D) design were used in this study. For the validity and acceptability, the teacher-validators rated the content of the software as very high with an overall mean of 4.73, while the student participants rated it as high with a mean of 4.47. Findings revealed that there was no significant difference in the pretest scores of the control and experimental group as evidenced by a t-computed value of .825 and a p-value of .413. There was a significant difference in posttest scores between the two groups with t-computed value of 3.136 and a p-value of .003. It was observed that there was a significant difference in the pretest and posttest scores of the control group with t-computed value of 11.077 and a p-value of .000 and there was a significant difference in the pretest and posttest scores of the experimental group with a t-computed value of 12.835 and a p-value of .000. Also, there was a significant difference in the mean gain scores of both groups with a t-computed of 4.169 with p-value of .000. The use of ER-Quest can improve the proficiency of students in science than the use of conventional methods. Teachers were encouraged to incorporate the developed tool as supplementary learning material.



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