##plugins.themes.academic_pro.article.sidebar##
Downloads
Main Article Content
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.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Alsahi, N. et al., (2020). The role of academic electronic books in undergraduate stu-dents’ achievement in higher education. https://www.sciencedirect.com/science/article/pii/S2405844020323938
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.
Asrowi, et al., (2019). The Impact of Using the Interactive E-Book on Students’ Learning Oucomes. International Journal of In-struction. https://www.researchgate.net/publication/332568306
Auditor, E. (2014). Development and Valida-tion of Tenth Grade Physics Modules Based on Selected Least Mastered Com-petencies. International Journal of Educa-tion and Research. https://ijern.com/journal/2014/December-2014/14.pdf
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
Bangcaya, P., & Alejandro, G. (2015). School-related factors contributing to the deliv-ery enhancement of the special science program in Western Visayas, Philippines. European Journal of Science and Mathe-matics Education. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1107799.pdf
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
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
Diate, K., & Mordeno, I. (2021). Filipino Phys-ics Teachers' Teaching Challenges and Perception of Essential Skills for a Sup-portive 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
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
Ebied, M. & Rahman, S. (2015). The Effect of Interactive e-book on students’ achieve-ment at Narjan University in computer in education courses. Journal of Education and Practice. Retrieved from: https:// er-ic.ed.gov/fulltext/EJ1079544
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
Hofstein, A., & Naaman, R.M. (2007). The la-boratory 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
Lim, B. et al., (2020). Investigating the Effects of Interactive E-Book towards Academic Achievement. https://files.eric.ed.gov/fulltext/EJ1274284.pdf
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
Roberto, J. & Madrigal, V. (2018). Teacher Quality in the Light of the Philippine Pro-fessional Standards for Teachers. Philip-pine Social Science Journal. https://www.researchgate.net/publication/332103677
Sadera, J. Torres & Rogayan (2020). Challeng-es Encountered by Junior High School Students in Learning Science: Basis for Action Plan. Universal Journal of Educa-tional Research 8(12A): 7405-7414, 2020. https://www.hrpub.org/download/20201230/UJER24-19515592.pdf
Samala, H. (2017). Spiral Progression Ap-proach in Teaching Science: A Case Study. International Research Conference on Higher Education. https://knepublishing.com/index.php/Kne-Social/article/view/2404
Sanchez, J.P. (2020). Physics-Mathematics As-sociations: Evidence from TIMSS Student Achievements. Science Education Inter-national. https://files.eric.ed.gov/fulltext/EJ1268285.pdf
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
Yuan, X. (2021). Awareness of Sustainable De-velopment Goals among Students from a Chinese Senior High School. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1314300.pdf