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Mar 27, 2025
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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.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Paynandos, J. R. R. (2025). Validation of the Developed Innovative Supplemental Materials (ISMs) on the Least-learned Competencies in Grade 8 Physics. International Journal of Multidisciplinary: Applied Business and Education Research, 6(3), 1494-1512. https://doi.org/10.11594/ijmaber.06.03.34
References
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Gani, A., Syukri, M., Khairunnisak, K., Nazar, M., & Sari, R. P. (2020). Improving concept understanding and motivation of learners through PhET simulation. Journal of Physics: Conference Series, 1567, 022011. DOI: 10.1088/1742-6596/1567/2/022011
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Harrison, T. (2020). How distance education students perceive the impact of teaching videos on their learning. Open Learning: The Journal of Open, Distance and e-Learning, Vol. 35, No. 3, pp.260–276, DOI: https://doi.org/10.1080/02680513.2019 .1702518
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Marces, I.E. & Caballes, D.G. (2019). Enhancing the academic performance of grade 10 students in physics through interactive simulation laboratory ex-periments. Universal Journal of Ed-ucation Research. DOI: 10.13140/RG.2.2.12869.60644
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Montero, J.C. & Geducos, D.T. (2022). Improved conceptual understanding in learning biology through localized and contextualized learning activities. Universal Journal of Education Re-search. 3(7). 1231–1238. http://dx.doi.org/10.11594/ijmaber.03. 07.01
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lons-dale, C. (2021). Video improves learning in higher education: A systematic review. Review of Ed-ucational Research, 91(2), 204-236. https://doi.org/10.3102/003465432199 0713
Okeke, C. L., & Ajadi, O.T. (2023). Instructional materials and quality in public primary schools in Southwestern Nigeria. Studies in Learning and Teaching, 4(2), 205-215. https://doi.org/10.44627.silet.v4i2.175
PhET (n.d.) Physics education technology (PhET) interactive simulations. https://phet.colorado.edu/en/simulation s/browse. Accessed: January 14, 2024
Rosal, G., Aguinaldo, J. C., Reyes, L. D., Casuat, G.H., Balagtas, R, & Del Mun-do, E. (2022). Improving the least mas-tered competencies of grade 11 stu-dents in general chemistry using elec-tronic strategic intervention material (E-SIM). KIMIKA (2), pp. 59-76.DOI:10.26534/kimika.v32i2.59-76
Sanchez, Diana R.; Langer, Markus; Kaur, Rupinder (2019). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, (), 103666. doi:10.1016/j.compedu.2019.103666.I ndexed in Web of Science and Scopus.
Schulz, J. & Iskru, V.V. (2021). Video in education from ‘Sage on the Stage’to ‘TV Talk Show Host’: where to next?.
Eurasia Journal of Mathematics, Science and Technology Education. DOI:https://doi.org/10.29333/ejmste/1 1154.
Shojib, (2023). What is Hostinger: a comprehensive guide. Retrieved from: https://medium.com/@bloggershojib/w hat-is-hostinger-a-comprehensive-guide-f427659dec22
Torres Martín, C., Acal, C., El Honrani, M., & Mingorance Estrada, Á. C. (2021). Impact on the virtual learning en-vironment due to COVID-19. Sus-tainability, 13(2), 582. https://doi.org/10.3390/su13020582
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Vittorini, P. & Galassi, A. (2021). From blended to online due to the COVID outbreak: the case study of a data science course. Open Learning: The Journal of Open, Distance and e-Learning, Vol. 36, No. 3, pp.212–230, DOI:https://doi.org/10.1080/02680513 .2021. 1973399.
Wang, Z., & Na, H. (2023). Multimedia technology-based interactive translation learning for students. ACM Transactions on Asian and Low-Resource Lan-guage Information Processing, 22(1), Article 1. https://doi.org/10.1145/3588569
Zainuddin, Z., Wah Chu, S. K., Shujahat, M., & Perera, C. J. (2020). The impact of gami-fication on learning and instruction: A systematic review of empirical evi-dence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.1 00326. Indexed in Web of Science, and Scopus.
Zhang, F., Brynildsrud, H., Papavlasopoulou, S., Sharma, K., & Giannakos, M. (2024). Where inquiry-based science learning meets gamification: A design case of Experiverse. Behaviour & In-formation Technology, 43(1), 1-23. https://doi.org/10.1080/0144929X. 2024.2433058. Indexed in Web of Science and Scopus.
Zourmpakis, A.-I., Kalogiannakis, M., & Papadakis, S. (2023). Adaptive
Gamification in Science Education: An Analysis of the Impact of Implementation and Adapted Game Elements on Students’ Motivation. Computers, 12(7), 143. https://doi.org/10.3390/computers1207 0143. Indexed in Web of Science and Scopus.
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. DOI: 10.30935/ejimed/11259
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
Alhadlaq, A. (2023). Computer-based simulated learning activities: exploring Saudi students’ attitude and experience of using simulations to facilitate unsu-pervised learning of science con-cepts. Applied Sciences, 13(7), 4583. DOI: 10.3390/app13074583
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. DOI: 10.1088/1742-6596/1567/2/022011
Banda, H.J., & Nzabahimana, J. (2022). The impact of physics education
technology (PhET) interactive simulation-based learning on motiva-tion and academic achievement among Malawian physics students. Journal of Science Education and Technology, 32, 127–141. DOI: 10.1007/s10956-022-10010-3
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. DOI: 10.1103/PhysRevPhysEducRes.17.023 108
Biwer, F., Egbrink, M. G. A. o., Aalten, P., & de Bruin, A. B. H. (2020). Fostering effec-tive learning strategies in higher educa-tion—A mixed-methods study. Journal of Applied Research in Memory and Cognition, 9(2), 186– 203.https://doi.org/10.1016/j.jarmac.20 20.03.004
Bouchée, T., de Putter-Smits, L., Thurlings, M., & Pepin, B. (2022). Towards a bet-ter understanding of conceptual dif-ficulties in introductory quantum physics courses. Studies in Science Education, 58(2), 183-202. DOI: 10.1080/03057267.2021.1963579
Department of Education. DM No. 441s. 2019 Guidelines and process for LRMDS as-sessment and evaluation of locally de-veloped and procured materials. Re-trieved from: 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
Gadille, M., Tremblay, D.-G., & Siarheyeva, A. A. (2021). Interdependent creativity for learning in a virtual world. Infor-mation and Learning Sciences, Vol. 122, pp.310–628, https://doi.org/10.1108/ILS-02- 2020-0038
Gani, A., Syukri, M., Khairunnisak, K., Nazar, M., & Sari, R. P. (2020). Improving concept understanding and motivation of learners through PhET simulation. Journal of Physics: Conference Series, 1567, 022011. DOI: 10.1088/1742-6596/1567/2/022011
Gutierrez, J. D., Quiben, B. A. D., Pasuquin, A. S., Naveros, M. D., Sahagun, F. R., & Armada, J. M. D. (2021). Effectiveness of Using Innovative and Interactive Instructional Materials for Teaching Science Among Education Students Major in Science of ASCOT, Sep-tember-December 2018. Inter-national Research Journal of Mod-ernization in Engineering Tech-nology and Science, 3(3), 7097-7108. DOI: 10.24191/irjmets.v3i3.7097
Hampton, K. & Fernandez, L. and R., C. and B., Johannes M. (2020). Repercussions of poor broadband connectivity for stu-dents in rural and small-town Michigan. The 48th Research Conference on Communication, In-formation and Internet Policy. http://dx.doi.org/10.2139/ssrn.3749644
Harrison, T. (2020). How distance education students perceive the impact of teaching videos on their learning. Open Learning: The Journal of Open, Distance and e-Learning, Vol. 35, No. 3, pp.260–276, DOI: https://doi.org/10.1080/02680513.2019 .1702518
Iskru, V. & Schulz, J. (2020). How postgrad-uate students use video to help them learn. Contemporary Educational Tech-nology, Vol. 12, No. 2, pp.1–8, https://doi.org/10.30935/cedtech/8400
Layson, C. (2022). Integration of Phet interactive simulations in online syn-chronous and asynchronous teaching of science: It’s impact on learners’ science process skills. Published in International Journal of Trend in Sci-entific Research and Development (ijtsrd), Volume-6 | Issue-6, October 2022, pp.61-77, URL: www.ijtsrd.com/papers/ijtsrd51801.pd f. Accessed: September 21, 2024
Marces, I.E. & Caballes, D.G. (2019). Enhancing the academic performance of grade 10 students in physics through interactive simulation laboratory ex-periments. Universal Journal of Ed-ucation Research. DOI: 10.13140/RG.2.2.12869.60644
Marcinauskas, L., Iljinas, A., Čyvienė, J., & Stankus, V. (2024). Problem-Based Learning versus Traditional Learning
in Physics Education for Engineering Pro-gram Students. Education Sciences, 14(2),154. https://doi.org/10.3390/educsci140201 54
McKagan, S. (n.d.) PhET interactive simulations. Retrieved from: https://serc.carleton.edu/sp/library/phet /what.html. Accessed: October 12, 2024
Montero, J.C. & Geducos, D.T. (2022). Improved conceptual understanding in learning biology through localized and contextualized learning activities. Universal Journal of Education Re-search. 3(7). 1231–1238. http://dx.doi.org/10.11594/ijmaber.03. 07.01
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lons-dale, C. (2021). Video improves learning in higher education: A systematic review. Review of Ed-ucational Research, 91(2), 204-236. https://doi.org/10.3102/003465432199 0713
Okeke, C. L., & Ajadi, O.T. (2023). Instructional materials and quality in public primary schools in Southwestern Nigeria. Studies in Learning and Teaching, 4(2), 205-215. https://doi.org/10.44627.silet.v4i2.175
PhET (n.d.) Physics education technology (PhET) interactive simulations. https://phet.colorado.edu/en/simulation s/browse. Accessed: January 14, 2024
Rosal, G., Aguinaldo, J. C., Reyes, L. D., Casuat, G.H., Balagtas, R, & Del Mun-do, E. (2022). Improving the least mas-tered competencies of grade 11 stu-dents in general chemistry using elec-tronic strategic intervention material (E-SIM). KIMIKA (2), pp. 59-76.DOI:10.26534/kimika.v32i2.59-76
Sanchez, Diana R.; Langer, Markus; Kaur, Rupinder (2019). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, (), 103666. doi:10.1016/j.compedu.2019.103666.I ndexed in Web of Science and Scopus.
Schulz, J. & Iskru, V.V. (2021). Video in education from ‘Sage on the Stage’to ‘TV Talk Show Host’: where to next?.
Eurasia Journal of Mathematics, Science and Technology Education. DOI:https://doi.org/10.29333/ejmste/1 1154.
Shojib, (2023). What is Hostinger: a comprehensive guide. Retrieved from: https://medium.com/@bloggershojib/w hat-is-hostinger-a-comprehensive-guide-f427659dec22
Torres Martín, C., Acal, C., El Honrani, M., & Mingorance Estrada, Á. C. (2021). Impact on the virtual learning en-vironment due to COVID-19. Sus-tainability, 13(2), 582. https://doi.org/10.3390/su13020582
UNESCO (n.d). No Child Left Behind. https://planipolis.iiep.unesco.org/sites/ planipolis/files/resources/philippines_e fa_mda.pdf. Accessed: December 18, 2023
Vittorini, P. & Galassi, A. (2021). From blended to online due to the COVID outbreak: the case study of a data science course. Open Learning: The Journal of Open, Distance and e-Learning, Vol. 36, No. 3, pp.212–230, DOI:https://doi.org/10.1080/02680513 .2021. 1973399.
Wang, Z., & Na, H. (2023). Multimedia technology-based interactive translation learning for students. ACM Transactions on Asian and Low-Resource Lan-guage Information Processing, 22(1), Article 1. https://doi.org/10.1145/3588569
Zainuddin, Z., Wah Chu, S. K., Shujahat, M., & Perera, C. J. (2020). The impact of gami-fication on learning and instruction: A systematic review of empirical evi-dence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.1 00326. Indexed in Web of Science, and Scopus.
Zhang, F., Brynildsrud, H., Papavlasopoulou, S., Sharma, K., & Giannakos, M. (2024). Where inquiry-based science learning meets gamification: A design case of Experiverse. Behaviour & In-formation Technology, 43(1), 1-23. https://doi.org/10.1080/0144929X. 2024.2433058. Indexed in Web of Science and Scopus.
Zourmpakis, A.-I., Kalogiannakis, M., & Papadakis, S. (2023). Adaptive
Gamification in Science Education: An Analysis of the Impact of Implementation and Adapted Game Elements on Students’ Motivation. Computers, 12(7), 143. https://doi.org/10.3390/computers1207 0143. Indexed in Web of Science and Scopus.