Mobile-Learning Modular App (Molma) for Junior High School Biology: Development, Validation, Perceived Usefulness, and Evaluation

Date of Award

12-2021

Document Type

Thesis

Degree Name

Master of Science in Science Education

First Advisor

Catherine Genevieve B. Lagunzad, PhDCarlos M. Oppus

Abstract

The sudden shift to distance learning brought by COVID-19 pandemic has challenged the educational system to explore several learning modalities like Online Learning Management System (OLMS) and modules. However, unavailability of resources and limited internet access especially in Science became the major concern of most of the secondary schools in the country. Thus, to make science learning more flexible and inclusive, the study aimed to develop, validate and evaluate a modular mobile learning application (MoLMA) for Grade 7 Ecology called Knowbel. Specifically, the study was intended to test the MOLMA’s usefulness based on the teachers’ pre- and post-perception results after the intervention and to compare it with printed modules using certain parameters.

Following a multi-fold mixed method design approach, the study was divided into four distinct phases: pre-survey, development, implementation, and evaluation. In the first and second phases, a pre-survey was conducted to the target schools revealing the unavailability of learning platforms and instructional materials for Biology in the current set up. Results were used as a basis to develop a mobile-based learning module for the said subject. The Agile Kanban approach was used for app development and the Instructional Design Model for the module development. The app features were identified; the app was tested, and its modular content was validated by science teachers and experts. Validation results revealed an average of 4.76 out of maximum score of 5 suggesting that all the criteria for module development were met. In the third phase, the developed app and the module were tried out separately to Grade-7 Ecology classes at Occidental Mindoro State College. Together with the cooperating teacher, four science teachers were invited to evaluate the IMs and observe the class during the implementation. A pre- and post- m-learning perception survey was carried out to the teachers before and after the intervention. Though both the pre- and post-perception results of the teachers on the use of m-learning are positive, t-test results revealed a p- value of 0.03 which is less than the set alpha level of 0.05 suggesting that there is a significant difference between the pre- and post-perception scores of the teachers after the intervention was made. In the third phase, evaluation of both interventions was conducted. The Knowbel app gained a highly satisfactory remarks in almost of all the criteria signifying its usefulness in science classes in a distance learning set-up. Meanwhile, the printed module the got the same remarks in all the set parameters for IM evaluation suggesting its consistency and usefulness as well. Finally, to find out which approach was effective in a distance-based learning, a FGD was conducted with the teachers. Results revealed that the module is still the most accessible learning platform to the students. However, cost- and time- efficiency were the most common problems in the said approach. On the other hand, mobile-based learning became more effective in motivating students; delivering content and lesson instructions, evaluating and monitoring students’ progress; and, providing feedback. Nevertheless, the internet connectivity and other technical issues are still the most common problem identified for this approach. It is recommended that the app should be subjected for further evaluation in terms of its technical and design aspects to a larger group of participants for better enhancements of its features. Moreover, to gather an in-depth user- experience, an interview both to the learners and to the teachers can be made.

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