Microsoft Word - 3. Berame 18790-60808-1-ED.docx Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (3) (2022) 209-232 209 Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module John Jeri A. Baring1, Julie Santiago Berame2 1Science Department, Simbalan National High School, Philippines 2College of Education, Caraga State University, Philippines DOI: 10.23917/ijolae.v4i3.18790 Received: June 21st, 2022. Revised: August 25th, 2022. Accepted: September 1st, 2022 Available Online: September 5th, 2022. Published Regularly: September 1st, 2022 Abstract This study aimed to develop an interactive electronic module to support students’ conceptual comprehension in Science 8 and find out if there would be a significant difference in the performance of students after using the electronic module. The e-module was composed of three topics with three sub-lessons in Newton’s Laws of Motion. The participants were Grade 8 students and enrolled in the school year 2020-2021. Students from four different sections were divided into two groups: the controlled group (printed module) and the experi- mental group (e-module). The e-module was validated by nine experts for its content validation. Results sho- wed that the pretest scores of the students in both the controlled and experimental groups had a remark of average mastery. The post-test mean scores showed a large difference between the two groups as the students using printed modules remained at average mastery level while students taking the e-module were moving toward mastery. T-test results also found that the pretest scores of the students using both methods of instruc- tion were statistically significantly different from their post-test scores. The e-modules group had improved and increased gain scores in their posttest compared to the printed modules group. Still, both modules, whether printed or e-modules, contribute to the increased performance of the students. Moreover, the developed inte- ractive e-module using Kotobee Author software met the criteria set for evaluating its validity in terms of material worthiness, media feasibility, and language eligibility in supporting students' conceptual comprehen- sion of Newton’s Laws of Motion. Overall, the value of the study was to search for the most effective ways of applying e-learning module in the learning process. Also, the study employed the effectiveness of using the e-module in the development of science teaching and by providing alternative ways to properly utilize the use of e-module in addressing and solving issues and problems in the teaching and learning process. The study would help improve the science curriculum with technology integration to be employed by teachers in the school environment. Keywords: academic performance, educational leaders, e-module, interactive, learning module, newton’s laws of motion, printed module, teaching innovation Corresponding Author: Julie Santiago Berame, College of Education, Caraga State University, Philippines Email: Janveel@yahoo.com 1. Introduction The coronavirus disease (CoViD-19) pandemic had caused an unprecedented crisis in all areas. In the field of education, this emergency led to the massive closure of face- to-face activities of educational institutions in more than 190 countries to prevent the spread of the virus and mitigate its impact (CEPAL, 2020). In the Philippines, around 27 million learners, 1 million teachers, and staff, and even the families of learners, were affected by the Covid-19 crisis (Obana, 2020). This great number of enrollees possessed a higher risk of transmission especially when social distanc- ing and other precautionary measures were not fully enforced. Due to COVID-19's en- compassing threat, educational leaders had Indonesian Journal on Learning and Advanced Education http://journals.ums.ac.id/index.php/ijolae Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (3) (2022) 209-232 210 Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module forced to shift to different modalities of teach- ing that do not require face-to-face interac- tion. The DepEd Order No. 12, s.2020 Re: Adoption of the Basic Education Learning Continuity Plan (LCP) for School Year 2020- 2021 in Light of the COVID-19 Public Health Emergency released on June 19, 2020, to bet- ter address the current educational dilemma. The goal of this was to find ways for learning to continue amidst the threat and uncertainties brought about by COVID-19 while ensuring the health, safety, and well-being of all learn- ers and teachers. The learning delivery that schools adopted varies depending on the COVID-19 restrictions and the particular con- text of the learners in the school or locality. In the case of the Agusan del Norte division, the distance learning modality took place be- tween the teacher and the learners who were geographically remote from each other during instruction. Distance Learning as Alternative Delivery Modality has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based In- struction (DepEd Order No. 12, s. 2020). In October 2020, the Department of Ed- ucation (DepEd) reopened classes amid the rampant coronavirus outbreak; and one method of teaching the department appraised to be effective in this situation was modular learning. Modular Distance Learning was opted for by most of the schools in the said division. This modality involved individual- ized instruction that allowed learners to use self-learning modules (SLMs) in print or dig- ital format/electronic copy. Malipot (2020) stressed that modular learning, based on the survey conducted by DepEd through the Learner Enrollment and Survey Form on the opening of classes in the School Year 2020- 2021, was the most preferred learning of par- ents for their children this school year. Under modular learning, materials could be printed or in digitized form. This type of modality was convenient, especially for students who cannot readily access an internet connection and does not involve sophisticated program- ming and instructional design (Luz, 2020). A survey by DepEd nationwide in the opening of classes this School Year 2020-2021 on how best to deliver educational content revealed that more learners (74%) expect to understand lessons using modules versus 58% for topics done online. Luz (2020) also added that there were supply chain concerns that will need constant fine-tuning: module development, quality assurance, reproduction of modules, preparations of learning packets, and distribu- tion of learning packets continuously every week of the school year. Although with its advantages, there were also cited numerous limitations on instruc- tional materials, learning experiences, and teaching approaches. First, the instructional materials in this modality often lack high- quality or interactive content and lack real-life experiences. Second, the learning experience and success were contingent upon the high lit- eracy or enjoyment of reading and were dis- advantageous to struggling learners who learn best in other modalities. Third, the application of teaching approaches was often limited since the teaching responsibilities were handed over to the parents of the students. And last, the reproduction cost of printed modules if this pandemic and learning modal- ity continues in the long run. It was a matter of truth that the modules were made of con- sumable materials mostly paper (Luz, 2020). The introduction and use of the latest multimedia and information and communica- tion technologies in the learning process is the most necessary aspect in the modern 21st cen- tury. Recently, it has been observed that the majority of the population quickly adapted to the use of advanced technologies in the field of education all around the world. Moreover, people started to use iPad, tablets, and devices Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (3) (2022) 209-232 211 Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module for reading electronic learning materials as personal digital devices (Chiu, 2017). Sagdol- danova (2019) emphasized that e-learning materials such as e-books and e-module are the main educational learning materials cre- ated at a high scientific and methodological level designed primarily for the presentation of new information, supplementing print me- dia, serving for individual and individualized training, and allowing to test the acquired knowledge and skills of a student to a limited extent. Given its tremendous use in the educa- tion field, e-learning modules could be a big help to teachers, students, and parents despite the COVID-19 pandemic. Marquez (2017) showed that using e-learning material, an up- to-date teaching tool, really enhanced stu- dents’ academic performance. Moreover, the study showed that the use of such e-learning material was suggested to students with poor learning outcomes and it should be used in the most effective and efficient way to increase learning outcomes. Further, the study re- vealed that it was viewed as an instructional media to reinforce the teaching and learning process. Also, it served as a motivational de- vice to help students upgrade themselves with modern trends that were suitable for them to increase their performance level (Aguilar, 2021). In the Philippines, the Department of Ed- ucation supported the idea of using e-books, e-modules, and other e-learning materials in the classrooms as presented in the Memoran- dum Order 105, series of 2009 which stated that as this country advances through the 21st century, the use of technology to research, or- ganize, evaluate and communicate infor- mation had grown. It was the main reason why most schools, universities, and other ed- ucational institutions integrated the utilization of any e-learning materials as an educational tool that can provide opportunities to practice learning fundamentals in as many ways as possible. It was widely used nowadays in dif- ferent schools and institutions because lessons were installed on cellphones, computers, lap- tops, or tablets (Mercado, 2019). With this, an e-module or electronic mod- ule was designed that served as a digital learn- ing media device or non-printed that is con- structed systematically for independent learn- ing needs which demands the students to solve the problem in their way. (Jaenudin et al, 2017). Dimhad (2016) stated that an e- module is a part of electronic-based e-learn- ing in which the learning utilizes information technology and communication, specifically electronic devices. Compared to a printed module was that its interactive term ease nav- igation, allowed the user to display/load im- ages, audio, video, and animation as well as it is completed by a test/formative quiz that en- sured automatic feedback immediately. (Suarsana et al, 2013). Physics as a subject was commonly asso- ciated with complicated and difficult to mas- ter in schools. Some findings explained why students consider physics as a lesson that is difficult to understand because it requires memorization and contains mathematical ele- ments (Samudra et al, 2014). This was also because the teacher did not display something interesting or eye-catching about physics when explaining the concept to the students. Students consider physics subject difficult be- cause physics is a discipline that uses varied understanding methods, translates a sentence into another sentence, translates tables, graphs, equations, diagrams, and maps. In ad- dition to strong basic concepts, physics is also a lesson that requires mathematical calcula- tions to solve problems (Rivero, 2020). Widyaningrum et al (2013) said that im- proving the quality of the learning process in schools can be done, one of which is the de- velopment of teaching materials. Teaching materials like printed modules had not been Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (3) (2022) 209-232 212 Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module maximized to meet the needs of the students and at the same time tend to be informative and less attractive which cannot display sound, video, animation, and images that can provide a clear explanation of the concepts conveyed (Darmaji et al, 2019). In today's technological development most students are more interested in teaching materials that uti- lize other media such as computers/laptops, even smartphones compared to teaching ma- terials in the form of printed modules (Irwan- syah et al, 2017). Therefore, it is necessary to modify printed modules in the form of an electrical module or an e-module by using one ICT product in the form of software or a pro- gram (Darmaji et al, 2019). In addition, the use of e-modules has the potential to change the views of students to read and consume in- teractively and make them comfortable, where the printed modules have images, nar- ratives, and graphics but e-modules can con- tain various features such as audio, music, an- imation, and video (Nindy & Kustijono, 2017). Converting printed modules to e-module was possible through Kotobee Author soft- ware. The e-modules using the Kotobee Au- thor Software application have many benefits, which can be accessed offline or online via Smartphone or tablet. Teaching materials de- veloped using information and communica- tion technology products can stimulate stu- dents' thoughts, feelings, concerns, and inter- ests in a more effective process. Learning uses technology through teaching materials can manage learning activities according to their flexible time and activities (Jaenudin et al, 2017). The educational process is increasingly being transformed under the influence of new technologies provided and introduced in order to provide the skills and knowledge that will be in demand in the future in a constantly changing teaching and learning process. The learning process inside or outside of the class- room is becoming more dynamic which re- moves boring and monotonous delivery of the lesson. All of this happened due to gamifica- tion, personalization, and digitalization of the content. The use of e-modules and other e-learn- ing materials changed the function of the teacher, turning him from a translator of edu- cational information into an organizer of the process management of an effective learning manager. Traditional textbooks and printed modules do not demonstrate the methods of active development of the presented educa- tional information. In addition to information, e-learning materials include technologies for organizing productive cognitive activities that are placed in their methodological part in the form of didactic blocks where basic educa- tional information and methods of studying and deepening it are combined. Overall, e- learning materials direct students to an inde- pendent educational search for self-control and self-assessment of knowledge (Sagdol- danova, 2019). It was from this end that the researchers were challenged to develop an interactive e- module in supporting conceptual comprehen- sion of Newton’s Laws of Motion. The study would serve as data in strengthening the sci- ence curriculum and instruction with technol- ogy integration as an innovative strategy to be employed by teachers in teaching the subject. 2. Method a. Research Design This study employed descriptive and quantitative approaches with experimental research design. A quasi-experimental design was used to compare the students’ physics comprehension using the developed e-module against the traditional printed module. Here, the experimental posttest control group design fits the scenario. Tests and treatments that Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (3) (2022) 209-232 213 Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module were administered to each group were illustrated in Table 1. Table 1. The Experimental Posttest And Control Group Design Experimental (E) PreT1 X PostT2 Control (C) PreT3 PostT4 Key: X – Treatment ( E-learning module) PreT1 and PreT3 - Pretest PostT2 and PostT4 – Posttest The experimental group had their learn- ing experiences augmented by the e-learning module while the control group (C) was taught using the printed modules method of instruction. Paired and Independent T-tests were used to determine the significant difference between the pretest and post-test of students using the e- modules and printed modules methods of instructions. b. Participants of the Study The participants of the study were Grade 8 students of Simbalan National High School currently enrolled in the school year 2020- 2021. A total of seventy-eight Grade 8 stu- dents from four sections; 37 males and 41 fe- males were the participants in the study. Students were divided into two groups the controlled and experimental groups. The control group used the printed Grade 8 mod- ules provided by the DepED, while the exper- imental group used the developed e-module made by the researcher. Displayed below were the participants of the study. Table 2. Participants of the Study Section Method of Instruction Sex Age Male Female 13 YO 14 YO 15 YO A Experimental 9 11 8 12 0 B Experimental 9 10 9 10 0 C Controlled 10 10 8 11 1 D Controlled 9 10 8 10 1 Total (78) 37 41 33 43 2 c. Research Instrument The instruments used were question- naires to collect essential data for this study and the Kotobee Author software in the devel- opment of the e-learning module. First, a test questionnaire consisted of 40 multiple choices used to determine the pretest and posttest scores of each student in the two groups. To ensure the validity of the instru- ment, it was submitted and checked by a group of experts. Second, a survey questionnaire was used to determine the validity and acceptability of the developed e-learning module in terms of material worthiness, media feasibility, and language eligibility. The questionnaire was validated by three Science teachers, IT spe- cialists of Agusan del Norte Division, and English teachers. Third, the Kotobee Author v1.6.2 soft- ware was used in the development of the e- learning module on the topic of Newton’s Laws of Motion. It is an easy-to-use tool for producing immersive e-books and digital pub- lishing material both online and offline while maintaining its interactive features. Also, the Kotobee reader software was used to run the developed e-learning module. The researchers also used the available 40 tablets in the school through an approval letter submitted to the Office of the Principal. This e-learning material was used by the Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (3) (2022) 209-232 214 Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module students who do not have the learning materi- als in the conduct of the study. Further, a waiver or a letter of agreement was signed by the students for them to be responsible for handling and taking care of the borrowed e- learning materials. Moreover, to ensure the validity of the in- struments, pilot testing was done on the stu- dents who were not the intended respondent of the study. During the pilot testing, the re- searcher observed some aspects to improve such as simplification of questions, time allot- ted to take the pretest and post-test, and the time it took the e-module to load and unload information. d. Data Gathering Procedure The researchers sent a letter to the Office of the Principal humbly seeking permission to properly conduct the study and administer the developed e-module to the selected Grade 8 students of Simbalan National High School. A letter of request was also sent to the Koto- bee Author software developer team to allow the researcher to use the software in develop- ing the electronic module to be used in the study. Before the introduction of the e-module, the material undertook different stages namely: Planning, Development and Valida- tion, and Implementation. e. Scoring and Quantification of Data Displayed in the table below was the mean percentage range of the participants with their corresponding verbal remarks. Table 3. Interpretation on the Mean Score of the Participants Mean Percentage Ranges Verbal Remarks 96% - 100% Mastered 86% - 95% Closely Approximating Mastery 66% - 85% Moving Towards Mastery 35% - 65% Average Mastery As shown in Table 3, students who had a mean percentage ranging from 96% - 100% had verbal remarks of Mastered, 86% - 95% was Closely Approximating Mastery, and 66% - 85% was interpreted as Moving To- wards Mastery. Mean percentages of 35% - 65% had a verbal remarks of Average Mas- tery, 16% - 34% was Low Mastery, 5% -15% was Very Low Mastery and 0% - 4% inter- preted as Low Mastery. The above statistical method was used to evaluate and interpret the collected data. Ver- bal remarks ranging from 66% - 100% showed that the developed e-module helped improve students’ academic performance while verbal remarks ranging from 0% - 65% were interpreted that the developed e-learning module was not valid or acceptable in improving and increasing their performance significantly. Thus, revision of the said mod- ule will again be suggested and conducted. f. Treatment of Data The data collected were tabulated and treated accordingly to the problems presented in this study. The statistical tools used in this study are weighted mean, t-test for paired samples, t-test for independent samples. Prior to that, data cleaning was done through descriptive statistics by examining the valid N, skewness, maximum and mi- nimum. When the data was cleaned, satis- fying the assumptions of the statistical tools mentioned was considered. Upon data clea- ning, it was observed that the performance of the two experimental groups (𝑥!!"""" = Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (3) (2022) 209-232 215 Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module 85.44,𝑥!""""" = 85.89,𝑡 = −0.348,𝑝 = 0.730), and the two controlled groups (𝑥!!"""" = 80.68,𝑥!""""" = 81.53,𝑡 = −0.710,𝑝 = 0.482) had no significant difference at all. Hence, t- test for independent samples comparing expe- rimental and controlled groups was used in this study. 3. Result and Discussion The Pre-test and Post-test Mean Scores of the students using Printed and E-module methods of instruction with its corresponding interpretation were presented in Table 4. Table 4. Pre-Test and Post-Test Mean Scores of the Students Using Printed and E-module Method of Instruction. Constructs Pre-Test Post-Test Mean Score Remarks Mean Score Remarks Printed Module 36.4% Average Mastery 47.2% Average Mastery E-Module 40.7% Average Mastery 75.4% Moving Towards Mastery Shown in Table 4 were the pretest and posttest mean scores of the students using the printed and e-module method of instructions. The pre-test scores of the students in both the control (Printed Module) and experimental group (E-Module) had a remark of average mastery with a mean score of 36.4% and 40.7%, respectively. The post-test mean scores showed a large difference between the two groups as the students using printed modules remained at the average mastery level with a mean score of 47.2% while students taking the e-module were moving towards mastery with a mean score of 75.4%. This showed that the scores of the students in the post-test for the two groups improved and increased significantly. The pretest performance results further coincide with the study of Valencia (2020) revealed that the students did not have any idea of the subject matter yet. In addition, the students have not yet encountered such competency in any discussion or reference material. Also, it can be reflected that students under the e-module had an improved performance compared to printed modules considering that the learning process was interactive and students learn best when they are directly involved in it. Students’ retention of knowledge was best using the e-module because it helped and trained students to think analytically considering the level of competency being measured Poldaas (2016) also found out that the majority of students believed that they can focus better on the course material, topic, or lesson, they remember it better if they read it in print, and they considered themselves to be more likely to review printed material. Also, Valencia (2020) concluded that the use of a module as a teaching tool claimed to be more adequate than traditional or conventional teaching with the respect to the quality of learning as it helped them improve their understanding of the subject matter. Hill (2015) stated that designed e- learning modules used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware of their learning processes. Moreover, Isna (2017) concluded that the application of e- modules is highly recommended in physics learning since it can improve the students learning outcomes as well as their scientific attitudes. Additionally, Aribowo et al (2017) concluded that the use of e-modules in Basic Electronics significantly improved students’ outcomes. The module was developed using a problem-solving approach directly train and Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (3) (2022) 209-232 216 Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module help students think critically and affect the improvement of students learning. Using an e-module really improved learning more efficiently, effectively, and relevant. Serevina et al (2018) concluded that the physics e-module can improve students' critical thinking skills that demand students’ independence to find a concept. It is also supported based on the results of research conducted by Febrianti et al (2017) which shows that the developed physics digital modules are suitable for use as self-learning materials for students or material on self- learning. Similarly, the result supports the study of Ambayon (2020) where the modular-based worktext was effective in helping students improve academic achievements in Science. Accordingly, the module led to the accomplishment of the subject’s basic goals, allows for the development of higher cognitive skills, is well-organized and well- designed, and is appropriate for the student's vocabulary level and performance. Also, Darmaji et al (2019) concluded that there were significant differences in the use of e- module in physics practicum with reflectance material on a flat mirror. The e-module used was more effective than using printed guidebooks. Trilestari and Almunawaroh (2020) concluded that electronic modules could be one of the solutions for young learners to study at home. First, it provides digital teaching and learning materials and was compiled with interactive videos, recordings, pictures, and animations to improve the students’ interest. Second, it could be used online and offline so that the students could study without facing the problems of signal and quota. Third, it helped students and teachers enrich their teaching and learning experience. Finally, it helped teachers manage their teaching materials and time because the materials are created based on the need/curriculum. With the development of technology, print modules can be changed into more interactive electronic modules that were packaged in a digital format. This interactive electronic module can change the presentation of modules that were usually printed into modules that can be read without having to be printed by utilizing technological devices that have evolved. In consonance with this, Wijaya (2019) concluded that there is a significant difference between the use of printed modules and e-modules. Results showed that using interactive electronic module teaching materials effectively enhanced students’ performance in the learning process, especially in educational innovation courses. Furthermore, the developed e-module facilitated the learning process systematically. Teachers could easily manage the learning process in a lesser time with a maximum learning output. It is a matter of fact that invalid content and delivery of the topic cause misconceptions. These misconceptions lead students to have a wrong understanding of the material just like the printed modules. In other words, teachers could really benefit from introducing material with technology integration in teaching the subject. Moreover, it helped teachers cope with their teaching materials and time because the materials are made based on the competency being measured in an interactive way. Overall, the use of electronic modules and printed modules can improve students' learning outcomes (Jaenudin, 2017). Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (3) (2022) 209-232 217 Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module Table 5. T-test for Independent Samples on the Post-Test Mean Scores of the Participants Constructs Post-Test Mean Scores Statistics p-value Remarks Printed Module 47.2% -21.84 0.000 Highly Significant E-Module 75.4% To test that the posttests mean scores of the controlled group who used the printed module of instruction is statistically significantly different from the post-test mean scores of the experimental group who used the e-module method of instruction, an independent t-test analysis was performed. Prior to conducting the analysis, the assumptions of normally distributed differences and Cronbach’s alpha results were examined. The assumption was considered satisfied, as the skew and kurtosis levels were less than the maximum allowable values for a t-test (i.e.,