Development, Validation, and Assessment of Chemistry-Based Electronic Module Using Nod to Mind Advancement (NODMA)
DOI:
https://doi.org/10.54536/ajmri.v3i6.3933Keywords:
Assessment, Chemistry-based Electronic Module, Development, NODMA, ValidationAbstract
The state of science education in the Philippines remains a concern, as demonstrated by low rankings in international assessments. Despite efforts to improve science education, challenges persist due to the inadequacy of appropriate, adaptable, and research-based instructional material aligned with educational objectives. Similar ongoing problems with limited instructional materials were reported by Holy Trinity College of General Santos City – Special Science Class (SSC). Therefore, this study aimed to address the issue by developing, validating, and assessing an interactive Chemistry-based electronic module using Nod to Mind Advancement (NODMA) tailored for Special Science 9 students. The study employed a Research and Development (R&D) approach alongside quasi-experimental and quantitative research designs. The process involved identifying the least mastered competencies, creating the module, and validating it with Chemistry teachers, master teachers, and Learning Resource Management and Development System (LRMDS) personnel. Validations covered objectives, concepts, directions, formats and layouts, animations, skills, usability, and adequacy. Pre-tests and post-tests were also administered to Special Science 9 students. Results showed that the least mastered competency was “Describe and identify the characteristics of macromolecules,” with a mean score of 25.05 (57.69%). During validation, the electronic module received an overall mean score of 4.78, indicating it was highly valid across all evaluation criteria. Additionally, both control and experimental groups showed significant post-test score improvements, with the experimental group exhibiting a higher mean gain score. This study suggests that the Chemistry-based electronic module significantly strengthens student understanding and engagement in Chemistry, providing a viable solution to challenges in science education.
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