Development and Validation of a Digital Prior Knowledge Activation (Pka) Module for Enhancing Grade 10 Learners’ Understanding of Gas Laws
DOI:
https://doi.org/10.54536/jeteli.v2i2.8070Keywords:
Digital Prior Knowledge Activation, Instructional Material Development, Least Learned Competencies, Multimedia Learning, Prior Knowledge ActivationAbstract
This study developed and validated a Digital Prior Knowledge Activation (PKA) Module to enhance Grade 10 learners’ understanding of Gas Laws, which is among the least learned competencies in Science 10 Quarter 4 Chemistry. Conducted in selected public secondary schools in Lingig I District, Division of Surigao del Sur, during School Year 2025–2026, the study was anchored on Cognitive Load Theory, Prior Knowledge Activation Theory, and the Cognitive Theory of Multimedia Learning. Specifically, it aimed to identify the least learned competency, develop and validate a Digital PKA Module, determine its effectiveness, assess its acceptability among expert validators, teachers, and learners, identify implementation challenges, and propose enhancements based on the findings. A Descriptive-Developmental Research Design employing quantitative and qualitative approaches was utilized. Data were gathered through district competency monitoring reports, researcher-made pretest and posttest instruments, validation questionnaires, perception surveys, and Focus Group Discussions (FGDs). Data were analyzed using mean, standard deviation, the Wilcoxon Signed-Rank Test, Analysis of Variance (ANOVA), and thematic analysis.
The findings revealed that Gas Laws remained among the least-learned competencies for Grade 10 learners. The developed Digital PKA Module obtained highly acceptable ratings from expert validators and teachers, while learners expressed positive perceptions regarding its usefulness and organization. Field implementation showed a significant improvement in learners’ posttest performance compared with their pretest results. Qualitative findings identified challenges related to instructional time, technical and resource limitations, learner support, and the need for additional examples and scaffolding activities. The study concluded that the Digital Prior Knowledge Activation (PKA) Module is an effective, acceptable, and learner-centered instructional intervention that promotes learner readiness, engagement, and conceptual understanding of complex science concepts.
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