Technology-Enhanced Intervention in Modular Physics in Reducing Learning Losses in a Rural Philippine School
Year: 2026
Type: conference-paper
Study design: Clinical Trial
Abstract: Persistent low performance in international large-scale assessments has highlighted enduring gaps in students' conceptual understanding of Physics in the Philippines, challenges that were further exacerbated by prolonged learning disruptions. To address limitations associated with content-heavy Learning Activity Sheets (LAS) used in modular instruction, this study examined the effectiveness of an Electronic Strategic Intervention Material (e-SIM) in improving Grade 9 students' understanding of impulse and momentum in a rural Philippine school. Using a quasi-experimental pretest-posttest design, the study involved two intact Grade 9 sections (N = 66; n = 33 per class) from a public secondary school in Surigao del Sur, Philippines. One group utilized LAS, while the experimental group engaged with an e-SIM integrating multimedia content, guided tasks, and interactive learning activities. The e-SIM was developed using cognitive constructivist, self-directed learning, and design-thinking principles, with content organized into sequenced learning cards, multimedia explanations, guided practice, formative checks, and enrichment tasks. Pretest equivalence between groups was first examined using an independent-samples t-test. Results showed no significant difference in pretest scores,$\mathrm{t}(64)=0.05, \mathrm{p}=.959$, supporting group comparability before the intervention. Both groups demonstrated significant learning gains; however, students exposed to the e-SIM achieved significantly higher posttest scores than those using LAS, with a large effect size (Cohen's d = 0.92). The findings indicate that technology-enhanced intervention materials provide stronger scaffolding for self-directed learning and conceptual development in Physics than traditional printed modules, and they offer a practical response to persistent low performance in science education in the Philippines.
Authors: Alvie Jean G. Rebuera, Helner I. Gomez
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7203869652