SERIES-PARALLEL CIRCUIT APPLICATION WITH REINFORCING KIT (SPARK):

AN INSTRUCTIONAL DEVICE IN TEACHING ELECTRICITY

A Research Proposal

Presented to the Faculty of

Bicol University Graduate School

Legazpi City

In Partial Fulfillment

of the Requirements for the Degree

MASTER OF ARTS IN GENERAL SCIENCE EDUCATION

GLENCY A. PEREZ
 TABLE OF CONTENTS

TITLE PAGE i
TABLE OF CONTENTS ii
Chapter I: THE PROBLEM

Introduction 1

Statement of the Problem 7

Scope and Delimitation 8

Significance of the Study 9

Chapter II: REVIEW OF RELATED LITERATURE AND STUDIES

Review of Literature 11

Review of Related Studies 19

Synthesis of the State-of-the-Art 25

Gap to be bridged 27

Theoretical Framework 28

Conceptual Framework 33

Definition of terms 34

Chapter III: RESEARCH DESIGN AND METHODOLOGY

Research Methods 36

Sources of Data 39

Respondents 39

Research Instrument 41

Data Gathering Procedure 43

Statistical Treatment of the Data 44

BIBLIOGRAPHY 46
APPENDICES

Appendix A 52

Appendix B 58

Appendix C 61

Appendix D 63
 Chapter 1

THE PROBLEM

Introduction

Physics is recognized as an essential aspect of the educational system because of

its significance in understanding the complexities of modern technology and its contribution

to science and technology. It is deemed as the fundamental science since it comprises the

basic concepts and underlying principles that regulate the laws of nature. Notwithstanding,

Cord, as cited by Antopina 2016, stated that others perceive Physics as a challenging

subject. Even the most basic ideas are difficult to comprehend. Thus, many students find it

hard to understand academic concepts as they are generally taught through a lecture

approach. Teaching Physics using traditional methods often gives the learners abstract

concepts, making students question the relevance or importance of Physics in real-life

situations. Therefore, it leads them to poor performance and a negative attitude towards the

subject.

One of the branches of Physics is Electricity which has a broad array of applications

in everyday life. Physics concepts in Electricity are mostly not visible, making them difficult to

understand and retain. Therefore, it has become increasingly prevalent for the students to

have difficulty understanding, visualizing, and interpreting abstract physical concepts in a

meaningful way. Providing the students with a basic knowledge of the subject matter is

challenging, especially when dealing with Electricity. Though, the topic of electricity is

introduced to students several times in the course of their studies. Concepts in electric

circuits are reported in the literature as problematic for students at all levels of pre-tertiary

education. (Aboagye et al., 2011). The experience in teaching Electricity shows that even

after a systematic and relatively advanced study of the topic in high school or college, they

are still incapable of qualitatively analyzing simple circuits. Herein, they frequently lack the
ability to visualize and interpret abstract ideas. Thus, students have some common

misconceptions about electrical concepts.

In the study of Mirana 2016, he chose to develop lessons in Electricity since only

several students have shown confidence in dealing with a scientific understanding of the

subject and its related concepts and the importance of Electricity in Physics and everyone's

daily lives. He further stated that Electricity is a common source of misconceptions and

alternative conceptions.

Since the 1970s, various studies have revealed common misconceptions about

electric circuits. (Moodley et al., 2017). It is strengthened by Li & Singh (2016), who revealed

misconceptions that students have toward electric circuits. Particularly in determining the

brightness of the bulbs in the circuit. The students presumed that greater power was always

brighter whether it was arranged in series or parallel. Learners considered that greater

power for a constant voltage source would have a significant resistor. They failed to

understand the basics of a parallel and series circuit and the power dissipation that

determines the bulb’s brightness. Also, there was confusion in the concept of resistors,

electric current, and voltage. The aforementioned study is supported by the study of Yunoh

and Yaacob cited by Kob (2019). They found out that there have been misconceptions

among students about the symbols and wires for electric circuits in parallel and series

electrical circuits. They proved that students have difficulties in understanding the concepts

of series and parallel circuit topics.

Undoubtedly, those cited incorrect conceptions make electric circuits a critical topic

that needs to be taught and developed adequately in order to improve students’

performance in Physics. Suppose the teachers did not apply appropriate instructional

materials and models for the deepening of concepts. In that case, misconception will

become the leading cause that makes students fail when learning Physics, specifically in
Electricity. In this, to provide teaching Electricity effectively, misconceptions should be

resolved.

Moreover, the electrical circuits in houses are a more complex system, so the

students must first learn to grasp and understood the simple circuits. Electric currents and

simple circuits are fundamental concepts that have to be understood by the students to learn

the electrical concept more easily. And for them to master Ohm's law, students need to

understand electric current, voltage, and resistance concepts. However, the idea of current,

voltage, and resistance is way too abstract for the learners. Thus, these terms that are

commonly used have a vague meaning to them. Students usually use these terms

interchangeably. It is indeed a strenuous task of a teacher to make the students interested in

creating a simple circuit.

Prior to the said sophisticated features of an electric circuit that evolved over the

years, the world’s first electric circuit was invented by a man in the 1800s. He was

Alessandro Volta. He discovered that it could produce a stable electricity flow utilizing

doused salt solution attached by metal strips. Subsequently, he used alternating discs of

copper, zinc, and cardboard that had soaked in a salt solution to create his voltaic pile (an

early battery). By connecting a wire running from the top to the bottom, he caused an electric

current to flow through his circuit. In this, scientists’ today's model used for electric circuits

uses the idea that all substances contain electrically charged particles. Indeed, models play

a vital role in helping students understand things they cannot see and are instrumental in

understanding electrical circuits.

Hence, the results of those studies mentioned are supposed to be used as a

reference by teachers to employ learning models and strategies to improve understanding of

the concepts. It is essential to use instructional materials in teaching Electricity to make

teaching and learning more effective. Through these, it makes the learning clearer, logically

realistic, and practical. Now the challenge to the teachers is to provide appropriate, quality,
and effective instruction material to the students. In this view, teachers must be creative

enough to facilitate learning. Teachers should utilize modern technology to teach the subject

to cater to the new generation of learners instead of traditional teaching. Teachers need to

improvise and introduce innovations – new instructional equipment, aids, and devices

necessary to heighten the learner's interest and objectify concepts introduced, thereby

effectively teaching and learning.

Every student deserves a quality education in which they will accrue the learning

necessary for them to be a well-developed and competent individual. It can only be achieved

if teachers will use correct and appropriate learning tools inside the class. Furthermore, in

21st-century teaching, innovation is a must to cope up with the global trend in education.

There are many strategies, learning methods, and instructional materials to be considered

practical and efficient. Kay (2010) states that to fulfill the demands of the 21st century with

emphasis on the aspects of learning and innovation abilities, these will include: creative

thinking and innovation, critical thinking, problem-solving, communication and collaboration,

and instructional media development.

It is inclined to the National Science Education Standards (NCES), Committee on

Developing the Capacity for Selecting Effective Instructional Materials, which aims to

produce a tested standards-based instrument for teaching grades K-12. According to them,

in science teaching to be most effective, teachers and students need lab kits, videos, and

other explicit, accurate materials and help students achieve these goals set by the

standards. Selecting instructional materials provides a rigorously field-tested procedure to

help education decision-makers evaluate and choose the science classroom materials. The

recommended process is unique, adaptable to local needs, and realistic given school

districts' time and money limitations.

As stated by the NCES, Kit is one of the examples of instructional material that

makes the students learn effectively. The importance of a learning kit in the teaching and
learning process cannot be overstated. Learning kits can make the process of exchanging

information among students on subjects taught more clearly and easier. The goal of the

learning kit is to make it engaging and more systematic for learners to understand the

subject matter. Teachers can use the learning kit as an instructional tool to assist students in

improving their performance. The utilization of learning kits will help students acquire the

objectives more efficiently and improve the effectiveness of student-centered learning.

Through modernization, technology offers meaningful learning experiences to the

students. They also learn to collaborate with others; thus, they learn from each other

(Costley, 2014 cited by Tidalgo). As mobile devices' popularity and use grow rapidly,

educators must embrace them and get more involved in using them at a vantage point,

specifically in the teaching-learning process. Mobile technology, now the most widely used

medium in Asia, has a significant educational implication. In the Philippine setting, under the

implementation of the Department of Education Computerization Program, it is stated a

transformation of education will occur, which will provide public schools with technologies

that would improve the teaching-learning process and meet the challenges of the 21st

century. In which, it is an essential element in making this transformational framework

revolutionize the traditional practices of Philippine education. In fact, the DepEd in the

Division of Camarines Sur promotes technological advancement and changes in ICT in

response to the emerging needs of the state to adhere to the national standard's goal.

(DepEd, 2010)

With the advent of modern technology, developing and combining a mobile

application and a kit to be a medium for teaching in Electricity is a key to help the learners

attain the learning outcomes. Since most of the students have android phones and can

manipulate a device, it will play an essential part in the teaching-learning process. It provides

information easier because learners will click the mobile application itself and will display the

data. Additionally, it is most valuable and convenient to practice than conventional methods,
for the technology matters in today's millennial generation alongside the significant evolution

of the teaching styles over the years.

Indeed, it is necessary to choose the suitable learning model or materials in

discussing the concepts. By selecting a hands-on experience on how to connect simple

circuits in series and parallel connection and a discovery learning where students do

themselves directly an activity to find the concept and supported by the teacher's

explanation to provide the correct idea, will make the learning more meaningful. This claim

was further supported by the research of Parajes and Sabado (2017), entitled Interactive

Instructional Materials in Basic Electricity and the study of Ab Halim et al., 2019 about

Development of an Electronic Educational Kit with Android Application That Test Student

Knowledge in Series and Parallel Resistor for Electrical Circuit (Res-Circuit Quiz Board),

both study showed positive feedback from the respondents and found out in their research

that using an instructional material was efficient in enhancing the students’ performance in

Physics.

The researcher aims to develop a mobile app and kit entitled Series-Parallel circuit

Application with Reinforcing Kit SPARK: An Instructional Device in Teaching Electricity as an

instructional material that will surely help upgrade the teaching-learning process. The series-

parallel circuit application provides course materials in a logical and sequential order. It will

consist of instructions, selected topics about Electricity. These are descriptive text,

supporting imagery into a worksheet, activities involving the kit, and assessments that

enable the students to learn interactively. The various app features will boost engagement

through knowledge-oriented activities. Also, it will serve as a guide to efficiently operate and

be guided accordingly throughout the activity using the kit.

Meanwhile, the kit comprises different parts like the cube for the circuit, bulb, wires

and banana jack for the connections, switch box, power source, LCD monitor, and digital

multimeter. Those components will be used in the activity of the students in which they can
create their own design and connections of circuits. Also, a more advanced programming

technique has been incorporated to make a new device that simultaneously measures

current, voltage, resistance, and power. This kit provides additional features that can render

easiness in determining electrical values. It gives a precise measurement of the desired

value, thus, more convenient on the student's part. The advancement of this technology will

bestow the teacher to teach the lesson more effectively, the same as the students will learn

interactively. The use of devices like this electrical circuit model might be proven to be

effective in reinforcing the teaching-learning process.

In the context of the previous discussion, the researcher indeed plans to combine

and develop two different instructional materials in one setting which is the mobile app and

kit that will help the teacher discuss the concept in Electricity and make the students active

learners and a more student-centered curriculum. Teaching Electricity is more productive

when there are available, sufficient, and strategically designed instructional materials suited

for the type of learners. Therefore, creating this SPARK as an instructional material in

teaching Electricity will provide hands-on experience, enjoyment, and efficiency in the

teaching-learning process. It opens a new avenue for teaching and learning subjects in

schools. It will prioritize science teachers to serve as an alternative for laptops and other

modern technologies being used inside the classroom and give the teachers discretion in

teaching to make the lesson interactive and collaborative. After finishing the device, some

experts, teachers, and students will subject the finished prototype to tests and ensure its

quality and acceptability as a teaching instructional material.

Statement of the Problem

This research aims to develop a Series-Parallel circuit Application with Reinforcing

Kit (SPARK): An Instructional Device in Teaching Electricity as an innovative instructional

material for teaching concepts in electricity. In doing such, the researcher is seeking to

provide an answer to the following problems involving the use of SPARK in the classroom:
 1. What instructional device may be developed in teaching Electricity using:
a. Mobile application; and
b. Kit?

2. What is the evaluation of the experts on Series-Parallel circuit Application with

Reinforcing Kit (SPARK): An Instructional Device in Teaching Electricity to
learning along;
a. Content;
b. Instructional Design;
c. Technical Design; and
d. Social Considerations?
3. What is the level of acceptability in using Series-Parallel circuit Application with
Reinforcing Kit (SPARK): An Instructional Device in Electricity to teachers and
students in terms of;
a. Design;
b. Functionality;
c. Ease of Operation;
d. Durability; and
e. Accuracy?

Scope and Delimitation

The primary focus of this study is to construct the Series-Parallel circuit Application

with Reinforcing Kit (SPARK): An Instructional Device in Teaching Electricity. It will lessen

the student's difficulties understanding and visualizing electrical circuits. This mobile app and

kit as a 3-D electrical circuit model is the alternative. It will serve as instructional material for

a teacher in discussing the concept inside the class. The study will cover only the

developments of the mobile application and kit and will not focus on the effects of using this

developed instructional material.

The scope of the designed activities and selected learning topics will be guided by

the Curriculum Guide and Teacher’s Material released by the DepEd. The chosen topics are

series and parallel circuits, the relationship among current, resistance, voltage, Ohm’s law,

devices for measuring currents, voltages, resistance, and power. This study purposively
selected the Grade 12-STEM students of Milaor National High School and Camarines Sur

National High School SY 2021-2022 as the respondents, since the majority of the students

have android phones and are capable of engaging in operating instructional devices in

Electricity. The SPARK can be used in an ordinary classroom setting for elementary, high

school, and college students taking subjects regarding the concept of an electrical circuit

such as Electricity.

It is apt with the current method for teaching in the K-12 program, which is the

student-centered approach, because it allows the student to personally experience and

operate the device with the aid of comprehensive instructional and activity from the SPARK.

This also includes some features for teachers to save time and effort in preparing class

activities and presentations. Those who learn by doing will benefit the most, and those who

do not will become a challenging activity that will trigger their critical thinking skills.

To validate the said features, ten (10) expert validators who are app/program

developers, instructional material specialists, and also Physics teachers will assess this

mobile app and kit using the evaluation tool. Additionally, to evaluate the acceptability of the

SPARK, ten (10) teachers handling subjects related to Physics/Electricity and thirty (30)

students from Milaor National High School and Camarines Sur National High School will

attest the research, respectively. To evaluate the SPARK, the researcher prepared an

evaluation tool. The timeframe for this research to assess and validate is only within two

semesters.

Significance of the Study

This study is a significant undertaking in promoting instructional materials’

development in utilizing modern technology and local materials found in the Philippines. A

simple circuit, which is sometimes challenging to create by the students, will now be made

with a mobile application and at the same time accompanied by a kit, which offers significant
advantages over the traditional method in teaching this concept. Likewise, the findings of the

study will be beneficial to the following:

Students. This study primarily focuses on helping the learners understand the

concepts better, which was often not achieved due to time constraints and limited

instructional materials. This instructional material will help ease learners’ learning complete

with the materials to develop skills in electrical circuit connection because it is a practical

application and a hands-on electrical experience to the learners. The learners will be given a

clearer perspective in viewing situations without difficulty, thus changing their negative

attitude towards science into a positive and fruitful one. It would further help students to learn

at their own pace and develop their creativity.

Teachers. This study is intended to be used by the Science teachers teaching in

Electricity for their convenience teaching. The teacher will serve as a facilitator and will guide

learners during their electrical activity. It can also help the teachers to develop and utilize

instructional materials that could enhance the teaching-learning process. This would further

encourage them to be creative in teaching Physics, specifically in Electricity.

School Administrators. This study is significant to school administrators in assuring

the quality of education being delivered by the teachers in Physics. It will provide them with

the idea of developing a plan of instruction that this developed mobile app and kit will

supplement. The fact and information obtained from the result of this study may help them

enrich the curricula, which may provide teaching strategies suited to 21st-century students. It

will also assist them in informing a school's strategic decisions, addressing the needs of

students, and, to the extent possible, meeting the Science subject's standards.

Science Education. This will also sustain the improvement of Science Education in

terms of research and development. This instructional material will be essential in teaching

Physics, specifically Electricity. This study would give the Science Education more reasons

for spending adequate funds to enhance technological competence among teachers.

 Future Researchers. This study will be helpful to future researchers who are

interested in the field of Science. This can also be useful as a reference for related topics for

future researchers who wish to conduct similar studies. Ultimately, this study encourages

future Science researchers to develop and design instructional materials that would help and

enable the learners to appreciate and learn Physics in a fun and easy way. This can start a

new uprising of research combining two different instructional materials in one setting

(mobile app and kit).

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the researcher collects every related reading interconnected to the

present research, the Series-Parallel circuit Application with Reinforcing Kit (SPARK): An

Instructional Device in Teaching Electricity. These will be compiled, reviewed, and

presented. They are needed to keep the claims of this study well-supported and well-guided

by facts and provide a better understanding of a particular innovation that this study will

undertake. This related literature and studies will be the ones to be consulted. It also

consists the synthesis of the state-of-the-art, gap to be bridged by the study, theoretical and

conceptual frameworks, and paradigm, including the definition of terms.

Related Literature

This review of related literature will provide the researcher with the necessary

background information to further understand the study.

 Takim, cited by Kob (2019), noted that since electricity is a topic that incorporates

both theory and practical, teachers frequently employ teaching aids (BBM) such as real

objects or visuals to facilitate teaching and to learn in the classroom. Ohm's law is a crucial

rule for analyzing electrical circuits, describing the relationship between three vital physical

quantities: voltage, current, and resistance. It exemplifies that the current is proportional to

the voltage across two points, with the resistance's constant proportionality. According to

Alexander et al. (2004), an electronic circuit is associated with conductive wires in which

electric current can flow. It includes individual electronic parts, like resistors, semiconductors,

capacitors, inductors, and diodes. Furthermore, it can connect segments of the electrical

circuit in many different ways.

Related to the former study, Tim (2005) stated that there are two ways a circuit can

be connected. The two simplest connections of electrical circuits are called series and

parallel. The current in each component in a series circuit is similar, and the voltage over the

circuit is the sum of the voltages across each component. While in a parallel circuit, the

voltage over each of the components is the same, and the total current is the sum of the

currents through each component. (Kuphaldt, 2021)

According to Kipnis (2009), he suggested a need to refocus on difficulties in learning

Ohm's Law from the law regarding the circuit to the whole circuit law. Such a revision may

improve the understanding of Ohm's Law and its practical applications. This suggestion

came from an analysis of the history of the law's discovery and its teaching. Yet, students

usually have difficulties understanding abstract concepts of electric circuits. These facts

were revealed from the study conducted by Setyani et al. (2017) on students' conception

and perception of the simple electrical circuit. They found out that students have alternative

conceptions such as high-voltage wire has an electric current and can cause electric shock,

the potential difference and the value of resistance used in a circuit is influenced by electric

current, the value of resistance of a lamp is proportional to the filament thickness, the
amount of electric current coming out from the positive pole battery is the same for all types

of circuits, in series or parallel, the current at any resistor in the series circuit is determined

by the resistor used, and the resistor consumes the current through it.

The electric circuit is an essential material in physics learning. In this, various electric

circuit models are used to build comprehensive bridges between reality and models. Despite

tremendous success in boosting students' understanding of electrical analogies for science

education, it remains a challenge to extend such a strategy for formally constructing

equations related to Ohm's law to answer electrical problems that depend on series and

parallel circuits.

Besides, classrooms are scarce, but the situation for science laboratories is even

worse. The Department of Education reports a serious lack of science laboratories in

elementary and high schools all over the country. According to Department of Education

data, the public schools in regions don't have any science laboratory to facilitate science

learning. Thus, the lack of science education facilities results from the low quality of primary

education seen by the National Achievement Test's low scores (NAT). It is an exit

assessment per DepEd Order 55 s. 2016, one of the goals of this exam is to help provide

information to improve instructional practices and evaluate the effectiveness and efficiency

of education service delivery using learning outcomes as indicators. At the same time, the

passing rate for the S/Y 2011-2012 National Achievement Test in the Philippines of high

school students for Science is only 40.53 %. Among all the subjects in high school, Science

registered the lowest mean percentage score (MPS).

In parallel to the Trends in International Mathematics and Science Study (TIMMS)

2019, the Philippines only scored 249 in Science, "significantly lower" than any other

participating country. The Philippines scored the lowest among all 58 participating countries.

As for Science, 13% of the students were also on the low benchmark, which means they had

insubstantial comprehension of scientific concepts and limited knowledge of foundational

science facts, while 87% did not even reach this level. Prior to the said assessment, the

Philippines placed last among 79 participating countries in the 2018 Program for

International Student Assessment (PISA). Corresponding to TIMMS, students also ranked

low in PISA for Science, with 357 points, against the 489 Organization for Economic Co-

operation and Development (OECD). (Magsambol, 2020)

The NAT, TIMMS, and PISA results reflected the students' low performance in the

international and national assessments and manifested many constraints facing science

education in Philippine schools. Moreover, one of the main factors that could be cited to

account for the low performance in Science of Filipino students is the lack of instructional

materials and learning resources. While these dismal outcomes might be discouraged,

participation in these large-scale assessments should be acknowledged as a step towards

addressing issues and gaps in attaining the quality of primary education in the Philippines.

At the 2020 Innovation Forum: Innovation in Basic Education hosted by the

Department of Science and Technology (DOST) at the PHIVOLCS Building, Diliman, the

education chief, Secretary Briones, stated that civilization could only move forward with

innovation. It should start teaching innovation not only at the university level but at the basic

education level also. The idea of innovation, the desire for knowledge, and creating

something helpful out of what is going on around have to be inculcated. She emphasized

changing the way to teach the students to prepare them for a drastically changing world. She

also underscored the importance of the ongoing DepEd innovation in raising the quality of

the country's primary education to address the challenge of changing the way learners are

taught, producing a new breed of learners, and upgrading teachers' capacity to improve

facilities and equipment.

Herein, the National Research Council's National Science Education Standards

(NCES) calls for science education to be "developmentally appropriate, interesting, and

relevant to student's lives, emphasizes student understanding through inquiry, and is

connected with other school subjects." This description captures the three major science

education trends: Science integration, Project-based learning (PBL), and Technology

integration. Elementary science program focused on hands-on learning developing

"discovery" integrated with math, art, and science activities. The science room using

computers, microscopes, and other materials provide students to work alone or in small

groups to build models, work with laboratory kits, or plan projects. (Butin, 2009)

As stated in Article XIV, Section 10 of the 1987 Philippine Constitution, the state

recognized the "essential" character of Science and Technology. It shall prioritize research

and development, invention, innovation, and their utilization.

It is supported by the Department of Education in the Philippines, which implemented

the new K to 12 Curriculum that started last school year 2012-2013 under the Republic Act

10533 or the Enhanced Basic Education 2013. The new science program has many

innovations in the arrangement of competencies, integrating each branch of science in every

grade level, mode of instruction, and learning pedagogies. Section 5 Curriculum

Development stated that the curriculum should be flexible enough to enable schools to

localize, indigenize, and improve based on their respective educational and social contexts.

The construction and development of locally produced teaching materials shall be

encouraged, and these materials' approval shall convey to the regional and division

education units.

The main goal of the framework for K-12 science education is to ensure that by the

end of grade 12, all students have some appreciation of the beauty and wonder of Science;

acquire sufficient knowledge of science and engineering to take part in public discussions on

related issues; are conscientious consumers of scientific and technological information

related to their everyday lives; can continue to study about Science outside school, and have

the skills to undertake careers of their choice, which includes (but not limited to) careers in

Science, engineering, and technology. (NGSS Lead States, 2013, p. 1).

 Additionally, in the K-12 Science curriculum, the DepEd focuses on developing

scientifically, technologically, and environmentally literate and productive Filipinos: critical

problem solvers, responsible stewards of nature, innovative and creative citizens, informed

decision-makers, and effective decision-makers communicators. The content standard of

knowledge and skills in Science is organizing the curriculum around situations and problems

that challenge and arouse learners' curiosity, motivating them to learn and appreciate

Science as relevant and valuable. Rather than relying merely on textbooks, varied hands-on,

minds-on, and hearts-on activities will be used to develop learners' interests and let them

become active learners. Indeed, in the K-12 curriculum, the 21st-century skills needed by a

holistically developed Filipino are Information, Media, and Technology skills.

In today's world, a vast range of technological advancements are taking place, many

of which have significant implications for education. The fourth industrial revolution has

emerged as a result of these numerous technological developments (IR 4). According to

Hussin, cited by Mapula (2020), the impact of IR 4 redefines teachers' role in society, which

is why Education 4.0 is arguably the most popular term in the teaching industry worldwide.

As a result, Education 4.0 is a response to the demands of IR 4.0, in which humans and

technology work together to create new possibilities. In reality, Education 4.0 is on the

Philippines' research agenda for 2020. Thus, higher education in the Philippines, in regards

to or in the process of becoming education 4.0, must plan ahead of time to be prepared for

the modern world and ensure that industry 4.0 is met not just locally but globally.

(Pangandama et al., 2019).

ICT integration is one feature of education in the 21st century under the K-12

curriculum. Thus, the use of instructional material integrated with ICT in the teaching and

learning process plays a vital role in developing these lifelong skills. The use of ICT

minimized some of the challenges in accessing instructional materials. According to

UNESCO (2004), the use and rapid spread of electronic communications affected primary
education's quality and efficiency throughout the world. The ease with which teachers and

students gathered information over the internet on virtually any topic had the potential to

transform instructional content and pedagogical practice.

According to Ayub (2017), mobile apps are the most recent development in using

new technologies for educational purposes. The enormous variety of educational apps

available can generate opportunities for more immediate learning and build more engaged

students in mobile learning. Many published studies also revealed the effectiveness of

mobile applications as instructional material towards improving students’ conceptual

understanding, critical thinking skills, and learning attitude.

Mobile learning is an instructional device that allows students to support and

enhance the thinking process, review, solve problems and engage in collaborative learning.

Students seem to learn better or solve problems correctly when they collaborate with others.

Collaboration among students also appears to have benefits such as improving social

relations or increasing motivation. Thus, there is a range of mobile collaborative learning

applications available to promote higher-order thinking skills. (Kennedy & McNaught, 2001)

According to Blecha et al., cited by Mohammad (2014), educational simulations have

the potential to engage students in "deep learning" that empowers understanding as

opposed to "surface learning" that requires only memorization. When students use a

behavioral model to understand that behavior better, they are doing a simulation. Deep

learning means that students reflect on and extend their knowledge by actively engaging

students or instructor-to-student conversations needed to conduct a simulation.

Besides, mobile learning provides benefits, ease of use, and ease the students in

education. It contributes to the improvement of educational outcomes in developing

countries, especially in Asia. The use of mobile devices for learning can increase students’

achievement, productivity, engagement, and motivation. Teachers must play a significant

role not just as imparters of knowledge but also as facilitators who will guide students in

using technology to their advantage in order for them to take full advantage of it. Technology

must be integrated into the curriculum in such a way that it is aligned with student learning

goals for technology to have an impact on education.

Meanwhile, teachers may combine the use of the mobile device and the kit as

instructional materials in the teaching-learning process. When there is a learning kit,

teachers have the flexibility of using it during the teaching and learning process. This

learning kit can motivate teachers to employ 21st-century learning activities, such as

student-centered learning and learning kits. The researcher believed that the findings and

analysis of this study data would enable students to understand their subjects better and

enhance their performance by using the instructional kit as a teaching tool. (Kob, 2019).

Moreover, the following published studies revealed that the use of instructional

devices enhances students’ conceptual understanding. Instructional materials play a central

role in science classrooms. Instructional materials make academic disciplines accessible to

learners and are often students' first introduction to those disciplines. Indeed, instructional

materials would do well to discuss a central activity coupled with hands-on, three-

dimensional learning, with talk happening before, during, and after hands-on activities.

(Banilower, Roth, Warren cited by BSCS, 2017).

According to the study of Moya (2018) on Basic Guidelines to Introduce Electric

Circuit Simulation Software in a General Physics Course, it found out that by introducing

electric circuit simulation programs in a physics course, students developed basic skills in

using simulation software, improved their knowledge on the topology of electric circuits, and

perceived that the technology contributes to their learning, all without reducing the time

spent on the actual content of the course. Also, Balta (2015) showed that working and, more

so, interacting with 3-D electrical circuits in a classroom improved students' understanding of
the idea of electrical potential. The initial experienced of using 3-D models of the electrical

circuits in a high school physics course is also reported.

The development of new technology devices runs parallel with the DOST’s

(Department of Science and Technology) program of promoting the advancement of the

electrical and electronics industry through strategic research innovation and development

purposes geared towards the same direction. (Mandapat, 2020) Therefore, instructional

material such as a mobile app along with a kit is one of the best tools to help students gain,

retain, and explore new knowledge. It also empowers students to develop their

understanding through active involvement and sense-making. Thus, learning experiences

like digital simulations or manipulations can bring interactivity and enhance cognitive and

affective processes. It is an essential element in making this transformational framework

revolutionize the traditional practices of Philippine education.

Review of Related Studies

According to the research conducted by Setyani et al. (2017), in their research

students' conception and perception of the simple electrical circuit, the results of their study

are supposed to be used as a reference by teachers to use learning models or strategies to

improve understanding the physics concept. Teaching Physics is more effective when

instructional materials are readily available, adequate, and purposefully designed suited for

all the type of learners. But it serves as a challenge to modern educators to create tools and

instructional materials familiar to the students to be utilized for the teaching-learning

processes.

In the study of Delgado (2019) on the use of instructional materials in enhancing

grade 8 physics competencies developed different instructional materials, one of which is in

Electricity with the title "Elec3city". The developed instructional materials exhibited features
on contextualization, values integration, and independent learning. And it showed that using

instructional materials can positively affect students' conceptual understanding and attitude

towards Physics. Thus, instructors need to pay attention to the motivation factors of

relevance and confidence, which can correlate strongly with student performance in both

class and laboratory since they determine the amount and quality of effort students put forth.

In the Philippine setting, mobile technology opens a new avenue for teaching and

learning in schools in the 21st century. Etcuban’s (2018) study about the Effects of Mobile

application in Teaching High School Mathematics proved that mobile application had helped

enhance students' achievement and learning. Aligned in Avraamidou’s (2008) foreign study,

Prospects for the Use of Mobile Technologies in Science Education, it stated that mediated

learning and proposed future research in science education. It is directed towards

characterizing rich and complex pedagogical practices that use mobile devices and

sketching the details of the process’s students come to know through engagement in

activities that use mobile technologies.

Related to the previous study, Ratu and Erfan (2017) administered a study about the

EveryCircuit- Circuit Simulator App's effect on motivation and students' ability to analyze

electrical circuits. The result showed that students’ motivation in the experimental group is

higher than in the control group. The student's knowledge in analyzing the experimental

group's electric circuits is significantly better than the control group. It's concluded that Every

Circuit simulator effectively improves motivation and students’ ability to analyze electrical

circuits.

The international study of Yadiannur, Mitra et al. (2017) supports it. It created a

mobile learning-based Worked Example in Electric Circuits (WEIEC) application in improving

the high school students' electric circuits understanding ability on Direct Current Circuits

materials. Research outcomes showed that the developed WEIEC Application was

considered feasible for materials aspect assessment and preliminary field-testing results.
Therefore, the developed WEIEC application could improve the electric circuit interpretation

ability of the students.

The use of mobile learning applications is one of the learning innovations to address

those challenges in Science Education. Besides, students learn and perform better when

taught with instructional materials because it allows them to use and touch the materials.

(Aniete et al., 2016). Whereas, it is more advantageous if the teachers will support this

mobile app with a kit in discussing the concept. In which learners can manipulate and touch

the kit, and this provides hand-on activities. Kit aid serves as a facilitator for teachers to

improve the effectiveness of student-centered learning. Samad et al., cited by Kob et al.

2019, stated that a learning kit is essential in the teaching and learning process. Moreover,

the use of learning kits can facilitate the process of information sharing among students with

respect taught more clearly.

In the study of Kob et al. (2019) about the Effects of Learning Aid (KIT) on Student

Performance for Electric Circuits Topics, it was found that the use of the learning aid of

Series and Parallel Circuit indicates the effectiveness of the Electric Circuit topic. Based on

questionnaires that have been carried out, most of the students agreed that this learning aid

affects teaching and learning with a mean value of 4.75. It was revealed that the use of

instructional aid provides a beneficial effect on teaching and learning to the topic Serial and

Parallel Circuit.

In another study in instructional materials, Edamar, cited by Aydeniz (2010),

developed an Electric Circuits Kitbook (EC KitBook), a supplementary kit-based curriculum

unit on simple electric circuits and electricity to make teaching easier for 4th-grade

elementary school pupils. It was a hands-on science lesson that contained all the

instructional materials needed that meet the national and state standards established by The

Project 2061 Curriculum Standards. It includes three phases; concept development,

exploration, and explanation.

 Another study related to this was the study of Elenco on Electronic Snap Circuit Kit

(2002) that used building blocks with snaps to build different electrical and electronic circuits

in the projects. It was designed with a varied activity, namely project 105-305. The blocks

have different colors and have numbers to identify the project to do. Each project has a

drawing and a small block, which tells what level of component is placed.

In the international study of Chidume, the Zimbabwe Secondary School Science

Project (ZIM-SCI) developed teacher and student study guides, corresponding teaching

guides, and science kits for a low-cost science course. The ZIM-SCI study guide comprises

instructional strategies, lists of required materials, laboratory procedures, and other

information for activities and experiments for a two-part unit dealing with various electricity

aspects. Major areas investigated include simple circuits; conductors, and insulators;

electrical symbols; series and parallel circuits; the measure of current in series and parallel

circuits; measurement of electrical energy; short circuits; fuses; resistance; and voltage,

current, and resistance. Information is provided throughout the course to help students

perceive the concepts behind the activities and experiments.

In Lonquina’s (2011) local study, an Instructional Kit on Electrical Circuit with the

main objective is to design an instructional kit on the electrical circuit using direct current.

The study developed an instructional material that the teachers can use to replace the

traditional methods where the students are prone to boredom. Teachers should supplement

the conventional way in imparting knowledge and skills to increase the possibility of learning

more. The learning process in the participated school is still done conventionally, where the

learning process is still focused on the teacher. The researchers found out that the

instructional kit's design on the electrical circuit was unique to both teachers and students.

The device that the researcher made was acceptable to both physics teachers and students.

According to Maruff and Amos (2011), an instructional device supplement clarifies,

vitalizes, emphasizes instruction, and enhances learning in the process of transmitting

knowledge, skills, and attitudes. It calls for teachers' resourcefulness and improvisation on

the parts of Physics teachers. The teacher's ability to use local materials instead of

standard-made materials makes lessons more effective and improves students'

achievement. Therefore, the challenge for 21st-century educators is to integrate technology

in teaching to supplement the students' need for learning. It is strengthened by the study of

Madeja (2020), in which he developed local manipulatives and mobile app in teaching Grade

10 Mathematics. The developed app with the support of local materials is truly suited to the

continuously growing community of digital learners. This study encouraged teachers to

incorporate mobile apps in teaching to promote the educational value of digital devices and

develop students' competence, awareness, and interest in using mobile devices in the

learning process.

Another local study, Bayle (2004), researched the development of instructional

materials in Physics. Her study responded to the low performance of the fourth-year

students in physics in Taguig and Pateros's division within the school year 2003-2004. Even

though revisions were made and incorporated into the curriculum, the students still got low

scores illustrating their poor performance in physics. These reasons made her perceive the

need for teaching and learning materials so that students can manipulate and do hands-on

activities. Furthermore, she pursued her study on how to develop materials that will enhance

the students' performance. She let them use the developed material and found that these

effects increase the students' performance level and a highly acceptable instructional

material regarding usability adequacy, clarity, and relevance.

It was clearly stated that local invention of new teaching devices should be given

priority, approved, and implemented all over the country. One example of this was the study

of, Quirona (2019) in Instructional Materials for Direct Current (DC) Circuit Connections was

one of a kind teaching device used in teaching Grade V pupils. It caters scientific skills to

develop as specified by Science conceptual framework such as; designing or connecting

illustration diagrams in the activity sheets, following the appropriate procedure in conducting

actual electrical wiring, observing schematic and illustration diagram, determining the

materials needed in an experiment, and drawing or stating conclusions based on the actual

connections of lighting a bulb. It was highly recommended for a higher level of learning

deemed in the demand of 21st-century learners. Students can perform lots of activities within

a 50-minute lesson in Science.

On the other hand, Francisco (2015) developed an AC Motor Stator Winding Trouble

Simulator. This instructional device was used in electrical workshops in motor

troubleshooting and repairs with no analog trainer. It has two main parts, the trouble

simulator switching circuit assembly, which consists of the simulator switching circuit board,

trouble indicator lamps, and test lamps. The other part was the capacitor run motor module,

composed of the capacitor run motor and the motor panel assembly.

In relation to the two former studies, it was the combination of their studies in which

in the study of Didactic they used the DC and AC. Wherein, the DC and AC Power Circuits

Training System incorporate a modular design approach along with computer-based data

acquisition and control to present the students with the basics of electricity, such as current,

voltage, resistance, direct current (dc), alternating current (ac) and Ohm's law. The training

system is created to operate at a low voltage to ensure students' safety, beginning their

electric power technology training.

The former study was aligned to the research of Balbin et al., 2018, which

determined the effectiveness of the instructional materials in teaching Science to Grade 9

and 10 students under the K-12 curriculum. A self-administered questionnaire was

distributed to Grade 9 and 10 students from different secondary schools in Camarines Sur

and Naga City. The researchers found out that traditional and modern instructional materials

vary from the availability of these materials. Conventional teaching aids seem old, and using

modern instructional materials promotes a high learning level. Instructional materials showed
a significant effect on the learning of the students. Hence, the researchers recommended the

use of both traditional and modern methods in teaching. For both of these teaching aids

promotes the learning of students in the classroom.

Thus, mobile app and learning kits are crucial for attracting students and ensuring

that students understand a concept in their teaching and learning. The usage of these

instructional materials in the teaching and learning process is a viable option for improving

teaching and learning outcomes. Teachers have a vital role in encouraging students to be

creative in the classroom. Through this, it can encourage teachers to carry out 21st-century

learning activities, which promotes a modern approach to learning rather than a traditional

teaching-learning process.

The aforementioned studies were parallel to the present study. The researcher

gathered some latest studies relating to Series-Parallel circuit Application with Reinforcing

Kit (SPARK): An Instructional Device in Teaching Electricity. The researcher realized the

importance of instructional material in the teaching-learning process from the above

collected related literature and studies. Thus, the development of SPARK will promote

creativity and experience among the students. They will gain a better understanding of the

new knowledge, specifically in the topics in Electricity, and will retain the information for a

longer time. It will give them the chance to be independent learners wherein the students

themselves will construct their own design of connection of a series and parallel circuit with

the teacher's guide. The teachers can use this study as a replacement to the traditional

approaches where students are passive learners. Teachers should enhance traditional

methods in imparting knowledge and skill. Therefore, students will increase the possibility to

learn more and effectively.

Ultimately, the use of instructional material integrated with technology is now a must.

It will arouse the students' interest, boost their motivation to learn, and promote a higher

learning level among students with different intelligence types. The researcher believes that
the best learning is gained through discovery and direct contact with the learners aided by

educational tools such as mobile app and kit. Where learners can be independent and, at

the same time, learning is student-center.

Synthesis of the State-of-the-Art

Most of the reviewed studies supported the use of mobile applications and kits in

teaching and learning Physics, specifically in Electricity, based on the thorough and

extensive and thorough search of related literature and studies. The majority of the

researchers agreed that the use of instructional materials improved students' performance

and improved their attitude toward learning. The review of the related literature and studies

gave helpful information, insights, ideas, and concepts on how the researcher will construct

a unique instructional material that will suit the learners' needs. The reviewed related studies

dealt with strategies and techniques to improve performance and different learning groups

using this instructional material.

The Series-Parallel circuit Application with Reinforcing Kit (SPARK): An Instructional

Device in Teaching Electricity is similar to the other studies mentioned, which also aims to

innovate an instructional device that will help teach the Series and Parallel Circuit to be at

ease and effective. In the same way, it is a mobile application and a kit that adopts the

instructional device's concept and design to tackle and simulate the concepts of a series-

parallel circuit, current, voltage, resistance, and Ohm's Law. It also provides a programmable

digital multimeter that simultaneously measures the voltage, current, and power. It will

further help the learners catch the interest for them to be more active in understanding the

concepts, retain what they learned, develop the skills, and correct usage for manipulating the

material.
 The studies conducted by Kennedy, Etcuban, Ratu, and Mitra are in some respect

related to the present study. Their research was designed as mobile learning that allows

students to collaborate with others, promoting higher-order thinking skills and bringing

interactivity that enhances students' motivation, achievement, understanding, and ability to

analyze and interpret electric circuits.

Along with the mobile app that will serve as students’ instructions on how to use the

device, lessons, activities, and quizzes about Electricity is the kit in the series-parallel circuit.

It is similar to the study of Chidume that developed a teacher and study guide with an

electrical kit. The mobile app also consists of instructional strategies, materials needed,

laboratory procedures, and other information for activities and experiments. Likewise, the

topics or lessons are aligned to the use of the kit, including simple circuits, conductors and

insulators, electrical symbols, series and parallel circuits, measurement of current in series,

and parallel circuits their voltage, current, and resistance. The former and present study

encompasses what Aniete emphasizes using a mobile app with the kit wherein students can

manipulate and touch the materials.

The studies of Quirona, Edama, Elenco, and Lonquina were similar to this study

because of its primary purpose – designing and constructing an electric circuit as an

Instructional Material in Teaching Electricity. It solely focused on the simple wiring circuit,

such as lighting up a bulb in series and parallel connections. It developed mastery in

connecting bulbs in series, parallel, or a combination of series and parallel connection, using

direct current (DC) in a circuit and Ohms Law. It also fosters actual hands-on experiments by

assessing the bulb's brightness and measuring the value of current, voltage, and resistance

simultaneously by a programmed multimeter that was not featured in other devices

developed. On the contrary, the study of Francisco used an alternating current (AC) with his

instrument, an AC Motor Stator Winding Trouble Simulator. At the same time, Didactic both
uses direct current (DC) and alternating current (AC) in his study in a modular design

approach along with computer-based.

Furthermore, the studies mentioned earlier were similar to the present study because

they all employed the Development Process that led to the production of instructional

materials. Their outputs were for electrical inclined which develop a teaching device in

electrical technology classes respectively.

The study about the use of electrical circuits in teaching electricity subjects also finds

that learning is more conducive to using these as teaching tools that also use the same

material and the same purpose. The study of Marruf, Bayle, and Balbin emphasizes the

effectiveness of instructional devices based on an experiential approach.

Gap to be Bridged

Based on the former studies conducted that have not been present in their research

and will be utilized in the present research, is the combination of mobile learning application

and kit wherein there will be a higher pursuit of knowledge acquisition. SPARK is unique

among the other instructional materials that are already implemented. It has a unique feature

in terms of its effectiveness, cost, durability, accuracy, and functionality due to its design and

features, making it lessens the complexity of the material and becomes more comprehensive

on the learners' part. Its concept will be based on the K-12 curriculum by the Department of

Education. It will focus on classroom sets, and 21st-century learners can develop students'

performance in creating a simple circuit on Electricity topics. The development of SPARK will

be intended to supplement the existing instructional devices in the Science Laboratory. It is

needed to be used in the teaching-learning process that could benefit both the teacher and

student. The mentioned above made this device distinctive from the other existing devices

already made.
 Moreover, some of the devices mentioned earlier are foreign-made and are very

expensive. On the other hand, SPARK will use locally available materials, making them

cheaper and more convenient than the existing devices that are only available abroad. In

addition, the instructional material will be created to cater specifically to the needs of Filipino

students in primary, high school, and college who are taking related subjects to Electricity,

especially those in public schools.

Theoretical Framework

This study will anchor three core theories that will be perceived to apply to the nature

of the study. It will be guided by and according to the theories that will significantly help the

concept of the Series-Parallel circuit Application with Reinforcing Kit (SPARK): An

Instructional Device in Teaching Electricity. These theories are as follows Discovery Theory,

Constructivist Theory, and Learning by Doing.

The discovery theory of Bruner (1983) pointed out that learning is achieved

effectively through exploration and discovery. It proceeds by experimental, intelligible, and

varied attacks in the endeavor to achieve the solution. In other words, learning was an affair

to discover and see the point that one wants to find and see. Anyone's best learning was

accomplished by exploration and discovery under the edge and strong desire or will to learn.

In this study, the discovery theory will be referred to how teachers motivate students' traits.

Motivation starts orienting students on how important it is to use mobile learning applications

accompanied by kit today in the medium of instructions. It will lead to acquiring and eagerly

looking forward to innovations and more advanced productive tools or instructional aid to

gain learning advancement. Students' orientation on SPARK can be easily disseminated

objectives as the medium of instruction. Through the study, students will be expected to

perform the activities that need to be followed at the end of the session.
 The second theory that will be used in this study is based on the principle of

Constructivism views of learning. According to Dick (1990), "learning involves constructing

one's experiences." As a facilitator of learning, he added that the teacher encourages

students to discover principles for themselves and create knowledge by solving real

problems. Teachers were the source of information needed by students. In parallel, Jerome

Bruner's Constructivist Theory (1990) looks at the way a learner learns. He believes that the

students learn best when they are actively involved in which learners construct new ideas or

concepts based upon their current and past knowledge. The student is viewed as one who

acts on objects and events within their environment. In the process, the student gains

understanding and derives its meaning. The teacher acts as a facilitator to guide the

students on the information to be learned and encourage them to discover principles by

themselves. After the orientation of the students, they are now the facilitator of the

discussion. Since they will be given the mobile application in a series-parallel circuit

accompanied by an innovative electrical kit, as expected, they will view the tool and

understand it through readings and observing the steps or the procedures to be followed.

On the other hand, Twigg's (2004) theory on learning by doing stresses high-quality

learning by doing models rather than the passive classroom-based model that typifies the

teaching infrastructure. Dewey also stated the importance of experience as an active

process. He focuses on using highly functional and individualized pedagogical methods that

place the students at the center of the teaching-learning process. Students learn through the

practical application of the concepts presented by their teachers. Human learning is a human

language that occurs when students socially share, build, and agree upon meanings and

knowledge. Teachers don't want to explain the theories and principles independently but

rather apply this learning in their daily lives. The focus is on student problem solving and

projects, not on the presentation of materials. The emphasis is on learning rather than

teaching.
 The combination of discovery, constructivism, and at the same time applications of

one's takes is simply a comprehensive combination of excellent output. In this research

undertaking, the theory of learning by doing deals with students' characterization of how they

can creatively perform one's idea with quality of performance. Through this study, students

will learn even without facilitating them, like the actual scenario of teachers in actual

classroom lectures. Therefore, changes for students to explore the mobile app along with the

kit without inhibitions make them understand the lesson better. Furthermore, students will

learn in their own way. They can explore the kit wherein they can manipulate the device and

create their series and parallel circuits design. Moreover, just by clicking the mobile app, the

instructions or topic that was not clear to them, simply reading it with understanding will

guarantee that students will learn and satisfy their needs. Also, students can learn and

master everything they are taught while having fun with what they will experience in their

activity.

The relationship of these theories will be presented in Figure 1, the theoretical

framework of this study. It shows that in the conceptualization of the study, it will consider

different theories. It will assess the different abilities of students and the effectiveness of

different learning styles through different strategies. These theories will aid the researcher in

developing a Series-Parallel circuit Application with Reinforcing Kit (SPARK): An

Instructional Device in Teaching Electricity and determining its effectiveness in teaching

21st-century learners. With this, the researcher will be obliged to look at the various areas of

an effective instructional device that should promote valuable outcomes. The researcher will

be guided on discovering the device's acceptability as instructional material by the Discovery

Theory, Constructivist Theory, and Learning by Doing.

 Figure 1. Theoretical Paradigm

Conceptual Framework
 The purpose of this study is to develop an innovative instructional material in

teaching Electricity that will provide an engaging feel in the teaching-learning process, from

how it is built up to its kind of product. It will make the discussion more encouraging and

supportive to develop productive learners because it provides hands-on experience of the

concept.

The researcher believes that the best learning is gained through discovery, being

actively involved, and direct contact with the learners aided by educational tools such as

instructional materials will be more likely to promote effective learning as well as to conduct

an interactive teaching-learning process. Where learners can be independent and, at the

same time, learning is student-centered.

The conceptual framework becomes the central theme, the focus, and the main goal

of the study. It presents how the study will be managed. The conceptual paradigm (figure 2)

illustrates the development and evaluation of Series-Parallel circuit Application with

Reinforcing Kit (SPARK): An Instructional Device in Teaching Electricity. It shows how the

SPARK will be developed by identifying the device's different features or unique

characteristics in the development of SPARK composed of the mobile app, kit, and the

programmed digital multimeter. These will be the basis of the researcher in constructing the

device. It also gives insights that enlighten the latter on the need for the research. After the

construction of the instructional device, it will be evaluated by the experts along with the

following criteria: content, instructional design, technical design, and social considerations.

Furthermore, it will be tested by the respondents – teachers and students if the SPARK is

acceptable as an instructional device in Electricity. Also, findings of the study and

recommendations from the experts, teachers, and students for the enhancement of the

development of the instructional device will be considered and integrated into the final output

of the study, which is the Series-Parallel circuit Application with Reinforcing Kit (SPARK): An

Instructional Device in Teaching Electricity.

 Mobile Application (consists of lessons, activities, assessments)
Reinforcing Kit (comprises of bulb's cube, wires, switch box,
programmed digital multimeter - simultaneously measures current,
Development of An voltage, resistance, and power)
Instructional
Device in
Electricity

Content
Instructional Design
Technical Design
Social Considerations
Evaluation by the
Experts

Design
Functionality
Ease of Operation
Durability
Level of Accuracy
Acceptability of
Teachers and
Students

Series-Parallel circuit Application with Reinforcing Kit (SPARK):

An Instructional Device in Teaching Electricity

Figure 2. Conceptual Paradigm

Definition of Terms

Accuracy. This refers to the consistency of the data that will be presented by the

instructional device, particularly the programmed digital multimeter that will simultaneously

measure the current, voltage, resistance, and power.

Content. This term pertains to the factor in which the instructional device is well-

grounded with the learning competencies stipulated by the Department of Education.

Additionally, this also refers to the appropriateness of the instructional device to be

developed to the learners' age, emotional development, ability level, learning styles, and

social development.

Durability. This refers to the ability of the instructional device to be sturdy regardless

of the numerous operations and usage that will be done.

Ease of Operation. It pertains to how simple the device can be manipulated through

the help of the user's manual.

Electrical circuit. A circuit connects electrical components in a closed path or loop.

It includes a source of power, one or more on and off switches, interconnecting wires, and

an electrical appliance such as a bell or a light bulb.

Electricity. It is a branch of Physics that refers to a form of energy, evident from the

fact that it runs machinery and can be transformed into other types of energy such as light

and heat. Also, this is the field where the main focus of the study.

Functionality. This term pertains to how the instructional device that will be

developed is working based on its purpose. The device's functionality will be based on its

usage, ease of operations, and easy manipulation of the learners.

 Instructional Design. This term is defined as the appropriateness and applicability

of the instructional device to be developed. It pertains to the factor in which the instructional

device to be developed should be activity-based rather than lecture-based and can draw

students' attention, which promotes cooperative learning and provides individual growth of

the learners.

Level of Acceptability. It refers to the quality of being satisfactory and able to be

agreed to or approved by the respondents. This study refers to the perspective of the

students and teachers on the SPARK as an instructional device in terms of design,

functionality, ease of operation, durability, and accuracy. It will be measured using the

weighted mean.

Mobile Application. Most commonly referred to as an app, it is a type of application

software designed to run on a mobile device. It is composed of the instructions in using the

kit, lessons, worksheets, and assessments about Electricity.

Reinforcing Kit. It is a kit consisting of the different components to create a series-

parallel circuit such as cube, banana jack, bulbs, switch, programmed digital multi-meter.

Series-Parallel circuit Application with Reinforcing Kit (SPARK): An

Instructional Device in Teaching Electricity. The title and output of this study.

Social Consideration. This term refers to the factor to be evaluated in which the

instructional device reflects sensitivity to social concerns, such as, but not limited to, gender

equity, multiculturalism, aboriginal education, and age.

SPARK. Acronym of the title of the study.

Technical Design. This term focused primarily on the technical aspects of the

instructional device to be developed. The technical aspects are based on the

appropriateness of the instructional device as to design, illustrations, visual representations,

and employability of the device.

 Chapter III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the methodology that will be used in conducting the study. This

includes the research design, which illustrates how the study will be done, the sources of

data, the respondents, the data gathering procedure, data gathering instruments, and the

statistical treatment of data.

Research Methods

This study will employ the Descriptive-Developmental method of research. According

to Gillaco (2014), the descriptive method seeks the facts concerning a current situation. It

aims to describe a phenomenon and its characteristics. This research is more relevant with

what rather than how or why something has happened. (Gall, Gall, & Borg, 2007). This

method works primarily on the description, comparison, analysis, and interpretation of data.

Henceforth, Beb (n.d.) described the developmental method as a body of research literature

that pertains directly to instructional development, which means the output will be developed

after conducting this research. It also refers to creative work undertaken systematically to

increase the standard of knowledge to create new or improved products, processes,

services, or other applications. So, this method is a scientific investigation towards improving

human life and product for an effective learning experience. (Luenendonk, M., 2019).

Therefore, the descriptive developmental method is the systematic study of designing,

developing, and carefully evaluating instructional programs, processes, and products that

meet the internal consistency and effectiveness standards.

This study will follow this method to determine the format and processes involved in

constructing the SPARK. The researcher will utilize it to develop a mobile application and a

kit in Electricity following its step-by-step procedure. The research output is to create a

Series-Parallel circuit Application with Reinforcing Kit (SPARK): An Instructional Device in

Teaching Electricity that will allow the researcher to enhance students’ knowledge about the

electrical circuit and help them easily learn. Moreover, this method will enable the researcher

to focus on the detailed preparation of appropriate steps to obtain the output.

The process is composed of the following steps that will be used in the development

of the SPARK:

1. Collection of data. This is a data-gathering process where the topics and other

information are needed in constructing the idea to build the device. In this stage, the

researcher will thoroughly study and review the related literature and related studies. The

researcher will analyze the existing instructional materials to collect information to prepare

the format and processes needed to create the kit. The researcher will also scan for

available teaching manuals, textbooks, references, websites, and multimedia software that

will suit the design of the mobile application. It will require programming, input devices, and

supplementary devices to enhance its features and components.

2. Planning and designing. After collecting the data that will be included in the

instructional materials, the researcher will choose appropriate pictures, animations, and

designs for the mobile application. The mobile application format will also be based on the

format gathered in the related studies. During this stage, the organization and sequencing of

the contents will take place after they are gathered. It also includes the kit sketch and

detailed plans to achieve the finest balance of needs with the available resources. The

researcher will also conceive how the device will work and list all the possible materials,

tools, and electronic components that can be used to construct the SPARK. It will follow the

Gantt chart to monitor the time frame of the construction of this SPARK. A Gantt chart is a

type of bar chart devised by Henry Gantt in the 1910s that illustrates a project schedule. It

illustrates the start and finishes dates of the terminal elements and summary elements of the

project.
 3. Construction of the Mobile App and the Kit. The SPARK construction will be made

after careful planning and designing and gathering the needed materials and competencies

of the lesson. The researcher will encode the content of each lesson, appropriate picture as

examples, and instructions involving the kit to create the mobile application. On the other

hand, the kit will follow the step-by-step procedure, which includes the following: (1)

gathering of the materials, (2) programming the microprocessor, (3) assembly of the

materials, (4) trial and error method and, (5) testing.

4. Preliminary Testing. This step is necessary to test whether the device will meet the

expected performance and objectives of the study. In this stage, the SPARK will undergo

several testing by the experts before it is introduced to the teachers and students to test the

acceptability level of the device.

5. Revision. After testing the SPARK, as per the suggestion and comments of the

experts, revisions will be made based on the defects that will be found. Some changes and

adjustments in contents and components will be made. This stage involves additional

features to be added to the program that the researcher will present. This will be considered

to further improve the quality of the SPARK as an instructional tool.

6. Final Validation/ Evaluation. In this stage, the SPARK will undergo final

evaluations and validation by the teachers and Grade 12 students to assess if the device is

acceptable. They will be given a respondent’s evaluation tool to rate the device in terms of

acceptability in the underlying criteria.

After complying with the pertinent research and development methods, this chapter

will present the features and parts, including the device's functions. Therefore, the final

output will be developed and completed. It will be called SPARK, Series-Parallel circuit

Application with Reinforcing: An Instructional Device in Teaching Electricity.

Sources of Data

In this study, the researcher will use primary sources of data. The primary data for

this study will be coming from the experts’ responses on the evaluation tool for the

developed instructional device and students’ and teachers’ responses on the level of

acceptability of the SPARK. This will be computed using the weighted mean from the

individual scores of the respondents. The sources of this data will be drawn from the ten (10)

experts, and thirty (30) Grade 12 students, and ten (10) Science teachers of Milaor National

High School and Camarines Sur National High School who are teaching Physics.

The designed instructional device using a mobile app and kit will be anchored from

the K-12 Curriculum Guide. The selected topics are the series and parallel circuits, the

relationship of current, resistance, and voltage, Ohm's law, power in electric circuits, and

devices for measuring currents and voltages. These topics will be carried out using the

mobile app and kit.

Respondents

The respondents of this study will involve a total number of ten (10) experts. This

panel of experts will serve as the evaluators of the developed mobile app and kit. It will

comprise of professionals from eminent institutions in Camarines Sur, Naga City, and Bicol

University who possess expertise aligned with this study, particularly in the development of

mobile app and kit as instructional devices in teaching electricity. Additionally, instructors

handling Physics, especially Electricity, are experts in the content and competency of this

instructional device. The researcher will determine these ten (10) experts regarding some

specific qualifications for the experts to be selected. The panel of experts will consist of six

(6) Physics/Electricity instructors from Camarines Sur, Naga City, and Bicol University. The

qualifications for these experts are as follows: (a) Must be a graduate of Bachelor's Degree

major in Physics/Physical Science or T.L.E. (Electricity), (b) Must be a Licensed Professional

Teacher or NC II Passer in E.I.M. or CSS, (c) Must be teaching Physics/Electricity in not less

than five (5) years, (d) Master's/Doctorate Degree holder. The remaining four (4) experts will

comprise a Mobile App/Program Developer and Instructional Material Specialist. The

following are qualifications for these experts; (a) Must be a graduate of B.S. in

Electronics/Electrical/Computer Engineering, Information Technology, or other related

courses; (b) Must be a passer of any Licensure examinations aligned to their field of

specialization, and (c) Must be working in their field of expertise in not less than five (5)

years. Those mentioned qualifications are required and vital in selecting experts who will

evaluate the SPARK to obtain reliable and valid suggestions and recommendations for the

development of the SPARK to be constructed. It will serve as the basis for any changes and

improvements to be done in the SPARK before being employed in the actual teaching-

learning environment.

Moreover, to determine the acceptability level of the SPARKS, it will be participated

by the two (2) representatives of a typical national high school in Camarines Sur and Naga

City, namely Milaor National High School and Camarines Sur National High School. The

respondents from this school will involve thirty (30) Grade 12 students from the said school

for the school year 2021-2022 under the strands offered in the Academic Track, which is the

Science, Technology, Engineering, and Mathematics Strand (STEM). The grade 12 student

will be chosen as the study's respondents because they are in the year level where the

content standards are; Series-Parallel circuit, current- voltage-resistance relationship, Ohm's

Law, operating of devices for measuring currents and voltages, and power. The researcher

will base the SPARK activities and learning topics in the K-12 Curriculum Guide and

Teaching Guide for Senior High School, General Physics 2 also, since most of the Garde 12

students have android phones and can engage in operating instructional devices in

Electricity. In addition, ten (10) Science teachers from the said school will also be involved in

evaluating the acceptability level of the SPARK.

Research Instrument

During the conduct of the study, the researcher will use the Series-Parallel

Application with Reinforcing Kit (SPARK): An Instructional Device in Teaching Electricity that

contains a kit, and it will be organized appropriately according to its functions. The

instructional device has a mobile application that will guide assembling, manipulating, and

operating the kit. It also consists of lessons, activities, and assessments. The SPARK will

serve as the primary research instrument. The study will use the following instruments in

gathering data:

Experts’ Evaluation Tools for the developed instructional device. This evaluation tool

on the developed device will be modified and adapted from the Guide for Evaluation and

Selection of Learning Resources crafted by the Department of Education from Prince

Edward Island in Canada. This guide was crafted in 2008 and has been used to evaluate

various learning resources such as Digital Resources, Web resources, and the likes. It

discusses in detail the central part of the device that is needed to be evaluated based on

these major aspects: Content, Instructional Design, Technical Design, and Social

Considerations. The ten (10) experts will evaluate it. An experts’ evaluation tool will be given

to the experts where they give their rating on each of the indicators for each criterion.

Comments, suggestions, and recommendations will also be asked from the jurors.

The weighted mean will be used to determine the average views of the experts on

the instructional device and mobile app to be developed. This evaluation tool will be

evaluated using the Likert Scale with the scales as follows, and the intervals below provide

the basis for its interpretation:

Category Interval Interpretation

5 4.51 to 5.00 Excellent
4 3.51 to 4.50 Very Satisfactory
 3 2.51 to 3.50 Satisfactyory
2 1.51 to 2.50 Poor
1 1.00 to 1.50 Very Poor
Respondent’s Evaluation Tool on the Acceptability Level of the Instructional Device.

This instrument will be utilized to determine the acceptability level of the SPARK. It

comprises five (5) criteria, namely Design, Functionality, Ease of Operation, Durability, and

Acceptability. The acceptability level of the device will be tabulated and determined through

the computed weighted mean of the individual scores of the respondents. It will be

participated by the 30 students from Milaor National High School and Camarines Sur

National High School. Ten (10) Science from the said school will accomplish the said

instrument. This respondent’s evaluation tool will be patterned in a Likert Scale with the

following category: (5) Strongly Agree, (4) Agree, (3) Moderately Agree, (2) Disagree, and

(1) Strongly Disagree. The said rating scales will be used to evaluate the indicators. The

degree of the agreement will be translated into its corresponding level of acceptance using a

pre-determined interval. Respondents need to check on the related statement based on the

given category. The interval and their interpretation will be as follows:

Category Interval Interpretation

5 4.51 to 5.00 Highly Acceptable
4 3.51 to 4.50 Acceptable
3 2.51 to 3.50 Neutral
2 1.51 to 2.50 Fairly Acceptable
1 1.00 to 1.50 Not Acceptable

Highly acceptable means that this device is effective to use. Acceptable means that

the device is very useful. Neutral entails this device is useful. Fairly Acceptable means it is

slightly useful to use. Not Acceptable means not useful at all.

Data Gathering Procedure

After the approval of the research proposal, the researcher will be sought permission

from the Dean of the College of Education, Bicol University Graduate School, Legazpi City,

to conduct an evaluation of the SPARK from their experts. Then, the researcher will ask

permission from the school principal of Milaor National High School and Camarines Sur

National High School to administer and conduct the study to their students in Grade 12 in

STEM strand and teachers. To gather the needed data, the researcher will follow a series of

procedures.

1. Preliminaries. In this stage, the necessary documents will be prepared for the

conduct of this study, such as letters of communication, parent’s permit, etc., on the chosen

place of the study. Orientations of the respondents (teachers and students) and experts will

be part of this stage.

2. Development of Instruments used. The researcher will be developing the

instruments to be used in the study, particularly the Experts’ Evaluation Tools for the

developed instructional device and the Respondent’s Evaluation Tool on the Acceptability

Level of the Instructional Device.

3. Validation of the SPARK. The developed mobile app and kit will be evaluated by

the tool mentioned above. The ten (10) experts will accomplish the evaluation tool.

Moreover, it will be assessed by thirty (30) Grade 12 students and ten (10) Science

Teachers regarding the level of acceptability of the SPARK. Necessary changes will be

made to the SPARK based on the comments and suggestions that will be received from the

respondents.
 4. Data Analysis. This stage summarizes the result of the Experts’ Evaluation of the

developed mobile app and kit in terms of Content, Instructional Design, Technical Design,

and Social Considerations. Also, in the results of Respondent’s Evaluation on the

Acceptability Level of the SPARK. The necessary statistical tools and methods to determine

and interpret the results of this study will be used. Based on the answers to questions of

experts’ evaluation tool and the respondents’ evaluation of acceptability, the result will be

tallied and treated statistically subject to the careful interpretation of data.

Statistical Treatment of the Data

After gathering the data, this will be subjected to tallying, tabulation, and analysis.

The researcher will use the weighted mean to determine the expert’s evaluation of the

developed mobile app and kit and to interpret the level of acceptability of the SPARK. The 30

students, ten (10) Science teachers from Milaor National High School and Camarines Sur

National High School, and ten (10) experts will attest to the evaluation and validation of this

instructional device. Weighted Mean is the result of getting the products of individual values

and their corresponding weights. It provides an overall value description of a particular

variable. This will be computed from the individual scores of the evaluators. To get the

weighted mean, this equation will be used:

x=
∑ fx
n

where: x = Weighted Mean

∑ = summation

fx = Frequency

n = number of respondents

 
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 Appendices
APPENDIX A
(Perspective View of the Mobile App and Kit)

The illustrations below presented the main structure of the Series-Parallel circuit Application

with Reinforcing Kit (SPARK): An Instructional Device in Electricity:

 Mobile Application

Title/ Cover page

Menu Page

About the

App Page
Manual Page on Using the Kit
Lessons
Activities
 Kit
Sample Modular Load Switch Cube
Digital Multimeter

Storage
Box
 Reinforcing Kit

APPENDIX B

(Equipment and Tools)

The table below show the materials and equipment needed to construct the kit in

Series-Parallel circuit Application with Reinforcing Kit (SPARK): An Instructional Device in

Electricity:

Table 1. Equipment will be used in the Construction of the Reinforcing Kit

Materials Quantity Descriptions Specifications

Vinyl tiles 30 Use to construct the cube  12 by 12 inches
for circuits

It will serve as the

foundation of the loads,
switch
Acrylic glass 10 Use to construct the  12 by 24 in. size
storage box  Transparent blue

Bulb 15 Device to produce light.  Small size

 5 watts

Switch 1 A device for making and Small size

breaking the connection in
an electric circuit

LCD screen 1 It shows the Small size

measurement of the
voltage or current in
 series/parallel connection
the device.

Arduino and math 1 A device that will use to

program the device
function.

Current sensor 1 A component to measure Small size

the amount of current in
the device.

Voltage sensor 1 A component to measure Small size

the amount of voltage in
the device.

Receptacle 15 A component where the Small size

bulb placed in.

Screw 50 A component that will lock Small size

the receptacle in the box

Banana Jack (Male and 60 A single-wire electrical Small size

Female) connector used for joining
wires to equipment.
A material that will be
used to connect circuits
connection.

Wire 10 m A thread of metal that is 300 volts

covered with plastic or
rubber and used to send
or receive electricity or
electrical signals.

Shoe glue 5 pcs A substance use to Small size

 attached things tightly.

Table 2. Tools will be used in the Construction of the Reinforcing Kit

TOOLS DESCRIPTIONS
Electric drill A portable motor driven tool used
to drill holes through acrylic glass

Pliers A hand tool that is used to

clamp/hold, twist and cut wires

Screw driver A tool used for turning and

driving/removing screws
 APPENDIX C
(Expert’s Evaluation Tool)

Republic of the Philippines

Bicol University
COLLEGE OF EDUCATION
Graduate School
Daraga, Albay

SERIES-PARALLEL CIRCUIT APPLICATION WITH REINFORCING KIT (SPARK):

AN INSTRUCTIONAL DEVICE IN ELECTRICITY

Evaluator’s Academic Profile

Name: ____________________________ Position: _______ Sex: ____ Age: ____

School/Office: ________________________________________ Year(s) in Service: _____
Subject(s) Taught: __________________________________________________________
Field of Expertise: __________________________________________________________
Highest Educational Attainment: _______________________________________________

Dear Evaluator,

The researcher is working on her thesis, “Series-Parallel circuit Application with Reinforcing Kit
(SPARK): An Instructional Device in Teaching Electricity”, in partial fulfillment for the requirement
for the degree Master of Arts in General Science Education at Bicol University, Legazpi City.

Knowing your expertise and professional experiences in the field, the researcher humbly asks your
valuable assistance in validating the developed mobile app and kit. The purpose of this validation
sheet is to solicit suggestions and recommendations as to the Instructional Device. This will be helpful
to look into the strong and weak points of the study to further improve it. Your help will greatly
contribute in the realization of the study.

Instruction: Kindly check (√ ) the appropriate rating according to your perception.

5 – Strongly Agree 4 – Moderately Agree 3 – Agree 2 – Disagree 1–Strongly Disagree

EVALUATION SHEET
CRITERIA 5 4 3 2 1
1. CONTENT
 The content presented is current and updated.
 The content is accurate with no factual errors.
 The content is aligned based on scientific concepts and
knowledge
 The content is aligned with the Most Essential Learning
Competencies of the Department of Education.
 The scope and depth of topics are appropriate to the needs
of students.
 There are multiple levels of instruction to provide for
individual differences in students.
 Concepts are presented one at a time, at a concrete level,
for some learners.
 Content integrates “real-world” experiences.
2. INSTRUCTIONAL DESIGN
 Instructional goals and learner objectives are clearly stated
 The resources use a variety of approaches and is flexible in
its application (e.g., encourages teacher intervention,
student contributions, cooperative learning, discovery
learning, collaborative teaching)
 Materials and suggested activities encourage the use of a
variety of learning styles and strategies (e.g., concrete,
abstract, oral, written, multi-sensory, opportunities for
extension).
 The resource promotes student engagement
 The resource promotes critical thinking, problem solving,
group decision making to the learners.
 The resource uses group-based learning methods such as
cross ability groups and cooperative learning.
 The resource allows/ encourages student to work
independently.
 The resource is suitable for its intended purpose.
 The information is presented in logical manner and is suited
to the subject and competencies.
 The progression of the presentation of concept is smooth
and logical, with new concepts identified in a clear and
consistent manner.
 The resource demonstrates a fresh approach and leaves
students with a positive attitude and a desire to use the
resource again.
3. TECHNICAL DESIGN
 Appropriate support materials are provided (e.g., device’s
manual, activity book, teacher’s guide, etc.)
 Visual design is interesting and effective.
 Illustrations focus attention on the important content areas
and are appropriate to the student’s level.
 Users can easily employ the resource.
 The resource provides safety information, the manual of
utilization, and complies with the standards of safe practice.
4. SOCIAL CONSIDERATIONS
 The resource can be accessed by everyone (no exclusions
with others)
 The resource is applicable to all ages.
 The resource uses appropriate language suited to the
context, maturity, and intellectual level of the learners.

Other Comments and Suggestions

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Thank you very much for participating in this study. God Bless!

___________________
Validator’s Signature
 APPENDIX D
(Respondents’ (Student/Teacher) Evaluation Tool)

Republic of the Philippines

Bicol University
COLLEGE OF EDUCATION
Graduate School
Daraga, Albay

SERIES-PARALLEL CIRCUIT APPLICATION WITH REINFORCING KIT (SPARK):

AN INSTRUCTIONAL DEVICE IN ELECTRICITY

Dear Respondents,

This survey questionnaire will be used to guide to gather information as to acceptability and
effectiveness of the Instructional Device. Your responses will be helpful to guide the
researcher to identify the strong and weak points of the study.

NAME (Optional):
_____________________________________________________________________

( ) Teacher / Professor ( ) Student

Instruction: Kindly indicate your response by placing check mark (√) on the corresponding
columns using the scale below:
5 – High Acceptable 4 – Moderately Acceptable 3 – Acceptable
2 – Fairly Acceptable 1 – Not Acceptable

SURVEY QUESTIONNAIRE

ACCEPTABILITY

Criteria 5 4 3 2 1
Design

 The design of the SPARK is aesthetically

pleasing.
 The buttons in the SPARK can easily be identified
and be used.
 Screen displays (text) are uncluttered and easy to
read.
 The instructional device is original, appropriate,
and well-constructed.
Functionality

 It can be used as an instructional material in

teaching Series and Parallel circuits.
 The device can be used as an instrument in
measuring the current, voltage, resistance, and
power.
  It can demonstrate clearly the concept of Ohm’s
law.
Ease of Operation

 The manual of operation is easy to follow for both

teachers and students.
 It is easy for the students and teacher to become
skillful at using the mobile apps and kit for
teaching-learning process.
 There are clear and adequate safety signs and
symbols presented in the device’s manual.
 Electric wirings in the device are properly
insulated and kept from being exposed to avoid
hazards.
 There are installed rubbers on the edges of the
devices to avoid untoward hazards.
 The mobile app and kit can be easily manipulated
and easy to access and use
Durability

 The SPARK is sturdy with strong foundations that

can withstand repetitive usage.
 The SPARK is stable when being used.
 The device can easily be transferred from one
point to another. The device is handy and easy to
bring.
 The device can easily be unpacked from its
storage box for the demonstration.
Accuracy
The device gives accurate and precise readings of the ff.
variables:
 Current
 Voltage
 Resistance
 Power

Other Comments and Suggestions

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Thank you very much for participating in this study. God Bless!

___________________

Respondent’s Signature