Chapter 1. Introduction Background of Study

1
CHAPTER 1. INTRODUCTION
Background of Study
The COVID-19 widespread is still going strong, and there are no particular
treatments accessible to combat it. Educators and heads of the institution must adapt to
the new normal; if the coronavirus disease 2019 (COVID-19) cannot be restricted, we
must live with it since viruses continually mutate (Denworth, 2020). According to
UNESCO, it has caused shifting levels of disturbance in education around the world due
to school closures to limit the spread of the disease, influencing about 1.5 billion learners.
As a result, learning institutions at all levels of education must adjust their
educational methods and provisions to rapidly changing circumstances in an ever-
changing environment. Numerous academic institutions have already implemented digital
transformation strategies to ensure their resilience in the digital information era (Abad-
Segura et al., 2020; Castro Benavides et al., 2020; Petkovics, 2018; Xiao, 2019), and the
COVID-19 pandemic has ramped up this trend.
Before the pandemic, the science subject was known to demand special attention
for improvement. In the 2019 Trend International Mathematical Science Study (TIMSS),
Filipino students’ science achievement is significantly lower than any other participating
country. The Philippines had previously been ranked low in the 2018 Program for
International Student Assessment (PISA). Apart from the TIMSS and PISA results,
Science in the 2018 National Achievement Test (NAT) is low proficiency. It is important
to note that Science requires attention to improve. Thus, this study can be a response to
an existing problem.
A member of International Association of Methodist-Related Schools, Colleges, and Universities (IAMSCU), Asia-Pacific
Association of Methodist-related Educational Institutions (APAMEI), Association of Christian Universities and
Colleges in Asia (ACUCA), and the Association of Christian Schools, Colleges and Universities (ACSCU)
2
Realizing the value of Science in the digital age is comprehensive and complex
because Science is at the heart of the computer's fundamental advances in route with
technological progress (Gravemeijer et al., 2017). Several researchers have discovered
several key trends that can help students learn Science more effectively with ICT. These
facts fueled the researcher to discover the role of Science and technology in the context
of the new normal in education. Teachers should always use effective teaching methods
to help students learn meaningfully to promote life-long learning, prepare our learners for
the future, and overcome challenges in the Science subject. As a result, the researcher
also believes that further research into the nature of Science is needed to discover how
technology can aid future success.
According to research, to enhance educational activities, it is necessary to plan
and develop elements of technology-enhanced education that are compatible with the
school community, society, current teaching methods, and environmental features in
which the educational software will be implemented (Hijon and Carlos 2006; Nistor et al.
2013; Passey 2000; Takai et al. 2017). Furthermore, studies show that the appropriate
technology implementation should be tailored to meet the needs of individual students
and address any practical teaching issues (Passey 2013; Tapscott 2009).
The proposed innovative intervention can be an aid to support the expected
solution of the Department of Education (DepEd) to combat the low performance of the
students in Science. Specifically, It targets those competencies that needed the most
attention since one of the considerations in crafting the material SIDMO is the least
mastered competencies.
3
The main objective of this research is to use the Science Interactive Digital
Module (SIDMO) as a support tool to improve the academic performance of grade 11
learners. SIDMO is a learning site that will help learners become more engaged in the
process and more interested in growing their knowledge.
Rationale
The wide-reaching coronavirus disease 2019 (COVID-19) pandemic has impacted
education, and the Philippines is no exception. In a state of constant uncertainty,
educational institutions at all levels must adapt their pedagogical approaches and
provisions to rapidly changing situations. As the days passed during the pandemic, people
became growingly dependent upon technology to learn, live, and stay connected
(Goldschmidt, 2020). It is evident that the integration of technology is vital in the new
normal in education.
Physical or social distancing is a generally appreciated way to establish safe
distances between individuals and limit free movement. Especially schools that usually
housed numerous individuals have been forced to close due to the global pandemic. Every
day since the virus's hit, the educational landscape has become more limited and changed.
Many people have been confronted with changing habits due to essential innovations in
social interaction and structure. Embracing the chance and challenges of the new normal
will be the most significant task of the educators.
Before the pandemic, the science subject was known to demand special attention
for improvement. Revealed in the national and international science assessments for
competencies, Filipino students lag behind neighboring countries. What is not known,
4
Science has shaped our modern world and has aided our awareness of the universe around
us (Homden,2017). Ironically, there are vast reasons to tell that Science is necessary for
everyday life. However, the majority of the Filipino students failed to have high
performance in the said subject. It is an avenue for the researcher to explore the
phenomenon to provide a better understanding.
According to the Department of Education (2019), what is known is that
executing earth and life science at the senior high school faces several challenges, like the
lack of resources to convey the required content. However, it is not known that the subject
needs further supplemental materials like mental images to deliver its goals (Paxton et al.,
2017). Augmenting traditional classroom instruction with technology can be helpful to
acquire the necessary skills, knowledge, and right attitude for the learners. This paved the
way for the researcher to integrate innovation in delivering the subject of Earth and Life
science to improve the students' competencies.
Despite all of the technological headways, implementation prevails a significant
hurdle. Educators across the country struggle with balancing mindfulness in health
protocol and educating learners amidst the global pandemic and the more profound cultural
challenge of changing educators' long-standing habits and routines. Regardless the
noteworthy speculations made by numerous educational institutions, research
demonstrated that digital learning may enhance learners’ academic performance and limit
learning gaps. However, numerous researchers claim a need to consider the systematic
process of applying the concept to attain its objective. The researcher will take the
opportunity to maximize the importance of technology in education by exploring and
offering an additional platform for the learning experience of the students.
5
According to research, aspects of integration of technology-enhanced education
must be planned and developed to follow the school stakeholders and the context in which
the educational applications will be applied to heighten learning experiences. Furthermore,
studies show that applications should be tailored to satisfy individual students' needs and
address compelling teaching issues. The previous literature indicates that appropriate
technology must be prioritized to address the challenges posed by science, particularly in
the new normal setup.
Interventions and innovation, in particular, assist struggling students in keeping
track of their progress and focusing on a specific academic need through a program or
series of steps (Lee, 2019). The study will employ an innovative intervention because it
provides a possible solution to the Earth and life science learning gaps of grade 11 students
through the Science Interactive Digital Module (SIDMO).
Literature Review
In this part, relevant literature and studies are explicitly presented and discussed
in order to achieve a better understanding of the current study. Similarly, the study will
identify possible areas that impede and challenge the implementation of the Science
Interactive Digital Module (SIDMO) to provide the recommended chances of achieving its
primary goal, improving academic performance. This section's main purpose is to
explicate to readers that the researcher has reviewed the available literature on the topic
and how each resource is helpful to the current research.
New Normal in Education
6
More than 1.2 billion students around the world have been influenced by the
closure of educational institutions, counting more than 28 million within the Philippines
(United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020).
The COVID-19 pandemic is still going strong, and there are no specific treatments
available to combat it. Educators and heads of the institution must adapt to the new
normal; if the coronavirus disease 2019 (COVID-19) cannot be confined, we must live
with it because viruses constantly mutate (Denworth, 2020). The situation has affected
education as well (Murphy, 2020). According to UNESCO, it has caused varying levels
of disruption in education worldwide due to school closures to restrict the spread of the
disease, affecting nearly 1.5 billion learners.
By establishing and maintaining safe distances between individuals, limiting free
movement, placing people in quarantine, and eliminating organizations and services that
are not considered vital, spatial distancing is one of the widely supported practices
(Sørensen, Okan, Kondilis, & Levin-Zamir, 2021). As a result of this practice,
institutions, and establishments that host large crowds have been forced to close
temporarily. With the virus's attack, the atmosphere grows more limited and confined
every day. Because of the significant changes in social interaction and organization
utilized, many people have experienced new scenarios and shifted habits. The countries
most impacted by the virus are experiencing an unprecedented health crisis, with long-
term consequences for the economy and social institutions (Favale, Soro, Trevisan,
Drago, & Mellia, 2020).
As a result, learning institutions at all levels of education must adjust their
educational methods and provisions to rapidly changing circumstances in an ever-
7
changing environment. Depending on the school calendar, all ongoing events that were
immediately canceled must be re-calibrated to ensure a workforce and provide
preemptive actions in the event of a pandemic. Policies were created to assure adherence
to stakeholders, such as the availability of alternative distribution channels and quarantine
protocols (Department of Education [DepEd], 2020).
The Internet's vastness and accessibility have boosted the market for web-based
teaching and learning (Chaney, 2011). Distance learning is a rapidly evolving
environment that gives users the freedom to work outside of traditional time and location
constraints (Chaney, 2011). While the virus's spread has had far-reaching consequences,
the closure of schools has resulted in the introduction of innovative methods of delivering
education, ensuring that students continue to study through various modes of delivery
(Sandhu & de Wolf, 2020).
With educational institutions at all levels closing, nearly the entire world has
shifted to online emergency remote education (ERE) (Bozkurt & Sharma, 2020; Bozkurt
et al., 2020; Hodges, Moore, Lockee, Trust, & Bond, 2020). This transition has been
dubbed the "Great Online Learning Experiment" (Zimmerman, 2020), through which we
will be able to learn more about what works and what does not. Even though ERE and
distance education appears to be the same thing, they are not (Bozkurt & Sharma, 2020;
Bozkurt et al., 2020; Hodges et al., 2020). Distance education is an optional, deliberate
exercise grounded in hypothetical and sensible knowledge. In contrast, ERE could be a
obligatory, survival mode of instruction executed in times of crisis utilizing all reachable
resources, including offline and online equiptment (Bozkurt et al., 2020). Furthermore,
the essential objective of ERE is to limit the spatial distance in order to guarantee
8
academic continuity. In contrast, the intention of distance education is to decrease
transactional/psychological distance to encourage instructing and learning progression. In
this context, as long as what we do is a requirement alternatively instead of a choice, we
can reflect on consideration on it a final resort and name it as crisis inaccessible
instruction. The subtleties between these two terms, which were confused or
mistranslated amid the widespread of covid, caused a extraordinary confusion and, as a
result, a number of instructive blunders.
Numerous academic institutions have already implemented digital transformation
strategies to ensure their resilience in the digital information era (Abad-Segura et al.,
2020; Castro Benavides et al., 2020; Petkovics, 2018; Xiao, 2019), and the COVID-19
pandemic has ramped up this trend. As a result, Ficheman & de Deus Lopes (2008) stated
that digital ecosystems have surfaced, which, like natural ecosystems, “consist of species,
populations, and communities interacting with one another and with the environment” (p.
9). Most higher schooling institutions are compelled to either cross their presences to
digital environments or create new digital names as the winds of exchange have grew to
become into a storm of change. A digital twin have to be born to create a digital presence
(Batty, 2018; Datta, 2017; El Saddik, 2018); in other words, physical campuses must
reproduce digital versions of themselves. When adapting to the changing landscape
necessitates the modification and integration of many educational theories. Many
inquiries arise from the concept of virtual campuses as projections of physical campuses,
digital twins built on the model of digital ecosystems. In short, there will be many
challenges that educators must be proactive in addressing and managing and the
9
opportunities offered by digital campuses. These studies ignite the researcher in the
exploration of combining technology in education.
The lack of technical support worsens the lack of pre-pandemic training during
the pandemic. Most teachers did not consider online instruction until the pandemic forced
them to utilize technology. Consequently, teachers had to develop options ranging from
daily or weekly online assignments to full classes delivered via an online meeting
platform.
To improve education quality, the government passed Republic Act 10533, also
known as the "Enhanced Basic Education Act of 2013 (K-12 Program)." Teachers have
been consistently encouraged to strive for excellence and quality. Also enacted were
DepEd Order No. 32, series 2009 (National Competency-Based Teacher Standards), and
No. 42, series 2017 (Philippine Professional Standards for Teachers). One of the
highlights of the Philippine Professional Standards for Teachers is the value of
professional standards (PPST). The bar will guide teacher competency, selection, and
advancement. In the Philippines, it prepares teachers for the twenty-first century. As a
result, all teachers should know the seven domains divided into 37 strands (DepEd Order
42, s 2017). The recent teachers' standard was created to help determine what makes a
good teacher. Thus, the teachers are must maintain a professional standard and quality
education during the COVID-19 pandemic.
The drive to innovate, solve problems, foster accountability, responsibility, and
change readiness are stepping stones on an institution's path to excellence. Thus, the
institution is vital in developing teachers' skills. Beyond classroom learning
opportunities, Nathan (2016) believes that the classroom environment and effective
10
communication influence the drive of outstanding teachers. Education must improve and
reflect on the philosophies and methods that work for educators and students.
Performance in Science
As evidenced by students' poor performance on international and national science
assessments, the Philippines' science education is plagued by issues (Sunanih &
Novikasari, 2019). From 2004 to 2013, fourth-year students' national performance on the
National Achievement Test (NAT) was consistently below the Department of Education's
75 percent standard criterion for achievement level. In addition, the vast majority of
students all over the world despise Science as their subject. Science anxiety is one of the
most reasons why 75 percent of Americans stop considering Science and maintain a
strategic distance from numerous science-related careers (Scarpello, 2007). It is critical to
note that Science requires consideration to progress. As a result, the current research is an
action to an existing issue.
National Achievement Test (NAT) is a Philippine-made standardized test outlined
to determine learners' accomplishment levels, strengths, and shortcomings in five key
curricular subject areas (Dar & Go, 2016). To identify the students' performance in a
particular learning area, the teachers utilize the Mean Percentage Score (MPS). For
example, a 50 MPS means that an examinee correctly answered 30 of 60 questions on a
subject area test (Department of Education [DepEd] order number 8, series 2015 also
known as POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO
12 BASIC EDUCATION PROGRAM). On the other hand, teachers utilize the tool,
namely Least mastered competencies (LMC), to precisely identify areas that need
improvement in a learning area. According to the Department of Education, learning
11
competencies refer to the knowledge, understanding, skills, and attitudes students must
demonstrate in every lesson and learning activity (Gonzalez, 2021).
The National Achievement Test (NAT) results supply a tough evaluation of
student overall performance in schools. Low mean percentage scores (MPS) point out
that some students are being examined without conceptual mastery. Learners tend to
underperform on standardized tests because they do not reach their full potential (De
Jesus, 2019). In order to guarantee a positive outcome in the summative tests, there must
be practical and appropriate instructional interventions. Department of Education policy
guideline emphasizes the importance of intervening beforehand to prevent academic
underachievement. It also highlights the importance of inclusive education. As a result,
no students will be left behind because appropriate instructions and interventions will
meet their individual needs. With this, the proposed innovative intervention will be
investigated in this study to set up its significance within the conveyance of quality
education.
Every year, the Department of Education (DepEd) regulates the National
Achievement Test (NAT) to Filipino students in order to guarantee that the mission of
achieving quality instruction is met (Ebio, 2016). The test aims to assess the students'
abilities in Mathematics, English, Science, Filipino, and others. It reflects a student's level
of proficiency and understanding and whether the quality of education has improved or
declined (NSO Philippine Yearbook, 2011). The NAT passing rate for Filipino students
was low, according to a UNESCO World Report (2011). In addition, the Philippines
came in 23rd place out of 25 countries in terms of performance in Mathematics and
Science.
12
Concerned almost the declining quality of fundamental instruction, the Department of
Education (DepEd) requires looking into its thrusts, programs, and arrangements in order
to pinpoint issues that are causing these truths and aligning with government changes
pointed at fortifying essential instruction by giving a solid establishment in Science and
Mathematics in order to attain the Newly Industrialized Country status. The truths from
the related writing and studies provided sufficient reasons to set up a ought to propose
innovative intervention.
Schools are encouraged to administer interventions for bridging learning gaps and
intensifying learning gains (Department of Education [DepEd], 2021). Thus, teachers
necessitate developing a learning plan with the help of the assigned learning support
aides. The proposed innovative intervention can be an aid to support the expected
solution of the Department to combat the low performance of the students in Science. It
specifically targets those competencies that needed the most attention since one of the
considerations in crafting the material is the least mastered competencies. Marrying
technology to the subject, Earth, and life science can heighten the desirable positive result
of the innovative intervention.
The Trend International Mathematical Science Study Advanced (TIMSS) looked
at student achievement trends and found that student performance has declined for more
than 20 years, with no improvement in the countries studied (Guinocor, Almerino,
Mamites, Lumayag, Charisma, Villaganas & Capuyan, 2020). Similarly, in the 2015
Program for International Student Assessment (PISA) results, American students' science
achievement fell for the subsequent year in a row on a significant international
benchmark. Ajisuksmo and Saputri (2017) found similar results in Indonesian students
13
who allegedly performed poorly in Science. This discipline's poor performance is
undeniable, and it necessitates extra attention.
Science performance issues have also been noted in the Philippines and other
countries. Biswas (2015) identified two possible causes of poor Science and math
performance: time management and study habits. As a consequence, these variables can
be utilized as inputs in the current study. Indeed, technology can be used to maximize
time and motivate students to develop good study habits. While Information and
Communications Technology (ICT) can improve Science teaching, incorporating digital
resources into the pedagogy method is not always easy; numerous studies suggest it is
more complex than expected. It is a perfect shot for the researcher to transform all the
challenges into opportunities.
Filipino students' results in national and international assessments of mathematics
and science competencies lag behind neighboring countries such as Singapore, South
Korea, Hong Kong, Chinese Taipei, and Japan is alarming (Hastedt, 2016). Filipino
students scored 353 and 357 points in Mathematical and Science Literacy, which is
slightly lower than the OECD average (489 points) and falls below Level 1 proficiency
(PISA, 2018). This is a prove that there's a need to pay more consideration to progressing
numerical and scientific abilities among Filipino students.
Studying and Learning science is vital not as it were for individuals who need to
seek after a logical calling but moreover for being an educated citizen since fundamental
science instruction is required to appreciate standard of living concerns like personal
health and worldwide warming (National Inquire about Chamber 2007; Trefil 2007;
Cruz, Guill, & Retelsdorf, 2021). Students' science execution is influenced by their
14
perusing comprehension and the angles of science writings and test things (Feathered
creature and Welford 1995; Prophet and Badede 2009). As a result, visual and graphical
illustrations are encouraged when teaching science to acquire relevant knowledge, skills,
and attitudes. Although the value of interactive learning, such as using the Google site,
cannot be overstated, only a few studies have examined the impact of specific platform
features on science performance. A great opportunity for the researcher to conduct the
current study.
The researcher consider removing only unnecessary information to simplify
science items to understand a phenomenon (Guill & Retelsdorf, 2021). Bird and Welford
(1995) moreover conducted a study in which they adjusted or simplified science test
questions by reducing the word number and substituting words but found no measurably
noteworthy impacts on students' overall performance. All things considered, when
considering non-native students, the impacts of rearrangements driving to better
performance became possible. It is still unclear whether the better performance is due to
the higher word number or the substitution of words. A few test considers had found
doubtful impacts on students' performance when linguistic highlights in science items,
such as word number and sentence structure, were changed (Höttecke et al., 2018; Rivera
and Stansfield 2004; Abedi, Courtney & Leon, 2003). However, it is unclear which factor
played the most important role in linguistic simplification and improved student
performance. The current study may provide another avenue to identify the most
significant approach in improving learners' science performance.
Science and Technology
15
Realizing the value of Science in the digital age is comprehensive and complex
because Science is at the heart of the computer's fundamental advances in route with
technological progress (Gravemeijer et al., 2017). Concurrently, the numerous science
concepts are largely hidden in various devices that serve as the brain to operate. Despite
the literature and empirical data confirming the relevance of Science in our daily lives,
countless individuals find it challenging to grasp. Several researchers have discovered
several key trends that can help students learn Science more effectively with ICT. These
facts fueled the researcher to find the part of Science and Technology within the setting
of the new normal instruction.
According to a few specialists within the ed-tech field, new innovations can
bolster schools meet the requirements of the progressively diverse student. The idea is
that digital devices and education platforms open up a previously incredible range of
possibilities for tailoring education to each student's academic strengths and weaknesses,
interests and motivations, personal preferences, and optimal learning pace (Stephanidis,
Salvendy, Antona, Chen, Dong, Duffy, & Zhou, 2019). A group of organizations
associated with technology, like the Bill and Melinda Gates Foundation and the Michael
and Susan Dell Foundation, have defined a description of personalized learning (Ng,
2016). Cited by Selwyn, Nemorin, Bulfin, and Johnson (2017), the following are the
considerations in personalized learning: Students' learning conditions should be flexible
and structured to assist the achievement of personal academic goals; Learner qualities
should cover students' strengths, weaknesses, preferences, and goals; An individualized
learning track should encourage students to set and manage educational purposes, and
16
Students should follow a "competency-based progression" that emphasizes mastery of a
topic over time.
Facts are significant in elevating public awareness about the value of preparing
our students for the future and overcoming hurdles in the subject of Science. As a result,
the researcher believes that further research into the nature of Science is needed to
discover how technology can aid future success. Many studies have unveiled teachers'
struggles when integrating ICT into their classrooms (Ishii, Takai, & Fukuda, 2017). The
appropriateness and responsiveness to the current state of Science and technology should
be considered when developing a strategy.
Technology's potential in the classroom is almost entirely reliant on stable
facilities. However, schools in many parts of the country continue to obtain affordable
high-speed Internet and reliable wireless connectivity (Harold, 2016). In this time of the
global pandemic, technological infrastructure to support learning is significant. Learning
devices, digital content, and policies and guidelines that direct how technological
equipment is expected to be used in schools, such as responsible use systems and digital
citizenship programs aimed at ensuring that students and teachers are using technology
appropriately and in support of learning aims, can all be included in some contexts
(Chatterji, 2018: Fiore, 2020). The lack of steadfast research initiatives is perhaps the
most notable challenge facing educators interested in blended learning. According to Di
Pietro, Biagi, Costa, Karpiński, and Mazza (2020), as of this moment, there is no
conclusive confirmation that blended learning is effective or not (Rivera, 2017). While
some studies have found promising results with specific programs or under particular
circumstances, the answer to whether blended learning improves student learning is still
17
largely inadequate. Thus, the proposed innovative intervention will be utilized as a
support tool to attest to its importance and effectiveness in integrating with learning
delivery.
This study recognized Article XIV, Sec. 10 of the New Philippine Constitution,
which states that "Science and Technology are essential for national advancement and
progress." The state will fund innovative work, creation, development, and application, as
well as Science and innovation, education, training, and benefits.” as we all know, and
Science and Technology cannot exist without it. As a result, technology and Science are
recommended to work together to provide the foundations for our country's advancement
and development.
According to research, to enhance educational activities, it is necessary to plan
and develop elements of technology-enhanced education that are compatible with the
school community, society, current teaching methods, and environmental features in
which the educational software will be implemented (Hijon and Carlos 2006; Nistor et al.
2013; Passey 2000; Takai et al. 2017). Furthermore, studies show that implementation
should be tailored to link up the needs of every students and address any practical
instructing issues (Passey 2013; Tapscott 2008). Previous literature demonstrates that
appropriate technology must be prioritized to address the challenges posed by Science,
particularly in the new normal setup. Its widespread adoption in business, industry, and
education has simplified school-related tasks regarding appropriate technology. Its
presence has also made teaching and learning Science more meaningful, especially
during the COVID-19 pandemic. Festus et al. (2013) claimed that teachers are supposed
to be the best minds in any country in response to ongoing global reforms in society's
18
educational and technological growth. Science combined with appropriate technological
integration should be the primary tool for achieving this national goal.
Within the modern world, online testing will proceed to develop the innovative
move had a significant affect on classroom appraisals. For occurrence, the United States
Department of Education advances the application of innovatively upgraded classroom
evaluations that can survey students' capacities in near-real-time (Harold, 2016). In the
2016 National Education Technology Plan, educational institutions and teachers are
notified to design, develop, and implement learning dashboards, response systems, and
communication pathways that accommodate students, educators, families, and other
stakeholders with timely and actionable feedback about student learning to improve
achievement and instructional practices (McGovern, Luna-Nevarez, & Baruca, 2017;
Smith, Stair, Blackburn, & Easley, 2018). The researchers highlighted the value of
technology in conducting school assessments (Soares, Kay, & Craven, 2017). In the
previous related researches, Van Allen and Katz. (2020) it expressed that the students
who take the paper-and-pencil adaptation of the significant tests show up to perform way
better than their online counterparts. Marrying technology and classroom assessment
clearly requests further study to conduct to recognize the most excellent innovative
intervention.
The Basic Education-Learning Continuity Plan (BE-LCP) reacts to the challenges
posed by COVID-19 in basic instruction by the Department of Education (DepEd).
Educators would be required to be prepared within the utilize of technology for learning
delivery, agreeing to Department Order No. 12, series of 2020. The intervention
demonstrates how important it is for teachers to be equipped with sufficient knowledge of
19
using technology. As a result, teachers are expected to embrace technology-based
education. Because the current situation necessitates the use of technology-based distance
learning platforms, it is clear that the present study will be of great assistance.
Aligning learning materials and implementing multiple learning delivery
modalities are considered part of the BE-LCP to guarantee learning continuity through K-
12 curriculum modifications. According to Radovi, Mari1, and Passey (2018), interactive
learning activities can significantly contribute to Science teaching and learning. Learners
were better able to focus on patterns and links between various representations when they
worked on the technological device and learned through a well-organized mechanism,
according to Ruthven, Hennessy, and Brindley (2004). However, only a small study has
been done on technology in Science, particularly with the learning platform google site
that can be utilized for mediation and innovation.
Teachers should select and make instructional materials that meet the needs of
their learners to create teaching more successful and interesting. The internet and web-
based teaching could become a valuable supplement to traditional education. By serving
as a good tool for revision, web-based teaching via Google Site can touch deeper aspects
of learning (Parmar, Patond, Rathod, & Ninave, 2020). However, it needs more than
setting up a virtual learning space to create an effective technology-enhanced learning
environment. Three key elements in designing an effective technology-enhanced learning
environment have been identified through research. Pedagogy, social interaction, and
technology, collectively known as affordances, are the three elements. (Gibson, 1979;
Gaver, 1991; Norman, 1999; Kirschner, P., Strijbos, J. W., Kreijns, K., & Beers, P. J.
2004; Wang, 2008; Quek & Wang, 2012). The Google site was considered to be utilized
20
as a platform for web-based teaching since the mentioned elements and matters are
manifested.
Innovative Intervention
Talking of Google Sites, it is a free and straightforward website-building tool
from Google. Other Google Workspace tools, such as Docs, Sheets, and Slides, are
integrated with Google Sites. As a result, the researcher can drag and drop projects from
the user's Google Drive into the website. Google Sites, like those services, can be created,
shared, and copied between editors. This is excellent for creating a website for a work
project requiring charts and tables or group event organizing. The Science Interactive
Digital Module (SIDMO) is created utilizing the Google site since it suits the required
features to stimulates the learners' interest.
Numerous schools and universities worldwide use Google Application for
Education (GAFE) to successfully use collaboration tools for students and faculty to
improve teaching and learning. GAFE is an effective cloud-computing workable
alternative for students that works regardless of their location, time, or device (Awuah,
2015). GAFE tools, in particular, allow students to collaborate virtually on documents,
presentations, and projects. GAFE is used to build course websites that supplement
traditional classroom instruction and provide coursework to students. The Science
Interactive Digital Module (SIDMO) will use GAFE as its platform, with the identified
Science competencies in Most Least Mastered Competencies as its content. Only the
experimental group will receive the innovative intervention while the control group will
utilize the ordinary way of acquiring the module, and the two groups will then be
compared on an effect. SIDMO is a response to the need to integrate ICT into the subject
21
of Science. The researcher developed the SIDMO to supplement traditional interventions
to bridge learning gaps and strengthen learning gains in light of the available literature.
SIDMO will maximize the use of Google Apps for Education, specifically the
Google Site. According to Nation (2016), a user can create a website using Google Sites
without knowing how to code. Teachers who use Google Apps can involve students in
the project creation process, making it more efficient and valuable for groups. A cloud-
based platform will house all of the necessary interventions for specific Science
competencies. No other innovative intervention has been executed based on a intensive
review of the literature and distributed studies. As a result, the current study may produce
new and compelling academic prove that can be utilized as inputs for future related
studies dealing with education's new normal.
The challenges of the new normal in education are transforming the educational
landscape in the Philippines and around the world by encouraging teachers to look for
electronic ways to perform routine tasks previously performed by textbooks and lectures.
This allowed the researcher to incorporate technology as part of an intervention for the
project's identified non-numerates. The current study specifically aims to determine the
effectiveness of the Science Interactive Digital Module (SIDMO) as a Support Tool in
Improving the academic performance of Grade 11 students in Earth and life science.
Conceptual Framework
Vygotsky's Sociocultural Theory of Cognitive Development serves as the
cornerstone for this research. In particular, The concepts of the Zone of Proximal
Development (ZPD), More Knowledgeable Other (MKO), and Scaffolding will be
employed. Vygotsky (1934) believed that learners in ZPD could almost do a task
22
independently, but guidance is needed. As a result, learners will require assistance to
finish the task successfully. The Zone of Proximal Development of the learners can be
gauged using the most least learned findings, which will pinpoint the zones that need to
be concentrated. In the MKO, the researcher as the source of innovative intervention is
required to have a higher skill level in Science. To encourage learners to use social
connections, the researcher must give cooperative dialogue and promote collaboration.
Finally, scaffolding is the temporary assistance provided by a More Knowledgeable
Other to allow students to display a task until they can finish it independently. To
improve grade 11 students’ academic performance, a new intervention named " Science
Interactive Digital Module (SIDMO)" will be utilized as a support tool.
Vygotsky's (1978) presentation of the Zone of Proximal Development (ZPD) was
broadly respected as one of the foremost noteworthy contributions to instruction. ZPD
characterizes it as the difference between the actual developmental level decided by
independent issue tackling and the probable developmental level determined by
organized assessment beneath grown-up supervision or collaboration with more
competent peers.The zone of proximal development explains functions that have not yet
matured but are in the process of maturing, functions that will mature tomorrow but are
still embryonic. Rather than "fruits," these functions could be referred to as "buds" or
"flowers" of development (Smagorinsky, 2018). What is today's zone of proximal
development will be tomorrow's actual developmental level. Through the concept of
ZPD, A child can do it with assistance today and by herself tomorrow.
The ZPD is sign-mediated and inter-subjective, and the other who is more
knowledgeable is conceived as people (adults or children). Abtahi (2015) stated in her
23
study that the ZPD should be expanded to include the guidance provided by the physical
design of a tool that aids children in thinking about or solving a task. In these situations,
the tool serves as a more knowledgeable counterpart, encapsulating the knowledge of the
humans who created and used it (Abtahi, 2016). Abtahi continued, The proposal to treat
tools as possible more knowledgeable others originated from the view of the tools'
sources as socially designed, created, and developed, in certain historical contexts and
over time, similar to the more-knowledgeability of textbooks (Wertsch & Rupert, 1993).
The researcher, who will serve as the facilitator of the innovative intervention in the
current study, will be the more knowledgeable.
The term scaffolding has long been associated with Vygotsky's paradigm (Wood
et al., 1976). The correspondence of scaffolding as a unexpected collaboration between a
child and an adult as they frame a utilitarian framework, in which a child can solve a
issue that they are incapable to solve alone, is complicated and ambiguous (Shvarts &
Bakker, 2019). Scaffolding is a method in which teachers provide students with a specific
type of support as they learn and develop a new concept or skill. The researcher will use
the scaffolding concept to integrate the Science Interactive Digital Module (SIDMO).
Above all, the researcher will be guided by the Sociocultural Theory of Cognitive
Development in achieving the study's goals. Vygotsky (1978), in particular, was a firm
believer in the importance of community in the process of "creating meaning." Similarly,
he believed that learning occurred through the relationships with individuals in
communities, including peers, adults, instructors, and other mentors. This concept
illustrates the study's primary goal, which is to demonstrate the role of teachers by putting
up extra effort in delivering innovative interventions to enhance the respondents' current
24
situation. Similarly, the proposed creative intervention may boost cognitive growth by
encouraging more engaging activities such as productive talks, constructive comments,
and collaboration with others.
Figure 1 shows the paradigm of the processes of the study. In describing the
concepts that guided this study's flow, the researcher will utilize the steps in conducting
action research in conjunction with the Sociocultural Theory of Cognitive Development
to achieve the study's goal.
The steps are as follows: (1) Before the conduct of the diagnostic test, the
researcher implement random assignment among the respondents to create the control
and experimental groups; (2) pre-test will be administered to both in control and
experimental groups to identify the areas needed to address and identify the respondents’
prior learning, and this is a simple way to employ the concept of the ZPD; (3) The
presentation of the innovative intervention will be given to the experimental group and
oversee the researcher. Thus, the MKO concept will be manifested. Scaffolding is
observed in the given innovative intervention since it enables the student to display a task
until they can accomplish it independently. On the other hand, the researcher will provide
the conventional method (e.i. electronic module) of intervention among the control
group; (4) post-test will be administered to both control and experimental groups. The
utilization of statistical treatment in the gathered data is indispensable for the study; (5)
The expected outcome of the processes determines the effectiveness of using the Science
Interactive Digital Module (SIDMO) to improve students' academic performance. These
processes will be followed by feedback for further enrichment of the study.
25
FEEDBACK
Science
Experimental Interactive
Group Pre-test Digital Module Post-test
(SIDMO)
RANDOM
SAME SAME
ASSIGNMENT CONTENT CONTENT
Control Pre-test Conventional

Post-test
Method
Group
Figure 1. The steps in assessing the effectiveness of Science Interactive Digital Module
(SIDMO) in improving students’ academic performance in Earth and Life Science
26
Statement of the Problem
The prime objective of this research is to utilize the Science Interactive Digital
Module (SIDMO) as a support tool to improve the academic performance of grade 11
learners.
Specifically, the study will answer the following questions:
1.) What are the scores of the control and experimental groups before the utilization of
the Science Interactive Digital Module (SIDMO)?
2.) Is there a significant difference between the scores of the experimental and control
groups before using the Science Interactive Digital Module (SIDMO)?
3.) What are the scores of the control and experimental groups after the utilization of the
Science Interactive Digital Module (SIDMO)?
4.) Is there a significant difference between the scores of the experimental and control
groups after using the Science Interactive Digital Module (SIDMO)?
5.) How does the utilization of the Science Interactive Digital Module (SIDMO) improve
the academic performance of grade 11 students?
Hypothesis
27
The current research hypotheses are specific and testable predictions of what will
happen in the study. Other previously published researches based on the theories were
considered in forming the hypotheses.
The following null hypotheses will be tested in the current study:
1.) There is no significant difference between the scores of the experimental and control
groups before using the Science Interactive Digital Module (SIDMO).
2.) There is no significant difference between the scores of the experimental and control
groups after using the Science Interactive Digital Module (SIDMO).
Definition of Keywords
The keywords in the current research are defined based on the definite meaning
expected to be employed and explained in the study. These essential terms are subject to
various discussions and usage. All relevant variables, especially those to be measured in
the research, have clear definitions in this section.
Academic Performance. The extent to which a learner, a teacher, or an institution has
achieved their short-or long-term educational goals. It is an indication of an individual’s
educational success. ("Leading schools with social, emotional, and academic development
(SEAD)," 2021). The term will be utilized as a appearance of the improvement of the
students in the SIDMO.
Earth and Life Science. This learning area is designed to offer a general background for
understanding Earth Science and Biology (DepEd, 2016). The term is indispensable in the
study since it is the specific area of specialization where the innovative intervention will be
administered.
28
Digital Modules. These are printed Assessment and Evaluation modules that have been
converted into digital format and can be accessed through computers, tablets, smartphones,
and other digital devices (Alternative Learning System Manual of Operations, 2020). In
this study, the term refers to the main material in the innovation intervention entitled
“Science Interactive Digital Module (SIDMO).”
Google Site. It is a free and straightforward website-building tool from Google, and other
Google Workspace tools, such as Docs, Sheets, and Slides, are integrated into the platform
(Nation, 2021). In this study, the term will be used as the platform of the Science
Interactive Digital Module (SIDMO).
Pedagogy. This means any activity that aids another person's learning (Farah, Ireson, &
Richards, 2020). This study relates the term in the exemptional teaching method
considered by the researcher.
Significance of the study
The current research undertaking is of great importance because it is a pioneering
attempt to explore the effectiveness of innovation intervention entitled “Science Interactive
Digital Module (SIDMO)” in enhancing the overall performance of Grade 11 students in
Earth and Life Science.
The following individuals are expected to benefit from the study:
Community members. This study will provide a thorough understanding of how teachers
respond to the new normal set-up in education to support and provide guidance to their
children. Thus, it will underscore the importance of community involvement in the
educational process.
29
Government officials. To elevate mindful awareness of the educational system's current
conditions and promote knowledge and understanding of the Department of Education's
(DepEd) forgetting needs. This endeavor can inform minds in improving the country's
quality of education.
Department of Education administrative officers. The organization will confer
information to each school around proficient and successful ways of helping instructors
in getting to be quality teachers as vital leaders and successful partners in changing
profoundly competent and profitable experts through dynamic greatness and client-
oriented services.
School Administrator. The study will impart knowledge to all schools of the efficient and
effective ways of assisting instructors in believing in and guiding the students with whom
they are working as a vital figurehead and dependable partner in transforming quality
leaders into competent and productive professionals through dynamic, brilliant, and client-
oriented services. The research will lay the groundwork for fully operationalizing the
Department of Education's digital transformation, focusing on Science.
Students. The results of this study will eventually benefit the students since the since the
development is created based on their needs. Particularly, there will be a responsive and
appropriate solution to the emerging problem since the Science Interactive Digital Module
(SIDMO) will be crafted based on the Least Master Competencies of the subject Earth and
Life science.
Teachers. The study will provide them with new insights in crafting their version of
innovative intervention to address existing issues in their respective learning area. The
platform can be adopted to provide an additional venue in the delivery of equality
30
education. Teachers can provide students with a specific type of support to learn and
develop a new concept or skill.
Future Researchers. The study's findings may give essential information that will aid
future researchers in crafting innovation as an intervention. Likewise, the study may help
them find relevant information and be an excellent reference for developing and
contributing ideas for similar themes in their research.
Chapter 2
METHODOLOGY
This section discusses the methods and procedures used in this study in a concise
but thorough manner. It covers the research design, Research Locale and Sampling
Procedures, Scope and Delimitation, Research Instrument, Data Gathering Procedures, and
Data Management and Analysis.
Research Design
The research design defines how participants are chosen, which variables are
included and how they are manipulated, how data is collected and analyzed, and how
external variability is managed to address the overall research problem (Dannels, 2018).
Even if the statistical analysis is sophisticated, the researcher's conclusions may be useless
if an ineffective research design is used.
Quantitative research entails various methodologies, including systematically
analyzing social phenomena utilizing statistical or numerical data (Watson, 2015). As a
result, quantitative analysis necessitates measurement and assumes that the phenomena
31
under investigation can be quantified. Its goal is to examine data for trends and
correlations and double-check the measures taken.
The utilization of the Science Interactive Digital Module (SIDMO) As a Support
Tool in Improving the academic performance of grade 11 students in earth and life
science will be determined by utilizing a quantitative technique, specifically a true-
experimental with pretest-posttest design. According to Levitt, Bamberg, Creswell, Frost,
Josselson, & Suárez-Orozco, (2018), the goal of this design is to see if a particular
treatment affects outcomes. The researcher evaluates this by administering a particular
treatment to one group while withholding it to another and then comparing how both
groups did on an effect.
Additionally, the researcher will employ the randomized controlled trial (RCT) to
achieve unbias results. RCT is an experimental type of impact assessment in which the
complete population accepting the program or approach intervention will be randomly
assigned to either an experimental or a control group (Van der Horst et al., 2015). The
researcher will adjust the randomized controlled trials (RCTs) based on the accessible
resources for the current study. Research has long been thought to be the foremost
compelling way of getting causal relationships between interventions and their results
(Pham, Wiljer, & Cafazzo, 2016).
Research Locale and Sampling Procedures
In this part, the locale of the current study includes the affecting population or
samples of the study. Likewise, defining a specific locale is significant to have well-
defined and established sampling procedures. In light of the numerous relevant studies, the
researcher will explain why a particular sampling procedure is the best fit for the study.
32
Lastly, the researcher underscores the importance of checking the respondents' openness
and participation.
Purposive sampling is a type of non-probability sampling technique in which the
researcher selects a sample of subjects/units or respondents from a population (Etikan,
Musa, & Alkassim 2016). It could be a subjective strategy for deciding respondents from
the common population to be included within the sample. It is a sampling technique in
which not everyone in the population can take part. A researcher uses purposive sampling
to determine which participants are best suited to the study's objectives. Specifically, the
research locale will be the Marciano del Rosario Memorial National High School of the
Division of Cabanatuan City.
According to Etikan, Musa, & Alkassim (2016), Purposive sampling, also known
as judgment sampling, is the purposeful selection of a participant based on the
participant's special qualifications. It is a non-random technique that does not demand
any underlying phenomenon or a predetermined number of participants. The researcher
determines what information is required and sets out to find people who can and will
provide it based on their knowledge or experience. Likewise, the researcher will be
prompted to craft criteria in selecting the appropriate respondents to gather the required
data for the study.
Furthermore, the current study will use purposeful sampling to select respondents.
Criteria will be utilized to decide suitable members to guarantee that all respondents are
well-represented. When selecting respondents for the experimental group, the following
criteria must be met: (1) Selected the electronic modular instruction as their mode of
learning; and (2) Must-have electronic gadgets for online learning.
33
These students will take part in a research study to see how the effectiveness of
the innovative intervention. The survey will be in a private setting convenient for the
Grade 11 earth and life science students.
Scope and Delimitation
This section explains the scope and delimitation of the study explicitly. Likewise,
this part indicates a particular study area wide enough to be notable but small enough to
permit careful treatment. In specific, this portion presents the nature of the investigate
subjects, the research strategies utilized with the respondents, geological area, and any
impediments related to the topics are all considered in delimitating the current study. In
other words, the boundaries of the study are clearly characterized in this section.
Marciano del Rosario Memorial National High school of the Division of
Cabanatuan City during the school year 2021-2022 will be the locale to consider. The
current study will be delimited only to the school's Grade 11 earth and life students. The
scores in pre-test and post-test will be gathered and not the personal details of the
respondents. Likewise, the study limits its observation in the utilization of Science
Interactive Digital Module (SIDMO) in the subject Earth and Life students and its
effectiveness in the academic performance.
The researcher will utilize a cloud-based platform called the Google Application
for Education (GAFE), mainly the Google site. SIDMO is used to build course websites
that supplement traditional classroom instruction and provide coursework to students.
SIDMO allows students to collaborate virtually on documents, presentations, and
projects. The contents of SIDMO will be the identified Science competencies in Most
Least Mastered Competencies.
34
Furthermore, the study is limited to the students’ responses and does not represent
the Department of Education's official position or statement on the subject.
Research Instrument
The current research instrument is anchored with the research methodology. The
particular research instrument is expected to collect, measure, and analyze data. Tool
demands testing to guarantee that the content is valid and consistent. Pilot testing will be
employed to chisel the final research instrument.
Research instruments are one of the foremost commonly utilized information
collection instruments in social science research. The study's primary objective is to
gather pertinent information most dependably and truly conceivable (Taherdoost, 2016).
As a result, survey/questionnaire precision and consistency, also known as validity and
reliability, are basic perspectives of research methodology. To realize the study's essential
objective, the researcher will adapt the standardized examination of the Division of
Cabanatuan City for the pre-test and post-test of the study. Moreover, the analyst will
consult respected statisticians and researchers in creating the instrument to guarantee that
the correct method is taken after when making a valid survey. Corrections will be made
in reaction to the recommendations and the content approval results. The embraced
survey will experience content approval. This process is to ensure that the research tool
will address the study's problems. The draft of the instrument will be presented to
research practitioners for content validation after it is completed. The expert researchers
and statisticians are carefully scrutinizing and assessing the relevance of each item in the
instrument. Revisions will be made in response to the suggestions and the content
35
validation results. The relevance of the content will be evaluated with the help of a
research adviser.
Furthermore, Pilot testing will be used to assess the questionnaires' validity and
reliability. Recommendations will be made, and additional testing will be done. The
respondents in the pilot testing will be the students who are not part of the experimental
and control groups. To test the instruments' reliability, the researcher will use Cronbach's
alpha. The questionnaires will also be presented to science teachers, head teachers, and
master teachers for editing and improvement suggestions. Following approval, these will
be reproduced and distributed to the study's respondents to collect data. The data will be
tabulated, analyzed, and interpreted methodically and systematically.
Interview Guide
A semi-structured interview is one in which the interviewer only asks a few pre-
determined questions, and the rest are not planned ahead of time. Semi-structured
interviews are a mixture of structured and unstructured interviews. The researcher
considered the semi-structured interview using the guide questions to gather the needed
data from the respondents.
The interview guide will be used to obtain information on how the Science
Interactive Digital Module (SIDMO) improves the academic performance of grade 11
students. The interview entails conducting interviews with select students who are
directly involved in the study.
An interview guide will be used to get the exact words and messages of the
interviews. To avoid problems, conflicts, and misunderstandings, this researcher will
transcribe the recorded interview and present it to the interviewees before formally
36
putting it into writing. In expansion, this interview guide will be utilized to gather extra
data from the control and experimental groups of members to progress the Science
Interactive Digital Module (SIDMO). It also validated the participants' reactions,
especially those that are particularly vital.
Data Gathering Procedures
The respondents' cooperation within the study will be voluntary to ensure that the
current research work is morally sound. Based on the 6th version of the American Mental
Association's distribution manual (2010), respondents can also have the results of their
support kept private. To win respondents' believe, Creswell (2014) emphasizes that the
respondents' reactions must be secured all through the research process. As a result,
respondents will be educated of their right to pull back from the study at any time after or
amid the study in the event that they select not to total the survey questionnaire or take an
interest within the unstructured interview. All responses from respondents will be treated
with the utmost care and confidentiality, according to the researcher.
The researcher will proceed with the necessary procedures after receiving
approval of the required communication letters. The researcher will write a letter
addressed to the Schools Division Superintendents and the principal of the participating
school asking permission to conduct a study on implementing Science Interactive Digital
Module (SIDMO).
Before moving to the traditional digital module distribution, the researcher will
personally administer a pre-test to both experimental and control groups to identify the
students' prior knowledge in the lesson of Earth and Life Science. The researcher will
thoroughly discuss the instructions in accomplishing the digital module once the
37
respondents' prior learning has been identified. Students in the experimental group will be
provided access to the Science Interactive Digital Module (SIDMO), and special
instructions will be provided. On the other hand, students within the controlled group will
be given the ordinary digital module. To deliver fair-minded results, the researcher will
guarantee that the quality of the module content isn't compromised in both the
experimental and control groups. After the given timeline, the researcher will administer
a post-test to determine the students' level of understanding. Similarly, the researcher will
conduct an informal interview to explain further the outcome of the study.
Furthermore, the two groups of respondents will be given instructions and
expectations. The following are some of the rules and expectations: (1) A thorough
explanation of the main goal of the current research. (2) The significance of the
participants' assistance to the researcher. (3) Importance of answering the survey
questionnaire's specific question as honestly and truthfully as possible. (4) Explanation of
how each question should be addressed. (5) Dedication to answering the survey
questionnaire's specific questions. (6) Provide enough time for respondents to ask
questions if they have any, and (7) respond to any questions they may have.
Data Management and Analysis
The Statistical Package for Social Science (SPSS) version 25 will be used to
analyze the collected data. The data will be collected, examined, and interpreted using
descriptive statistical tools like frequency tally, percentage, mean, standard deviation, and
inferential statistical tools like the t-test.
38
In interpreting the gathered data, various data analysis measures will be used. All
data will be carefully examined to guarantee accurate results. For each type of analysis,
the following statistical tools will be used:
Frequency tally and percentage. The pre-test and post-test of the respondents will be
presented using frequency and percentage
Formula: (P = f/n x 100%)
Where: P = is the percentage
f = is the frequency
n = is the total number of participants
Mean. The computation of the mean will supplement the frequency tally and
percentage to categorize the respondents' scores.
Formula: M = Efx/n
Where: M = is the mean
E (sigma) -= is the summation symbol
fx = is the product of the frequency and the weight of the
summation
n = total numbers of participants
Independent/ungrouped t Test. It will be used to compare the means of two
independent groups to see if statistical evidence exists that the associated
population means differ significantly. A parametric test is the Independent
39
Samples t Test. Likewise, t-test will be utilized to know the effectiveness of the
innovative intervention.
Formula:
Where: = Mean of first sample
= Mean of second sample
= Sample size (i.e., number of observations) of
first sample
=Sample size (i.e., number of observations) of
sample
s1 =Standard deviation of first sample
s2 =Standard deviation of second sample
sp = Pooled standard deviation
Cronbach Alpha method will be used to check the instrument's reliability.
Formula:
40
Where: = tau-equivalent reliability
= number of items
= covariance between Xi and Xj
= item variances and inter-item covariances
41

Chapter 1. Introduction Background of Study

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1. Introduction Background of Study

Uploaded by

Copyright:

Available Formats

1

As a result, learning institutions at all levels of education must adjust their

educational methods and provisions to rapidly changing circumstances in an ever-

changing environment. Numerous academic institutions have already implemented digital

COVID-19 pandemic has ramped up this trend.

technological progress (Gravemeijer et al., 2017). Several researchers have discovered

technology can aid future success.

According to research, to enhance educational activities, it is necessary to plan

school community, society, current teaching methods, and environmental features in

technology implementation should be tailored to meet the needs of individual students

The proposed innovative intervention can be an aid to support the expected

Module (SIDMO) as a support tool to improve the academic performance of grade 11

process and more interested in growing their knowledge.

The wide-reaching coronavirus disease 2019 (COVID-19) pandemic has impacted

education, and the Philippines is no exception. In a state of constant uncertainty,

Physical or social distancing is a generally appreciated way to establish safe

will be the most significant task of the educators.

phenomenon to provide a better understanding.

According to the Department of Education (2019), what is known is that

2017). Augmenting traditional classroom instruction with technology can be helpful to

science to improve the students' competencies.

Despite all of the technological headways, implementation prevails a significant

challenge of changing educators' long-standing habits and routines. Regardless the

noteworthy speculations made by numerous educational institutions, research

opportunity to maximize the importance of technology in education by exploring and

offering an additional platform for the learning experience of the students.

According to research, aspects of integration of technology-enhanced education

the educational applications will be applied to heighten learning experiences. Furthermore,

technology must be prioritized to address the challenges posed by science, particularly in

the new normal setup.

Interventions and innovation, in particular, assist struggling students in keeping

through the Science Interactive Digital Module (SIDMO).

primary goal, improving academic performance. This section's main purpose is to

and how each resource is helpful to the current research.

New Normal in Education

(United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020).

disease, affecting nearly 1.5 billion learners.

By establishing and maintaining safe distances between individuals, limiting free

(Sørensen, Okan, Kondilis, & Levin-Zamir, 2021). As a result of this practice,

Drago, & Mellia, 2020).

As a result, learning institutions at all levels of education must adjust their

educational methods and provisions to rapidly changing circumstances in an ever-

immediately canceled must be re-calibrated to ensure a workforce and provide

to stakeholders, such as the availability of alternative distribution channels and quarantine

protocols (Department of Education [DepEd], 2020).

teaching and learning (Chaney, 2011). Distance learning is a rapidly evolving

(Sandhu & de Wolf, 2020).

exercise grounded in hypothetical and sensible knowledge. In contrast, ERE could be a

academic continuity. In contrast, the intention of distance education is to decrease

transactional/psychological distance to encourage instructing and learning progression. In

this context, as long as what we do is a requirement alternatively instead of a choice, we

can reflect on consideration on it a final resort and name it as crisis inaccessible

mistranslated amid the widespread of covid, caused a extraordinary confusion and, as a

result, a number of instructive blunders.

Numerous academic institutions have already implemented digital transformation

reproduce digital versions of themselves. When adapting to the changing landscape

necessitates the modification and integration of many educational theories. Many

exploration of combining technology in education.

highlights of the Philippine Professional Standards for Teachers is the value of

advancement. In the Philippines, it prepares teachers for the twenty-first century. As a

education during the COVID-19 pandemic.

The drive to innovate, solve problems, foster accountability, responsibility, and

institution is vital in developing teachers' skills. Beyond classroom learning