Practical Mobile Application for Learning
Modules Distribution and Retrieval in
PGCHS for SHS STEM Students
Ares Jude Moya Malinis, ME
Polangui General Comprehensive High School
SDO-ALBAY
REGION V, PHILIPPINES
aresjude.malinis@deped.gov.ph, malinisaj17@gmail.com
Abstract
The study aimed to test and evaluate a practical mobile
application for the distribution and retrieval of learning modules for
SHS STEM students at PGCHS, Polangui, Albay, and evaluate as to
the required time, material inputs, and costs. Data gathered were
analyzed and treated using descriptive and inferential statistics.
The existing practices of the majority of the respondents were
to prepare the module using laptop, distribute it by picking up in the
school and return the module in the designated place in the school
with a five page module requiring 11.72 hours. The effectiveness of
the PracMobApp in terms of functionality, usability, reliability,
performance and extensibility revealed a Very Acceptable rating both
for the teachers and the students. For the PracMobApp, the time used
for typing and editing, and time to send and retrieve a five page
module was 4.38 hours. This provided a saving in the time by a mean
63.65% reflective to the savings in the cost to prepare, distribute and
retrieve the modules.
Paired t Test revealed that there is a significant average
difference between total time (hours) to prepare, distribute, and
retrieve between the existing method and the Practical Mobile
Application at t =10.564 and p < 0.000. On the average, the total time
of preparation for existing method is 8.404 hours higher than the
Practical Mobile Application at 95% CI [6.6531,10.1549].
Generally, the PracMobApp is a more economical method than
that of the existing method.
Keywords—Module Preparation; PracMobApp; Time Save
I. INTRODUCTION
Module distribution and retrieval is a challenge to
schools this pandemic period. San Juan City Division cited
three concerns on this matter: lack of printed modules;
majority of parents did not follow their assigned schedule in
getting and retrieving modules, teachers went back and forth,
huge health risk; and late delivery of modules from service
providers, caused stress to teachers.
In the local setting, experience on lack of printing
materials and time to produce unavailable Learning Activity
Sheets/ Self Learning Materials (LAS/SLM) opted to
distribution of learning materials through messenger. The
major difficulty encountered is due to lot or bulkiness of
messages covering essential files and announcements or
instructions causing submitted output online not to be seen, or
being unchecked, or unrecorded. These situations lead the
researchers to empathize and look for innovations that could
provide alternative solutions to the problems, hence, this
Practical Mobile Applications (PracMob App) for Learning
Modules Distribution and Retrieval (LMDR). This PracMob
App for Learning Modules Distribution and Retrieval is
envisioned to increase convenience in distribution of
LAS/SLM, address the reduction in the time, materials and
cost inputs, and to be able to motivate SHS STEM students to
perform tasks and improve performance level. The positive
results of this action research could be cascaded to the entire
school and other schools in the Region and the Country.
II. METHODOLOGY
The study employs the quasi-experimental design to the
Senior High School Teachers at PGCHS, Polangui, Albay, and
to the randomly selected ten (10) teachers, and (114) Grade 11
and (83) Grade 12 of SHS STEM students for SHS STEM
subject as respondents for the distribution and retrieval. The
existing methods and processes in the distribution and
retrieval was used the control in this study. The treatment was
the innovated practical mobile application using Kotobee
Author.
A. Locale of the study and Respondents
The study was conducted at the Polangui General
Comprehensive High School situated at Polangui, Albay under
the Basic Education Program of the Department of Education.
Out of the total SHS STEM teachers, ten (10) faculty was
selected as participant and respondents of the research. (114)
Grade 11 and (83) Grade 12 of SHS STEM students as sample
for the distribution and retrieval of the learning modules. The
total number of students in a section assigned to the teachers
constitute as the sample of the study for the distribution and
retrieval.
The existing socio-demographic data of the faculty and
students based on available records in the school were used as
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input of the study as baseline for the type of hardware and To determine the significant difference in the time and
software being used by the faculty and students. material inputs between the existing methods and the
innovative e-technique in the preparation, distribution and
B. Existing Method in the Distribution and Retrieval of retrieval of learning modules, the Paired Samples t Test as a
LAS/SLM parametric test was employed. The purpose of the test is to
determine whether there is statistical evidence that the mean
The template is used to format your paper and style the text. difference between paired observations is significantly
All margins, column widths, line spaces, and text fonts are
different from zero.
prescribed; please do not alter them. You may note
peculiarities. For example, the head margin in this template
measures proportionately more than is customary. This III. RESULTS AND DISCUSSION
measurement and others are deliberate, using specifications
that anticipate your paper as one part of the entire proceedings, The results of the study include the existing methods and
and not as an independent document. Please do not revise any practices in the distribution and retrieval of learning modules
of the current designations. for SHS STEM students in PGCHS and evaluation of these
A questionnaire was prepared to benchmark on the existing methods in terms of the required time and material inputs, the
methods being used by the teacher in the distribution and identification of the practical mobile application employed in
retrieval (DR) of learning modules. This questionnaire in the mode of distributing and retrieving learning modules that
google form was administered to all faculty of PGCHS. Out of influenced the time and materials input, and costs, the
the total faculty, ten (10) SHS STEM teachers were selected effectiveness of the practical mobile application in the
for the documentation of the time and motion, inputs, and cost distribution and retrieval of learning modules in terms of
used for the different activities anchored to the distribution and functionality, usability, reliability, performance and
retrieval. All the data gathered were recorded in the research extensibility, and the significant difference in the time and
logbook. material inputs between the existing methods and the practical
A separate questionnaire for the students was prepared to mobile application in the distribution and retrieval of learning
document on what is done to the distributed module as to the modules:
time and motion, inputs, and cost used for the different
activities to include getting, responding and returning the A. Existing Methods and Practices in the Distribution and
learning modules to the teacher by the students. Retrieval of Learning Modules
The data gathered served as the benchmark information on
the existing methods and validate the problems as basis for the TABLE I. MODE OF PREPARING THE MODULE
empathy with the teacher and students. The data were tabulated
Mode of Preparing the Number of Respondents Percentage
and analyzed particular to the time and inputs required and Module
serve as the control of the action research. The costs shall be Using Microsoft word in 8 80%
computed for comparison. Laptop
Using Microsoft Word in 2 20%
Desktop
C. Innovation of the Practical Mobile Application
(PracMobApp 1.0) The Table 1 shows the mode of preparing the module of
ten (10) respondents: eight (8) teachers representing 80% of
The identification of the Mobile App being used for the
the respondents were using Microsoft word in Laptop, and two
distribution and retrieval of learning modules was explored.
(2) faculty representing 20% were using Microsoft word in
The use of this Mobile App was tried to document the time
Desktop. In the mode of preparing module, using of Microsoft
and material inputs. The criteria used in the selection include
word in Laptop had the highest respondents.
applicability to the objective of streamlining the distribution
and retrieval of SLM/LAS, low cost, and with less inputs and TABLE II. MODE OF DISTRIBUTION OF THE MODULE
materials needed. Immersion to the protocols and processes
Mode of Distribution the Number of Percentage
(protocess) was done by the researchers and apply it this 3 rd
Module Respondents
quarter rating period. house to house 0 0%
Setting a place to distribute 1 10%
Pick-up in the residence of 0 0%
D. Innovation of the Practical Mobile Application the teacher
(PracMobApp 1.0) Pick-up in the designated 9 90%
room in the school
Data gathered were analyzed and treated using descriptive
and inferential statistics to include frequency, mean, standard
deviation and the Paired Samples t Test. The Table II shows the mode of distribution of module of
10 respondents: 1 representing 10% of the respondents set a

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place to distribute; 9 representing 90%picked-up the modules
in the designated room in the school. Other modes such as 2) User Design
house to house and pick-up in the residence of the teacher has Also known as the Functional Design Stage, this stage
0 representing 0% of the respondents. The mode of used workshops to model the system’s data and process
distribution of module, pick-up in the designated room in the and to build a working prototype of critical system
school had the highest respondents. components. There are two types of designs; Hardware Design
and Software Design .[2] In this phase the objectives of the
TABLE III. MODE OF RETRIEVAL OF THE MODULE system collaborate strongly to come up with the design of the
Mode of Retrieval of Module Number of Percentage system. The researcher develops first a story board that
Respondents represents the system process. Also, the proponents decide in
Pick-up from the house of 0 0% this phase what software to use in creating the design of the
students
system that will comprise its functional state.
Setting a place outside the 0 0%
school to submit the module
Bring module in the residence 1 10% 3) Construction
of the teacher Also known as the Development Stage, this stage
Return in the designated room 8 80% completes the construction of the physical application system,
in the school
Other modes or combination of 1 10%
builds the conversion system, and develops user aids and
the above modes implementation work plans. .[2] In this phase, the researcher
creates the interface into an actual code. The programs are
The Table III shows the mode of retrieval of module of code and test to generate a system will operate at an
10 respondents: 1 or 10% of the respondents revealed that acceptable level of performance. The researcher use Kotobee
students brought the module in the residence of the teacher, Author, Kotobee Reader, Facebook Mesenger, and Google
and also 1 or 10 % for other modes or its combination. The 8 Drive.
teachers or 80% of the respondents revealed that the students
return the modules in the designated room in the school. Other 4) Cut-over
modes in returning the module were not used by the students Also known as the Deployment Stage, this stage includes
to include pick-up from the house of students and setting a final user testing and training, data conversion, and the
place outside the school to submit the module with 0 of the implementation of the application system .[2] This last phase
respondents. For the mode of retrieval of module, returning in includes the program testing and debugging. The researcher
the designated room in the school had the highest number of test and demonstrate on how to use the system is use. Also, in
respondents. this phase the researchers find a particular evaluator to
evaluate the system and the feedback of the evaluator is use
B. Practical Mobile Application for some revisions of the system.
The researcher adopted the methods of Rapid Application
Development (RAD) by James Martin in the year 1991 in the C. Effectiveness of Practical Mobile Application
website of selects [1] wherein it has a systematic procedure that The following tables show the results of the evaluation
would perform in all the phases. The RAD involves four conducted. It was done to know the feedbacks of the possible
phases these are requirements planning, user design, and users of the system.
construction and cut-over.
TABLE IV. OVERALL RATING SUMMARY OF STUDENTS FOR
PRACTICAL MOBILE APPLICATION FOR LEARNING MODULES
DISTRIBUTION AND RETRIEVAL IN PGCHS FOR SHS STEM
STUDENTS
Criteria Average Weighted Mean Interpretation
Functionality 3.6810 Very Acceptable
Usability 3.6447 Very Acceptable
Fig. 1. RAD Model Reliability 3.5609 Very Acceptable
Performance 3.6231 Very Acceptable
1) Requirements Planning Extensibility 3.6650 Very Acceptable
Final Rating 3.6349 Very Acceptable
Also known as the Concept Definition Stage, this stage
defines the business functions and data subject areas that the
The Table IV shows the Overall rating summary of
system would support and determines the system’s scope.[2]
students for Practical Mobile Application for Learning
The researcher gathers, collect and analyzed the requirements
Modules Distribution and Retrieval in PGCHS for SHS STEM
needed for the study.
students from (114) Grade 11 and (83) Grade 12 of SHS

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STEM students for SHS STEM subject of Polangui General
Comprehensive High School randomly selected who evaluated
the system. As shown in the table, the evaluators rated the
system 3.6349 in terms of Functionality 3.6810, Usability
3.6447, Reliability 3.5609, Performance 3.6231, and
Extensibility 3.6650 which shows that the system is “Very
Acceptable”.
TABLE V. OVERALL RATING SUMMARY OF TEACHERS FOR
PRACTICAL MOBILE APPLICATION FOR LEARNING MODULES
DISTRIBUTION AND RETRIEVAL IN PGCHS FOR SHS STEM
STUDENTS
Criteria Average Weighted Mean Interpretation
Functionality 4.1333 Very Acceptable
Usability 3.9400 Very Acceptable
Reliability 4.0750 Very Acceptable
Performance 4.1000 Very Acceptable
Extensibility 4.0200 Very Acceptable
Final Rating 4.0537 Very Acceptable
The Table V shows the Overall rating summary of
teachers for Practical Mobile Application for Learning
Modules Distribution and Retrieval in PGCHS for SHS STEM
students from randomly selected ten (10) teachers of Polangui
General Comprehensive High School who evaluated the
system. As shown in the table, the evaluators rated the system
4.0537 in terms of Functionality 4.1333, Usability 3.9400,
Reliability 4.0750, Performance 4.1000, and Extensibility
4.0200 which shows that the system is “Very Acceptable”.
IV. CONCLUSION AND RECOMMENDATIONS
The conclusions and recommendations of the study are
presented below:
A. Conclusions
The following conclusions were derived from the study:
1. That majority of the respondents used laptop and
Microsoft word in preparing the module.
2. That most of the respondent’s mode of distribution
and retrieval of the modules is by picking it up in the
designated room in the school.
3. The effectiveness of the PracMobApp in terms of
functionality, usability, reliability, performance and
extensibility revealed a very acceptable rating both
for the teachers and the students.
4. There is a significant average difference between
total time in hours to prepare, distribute, and retrieve
between the existing method and the Practical Mobile
Application as revealed by Paired t Test.
5. The PracMobApp is lesser in cost in preparing,
distributing and retrieving the modules than the
existing method.
B. Recommendations
To address the observed gaps, and for the furtherance
on the utilization of the results of the study, the following are
recommended:
1. Conduct a pilot testing on the use of this practical
mobile application at PGCHS, Polangui, Albay;
2. Prepare a manual of operation for the PracMobApp
use;
3. Monitor the constant change in the technology
protocols and cost in using the practical mobile app
for proactivity and agility; and
4. Explore other modes that would lower the cost
relative to this teaching requirement.
ACKNOWLEDGMENT
The researcher would like to express his special thanks
of gratitude to the following people whose valuable assistance,
professional supervision, and encouragement and moral
support helped in the completion of this study.
Dr. Alicia R. Lim, Mrs. Elsa E. Rabano, and Mr.
Randy M. Taduran, Principal and two assistant principals,
respectively of Polangui General Comprehensive High School,
for their invaluable supervision and advice which greatly helps
the researcher to complete this research work.
To the Teaching personnel and SHS STEM Students,
who evaluated my Research.
Dr. Sancita Penarubia, CID Chief of SDO-Albay for
giving his insight about doing my Action Research.
Mrs. Nanet B. Kapitbahay, Public Schools District
Supervisor, Polangui North District, for the endorsement to
conduct this study, and to Schools Division Superintendent,
Norma B. Samantela, CESO VI for the permission granted
to conduct the study.
To his special someone, Maryrose L. Reyes who
inspired the researcher in doing the study and for her
assistance in writing the manuscript.
To his siblings, Armae Jane M. Malinis-Salas and
Alfred John M. Malinis, for helping the researcher in
computing and interpreting the data of his study.
To his parents, Arnulfo P. Malinis and Noemi M.
Malinis, for the unconditional love and financial support that
they provided.
And above all, to our Almighty Father for giving him
the continual strength and blessings throughout the duration of
the study.
REFERENCES
[1] “What is Rapid Application Development? (RAD)”, Select Business
Solutions, Inc., 1988. http://www.selectbs.com/analysis-and-
design/what-is-rapid- application-development (November 7,
2018)
[2] Chesiyna, “The rad methodology has four major stages I the”,
Course Hero, Inc, 2017, 47.
https://www.coursehero.com/file/p158hhu/The-RAD-methodology-has-
four-major-stages-i-The-concept-definition-stage/ (November 7, 2018)
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