Gas Rules!: An Electronic Strategic Intervention Material for Online Learning: Students’ Conceptual Understanding and Perceptions

Authors

  • Celso Navarro Bachelor of Secondary Science Education Department, College of Teacher Education, Cebu Normal University, Cebu City
  • Angelica Torrefranca Bachelor of Secondary Science Education Department, College of Teacher Education, Cebu Normal University, Cebu City
  • Recson Mangolare Bachelor of Secondary Science Education Department, College of Teacher Education, Cebu Normal University, Cebu City
  • John Rey Celades Bachelor of Secondary Science Education Department, College of Teacher Education, Cebu Normal University, Cebu City
  • Rex Vincent Mabuting Bachelor of Secondary Science Education Department, College of Teacher Education, Cebu Normal University, Cebu City
  • John Tugao Bachelor of Secondary Science Education Department, College of Teacher Education, Cebu Normal University, Cebu City
  • Jeffer Jay Ybañez Bachelor of Secondary Science Education Department, College of Teacher Education, Cebu Normal University, Cebu City
  • Marchee Picardal Science Education Department, College of Teacher Education, Cebu Normal University, Cebu City https://orcid.org/0000-0002-7257-6776
  • Joje Mar Sanchez Science Education Department, College of Teacher Education, Cebu Normal University, Cebu City https://orcid.org/0000-0002-2224-0190

DOI:

https://doi.org/10.26534/kimika.v34i1.47-56

Keywords:

Conceptual understanding, Electronic strategic intervention material, Ideal gas laws

Abstract

This study investigated the effectiveness of the electronic strategic intervention material Gas Rules! in teaching Ideal Gas Laws to grade 10 students. A quasi-experimental design was used, with 15 participants in a control group exposed to a modular approach and 15 in an experimental group exposed to the E-SIM. The instruments used for data collection were an entry/exit test and a perceptions questionnaire. Descriptive statistics and non-parametric tests were used for data analysis. Results showed that the modular approach and E-SIM effectively improved students' conceptual understanding of gas laws. However, the E-SIM enhanced students' conceptual understanding more effectively than modules. Additionally, students had positive perceptions of the E-SIM, and there was a significant correlation between their perceptions and conceptual understanding. The study concluded that the Gas Rules! E-SIM is an effective and superior tool for teaching gas laws to grade 10 students in basic education. Future research could investigate the impact of E-SIMs on students with different learning styles and abilities.

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Published

2023-06-13

How to Cite

Navarro, C., Torrefranca, A., Mangolare, R., Celades, J. R., Mabuting, R. V., Tugao, J., … Sanchez, J. M. (2023). Gas Rules!: An Electronic Strategic Intervention Material for Online Learning: Students’ Conceptual Understanding and Perceptions. KIMIKA, 34(1), 47–56. https://doi.org/10.26534/kimika.v34i1.47-56

Issue

Vol. 34 No. 1 (2023)

Section

Chemistry Education

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