introduction quality education is needed for the prosperity of any country. the more educated the...

INTRODUCTION Quality education is needed for the prosperity of any country. The more educated the people living in that country, the greater the development in their economy. In the Republic Act 10533, it is stated that: The State shall give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards, broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment and make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource.

This statement of the law clearly shows how important education is for the student to acquire regardless of his academic and mastery level. An education for all system is not only for students with high intellectual quotient but also lowly ones. ICT can be broadly defined as any tool or processes, educational technology which traditionally involved books, writing materials, blackboards, any educational material. It also includes computers and ancillary equipment that can calculate and record data and can present communications in different media. Within this context the researcher aimed to develop EIM that could answer the difficulties related to students skills and competencies, an intervention material that will cover the objectives in Mechanics.

Statement of the Problem This study attempted to develop and validate EIM in Mechanics for fourth year students of San Jose National High School, Division of Antipolo City during the school year 2014 2015. More specifically, it sought answers to the following questions: 1. What are the first five least mastered in Mechanics of fourth year students based on the NAT result during the school year 2013 2014 which can be developed into EIM?

2. What is the evaluation of the teachers and the student respondents on the developed EIM in terms of the following criteria? Clarity Suitability Comprehensibility Usefulness Congruency Time Bound 3. Is there a significant difference between the evaluations of the teachers and the student respondents on the developed EIM in Mechanics?

4. What is the performance of the students in the pretest and posttest when taught using the EIM in Mechanics? 5. Is there a significant difference of between the pretest and posttest mean scores of the students? 6. What suggestions are offered by the teachers and the student respondents to further improve the EIM?

CONCEPTUAL FRAMEWORK Related Literature. Mechanics as a field of Physics plays an important role in explaining events happening in our daily life. But some students consider Physics as a subject which is hard to understand thus, they sometimes fail in the subject. This is the reason why teachers create so many intervention materials, instructional materials, modules and learning kits just to make the subject matter easy to be understood by the student.

According to Casinto (2010), learning to be effective requires the ability of the teacher to arouse and sustain the interest of the students. He needs to motivate the students in order to produce a better teaching and learning process. In the same manner, Wistrom (2012) stated that Mobile learning has a big effect on education. Educators should capitalize on this by using technologies in non - traditional ways of teaching. Apple, BlackBerry, Google, Palm and others have their own 'app stores' for cell phones.

2. Review of Related Studies. Various research studies have been reviewed by the researcher. These are presented hereunder. Espiritu Santo (2010) conducted that a study entitled, Computer-Based Module in Selected Topics in Microsoft Access to be used as instructional materials in teaching ICT. The finding showed that the developed program helped the learners and the teachers in making a harmonious teaching and learning process inside the classroom. The study of Espiritu Santo is similar to the present study since it also dealt with developing materials that could help the students. The two studies differ in subject matter since the former study dealt with instructional materials for the topics in Microsoft access using Microsoft OS while the present study dealt with Electronic Intervention Materials with topics in Mechanics using Andriod OS from Jelly bean to Kitkat.

Caidoza (2010) had conducted a study entitled, Computer-Aided Instructional Module on the Selected Topics in Ecological Science. It covered variables such as objectives, contents, activities, workability, applicability, user-friendliness, modification, accuracy, completeness and appropriateness. The result of the study disclosed that the students and educators Highly Agreed in their evaluation and assessment of the developed Computer- Aided Instructional (CAI) module on the selected topics in Ecological Science. On the evaluation of the developed Computer Aided Instructional module of the two groups of respondents, it was revealed that their evaluations did not differ in the aforementioned variables. The previous study is similar to the present study in terms of purpose. The two studies differ in the subject used. The study of Caidoza dealt with Ecological Science utilizing Microsoft OS while the present study used Android OS in developing electronic materials in Mechanics of Physics.

Conceptual Model of the Study Figure. 1 Conceptual Model of Evaluation of the Electronic Intervention Materials in Mechanics.

Figure. 2Conceptual Model for the Validation of the Electronic intervention Materials in Mechanics

Hypotheses of the Study The two hypotheses pursued in their study are, as follows: 1. There is no significant difference between the evaluation of the students and the teacher respondents on the developed Electronic Intervention Materials in Mechanics in terms of clarity, suitability, comprehensibility, usefulness, congruency and time bound. 2. There is no significant difference between scores of the pretest and posttest of the students who used the Electronic Intervention Material.

RESEARCH DESIGN One research design used by the researcher is the descriptive survey. According to Burke et. al. (2010) descriptive research design is concerned with the prevailing situation, current practices and contemporary events. This descriptive study was used by the researcher in this study to attain the desired evaluation of the acceptability of the EIM. Another research design used by the researcher is the pre experimental design, one group pretest posttest design. Campbell (2015) stated that one group pretest posttest design is better than a case study design.

Sources of Data This study was conducted in San Jose National High School. The data were obtained from the 36 fourth year students who excelled in Science and Tech. Engineering and Mathematics program handled by the researcher, 23 science teachers and three professors from Marikina Polytechnic College.

Data Gathering Procedure The researcher first browsed the results of the National Achievement Test of San Jose National Achievement Test. Then the researcher identified the five least mastered skills from the ranked list. The researcher used several computer open source programs in order to make a server where data from the EIM will be projected in cell phones. The researcher developed a questionnaire for the students, and the teacher respondents to answer. The questionnaire was first validated by ten experts.

The researcher first secured permission from the Schools Division Superintendent of the Division of Antipolo, and then sought the permission of the Principal of San Jose National High School before administering the questionnaire. The researcher met the teachers and presented the developed EIM. The researcher personally administered the questionnaires for the respondents. The student respondents were given one week to go over the EIM before evaluating them. The pre-test was administered to the students before the utilization of the EIM. The actual conducting of the lesson lasted for five days where all five EIMs were used, after which the researcher administered the post test to the students.

Data Gathering Instrument One of the tools used in the gathering of data was the questionnaires which had been developed by the researcher, critiqued by his research adviser, and validated by ten experts. Another tool used in gathering the data was the developed test the pretest and post test based on the topics used in the EIM.

Statistical Treatment of Data Ranking. This was used to determine the order of the least mastered skills in Mechanics of Science and Tech IV based on the NAT results. Weighted Mean. This was used to get the perceptions of the respondents on the developed Electronic Intervention Materials.

The following are the verbal interpretations of the scale used to evaluate the perception of the respondents. Responses to the evaluation items were based on Likert scale.

t-test. This was used to find out the significant difference between the evaluations of the two groups of evaluators on the developed Electronic Intervention Materials and also, to find out the significant difference between the mean scores of the pre-test and post test of the students who used the EIM.

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Critical value: 2.00 two tailed test, degrees of freedom: 60, and level of significance: 0.05. The data in the table reflect that the computed t value for all variables, namely: clarity, 1.03; suitability, 0.27; comprehensibility, 0.13; usefulness, 0.87; congruency, 0.96; and time bound, 1.18, are all lesser than the critical t-value of 2.00 under two tailed test at a level of significance of 0.05, 60 degrees of freedom. Therefore, the null hypothesis that there is no significant difference between the evaluations of the students and the teacher respondents on the developed Electronic Intervention Materials in Mechanics in terms of clarity, suitability, comprehensibility, usefulness, congruency and time bound is accepted.

The table shows that there is a significant difference between the pretest and post test mean scores since the absolute value of the computed t value is 13.23 greater than the critical value of 2.030 with a level of significance equal to 0.05 under two tailed test. Therefore the hypothesis that. There is no significant difference between the scores of the pretest and posttest of the students who used the Electronic Intervention Material is rejected. It can be said that the students performed better when they were taught using EIM.

The following are the suggestions of the students and the teacher respondents to further improve the developed EIM. Suggestions: 1. Request for LGUs and NGUs that could support the students to have a smart phone. 2. Test the material in a larger group of students and in a low performing group of students. 3. Make the presentations, animation and graphic resolution more organized.

CONCLUSIONS AND RECOMMENDATIONS Conclusions Based on the findings of the study, the following conclusions were drawn: 1. EIM could be developed based on the least mastered skills of fourth year students based on the NAT. 2. The developed EIMs are acceptable to the students and teachers. 3. Students can learn better using the EIM. 4. The developed EIM is effective

Recommendations In view of the findings and conclusion, the following recommendations are hereby proposed: 1. Teachers should be encouraged and trained to develop more electronic intervention materials for their students. 2. The school administrators should provide support in any means to the interested teachers in the development of electronic intervention materials.

BIBLIOGRPHY Books Casinto, Cardo Domingo C. (2010) Handbook on Principles of Teaching I First Edition. Rex Bookstore, Inc. Articles/ Journal Functional Literacy for Youth (dated July 16, 2013) Phillipines Star p.A4 DepEd Memo 225 s 2009 Unpublished Theses Caidoza, Abelardo B. (2010). Computer Aided Instructional Module on Selected Topics in Ecological Science. A Thesis. University of Rizal System, Morong Rizal. Espiritu Santo, Glenn L. (2010). Computer Based Module in Selected Topics in Microsoft Access. A Thesis. University of Rizal System, Morong Rizal.

INTERNET SOURCES Appsgeyser (2014, August 17) Create your own application. Retrieved from the Website. Appsgeyser.com: http://www.appsgeyser.com/create/quiz/http://www.appsgeyser.com/create/quiz/ Official Gazette. (2014, August 16). K 12 Curriculum, R.A. 10533. Retrieved from the Official Gazette Website: http://www.gov.ph/2013/05/15/republic-act-no-10533/http://www.gov.ph/2013/05/15/republic-act-no-10533/ Physics related Photo images (2014, Dec 2) Yahoo Search. Retrieved From the Website Yahoo.com: http://ph.images.search.yahoo.com.http://ph.images.search.yahoo.com Physics related videos (2014, December 2) Youtube. Retrived From the Website Yoube.com: https://www.youtube.com/results?search_query=physics. Wikipedia (2014, December 2) Definition of terms related to Physics. Retrieved from the website Wikipedia.org: http://en.wikipedia.org/wiki/Main_Pagehttp://en.wikipedia.org/wiki/Main_Page Wistrom, E. (2012). How Cell Phones can be Classroom Learning Tools. Retrieved December 2, 2014 from the Website Bright hub Education: www. brighthub_education.

Parts and System of EIM Topic ( Subject) Guide Card ( PPT) Three Activities Assessment Card Enrichment (APK)

Guide Card Topic and Objective Discussion and Basic Application

Activity Video Support Activity and Comment Box

Activity Comments Dashboard control System

Assessment Log In System and Assessment Comment and Feedbacking System

Assessment Quiz Dashboard System Test Result and Studentsfeedback

Enrichment Downloadable Interactive topic based Game (APK) Feedback and Reply System

Picture Evidences Presentation of EIM of the Science Teacher of San Jose NHS Evaluation of EIM

Presentation of EIM to Students Evaluation of Students

Pretest Intervention Program Using EIM

Posttest Intervention Program Using EIM

introduction quality education is needed for the prosperity of any country. the more educated the...

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