Supplemental Digital Learning Resource for Environmental Science: A Quasi-Experimental Study
Keywords:
Development and Validation, Environmental Science, Quasi-Experimental Study, Supplemental Digital Learning Resource
Abstract
Purpose of the study: This study aimed to develop and validate a supplemental digital learning resource in Environmental Science and to examine its classroom use as a support material for improving students’ understanding of selected competencies.
Methodology: The study employed a quasi-experimental pretest-posttest design with control and experimental groups. A total of 174 senior high school students from four intact sections at a single school in the Bicol Region, Philippines, participated in the study. Two sections were assigned to the experimental group and two to the control group. The supplemental digital learning resource was developed using the ADDIE model and informed by elements of the 7E learning cycle in structuring learning activities. Prior achievement data were used to identify the least-mastered competencies, which served as the basis for the module's content. Data were analyzed using the weighted mean and the paired t-test.
Main Findings: The developed supplemental digital learning resource obtained an overall weighted mean of 4.80, interpreted as Very Much Valid. Results also showed that both the control and experimental groups significantly improved from pretest to posttest. However, the experimental group obtained a higher posttest mean and a greater mean gain than the control group, suggesting that the supplemental digital learning resource may have provided additional instructional support for learning Environmental Science.
Novelty/Originality of this study: The study contributes a competency-based supplemental digital learning resource in Environmental Science designed to address least-mastered competencies and support flexible and blended learning.
References
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[28] R. Besa, J. D. Surbano, and N. Lasala Jr., “Effectiveness of traditional Filipino games on senior high school students’ conceptual understanding of physics,” Diversitas Journal, vol. 10, no. 3, pp. 1269–1288, 2025, doi: 10.48017/dj.v10i3.3510.
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[34] E. Anzures, “Validation and effectiveness of developed learning materials: Basis for enhancement,” Psychology and Education: A Multidisciplinary Journal, vol. 6, no. 6, pp. 529–534, 2022, doi: 10.5281/zenodo.7489454.
[35] P. G. Bercasio, N. L. Lasala Jr, and R. Dio, “Speed meets accuracy: Effectiveness of left-to-right method on mental addition and subtraction skills of elementary students,” Journal of Basic Education Research, vol. 6, no. 2, pp. 184–196, 2025, doi: 10.37251/jber.v6i2.1735.\
[36] J. A. H. Dichoso, L. D. D. Reyes, I. Feolino, and N. J. Lasala, “Effects of Electronic Strategic Intervention Material on Elementary Students’ Motivation in Learning Plant and Animal Cells”, J. Bs. Edu. R, vol. 7, no. 1, pp. 17-28, Jan. 2026.
[37] N. J. Lasala, “EDUTainment: Effectiveness of game-based activities in teaching ecosystem topics,” Recoletos Multidisciplinary Research Journal, vol. 11, no. 2, pp. 69–83, 2023, doi: 10.32871/rmrj2311.02.07.
[38] B. F. Mijares III, “Development and validation of a supplementary learning material in earth science,” Cosmos: An International Journal of Art & Higher Education: A Refereed Research Journal, vol. 12, no. 1, pp. 56–76, 2023, doi: 10.46360/cosmos.ahe.520231005.
[39] S. K. Malik, “Effects of modular approach on the academic achievement of students in Pakistan studies at secondary level,” Elixir Social Studies, vol. 43, pp. 6738–6745, 2012.
[40] A. E. O. Esu, I. O. Enukoha, and G. U. Umoren, Curriculum Development in Nigeria for Colleges and Universities. Owerri, Nigeria: Whyte and Whyte Publishers, 2004.
[2] S. Pokhrel and R. Chhetri, “A literature review on impact of COVID-19 pandemic on teaching and learning,” Higher Education for the Future, vol. 8, no. 1, pp. 133–141, 2021, doi: 10.1177/2347631120983481.
[3] N. Jr. Lasala, “Development and validation of E-SelfIMo: E-learning self-directed interactive module in earth science,” Recoletos Multidisciplinary Research Journal, vol. 11, no. 1, pp. 85–101, 2023, doi: 10.32871/rmrj2311.01.07.
[4] J. J. B. Joaquin, H. T. Biana, and M. A. Dacela, “The Philippine higher education sector in the time of COVID-19,” Frontiers in Education, vol. 5, Art. no. 576371, 2020, doi: 10.3389/feduc.2020.576371.
[5] J. Mateo, “CHED: Flexible learning to stay even after pandemic,” The Philippine Star, May 23, 2021. [Online]. Available: https://www.philstar.com/headlines/2021/05/23/2100234/ched-flexible-learning-stay-even-after-pandemic.
[6] Commission on Higher Education, “CMO No. 4, s. 2020: Guidelines on the implementation of flexible learning,” 2020. [Online]. Available: https://chedro3.ched.gov.ph/wp-content/uploads/2020/10/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-of-Flexible-Learning.pdf.
[7] F. Martin and K. Xie, “Digital transformation in higher education: 7 areas for enhancing digital learning,” EDUCAUSE Review, Sep. 27, 2022. [Online]. Available: https://er.educause.edu/articles/2022/9/digital-transformation-in-higher-education-7-areas-for-enhancing-digital-learning.
[8] D. P. P. Setiyani, F. Ferdianto, and S. H. Fauji, “Designing a digital teaching module based on mathematical communication in relation and function,” Journal on Mathematics Education, vol. 11, no. 2, pp. 223–236, 2020, doi: 10.22342/jme.11.2.7320.223-236.
[9] E. E. Rotas and M. B. Cahapay, “Difficulties in remote learning: Voices of Philippine university students in the wake of COVID-19 crisis,” Asian Journal of Distance Education, vol. 15, no. 2, 2020.
[10] M. Lynch, “5 advantages and 5 disadvantages of e-learning,” The Tech Edvocate, Sep. 24, 2020. [Online]. Available: https://www.thetechedvocate.org/5-advantages-and-5-disadvantages-of-e-learning/.
[11] F. T. Dayagbil, D. R. Palompon, L. L. Garcia, and M. M. J. Olvido, “Teaching and learning continuity amid and beyond the pandemic,” Frontiers in Education, vol. 6, Art. no. 678692, 2021, doi: 10.3389/feduc.2021.678692.
[12] T. S. Alrajeh and B. W. Shindel, “Student engagement and math teachers’ support,” Journal on Mathematics Education, vol. 11, no. 2, pp. 167–180, 2020, doi: 10.22342/jme.11.2.10282.167-180.
[13] J. E. Wijaya, A. Vidianti, and L. Pebriantika, “Needs analysis for the development of e-modules as teaching materials,” Asia Proceedings of Social Sciences, vol. 4, no. 3, pp. 49–51, 2019, doi: 10.31580/apss.v4i3.843.
[14] B. R. Morrison, “Self-directed learning modules for independent learning: IELTS exam preparation,” Studies in Self-Access Learning Journal, vol. 2, no. 2, pp. 51–67, 2011.
[15] Candia, R., Glomar , G., Joven , C., & Lasala, N. J. (2025). Home-Based learning activities (H-BLA) In teaching physics topics for elementary school students. Journal of Basic Education Research, 6(2), 168-183. https://doi.org/10.37251/jber.v6i2.1738.
[16] R. J. Gestiada, F. J. Tisoy, and N. Lasala Jr, “The 360˚ view: Contextualized virtual reality tours as innovative teaching tool in ecology for elementary school students,” J. Basic Educ. Res., vol. 6, no. 1, 2025, doi: 10.37251/jberv6i1.1213
[17] B. Thyer, Quasi-Experimental Research Designs. New York, NY, USA: Oxford Univ. Press, 2012.
[18] E. M. Anderman and L. H. Anderman, Classroom Motivation: Linking Research to Teacher Practice, 3rd ed. New York, NY, USA: Routledge, 2020, doi: 10.4324/9781003013600.
[19] R. Kempa, “Concept learning in science: Theoretical issues and empirical studies,” European Journal of Science Education, vol. 8, no. 2, pp. 115–126, 1986, doi: 10.1080/0140528860080202.
[20] N. L. Lasala Jr., “Students’ intrinsic motivation using game-based activities,” DLU Journal of Science, vol. 14, no. 2, pp. 50–70, Mar. 2024, doi: 10.37569/DalatUniversity.14.2.1161
[21] C. Laciste, E. Somoray, and N. J. Lasala, “Enhancing Students’ Understanding of Image Formation in Optics through a Bilingual Electronic Science Module (e-BiSciMo),” Diversitas Journal, vol. 10, no. 4, pp. 1436–1457, Nov. 2025, doi: 10.48017/dj.v10i4.3520.
[22] N. Jr. Lasala, J. Ricafort, and J. Prado, “Effect of E-learning self-directed interactive module (E-SelfIMo) on students’ understanding of earth science concepts,” Diversitas Journal, vol. 10, no. 2, pp. 817–838, 2025, doi: 10.48017/dj.v10i2.3444.
[23] N. Balta and H. Sarac, “The effect of 7E learning cycle on learning in science teaching: A meta-analysis study,” European Journal of Educational Research, vol. 5, no. 2, pp. 61–72, 2016, doi: 10.12973/eu-jer.5.2.61.
[24] [24] F. A. Adesoji and M. I. Idika, “Effects of 7E learning cycle model and case-based learning strategy on secondary school students’ learning outcomes in chemistry,” Journal of the International Society for Teacher Education, vol. 19, no. 1, pp. 7–17, 2015.
[25] K. S. Taber, “The mismatch between assumed prior knowledge and the learner’s conceptions: A typology of learning impediments,” Educational Studies, vol. 27, no. 2, pp. 159–171, 2001, doi: 10.1080/03055690120050392
[26] D. W. Putwain, A. Mallaburn, and T. Held, “Science motivation, academic achievement, career aspirations in early adolescents,” Learning and Individual Differences, vol. 116, Art. no. 102577, 2024, doi: 10.1016/j.lindif.2024.102577
[27] A. C. Jalmasco, J. M. Loberes, and N. J. Lasala, “Interactive story for teaching ecosystem topics using twine application for elementary school students,” Journal of Basic Education Research, vol. 6, no. 2, pp. 66–78, 2025, doi: 10.37251/jber.v6i2.1480.
[28] R. Besa, J. D. Surbano, and N. Lasala Jr., “Effectiveness of traditional Filipino games on senior high school students’ conceptual understanding of physics,” Diversitas Journal, vol. 10, no. 3, pp. 1269–1288, 2025, doi: 10.48017/dj.v10i3.3510.
[29] N. Lasala Jr., "Effects of game-based activities on students' social skills and attitudes toward learning science," Recoletos Multidiscip. Res. J., vol. 12, no. 1, Jun. 2024. doi:10.32871/rmrj2412.01.14.
[30] N. L. Lasala Jr, "Validation of game-based activities in teaching grade 7-biology," Jurnal Pendidikan IPA Indonesia, vol. 11, no. 4, pp. 519–530, 2022.
[31] M. M. Chingos and G. J. Whitehurst, “Choosing blindly: Instructional materials, teacher effectiveness, and the common core,” Brookings Institution, Washington, DC, USA, Apr. 2012. [Online]. Available: https://www.brookings.edu/articles/choosing-blindly-instructional-materials-teacher-effectiveness-and-the-common-core/.
[32] N. Q. Memebrebe and A. Anadia, “Improving student achievement for science in Grade 7 using strategic intervention material,” 2015. [Online]. Available: http://www.iamsed.org/wp-content/uploads/2015/06/Science-Education-and-Teaching.
[33] N. Lasala Jr, J. Prado, N. Doringo, and J. Ricafort, "BEsMART: Board Examinations Mobile Application Reviewer for Pre-Service Science Teachers using Space Repetition and Hypercorrection," Pakistan Journal of Life and Social Sciences, vol. 23, no. 1, pp. 7274–7290, 2025. doi:10.57239/PJLSS-2025-23.1.00564.
[34] E. Anzures, “Validation and effectiveness of developed learning materials: Basis for enhancement,” Psychology and Education: A Multidisciplinary Journal, vol. 6, no. 6, pp. 529–534, 2022, doi: 10.5281/zenodo.7489454.
[35] P. G. Bercasio, N. L. Lasala Jr, and R. Dio, “Speed meets accuracy: Effectiveness of left-to-right method on mental addition and subtraction skills of elementary students,” Journal of Basic Education Research, vol. 6, no. 2, pp. 184–196, 2025, doi: 10.37251/jber.v6i2.1735.\
[36] J. A. H. Dichoso, L. D. D. Reyes, I. Feolino, and N. J. Lasala, “Effects of Electronic Strategic Intervention Material on Elementary Students’ Motivation in Learning Plant and Animal Cells”, J. Bs. Edu. R, vol. 7, no. 1, pp. 17-28, Jan. 2026.
[37] N. J. Lasala, “EDUTainment: Effectiveness of game-based activities in teaching ecosystem topics,” Recoletos Multidisciplinary Research Journal, vol. 11, no. 2, pp. 69–83, 2023, doi: 10.32871/rmrj2311.02.07.
[38] B. F. Mijares III, “Development and validation of a supplementary learning material in earth science,” Cosmos: An International Journal of Art & Higher Education: A Refereed Research Journal, vol. 12, no. 1, pp. 56–76, 2023, doi: 10.46360/cosmos.ahe.520231005.
[39] S. K. Malik, “Effects of modular approach on the academic achievement of students in Pakistan studies at secondary level,” Elixir Social Studies, vol. 43, pp. 6738–6745, 2012.
[40] A. E. O. Esu, I. O. Enukoha, and G. U. Umoren, Curriculum Development in Nigeria for Colleges and Universities. Owerri, Nigeria: Whyte and Whyte Publishers, 2004.
Published
2026-05-13
How to Cite
[1]
M. J. Bolalin, “Supplemental Digital Learning Resource for Environmental Science: A Quasi-Experimental Study”, J. Bs. Edu. R, vol. 7, no. 3, May 2026.
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