Digitalized Modules Through Kotobee Application: A Teaching Intervention on Improving Pupils’ Performance Level in Science Subject

Abstract

Accessible lesson inputs serve as motivation and basis for grasping science concepts, especially in online classes. Pupils fail to review these teacher-given inputs in blended modular and synchronous settings. This study sought to determine the effectiveness of digitalizing modules through Kotobee Author and Reader application on pupils’ performance level in science. Using a quantitative approach and a one-group pretest-posttest design, twenty-six (26) Grade 4 pupils of Jimenez Central School (JCS) enrolled in the school year 2020-2021 participated in the study The Division evaluated and validated Science quarterly assessment was used as the instrument for this study. Utilizing statistical tools such as Actual Mean, Hypothetical Mean, the z-test, and the t-test, the instrument's data were analyzed and interpreted. Results of the study showed the following: (1) the performance level of the pupils before the intervention did not meet expectations, (2) the performance level of the pupils after the intervention was satisfactory, and (3) there was an improvement in the pupils’ performance level in science when Kotobee-digitalized modules were used. The researchers recommend the following: (1) teachers could conduct a follow-up study to improve pupils’ academic performance level in other subject areas, (2) teachers could initiate a similar study on pupils from other grade levels, and (3) researchers could determine the perceptions of pupils, teachers and parents in the utilization of the Kotobee Author and Reader application.