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?


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

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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.
Cañidoza (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 ComputerAided 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 Cañidoza 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
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
Cañidoza, 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/
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/
Physics related Photo images (2014, Dec 2) Yahoo Search. Retrieved From the Website
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_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
Students’feedback
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
Intervention Program Using
EIM
Posttest