Development Evaluation, and Acceptability of Instructional Mechanics and Waves

Development Evaluation, and Acceptability of Instructional Mechanics and Waves

Melajen G. Gabasa
https://orcid.org/0009-0006-5680-8633
melajen.gabasa@gsu.edu.ph
Guimaras State University
McLain, Buenavista, Guimaras, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/998199

ABSTRACT

This study utilized a developmental research design to develop, evaluate, and determine the acceptability of an instructional module in Mechanics and Waves for tertiary learners at Guimaras State University during the second semester of School Year 2024–2025. The study was anchored on the Input–Process–Output (IPO) model and employed the Analyze–Design–Development–Implementation–Evaluation (ADDIE) framework as the primary methodological and instructional design approach. The module lessons were structured using the 5As pedagogical approach (Activity, Analysis, Abstraction, Application, and Assessment) to ensure a systematic, learner-centered, and outcomes-based instructional sequence aligned with the course syllabus. The development process involved syllabus analysis, instructional design, content development, and iterative validation. The module underwent preliminary evaluation by the University’s Instructional Materials Development Office, followed by validation from two professional illustrators and five external science experts. For implementation and evaluation, the module was assessed by faculty members and students who had taken Mechanics and Waves. Data were collected using a validated rating instrument adapted from Mission (2022), which measured objectives, content, organization, instructional presentation, and usefulness. Data analysis employed descriptive statistics, particularly the mean, to determine the level of evaluation and acceptability, and the Mann–Whitney U test to examine significant differences between groups of respondents. All statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS) with a significance level set at 0.05. Results revealed that the instructional module obtained an overall mean of 4.66 (Outstanding), indicating high alignment, clarity, and relevance to the Desired Learning Outcomes. In terms of acceptability, the module achieved an overall mean of 4.85 (Very Highly Acceptable), demonstrating that it is well-structured, comprehensive, and suitable for classroom use. Inferential analysis showed no significant difference in the evaluation results when grouped according to type of evaluator (U = 1.500; p = 0.171) and no significant difference in acceptability when grouped according to teachers and students (U = 406.500; p = 0.412). The study concludes that the developed instructional module in Mechanics and Waves is valid, reliable, and highly acceptable for instructional implementation. It is recommended that the module be adopted in tertiary physics instruction and continuously enhanced through feedback and innovation to sustain its effectiveness in improving student learning outcomes.

Keywords: instructional module, Mechanics and Waves, ADDIE model, evaluation, acceptability

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