Enhancing Students’ Understanding of Image Formation in Optics through a Bilingual Electronic Science Module (e-BiSciMo)
DOI:
https://doi.org/10.48017/dj.v10i4.3520Keywords:
Bilingual Science Instruction, Multimedia Learning, Physics Education, Image Formation, Conceptual understandingAbstract
Many secondary students continue to face conceptual challenges in understanding image formation by mirrors and lenses, often attributed to the topic’s abstract and spatial natur. This study developed and evaluated an electronic-based science module (e-BiSciMo) aligned with the Grade 10 K to 12 Science Competency S10FE-IIg-50. The module was designed to support independent learning using principles of multimedia instruction. A one-group pretest-posttest design involving 40 Grade 10 students was employed to examine changes in conceptual understanding following the implementation of the module. Quantitative data were analyzed using a paired-sample t-test and Cohen’s d. Results showed a statistically significant improvement in post-test scores (p = .0041), with a large effect size (Cohen’s d = 2.25), suggesting a meaningful gain in student performance. Expert validation using the DepEd LRMDS evaluation tool rated the module as “Very Satisfactory” in content, instructional quality, technical aspects, and accuracy. While the study was limited in scope, initial findings indicate the potential value of e-BiSciMo as a supplementary instructional tool in secondary science education.
References
Aikenhead, G. S. (2006). 9. Cross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students. University of Toronto Press EBooks. https://doi.org/10.3138/9781442686267-012
Airey, J. (2012). “I don’t teach language”: The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25, 64–79. https://doi.org/10.1075/aila.25.05air
Blanca, M. J., Alarcón, R., Arnau, J., Bono, R., & Bendayan, R. (2017). Non-normal data: Is ANOVA still a valid option? Psicothema, 29(4), 552–557. https://doi.org/10.7334/psicothema2016.383
Blanca, M. J., Arnau, J., Bono, R., & Bendayan, R. (2023). Non-normal data in repeated measures ANOVA: Impact on Type I error and power. Psicothema, 35(1), 132–139. https://doi.org/10.7334/psicothema2022.239
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press.
Candia, R., Glomar, G., Joven, C., & Lasala Jr, N. (2025). Home-Based Learning Activities (H-BLA) in Teaching Physics Topics for Elementary School Students. https://doi.org/10.37251/jber.v6i2.1738
Clark, R. E., & Mayer, R. E. (2016). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. John Wiley & Sons. https://doi.org/10.1002/9781119239086
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Department of Education (DepEd). (2015). DepEd Order No. 8, s. 2015: Policy guidelines on classroom assessment for the K to 12 Basic Education Program. Department of Education, Philippines.
Department of Education (DepEd). (n.d.). Annex E: Criteria for proficiency/achievement level [Additional requirements]. Department of Education, Philippines. Retrieved from https://www.deped.gov.ph/wp-content/uploads/ANNEX-E_ADDITIONAL-REQUIREMENTS-1.pdf
Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688. https://doi.org/10.1080/09500690305016
Galili, I., & Hazan, A. (2000). Learners’ knowledge in optics: interpretation, structure and analysis. International Journal of Science Education, 22(1), 57–88. https://doi.org/10.1080/095006900290000
Gestiada, R. J., Tisoy, F. J., & Lasala Jr, N. (2025). The 360 view: Contextualized virtual reality tours as innovative teaching tool in ecology for elementary school students. https://doi.org/10.37251/jber.v6i1.1213
Goldberg, F. M., & McDermott, L. C. (1987). An investigation of student understanding of the real image formed by a converging lens or concave mirror. American Journal of Physics, 55(2), 108–119. https://doi.org/10.1119/1.15254
Harlen, W. (2010). The royal society’s report on primary school science. Primary Science, 115, 25-27.
Jalmasco, A. C., Loberes, J. M., & Lasala, N. J. (2025). Interactive story for teaching ecosystem topics using twine application for elementary school students. Journal of Basic Education Research, 6(2), 66-78. https://doi.org/10.37251/jber.v6i2.1480.
Lasala Jr, N. (2023). EDUTainment: Effectiveness of game-based activities in teaching ecosystem topics. Recoletos Multidisciplinary Research Journal, 11 (2), 69–83. https://doi.org/10.32871/rmrj2311.02.07
Lasala Jr, N. L. (2022). Validation of game-based activities in teaching Grade 7-Biology. Jurnal Pendidikan IPA Indonesia, 11(4), 519-530. https://doi.org/10.15294/jpii.v11i4.39185
Lasala Jr, N. L. (2024). STUDENTS ' INTRINSIC MOTIVATION USING GAME-BASED ACTIVITIES. Dalat University Journal of Science, 50-70. https://doi.org/10.37569/DalatUniversity.14.2.1161(2024)
Lasala Jr, N., Prado, J., Doringo, N., & Ricafort, J. (2025a). BEsMART: Board Examinations Mobile Application Reviewer for Pre-Service Science Teachers using Space Repetition and Hypercorrection. Pakistan Journal of Life and Social Sciences, 23 (1), 7274-7290. https://doi.org/10.57239/PJLSS-2025-23.1.00564
Lasala Jr, N., Ricafort, J., & Prado, J. (2025b). Effect of E-learning Self-directed Interactive Module (E-SelfIMo) on Students’ Understanding of Earth Science Concepts
Mayer, R. E. (2005). Cognitive Theory of Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.004
Molenda, M. (2003). In Search of the Elusive ADDIE Model. Performance Improvement, 42, 34-36. https://doi.org/10.1002/pfi.4930420508
Moreno, R., & Mayer, R. (2007). Interactive Multimodal Learning Environments. Educational Psychology Review, 19, 309-326. http://dx.doi.org/10.1007/s10648-007-9047-2
Morris, Scott B., & DeShon, Richard P. (2002). Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs. Psychological Methods, 7(1), 105-125. DOI: 10.1037/1082-989X.7.1.105
OECD. (2023). PISA 2022 results (Volume I). OECD Publishing. https://www.oecd.org/en/publications/pisa-2022-results-volume-i_53f23881-en.html
Probyn, M. (2015). Pedagogical translanguaging: bridging discourses in South African science classrooms. Language and Education, 29(3), 218–234. https://doi.org/10.1080/09500782.2014.994525
Richey, R. C., & Klein, J. (2007). Design and Development Research: Methods, Strategies, and Issues. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Setati, M., & Adler, J. (2000). Between languages and discourses: Language practices in primary multilingual mathematics classrooms in South Africa. Educational Studies in Mathematics, 43(3), 243–269. https://doi.org/10.1023/a:1011996002062
Taber, K. S. (2014). Methodological issues in science education research: A perspective from the philosophy of science. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (Vol. 3, pp. 1839–1893). Springer. https://doi.org/10.1007/978-94-007-7654-8_57
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Candy Laciste, Somoray Ellaine, Nestor Jr Lasala
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
