With the unfavorable learning environment blamed for students' subpar Science performance, new approaches to education were developed including the advancing technology and its application in the educational process. This study intended to determine the effectiveness of integrating Android-based applications in teaching chemistry for improved experiential learning of students. The study used a descriptive-experimental design using one hundred twenty (120) junior high school students enrolled in one public high school in Alaminos, Laguna, for the school year 2021-2022. The study revealed a significant difference in the pre-test and post-test scores of the students based on experiential learning constructs. Likewise, a significant relationship was found among variables suggesting that student perceived the integration of Android-based application as effective tool in teaching chemistry. The study's findings indicate that the level of experiential learning of most students in Science improved after integrating the Android-based applications. Results suggest that teachers may consider using Android-based applications in teaching Science that includes learning activities suited to the topic and can give students the opportunities to improve the level of their experiential learning. Lastly, a study using low and high-performing students may be conducted to further assess the strength of the Android Applications as to applicability and effectiveness.
Android-based applications, experiential learning, junior high school
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Riza Osorio. Corresponding Author. Teacher 2, Alaminos Integrated National High School, DepEd-Laguna, Philippines
John Vincent Aliazas. Assistant Professor 3, College of Teacher Education, Laguna State Polytechnic University, Philippines
Cite this article:
Osorio, R. & Aliazas, J. (2022). Integrating Android-Based applications in teaching chemistry for improved experiential learning. International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4, pp. 132 - 144. DOI: https://doi.org/10.53378/352943
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
