Design, Development, and Evaluation of CHEMBOND: An Educational Mobile Application for the Mastery of Binary Ionic Bonding Topic in Chemistry

Grethel G. Bactong^{1, 2}, Abegail Dianne H. Sabas^{2, 3}, Krezel Marie M. Salva^{2, 4}, Albert John B. Lituañas² and Angelo Mark P. Walag^2,

¹Surigao del Sur State University, Philippines

²Department of Science Education, University of Science and Technology of Southern Philippines, Philippines

³Science Department, Immanuel Mission International School, Philippines

⁴Science Department, Alpha Omega Homeschool Support and Tutorial Center, Philippines

Cite this paper:
Grethel G. Bactong, Abegail Dianne H. Sabas, Krezel Marie M. Salva, Albert John B. Lituañas and Angelo Mark P. Walag. Design, Development, and Evaluation of CHEMBOND: An Educational Mobile Application for the Mastery of Binary Ionic Bonding Topic in Chemistry. Journal of Innovations in Teaching and Learning. 2021; 1(1):4-9. doi: 10.12691/jitl-1-1-2

Abstract

The integration of information and communication tools in education has been a common trend in the last decade which resulted in increased student engagement, motivation, and even achievement and learning. Despite these improvements, science teachers still report challenges with its use in science education. Several abstract topics in chemistry are still not This research aims to develop, design, evaluate a mobile application that can be used to teach and master binary ionic bonding topic in chemistry. The research utilized a design and development research design for the app development while a quantitative-descriptive research design was used to evaluate the app. A researcher-made rubric (Krippendorf’s alpha = 0.82) was used to evaluate the app and it was found out that the application is interactive and attractive. Intrinsic motivation was also determined using an adopted instrument and was modified to fit the objectives of this research. The respondents agreed that, in terms of their intrinsic motivation, the application had some value in it and that it increased their concentration towards learning. This implies that the developed mobile application developed can be used to teach and master binary ionic bonding topic in chemistry.

Keywords:
chemistry education educational intervention educational gamification ICT integration innovative teaching innovative learning

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Altun-Yalçn S, Açşli S, Turgut Ü. Determining the levels of pre-service science teachers’ scientific literacy and investigating effectuality of the education faculties about developing scientific literacy. Procedia - Soc. Behav. Sci., vol. 15, 2011, p. 783-7.
[2]	Digal NBT, Walag AMP. Self-Efficacy, Study Habits and Teaching Strategies and It’s Influence on Student Science Performance: A Cross-Sectional Study. Asia Pacific J Soc Behav Sci 2019; 16: 51-76.
[3]	Walag AMP, Fajardo MTM, Bacarrisas PG, Guimary FM. Are our Science Teachers Scientifically Literate? An Investigation of Science Teachers’ Scientific Literacy in Cagayan de Oro City, Philippines. Sci Int 2020; 32: 179-82.
[4]	Walag AMP, Fajardo MTM, Guimary FM, Bacarrisas PG. Science Teachers’ Self-Efficacy in Teaching Different K to 12 Science Subjects: The Case of Cagayan de Oro City, Philippines. Sci Int 2020; 32: 587-92.
[5]	Salihi AM. The use of ICT in science education. Glob Educ Res J 2015; 3: 258-64.
[6]	Lin M-F, Fulford CP, Ho CP, Iyoda R, Ackerman LK. Possibilities and Challenges in Mobile Learning for K-12 Teachers: A Pilot Retrospective Survey Study. 2012 IEEE Seventh Int. Conf. Wireless, Mob. Ubiquitous Technol. Educ., IEEE; 2012, p. 132-6.1.
[7]	Savec VF. The opportunities and challenges for ICT in science education. LUMAT 2017.
[8]	Alqahtani M, Mohammad H. Mobile applications’ impact on student performance and satisfaction. Turkish Online J Educ Technol 2015; 14: 102-12.
[9]	Pilar R-A, Jorge A, Cristina C. The Use of Current Mobile Learning Applications in EFL. Procedia - Soc Behav Sci 2013; 103: 1189-96.
[10]	Scornavacca E, Huff S, Marshall S. Mobile phones in the classroom: If you can’t beat them, join them. Commun ACM 2009.
[11]	Odabasi MB, Uzunboylu H, Popova O V., Kosarenko NN, Ishmuradova II. Science Education and Mobile Learning: A Content Analysis Review of the Web of Science Database. Int J Emerg Technol Learn 2019; 14: 4.
[12]	Ping GLY, Lok C, Wei Yeat T, Cherynn TJY, Tan ESQ. “Are chemistry educational apps useful?”-a quantitative study with three in-house apps. Chem Educ Res Pract 2018.
[13]	Cook E, Kennedy E, McGuire SY. Effect of teaching metacognitive learning strategies on performance in general chemistry courses. J Chem Educ 2013.
[14]	Woldeamanuel M, Atagana H, Engida T. What makes chemistry difficult? African J Chem Educ 2014;4:31-43.
[15]	Gabunilas LM, Adlao E, Burns K, Chiu JS, Sam S, Sanchez A. Utilizing Portable Virtual Reality in Teaching Chemistry. SciInt(Lahore) 2018; 30: 263-6.
[16]	Benedict L, Pence HE. Teaching Chemistry Using Student-Created Videos and Photo Blogs Accessed with Smartphones and Two-Dimensional Barcodes. J Chem Educ 2012; 89: 492-6.
[17]	Libman D, Huang L. Chemistry on the Go: Review of Chemistry Apps on Smartphones. J Chem Educ 2013; 90: 320-5.
[18]	Casino J, Walag AMP. Design and Development of a Science Literacy Material on Vaccination as an Intervention Campaign for Parents of High School Students in the Philippines. Am J Educ Res 2020; 8: 762-6.
[19]	Saldo IJP, Walag AMP. Utilizing Problem-Based and Project-Based Learning in Developing Students ’ Communication and Collaboration Skills in Physics. Am J Educ Res 2020; 8: 232-7.
[20]	McAuley E, Duncan T, Tammen V V. Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis. Res Q Exerc Sport 1989; 60: 48058.
[21]	Jeng YL, Wu TT, Huang YM, Tan Q, Yang SJH. The add-on impact of mobile applications in learning strategies: A review study. Educ Technol Soc 2010; 13: 3-11.
[22]	Joo-Nagata J, Martinez Abad F, García-Bermejo Giner J, García-Peñalvo FJ. Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: Evaluation of an educational program in Chile. Comput Educ 2017; 111: 1-17.
[23]	Brewer EW, Burgess DN. Professor’s Role in Motivating Students to Attend Class. J Ind Teach Educ 2005;42:24.
[24]	Walker CO, Greene BA, Mansell RA. Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learn Individ Differ 2006; 16: 1-12.
[25]	Nilsen H. Influence on Student Academic Behaviour through Motivation, Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning. Issues Informing Sci Inf Technol 2009; 6: 545-56.
[26]	Carolyn Yang Y-T, Chang C-H. Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Comput Educ 2013; 68: 334-44.
[27]	Liu SH, Liao HL, Pratt JA. Impact of media richness and flow on e-learning technology acceptance. Comput Educ 2009.
[28]	Yang X, Li X, Lu T. Using mobile phones in college classroom settings: Effects of presentation mode and interest on concentration and achievement. Comput Educ 2015; 88: 292-302.
[29]	Tüysüz C. The effect of the virtual laboratory on students’ achievement and attitude in chemistry. Int Online J Educ Sci 2010; 2: 37-53.
[30]	Karamustafaoğlu O, Aydin M, Özmen H. Bilgisayar destekli fizik etkinliklerinin ogrenci kazanimlarina etkisi: basit harmonik hareket ornegi. Turkish Online J Educ Technol – TOJET 2005; 4: 67-81.