DIGITIZED KOTOBEE INTERACTIVE LEARNING

E- BOOK: ITS EFFECT ON ACADEMIC

PERFORMANCEOF GRADE 9 STUDENTS IN
SCIENCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 7
Pages: 692-700
Document ID: 2023PEMJ592
DOI: 10.5281/zenodo.7750475
Manuscript Accepted: 2023-15-3
Psych Educ, 2023, 7:692-700, Document ID:2023 PEMJ592, doi:10.5281/zenodo.7750475, ISSN 2822-4353
Research Article

Digitized Kotobee Interactive Learning E-Book:

Its Effect on Academic Performance ofGrade 9 Students in Science
Marvin S. Tusoy*
For affiliations and correspondence, see the last page.
Abstract
The persistent threat of COVID-19 in the country poses an unprecedented challenge to basic education. The
Department of Education (DepEd) has finally reopened schools for face-to-face classes, two years after the
Philippine government had imposed lockdowns and rigorous safety health protocols to combat the spread of
Covid-19. It made the Philippines a challenging year, especially for the academic sector, since educators and
learners need to adjust to the usual normal education setting. This study explored the effectiveness of the
digitized Kotobee interactive learning e-books in teaching Science to improve the student's academic
performance. The study utilized the Quasi-experimental design 10 using the pretest and posttest non-
equivalent group design. The digitized Kotobee interactive learning e-book, Kotobee Author and Reader
Applications, pretest, posttest, and interviews were employed. The experimental group was given treatment,
while the control group was exposed to a traditional teaching method. Findings indicated that control and
experimental groups failed to reach the expected mean of 37.50, which is a passing standard of 75 percent during
the pretest. A statistically significant difference in how well the students did on their science performance during
the posttest than during the pretest was noted. Based on the results, the digitized Kotobee interactive learning e-
book greatly influenced the performance of students in the experimental group. The study provides additional
information that the intervention increased learner engagement in digital learning, improved the learners' e-book
usage, and encouraged active class participation, effectively boosting students' learning gaps and performance in
Science. Students had an exceptional learning experience when exposed to the digitized Kotobee interactive
learning e-book.

Keywords: most essential learning competency (MELCs), least mastered learning competency,
academic performance, e-book, kotobee author, kotobee reader

Introduction deteriorate the focus of the student's theoretical

The demand for digitization has increased substantially
in the Philippines, particularly in the education
industry. As we shift to the new normal system, digital
transformations open the way for every Filipino to
cope with the effects that the two-year restrictions and
lockdown have brought. Though Covid 19 Pandemic
wreaks havoc on the quality of education, it has
positively impacted digital transformation. Digitization
has become popular as it landscapes the world of
Science, research, and innovation.
The Department of Education (DepEd) has finally
reopened schools for face-to-face classes, two years
after the Philippine government had imposed
lockdowns and rigorous safety health protocols to
combat the spread of Covid-19. With the continuing
threat of this disease, learners spend much time on
their cell phones, texting with friends, interacting on
social networking sites, playing video games, and
surfing the World Wide Web. It is a common
observation among new learners. What the older
generation enjoys in their lives, job, and leisure may
differ from what the younger generation wants.
However, too much exposure to social media sites may
knowledge and skills gained in the classroom,
resulting in the decline of quality education as
observed by some educators in the academe,
particularly in Science. Educators believe that the
learners can acquire further if allowed to utilize the
needed supplementary learning materials that suit this
world. It is a place where educational goals can be met
since the proper understanding, development, and
application depend on the availability of Science
equipment.
To widen access to quality and basic secondary
education in Science and develop a Science culture
among students to prepare them for careers for higher
learning are the objectives of a Science program. The
status of the Philippines' education continuously
ranked poor in Science and Mathematics. Concerning
students from other countries, experts from the
University of the Philippines asserted that Filipino
students fared poorly in Mathematics and Science.
According to Guillermo Luz, the Philippines ranks 7th
among the Southeast Asian (SEA) Nations in
innovation and education. Among the eight Southeast
Asian Nations surveyed in education, Science,
technology, and innovation, the Philippines performed
marginally better than Cambodia.

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Research Article
The student's academic performance is crucial in
education, according to Abaidoo (2018). It is
considered the central axis around which the entire
educational system revolves. The status of the
Philippines' education before the pandemic
continuously ranked poor in terms of the Science
performance of the students (Kolawole et al., 2009).
Some people believe that Science is crucial because of
its links to technological advancement and creative
problem-solving, which may be seen as national
development priorities. The education quality in the
classroom is strongly determined by the teachers'
efficiency and the methods and strategies they use in
teaching. Science systematically makes sense of reality
and develops students' logical skills and critical
thinking (Brawner, 2011). This situation shows that
science education needs to be improved through
teaching strategies that foster conceptual
comprehension, student motivation, and independent
learning abilities to keep up with the fast-paced
advances in Science and Technology.
The present era is characterized by continuous
technological advancement change, which led to the
unfolding of brand-new technology. Learners will
learn best when education is enhanced by technology
such as computers. The usage of this technology is
widely known throughout the country. To connect
learners' expertise and knowledge about technology
use, some educational specialists devise a strategy for
incorporating it into the world of education. Due to
technology usage, our educational system is becoming
more globally competitive. They pushed a novel
method of instruction known as the e-book. Since
effective science teaching may cost very high and the
government cannot afford to provide all schools with
modern science equipment, teachers have to find ways
to integrate digital learning in a unique ad creative
way.
On the other hand, the National Science Center (NSC)
offers these school teaching/learning materials at a low
cost. However, the call for digitizing interactive
learning materials among educational institutions is
reasonable and must be addressed for better results and
quality learning. This increased the flexibility rates of
learning in terms of time, speed, and ease with which
access can be gained to various teaching materials, like
electronic books (e-books), Alshaya et al. (2017).
One of the most valuable interactive learning e-books
widely used today is the Kotobee Author, a software
program developed by Microsoft. It is an extensive e-
book builder ideal for educational purposes. Through
e-books, the teacher can develop an interactive e-book
Marvin S. Tusoy
with audio-visual, 3D widgets, questions and answers,
and other interactive elements. It gives learners
engaging experiences by playing touch-based games,
answering test questions, and even participating in
polls or submitting feedback to the system. An e-book
(also known as an electronic book) is an interactive
and digital version of a printed book readable on
modern devices. Unlike a physical book, with text
printed on paper and readable by flipping pages, e-
books have text shown on a computer or e-book
reader's screen. It is also a digital file embedded with
texts and images ideal for on-screen displays, like a
printed book (Attwell,2019). Using e-books to teach
makes lessons more exciting and gets students
thinking about their learning. Using an e-book has also
made it easier for students and teachers to talk to and
with each other. Also, feedback from respondents
showed that they were optimistic about using an e-
book and ready to change from the traditional way of
teaching, Nguyen et al. (2021).
According to Siano et al. (2021), “students are inspired
in learning when interactive learning e-books are
employed. The digitized interactive learning e-book
provided students with an exceptional learning
opportunity. Using Self-Learning Modules via the
Kotobee reader develops students’ sufficient academic
learning”. Yuliento (2022) supported this study by
saying that the employment of education technology
impacts many things, particularly learning sources. E-
books are part of the transition from print to electronic
books. According to Goneda et al. (2021),
incorporating technology into educational settings,
such as using an interactive e-learning design, can
boost students' engagement in asynchronous distance
learning. Incorporating various technologies into
teaching and learning can capture learners' attention
and satisfaction. Alshehri (2021) said students
enormously improve their academic engagement when
a collaborative learning environment is provided with
digital e-books. As a result, it is critical to shift the
learning style and traditional methods used by
educational institutions to increase the cognitive
learning abilities of students.
Selecting the software for the e-book's construction
was fascinating, as it revealed many e-book authoring
packages. It was also fascinating to observe their
capabilities, including the e-Pub format, specifically e-
Pub 3, widely supported by most current applications.
The software chosen and presented the desired
characteristics was the Kotobee Author (Biléu, 2018).
The imperative for teachers to develop and make
instructional learning materials to traverse the learning
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gap of the students, allowing them to attain their
educational objectives, understand ideas, and master
skills (Luzano, 2020). According to Espina (2021),
electronic supplemental instructional materials
gathered into the Kotobee e-book developer
application considerably assist learners in the distance
learning in thoroughly understanding the lesson.
According to Lansangan et al. (2020), teachers must
do everything possible to ensure that students pass
their subjects and advance to the following year's
level. Teachers' primary role is to prepare the
necessary intervention materials for students to cope
with topics in which they demonstrate low mastery
skills. In education, the term "independent learning" is
not new. Universities have already used this strategy to
reach out to independent learners. Independent
learners are more likely to learn at their speed and
acquire knowledge, skills, and attitudes (Bueno et al.,
2022).
All teachers are enjoined to participate in DepEd Best
Open Education Resources (OERs), as stated in OUA
Memo 00-0521-0219, s. 2021 re: 1st DepEd Best Open
Education Resources (OERs) to capacitate and apply
the different soft skills in creating suitable e-book
supplemental materials using the Kotobee Author
platform. In compliance, the researcher successfully
developed an e-book focused primarily on Grade 9
Science Quarter 2 lessons. To continuously boost the
skill in developing the science instructional material,
the researcher also attended the online training on
developing Grade 5 SLMs into digitized learning
resources as stated in Division Memorandum No. 224,
s. 2021 conducted by DepEd Ozamiz City. Moreover,
the researcher and the Education Program Supervisor
in Science - Ozamiz City Division conducted online
training on the Digitization of SLMs into Interactive
Learning Materials Using Kotobee Author as stated in
Division Memorandum 0043, s.2022.
DepEd Order No.08, s. 2015 stipulated the grading and
promotion of students. The components in the learning
area in Science are Written Works (40%), Performance
Tasks (40%), and Quarterly Assessments (20%). In
this research, the student’s academic performance
refers to the learners' progress and achievements
gained from the quarterly assessment of the teachers.
This study employed Science teaching using the
digitized Kotobee interactive learning e-books with
book widgets and assessments. The least-learned
learning competencies in Grade 9 Science were the
main topics of instruction. The said least-learned
competencies (collective learners’ proficiency in each
item that falls below 75.00 percent) across learning
Marvin S. Tusoy
areas were identified from the results of the recently
concluded Proxy Modified Assessment Test (PMAT)
conducted by the Division of Ozamiz City. The
researcher was determined to enhance and improve the
student’s Science performance and recognized the
demand for transitioning from a usual/traditional
method of instruction to a more digitized approach.
The outcomes of this project will determine whether or
not this instructional method enhances students'
academic performance.
Research Questions
This research investigated the effect of the digitized
Kotobee interactive learning e-book through Kotobee
Author/Reader Software Applications on the Science
academic learning performance of the Grade 9
students of Ozamiz City National High School in the
2nd Quarter of the SY 2022-2023. Specifically, it
sought to answer the following questions:
1. What is the pretest Science performance profile of
the respondents in the control and experimental
groups?
2. Is there a significant difference in the pretest
Science performance between the control and
experimental groups?
3. What is the posttest Science performance profile of
the respondents in the control and experimental
groups?
4. Is there a significant difference in posttest Science
performance between the control and experimental
groups?
5. Is there a significant difference in between the
pretest and posttest Science performance the control
group?
6. Is there a significant difference between the pretest
and posttest Science performance in the experimental
group?
7. Is there a significant difference in the pretest and
posttest mean gain on Science performance between
the control and experimental groups?
8. What are other notable improvements among the
participants when exposed to the digitized Kotobee
interactive learning e-book after the intervention
Literature Review
This research was anchored in the "Theory of
Creativity" (Amabile, 2015), which states that
creativity is the convergence of three types of
resources: creativity-relevant talents, domain-relevant
knowledge and skills, and task motivations. In
domain-relevant resources are factual knowledge,
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technical skills, and exceptional abilities. Resources
pertinent to creativity include an acceptable cognitive
type, personality qualities, a consistent work style, and
an understanding of ideation processes. Specifically,
the significant characteristics of the ideal cognitive
style include the tendency to break perceptual and
cognitive sets, keeping reaction alternatives available,
and deferring judgment, among others. Furthermore, it
emphasizes that intrinsic motivation is conducive to
creativity, while extrinsic is detrimental".
The theory bridges a connection to the present
investigation as the experiment undertaken in Science
allows students to engage and employ technology-
based activities using interactive and digital learning
materials. Students learn Science by doing, engaging
in tasks and activities mediated by the teacher-
researcher.
The study also hinged on Mohebi’s “Theoretical
Models of Integration of Interactive Learning
Technologies into Teaching," Mohebi (2022) states
that teachers must have sufficient information on the
theoretical models of technological incorporation.
Many experts say integrating interactive learning
technologies with education policy development opens
new thoughts and questions. Cognitive skills like
critical thinking, attention, and logic are all possible
when a learner is actively involved in their study.
Hennessey's "Theory of Intrinsic Motivation"
(Hennessey, 2015) putting highlights the importance
of promoting a playful attitude in the environment and
is relevant to the study. Individuals who can keep their
sense of humor about the situation can keep their
attention on the fun and excitement of the task. Aque
et al. (2021) emphasized a strong relationship between
motivation and learning achievement in Science.
Motivation facilitates when provided with a positive
classroom atmosphere free from threats and fear.
However, each student's interests and abilities shall be
considered. Scores, ratings, or grades accurately
convey students' performance or achievement in a
specific area. They indicate how well the teacher
teaches the class. Over the years, scientists have
observed that some individuals have an intense need to
achieve, but others do not seem to be as concerned
about achievement.
McClelland (2013), who theorizes that the need for
achievement in learning is a distinct human motive
that distinguishes it from other needs, has been
fascinated by this phenomenon. The theory is also
complemented by the Singapore Projector Manager
Forum (2013), which affirmed that achievement
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motivates based on the need to achieve or succeed and
drives based on influencing others and pride in it".
This present investigation is anchored on these
theories, and the researcher sees performance or
achievement as the result of every activity. Grades are
determined to report and compare students'
performance.
Four essential functions of grades reflect the student's
performance. First, grades provide numerical measures
of the student's knowledge in a subject, serve as
effective motivation/feedback for the student, inform
the student's parents or guardians of the progress of
their wards, and provide administrators with vital
information for making policy decisions. At his point,
it is interesting to note that if good performance is
desired and aimed at in the classroom, teachers must
employ innovations in teaching methods and tools.
The researcher used two teaching strategies: the
digitized Kotobee interactive learning e-book and the
Traditional Model of teaching Science. Specific
learning activities embedded in the Kotobee e-books
include the following: Mass, Number of Mole and
Number of Particles Relationship, The Chemist's
Mole, and Percentage Composition of Compounds.
Methodology
The study used the Quasi-experimental design 10
utilizing the pretest and posttest non-equivalent group
design. This design used two groups which are the
control and experimental groups. The control group
was treated with the traditional method of teaching
Science, while the experimental group was exposed to
the experimental treatment. This method is assumed
appropriate since the study attempted to determine the
effects of the digitized Kotobee interactive learning e-
book in teaching Grade 9 Science on the student's
academic performance.
Participants/Respondents
The Grade 9 students under the STE Program
constituted the subjects of this study. The researcher
randomly assigned the groups to the two treatment
conditions by lottery. After the random selection, 34
students in group A were chosen as the experimental
group, and 28 students in group B became the control
group.
Instruments of the Study
The instrument utilized in this study was the digitized
Kotobee Author interactive learning e-book. The said
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e-book was developed by the researcher and served as
the official entry to the 1st DepEd Best Open Education
Resources (OERs).
Along with the e-book, a 50-item multiple-choice
teacher-made pretest and posttest were employed. The
researcher used various reference books in Science to
prepare for the test. The instruments were submitted
for validity and reliability. The table of specifications
that specifies the content areas supported the test or
content validity. Each item was analyzed thoroughly
utilizing the index of discrimination and difficulty to
ensure its validity and reliability.
Procedure
Before the implementation, the intent letter and
research proposal were sent to the School Principal,
Dean of the Graduate Study, and Superintendent of
Ozamiz City Division for approval. The students were
instructed to download the interactive e-book and
install the Kotobee Author/Reader Software
Applications upon approval. The said applications
were used to navigate the digital copies of SLMs. The
competencies of interactive e-books were aligned with
the DepEd MELCs. The topics are relevant to real-life
situations to needed in thriving in the real world. The
materials contained all the essential requirements for
developing an efficient learning tool. The researcher
distributed and administered the instruments to the
students during the second grading period. The data
were then evaluated, analyzed, and interpreted.
Results
This section presents the data gathered, tabulated, and
interpreted, arranged according to the order of the
problems stated in the first chapter.
Table 1. Pretest Performance of the Control and
Experimental Groups
The mean of 18.29 in the control group and 19.94 in
the experimental group did not exceed the expected
mean of 37.50 or 75 percent of the standard passing
Marvin S. Tusoy
score. This means that the students in both groups only
obtained a fair score during the pretest. It means
further that these students already have little
knowledge of the topics tested in the pretest. This
implies that subjects were homogenous in science
performance in the pretest scores. This means further
that the students needed the necessary interventions to
improve their performance in Science. According to
Özdemir et al. (2015), most students in the control and
experimental groups perform poorly before the
conduct of the intervention.
Table 2. Test of Difference in the Pretest Science
Performance Between the Control and Experimental
Groups
The table presents that the computed t-value of 1.26 is
less than the P-value of 0.21 at a 0.05 level of
significance with 60 degrees of freedom. This means
there is no significant difference in the pretest
performance between the control and experimental
groups. This further means that there was no
significant difference in the performance between the
two groups before the intervention. This implies that
the knowledge of the topics for this experiment was
equivalent or significantly comparable in the control
and experimental groups. The present finding was
corroborated by Asif et al. (2010), who found no
statistically significant difference in pretest scores
between the two groups of students.
Table 3. Posttest Performance of the Control and
Experimental Groups
The table reflects that the posttest mean score of the
control group registered only at 30.57, which was
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slightly far behind the hypothetical mean of 37.50 Table 5. Test of Difference in the Pre-Post
percent. The finding implies that the students learned Performance of the Control Group
about the mentioned topics using the traditional
method during the lesson. However, this group of
students found the subject difficult. The data in the
table show that learning occurred during the treatment,
but more was to reach the standard.

The same standard was set in interpreting the posttest

result of the subjects in the experimental group. The
student's performance in the Science of the
experimental group obtained a mean score of 41.79,
which indicates a passing score and very good
performance. This would imply that the digitized
Kotobee interactive learning e-book used in teaching
Science in the experimental group helped the students
improve their performance.
This was supported by the study of Uncad (2022), that
using an interactive and self-paced application, such as
Kotobee, as an intervention material helps learners
perform well, especially when they are given
interactive, engaging, and self-navigating activities.
Table 4. Test of Difference in the Posttest Performance
Between the Control and Experimental Groups
The table above discloses the mean difference of 12.28
with a percentage of increase of 40.17. This led the
Science performance of the control group to improve
by at least 40 percent after the experimentation.
When the mean difference was subject to a t-test, the
absolute value of the computed P was 0.00. By
conventional criteria, this difference is considered
statistically significant. It implies a slight improvement
in the student's performance using the traditional
method in those lessons included in the experiment.
Table 6. Test of Difference in the Pre-Post
Performance of the Experimental Group

The table reveals a P value of 0.00 at a 0.05 level of

significance. Based on the result, the null hypothesis
that there is no significant difference in the posttest
performance in Science between the control and
experimental groups is rejected. This implies a
significant difference in the Science performance of
the two groups, which means that there is a significant
variation between the traditional teaching method and
the digitized Kotobee interactive learning e-books in
teaching the subject.
The present finding is corroborated by Ramirez and
Mercado (2019), which states that interactive learning
design, such as an e-book, helps enhance students'
achievements in attaining the content standards. The
engagement of the students themselves in the activity
was found pleasurable and enjoyable by the students.
The table above discloses the mean difference of
21.85, with a percentage increase of 52.29. This led
the Science performance of the experimental group to
im p ro v e by at least 50 p ercen t after the
experimentation. When the mean difference was
subjected to a t-test, the absolute P-value was 0.00,
which means a significant difference existed between
the pretest and the posttest performance of the
experimental group. The use of the digitized Kotobee
interactive learning e-books in teaching science
improved students' performance in those lessons
included in the experiment.

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The finding is corroborated by McClelland (2013) that
efficient teaching with appropriate instructional
materials is influential in learning. According to
Hwang et al. (2018)'s study, an integrated e-book
development technique substantially impacted the
learners' learning achievements by reducing their
cognitive load and promoting an increased propensity
for creative thinking during the design process. The
produced interactive e-books used for instructional
reasons achieve active learning (Ibrahim, 2011).
Table 7. Test of Difference in the Mean Gain Scores
Between the Control and Experimental Groups
As revealed in the table, the control group registered a
mean difference of 12.28 and 21.85 for the
experimental group. This mean difference registered a
mean gain score of 9.57.
When the mean gain score difference was subjected to
a t-test, the absolute value of the computed P was 0.00
at a 0.05 level of significance. This proved that the
digitized Kotobee interactive learning e-books used in
teaching science provided better performance among
the students in Science than those exposed to the
traditional teaching method. This proved further that
the digitized Kotobee interactive learning e-book
utilized in teaching science is better than the
conventional teaching method. After the intervention,
students found the e-book exciting reading material for
academic purposes. They regarded e-books as an
essential supplementary learning tool for learning.
Imtiaz et al. (2022) found that interactive digital e-
book in Science significantly improves students'
performance.
Other Notable Improvements of the Students
Along with the significant increase in the student's
learning progress and achievement in Science, the
student's engagement towards digital learning,
awareness of e-book usage, and active participation
during synchronous and asynchronous online class
sessions was noticed by the researcher.
1. Increased in Students' Engagement towards
Digital Learning. The digitized Kotobee interactive
learning e-book provides a pleasant atmosphere for
students, making digital learning fun, interactive and
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accessible. One student noted that:
"Using e-book is super easy to use and navigate. It
increased my learning digitally. I experienced new
ways to learn our topics, and I think it is very
convenient at this time.” (Respondent # 3)
The students' responses suggested that they have
positive views, as shown in their academic
engagement with the digitized interactive learning e-
book. A study in Taiwan presented that learning
digitally presents positive outcomes on learning and
motivation. It is important to incorporate modern
teaching trends and use the benefits brought by digital
learning in developing viable and effective teaching
techniques (Lin et al., 2017).
2. Improved the Students' Awareness of e-Book
Usage. The interview protocols revealed that the
awareness of the students on the electronic book was
far behind the level of e-book usage. After the
intervention, students found the e-book exciting
reading material for academic purposes. They regarded
e-books as an essential supplementary learning tool for
learning. Highly effective digitized interactive learning
e-books produce a quality academic performance
(Markle et al., 2021). One student divulged that:
"Using the e-book impacted my learnings throughout
these past weeks, which led me to understand the
lessons more, which shows that it is pretty effective
and helpful. Using e-books are super easy to use and
navigate. I experienced new ways to learn our topics."
(Respondent # 8)
3. Encouraged Active Participation in Class
Sessions. Class participation refers to students' active
involvement in teaching and learning activities
conducted synchronously or asynchronously in the
new normal setting. During the pre-implementation, it
was noticed that students had noticed their inactive
participation during class discussions. Toward the end
of the implementation of the study, students’ active
participation in the experimental group improved. The
key informant said:
“Using e-books involved me in the learning process. It
was surprisingly helpful to my learning.”
(Respondent # 16)
The research finding of Nugroho et al. in 2018 stated
that students who participate more in the teaching-
learning process perform better on exams than those
with non-participating students. This connection holds
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for the three elements of participation grading:
frequency, consistency, and attendance in any learning
modalities the learners prefer.
Discussion
This study investigated the effects of the digitized
Kotobee interactive learning e-book using Kotobee
Author and Reader Software Applications in teaching
Grade 9 Science. Findings of the study are listed
below: (1) The mean score of 18.29 obtained by the
control group and 19.94 of the experimental group did
not exceed the mean of 37.50, which is 75 % of the
standard passing rate. (2) There was no significant
difference in the pretest performance in Science
between the control and experimental groups. (3) The
posttest performance of the control group of 30.57
failed to reach the passing standard of 37.50, while the
experimental group at 41.79 was approximately higher
than the passing standard of 37.50. (4) There was a
significant difference in the posttest performance in
Science between the control and experimental groups.
(5) There was a significant difference between the
pretest and posttest performance in the Science of the
control group. (6) There was a significant difference
between the pretest and posttest performance in
Science of students in the experimental group. (7)
There was a significant difference in the mean gain
scores obtained between the control and experimental
groups. (8) The study provides additional information
that the intervention increased the learner's
engagement in digital learning, improved the learners'
e-book usage, and encouraged active class
participation, effectively enhancing learning gasp in
Science among school children.
Conclusion
Based on the findings, the study concluded that during
the pretest, the control and experimental groups did
not exceed the standard passing mean score of 37.50 or
75 percent of 50-item multiple teacher-made tests.
Before the intervention, the student's prior knowledge
of the topics was significantly comparable. The results
further revealed that during the posttest, the
experimental group's mean scores barely passed the
test, while the control group failed to reach the
standard passing mean score. It implies that the
interventions significantly improved the Science
performance of the student. It means that the use of the
digitized Kotobee Author interactive learning e-books
in teaching Grade 9 Science was influential.
Marvin S. Tusoy
The digitized Kotobee interactive learning e-book,
accessed through Kotobee Author and Kotobee Reader
Software Applications, may also assist science
teachers in improving science learning and, as a result,
fostering desirable outcomes in the teaching-learning
process.
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Affiliations and Corresponding Information
Marvin S. Tusoy
Ozamiz City National High School
Department of Education - Philippines
700/700