Utilising Digital Modules as a Learning Intervention Toward Conceptual Understanding Enhancement Among Grade 8 Students in a Drug Education Content
DOI:
https://doi.org/10.64169/dje.115Keywords:
Drug Education, Flexible Learning, Flipped Classroom, Instructional Materials, Mobile LearningAbstract
Drug education is a vital component of health education in Philippine basic education, requiring both sensitivity and contextualised content. With digital learning gaining prominence after the COVID-19 pandemic, this study utilised BookCanBee Digital Modules, developed through BookWidgets, Canva, and Kotobee, to enhance gateway drug instruction. Using a mixed-methods approach within an action research framework, the study employed a pretest-posttest design and semi-structured interviews. A 25-item teacher-made test was given to two classes to measure baseline understanding. The lowest-performing class (35 students) served as the experimental group, receiving the digital modules over three weeks through onsite and modular formats. Post-intervention results showed a significant improvement in the experimental group’s scores, surpassing those of the class that did not use the modules. Qualitative analysis revealed four themes: multimodal and offline accessibility, increased engagement and enjoyment, improved user accessibility, and the benefits of flexible, self-paced learning. Technical challenges were also reported, indicating the need for refinement. Overall, findings suggest that such digital tools can enhance drug education, particularly for digital-native learners, and warrant further development and integration into instruction.
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Copyright (c) 2025 Gideon L. Catahan, Veronica V. Cuerda, Darren Lee C. Llave, Leslie P. Mangulabnan, Reign Crystal O. Balderama, Prof. Julius Ceazar Tolentino, Lourdes P. Soriano
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