Intelligent Tutoring System Learning Strategy: A Supplemental Interactive Learning Material on Mirrors and Lenses for Grade 10 Science Students

The increasing use of self-learning modules in science education has presented instructional challenges, particularly in teaching abstract topics such as Mirrors and Lenses. This study aims to identify the issues and challenges encountered by Grade 10 science teachers in teaching Mirrors and Lenses using the Department of Education's Self-Learning Module (SLM), examine the coping strategies they employ to address these challenges, and develop a supplemental learning material utilizing an Intelligent Tutoring System (ITS) learning strategy. The study will be conducted in one cluster of the Division of Davao City and will involve twelve (12) Grade 10 science teachers from six (6) public secondary schools selected through purposive sampling. A qualitative descriptive research design will be employed, using a validated Focus Group Discussion (FGD) guide as the primary data collection instrument. The gathered data will be transcribed and analyzed through thematic analysis to identify recurring themes and patterns related to teachers' experiences. Findings from the study will serve as the basis for the development of an ITS-based supplemental learning material designed to provide interactive simulations, step-by-step tutorials, immediate feedback, simplified instructional content, guided learning activities, and a basic AI literacy and verification component. The proposed instructional material is expected to support science teachers in improving students' conceptual understanding and engagement in learning Mirrors and Lenses while complementing the existing self-learning modules.

Intelligent Tutoring System, Mirrors and Lenses, Self-Learning Module, qualitative research, science education, supplemental learning material, thematic analysis.

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