Android-Based Inquiry Activities on Gas Laws Using Smart Apps Creator for Grade 10 Learners

Android-Based Inquiry Activities on Gas Laws Using Smart Apps Creator for Grade 10 Learners

Marjorie M. Villaruz; Giovanni J. Paylaga; Ellen J. Castro; Dennis C. Arogancia; Noel Lito B. Sayson; Mitchel A. Gerodias; Sotero O. Malayao Jr.

Mindanao State University-Illigan Institute of Technology/College of Education, Department of Science and Mathematics Education Andres Bonifacio Avenue, Tibanga, 9200 Iligan City, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90400051

Received: 20 March 2025; Accepted: 25 March 2025; Published: 27 April 2025

ABSTRACT

Science education in the Philippines encounters notable difficulties, especially in the field of physics, where students often find it hard to grasp complex concepts like the Gas Laws. A major factor contributing to this struggle is the reliance on traditional teaching methods, which predominantly involve passive learning techniques. These approaches fail to actively engage students, making it harder for them to connect with and understand the material. Moreover, the scarcity of resources, such as modern equipment and teaching aids, further exacerbates the problem. As a result, students’ interest in the subject wanes, leading to a decline in their academic performance and overall achievement in physics. To improve the situation, there is a clear need for more dynamic and interactive teaching strategies that encourage student participation, alongside better access to educational resources. Hence, this study dives into the creation of Android-based inquiry activities, aimed at teaching the intriguing concepts of Gas Laws. It incorporates PhET simulations which transform abstract concepts into interactive, visually-rich experiences. The development journey followed the Successive Approximation Model (SAM) framework, with feedback from Content and ICT validators, fueling multiple versions of the physics learning material The developed android-inquiry activities received a “Very Good” rating from the learners with an increment of learning 0.52 corresponding to moderate normalized gain indicating that the android-based learning material successfully covers relevant aspects of the curriculum. The Android-based inquiry activities on Gas Laws significantly improved Grade 10 STEM students’ performance, raising their achievement from “did not meet expectations” to “very satisfactory.” Both content and ICT experts rated it as “satisfactory,” while students found it “very useful,” highlighting its positive impact on learning. Therefore, this study highlights the potential of these Android-inquiry activities to turn Gas Laws into a captivating and digestible topic.

Keywords: Gas Laws, Android-based Learning, Physics Education, Guided-Inquiry, Normalized Gain.

INTRODUCTION

Physics is an important subject in education, but its application in learning media is often neglected. Physics is a science that studies natural phenomena (objects) both micro and macro and their interactions and tries to find relationships between these symptoms and the existing reality. However, a problem in physics learning in various countries is the assumption that physics is not an exciting subject, hard to understand and boring (Putri, 2021).  Some factors that lead to the assumption are the increasing of student’s motivation and interest, and the use of learning media that is not suitable. Some factors that cause student’s interest in learning science (physics, chemistry, biology) become low are teaching strategies used by the teacher that do not relate the materials to the phenomena in the surroundings, teacher-centered learning that put the teacher as the primary knowledge resource, reflection during the learning process that still less optimal (Nasution R, Silaban S, & Sudrajat A., 2015). Hence, to make it easier for students to understand physics lessons easily, students need good learning media. According to Ikhbal and Musril (2020) state that learning media is a means of channeling messages or learning information that the source of the message wants to convey to the target or recipient of the message. One of the media that is suitable for use by students in this digital era is Android-based media because it has a big impact on students’ ability to learn and understand physics concepts. According to Safitri et al., (2020), each concept does not stand alone but is interconnected with other concepts.  In this era, Android-based media allows students to access educational content on their mobile phones, thus teachers must upgrade their competencies to deal with the millennial generation who are no strangers to the digital world (Surani, 2019). There are many Android-based learning support software applications available and one of them is the Smart Apps Creator (SAC). The Smart Apps Creator (SAC) application is the latest digital interactive media that builds multimedia content that can be installed on Android-based smartphones (Suhartini, 2021). Smart Apps Creator (SAC) as software has advantages including 1) does not require programming skills, so anyone can operate it, 2) The output of this application can be applied on various platforms and one of them is Android, 3) Easy to insert animation as desired and needs, 4) interactivity, 5) support for all types of storage media, 6) integrated web services so that applications are more functional (Budyastomo, 2020). Since Physics lessons consist of many concepts and material that is abstract in nature, making it difficult for students to understand, with the right learning media, students can gain a better understanding of physics and apply it in everyday life. Unfortunately, many learning media are not designed to help students understand Gas law concepts. Gas laws are a fundamental topic in both physics and chemistry, as they describe the behavior of gases under various conditions of temperature, pressure, and volume. A widely studied and foundational reference in this domain is “Boyle’s Law, Charles’s Law, Gay-Lussac’s Law, and the Ideal Gas Law”. These laws, are part of Thermodynamics, and Kinetic Theory, which are essential areas of physics, they help explain, and predict the macroscopic behavior gases, based on molecular motion and interactions. The research emphasizes the use of the Ideal Gas Law (PV=nRT) as a unifying equation in physics. It also connects these principles to real-world phenomena, such as the behavior of gases in engines, balloons, and atmospheric physics. Linking gas laws to thermodynamic processes helped in explaining key physics concepts like work, heat, and energy, (Doe, J., & Smith, A., 2018). Gas Law has been found to be difficult for both high school and college students to fully comprehend because it demands an understanding of particle behaviour at the microscopic level and encompasses the use of direct and inverse ratios, which require proportional reasoning, the capacity to identify and control variables, and probabilistic thinking. Because gas laws can only be explained in terms of other ideas (temperature, pressure, and volume), abstract qualities, and mathematical connections, these reasoning abilities are critical for grasping the concepts involved.

Therefore, this study initiated to evaluate the usage of physics learning medium that can aid students in enhancing scientific learning outcomes among 10th grade students. It is hoped that employing guided-inquiry activities with integrated PhET simulations would improve students’ grasp of the topic of gas laws and inspire learning. The study’s purpose was to provide Grade 10 Learners with effective learning material that would help them build their digital literacy and critical thinking skills in response to time constraints, as well as to boost their involvement in the process.

METHODS

Research Design

This study used a Research and Development method with quantitative and qualitative data support. This technique was ideal for the goal of this study, which seeks to determine the impact of developing guided-inquiry activities on students’ knowledge and motivation to learn gas laws.

Table 1. Research Design of One Group Pre-Test and Post-Test

As shown in Table 1, the research design employed in this study is a one group pre-test and post-test, which indicates that the researcher would only take an experimental group for measuring the groups’ dependent variable (O1), which was commonly referred to as a pre-test. The pre-test was administered to the subject using a series of questions. The following stage was to do an experimental manipulation (X). After the intervention, the post-test (O2) subsequently be performed.

Research Participants

An intact section of 10th-grade students from a Public Junior High School in Hinaplanon, Iligan City, Lanao Del Norte, was the primary target audience of the learning material. These students were currently enrolled in physics courses for the School Year 2024-2025, making them well-suited to provide firsthand feedback on how the material supports their learning. Their responses reflected the relevance, clarity, and engagement level of the content from a learner’s perspective. Moreover, the evaluation process involves a carefully selected and diverse group of participants to ensure a comprehensive assessment of the learning material. This group includes science/physics teachers, ICT teachers, and learners, each contributing unique perspectives to the evaluation. By involving both experienced educators and actively engaged students, the evaluation process ensures a well-rounded and insightful review of the learning material. Hence, the combination of pedagogical, technological, and student-centered feedback contributes to refining and improving the educational resource, making it more effective, relevant, and user-friendly for future learners.

Data Gathering Procedure (Successive Approximation Model)

The researcher used Dr. Allen’s (SAM) or Successive Approximation Model (2012), presented in Figure 1, to design and develop an android-based inquiry activities on gas laws. To ensure that the design process aligns with developmental research, the research and development (R&D) technique served as a structured approach to designing a product and assessing its efficacy. The Successive Approximation Model (SAM) enhances this process by offering a more flexible, iterative, and collaborative approach to instructional design. Unlike traditional linear models, SAM prioritizes rapid development, allowing for continuous feedback and adjustments throughout the design cycle. This ensures that e-learning materials were not only developed efficiently but also refined to meet learner needs effectively. SAM consists of three key stages: the Preparation Phase, Iterative design phase, Iterative development phase.

Figure 1. Process of SAM

Preparation Phase

SAM begins the preparation phase by gathering all relevant project information and background knowledge. This was known as a “savvy start.” The savvy start acts as a starting point, allowing the researcher to examine the background information gathered and create preliminary ideas for building e-learning content. These studies explore various aspects of android-based learning and its influence on students’ academic experiences. One key area of research focuses on the academic effects of mobile learning, examining how the use of mobile devices—such as smartphones, tablets, and educational apps—enhances knowledge retention, comprehension, and overall learning outcomes. Another significant area of study investigates the impact of mobile learning on students’ motivation, analyzing how accessibility, interactivity, and personalized learning experiences influence student engagement, interest, and willingness to participate in the learning process. Additionally, researcher assessed the overall impact on students’ performance, evaluating whether mobile learning contributes to improved grades, critical thinking skills, problem-solving abilities, and self-directed learning. These studies help educators and policymakers understand how mobile technology can be effectively integrated into the educational system to maximize its benefits while addressing potential challenges, such as distractions, digital divide issues, and the need for proper instructional design.

Figure 2. Preparation Phase

Iterative Design Phase

Design

Project Planning

Before conducting the study, the researcher selected a science topic that aligned with the curriculum guide and was challenging for students to understand. The chosen topic is Gas Laws, which include three key components: the kinetic molecular theory, volume-pressure-temperature relationship, and the ideal gas law. To ensure a structured and seamless learning experience, the researcher designed a 7E lesson plan for each component. Additionally, the researcher developed an Android-based inquiry activities and a learning packet on gas laws, both aligned with the Department of Education (DepEd) K-12 Curriculum Standards and the Most Essential Learning Competencies (MELCs).

Additional Design

Android-Based Inquiry Activities

Making this android-based educational content makes teaching and learning more efficient, engaging and enjoyable for students. The following instructional content was designed:

Title Display– this display was the introductory video for learning media and was the first display of android-based media aided by smart app creator.

Topic Display– was the display of the topic, the learning content, content standard competencies that students must accomplish.

Set Up/ Instructions– was a display of instructions for using learning media to guarantee that students utilized learning media without difficulty.

Vodcast Display– a vodcast presentation that served as an interactive learning tool designed to enhance students’ understanding of gas laws. It specifically focused on key topics, including the kinetic molecular theory, volume, pressure, and temperature relationship, and ideal gas law. Additionally, the vodcast integrates guided-inquiry activities, allowing students to actively engage with the concepts through structured explorations. To further reinforce learning, it also incorporates PhET simulations on gas laws, providing dynamic visual representations that help students experiment with gas properties in a virtual environment.

Quiz Display– Additionally, for the assessment of knowledge a short quiz was deployed to help assess how much students have understood and retained from the lessons. This gives a way to gauge students’ progress and identify areas where they may need more help.

Guided Inquiry-Based Learning Packet– was a structured, hands-on student resource designed to facilitate a deeper understanding of gas laws through active exploration and critical thinking. This packet follows an inquiry-based approach, encouraging students to investigate key concepts, analyze data, and draw conclusions rather than passively receiving information. It covers fundamental topics such as:

• The Kinetic Molecular Theory of Gases – explaining the movement and behavior of gas particles.
• The Volume-Pressure-Temperature Relationship – exploring Boyle’s Law, Charles’ Law, and Gay-Lussac’s Law through interactive activities.
• The Ideal Gas Law – applying mathematical relationships to real-world gas behaviors.

Figure 3. Iterative Design Phase

Prototype

The researcher designed an interactive, Android-based inquiry activities focused on gas laws to enhance student engagement and understanding. This digital resource includes structured lesson plans that guide learners through key concepts, collaborative group exercises that encourage discussion and critical thinking, problem sets that reinforce theoretical knowledge through application, and achievement tests to assess learning outcomes. Additionally, to assess students’ understanding of the topic, the researcher developed a comprehensive manual that serves as both a learning guide and an assessment tool. This manual includes key concepts, step-by-step explanations, practice exercises, and self-assessment questions that allow students to track their progress. It provides structured activities designed to reinforce learning, such as conceptual questions, real-life applications of gas laws, and guided problem-solving exercises.

Review

The thesis advisers, panel members, science/physics teachers, and ICT validators were carefully evaluated the design and content of the developed Android-based inquiry activities, along with its accompanying manual, to ensure its effectiveness and alignment with educational standards. After their initial review, the researcher implemented the necessary revisions based on their feedback and recommendations. Additionally, the areas subjected to face validation by science and physics teachers, ICT experts, and learners include:

a.) The developed Android-based inquiry activities-ensuring their scientific accuracy, usability, and instructional effectiveness.

b.) The guided-inquiry activity learning packet-which serves as a structured resource to facilitate students’ exploration of gas laws.

After this validation process, the instructional materials would be looped back to the previous stage for further refinement. Any additional revisions would be made according to the comments and suggestions provided by the reviewers, ensuring continuous improvement and the development of high-quality learning resources.

Iterative Development Phase

Figure 4. Iterative Development Phase

Finally, in the iterative development phase, the researcher cycled through development, implementation, and evaluation. The first cycle’s product was a design proof, which was created at the start of the development phase. After showcasing and assessing the design proof, an alpha version was given out.  After rolling out the alpha version, the researcher evaluated their feedback using a physics motivation survey questionnaire. This is a measure of the learners’ perception in utilizing the android-based inquiry activities on gas laws. The normalized gain was also calculated as a measure of how much learning that the guided-inquiry activities may generate. The researcher then analyzed their responses which based on the five-point Likert scale-response, corresponds to the researcher-articulated physics motivation questionnaire descriptions. The following table provides a 5-point Likert Scale-scoring guide for the respondent’s responses.

Table 2. Perception Scale for Students

Data Analysis

The following methods was used to analyze the observational data that the researchers collected.

Normalized Gain

The normalized gain score (g) was computed to better understand the impact of the generated content on the success of grade 10 learners. Recommend employing normalized gain to compare pre- and post-instruction concept inventory scores. The normalized gain score was calculated by dividing the difference between the posttest and pretest mean scores by the difference between the greatest achievable percentage score and the pretest percentage mean score. This was demonstrated by the following equation:

The normalized gain score and criterion table developed by Hake (1999) and quoted by Rani et al. (2017) is used in this investigation and are provided in Table 3 below. An Excel spreadsheet was also used to compute the normalized gain score.

Table 3. Normalized Gain Score and Criteria

Mean

To determine the usefulness of the developed material. The Department of Education Grading Scale will be used to measure the grade scale of the pretest and posttest results.

 Table 4. Descriptors, Grading Scale and Remarks

RESULTS AND DISCUSSIONS

Preparation Phase  

Development of Android-Based Inquiry Activities on Gas Laws

Before initiating the design and development process of the Android-Based Inquiry Activities, the most essential learning competencies presented in Table 5 were used as a preliminary basis. The overall design of the Android-Based Inquiry Activities, such as the duration and flow of the implementation, group activities, and achievement tests, were all anchored on these competencies.

Table 5. Most Essential Learning Competencies for Grade 10 Science

The topic was supported by numerous research, each of which asserted a distinct theory concerning android-based inquiry activities. The researchers read the publications listed in table 6 below to aid in the production of the topic gas laws.

Table 6. Summary of Previous & Related Studies

Iterative Design, Development, and Validation of the Course Material

Project Planning

To provide a well-organized and smooth learning experience, the researcher developed a 7E lesson plan for the topic of gas laws, which includes three sub-topics: Kinetic Molecular Theory, Volume-Pressure-Temperature Relationship, and the Ideal Gas Law. Below were the sample screenshots of the lesson plan.

Figure 5. 7E Lesson Plan on Kinetic Molecular Theory

Figure 6. 7E Lesson Plan on Volume-Pressure-Temperature Relationship

Figure 7. 7E Lesson Plan on Ideal Gas Law

Additional Design

Android-Based Inquiry Activities

During this phase, the alpha version of the android-based inquiry activities on gas laws was produced. This initial iteration of the course materials was basically the prototype in its functioning form. Additionally, the included vodcast lasted only 5–6 minutes to ensure the learners were not bored and for their own convenience. Below were the sample shoots of the first version of the android-based inquiry activities.

Figure 8. Sample Shoots of the Alpha Version of Android-Based Inquiry Activities on Gas Laws

After showing the alpha version to the evaluators, the researchers took note of the comments and suggestions of the content/ICT validators so as to provide a better version of the course material. Thus, the following were the comments for improvements by the evaluators with their anonymous code:

Table 7. Content Validators’ Comments and Suggestions

The evaluators’ feedback and suggestions on the content were presented in Table 7. Overall, the comments were largely positive regarding the Android-based learning material. In response to the negative feedback, particularly concerning the speaker’s delivery, the researcher addressed issues such as correcting grammar errors, improving pronunciation, and enhancing voice modulation to make the narration more engaging and effective in conveying the topic.

Table 8. ICT/Vodcast Validators’ Comments and Suggestions

The evaluator’s comments and suggestions on the technical aspects of the android-based learning material particularly the vodcast part were displayed in Table 8. Responses focused primarily on the vodcast’s length, presentation, and background noises. In order to reduce unneeded noise, the researcher used an isolated space, revised with a shorter runtime, and used a uniformed background.

As a result, their initial feedback and recommendations served as the foundation for the revisions, which have now been incorporated. Therefore, below was the beta version of the Android-based learning material.

Figure 9. Sample Shoots of the Beta Version of Android-Based Inquiry Activities on Gas Laws

As shown in Figure 9, the beta version of the android-based learning material already had the same background. The navigation buttons (next, back, and home) have been improved. It has a shorter runtime compared to the alpha version, and unnecessary background noise has been eliminated. The Vodcast was more concise, emphasizing simulations and diagrams that align with the MELCs. Grammar errors and speaker pronunciation have been improved. The vodcast discussion has been shortened and now focuses solely on the specific objectives outlined in the MELCs. The reduced duration addresses students’ shorter attention spans, and it was also more compatible with students’ often unreliable internet access and limited smartphone storage capacity.

Guided Inquiry-Based Learning Packet

In this phase, the first version of the Guided Inquiry-Based Learning Packet on gas laws was created. This initial version of the course material served as the prototype in its operational form. Below were sample images of the first version of the learning packet.

Figure 10. Sample Shoots of the First Version of Guided Inquiry-Based Learning packet

After showing the first version to the evaluators, the researchers took note of the comments and suggestions of the content/ICT validators so as to provide a better version of the learning packet. Thus, the following were the comments for improvements by the evaluators with their anonymous code:

Table 9. Evaluators’ Comments and Suggestions on the Learning Packet

The evaluators’ feedback and recommendations on the learning packet were shown in Table 9. The comments primarily focused on the format, numbering, displayed elements, alignment, colors, and renaming of title. In response, the researcher removed unnecessary elements and revised the learning material based on their suggestions to create a more engaging and effective learning packet for the students.

As a result, their initial feedback and suggestions formed the basis for the revisions, which have now been implemented. Thus, the second version of the Guided Inquiry-based learning packet was presented below.

Figure 11. Sample Shoots of the Final Version of Guided Inquiry-Based Learning packet

As shown in Figure 11, the second version of the Guided Inquiry-Based Learning Packet has been enhanced. The title “A Hands-on Student Guide to Understanding Gas Laws” has been changed to “Exploring Gas Laws: A Guided Inquiry-Based Learning Packet.” The researcher reduced the design elements in the content section, removing the house design and simplifying the visuals to make them less colorful and more straightforward. Additionally, the suggested format was followed to make the instructions clearer and more refined.

Moreover, the outcomes of the pretest and posttest were further examined to produce better results at this level. Knowing how the learning material affected the respondents’ performance on the test, Gas laws. The normalized gain score includes the outcomes of the pretest and posttest calculation as thoroughly covered in the evaluation stage.

Table 10. Normalized Gain Score Analysis

As shown in Table 10, fifteen (15) got a high normalized gain, nineteen (19) got moderate and thirteen (13) had a low normalized gain. Overall, the respondents posted a uniform moderate gain score on the topic Gas Laws. The overall pretest mean score was 15.53 while the overall posttest mean score was 20.34. Using the normalized gain score formula shown in chapter 3, the overall normalized gain score is computed to be 0.52 and is level as moderate. This means, that interactive learning multimedia has advantages, one of which is being able to make learning innovative, effective, creative, and efficient (Septiani et al., (2020); Wong & Adesope, (2021). Besides that, the advantages of learning multimedia make it easy for users to operate it, especially at time and place, meaning that there was interactivity between students and the multimedia used. It also enhances inquiry-based learning because in this approach students actively discover information by allowing scientific discovery within realistic setting (de Jong,2006). It was an educational tool which offers students the unique opportunity of experiencing and exploring broader environments, objects, and phenomena within the walls of the classroom wherein students can observe and manipulate normally inaccessible objects, variables, and processes in real-time (Strangman et al., 2021). Therefore, it can be concluded that learning multimedia can be a solution to facilitate teachers in forming students’ conceptual understanding of Gas Laws.

Moreover, during this stage, the learning material evaluation survey questionnaire was further analyzed towards a better understanding of the influence of android-based inquiry activities from the respondents’ perception. Hence, the following table was the learning material evaluation survey result of the learners.

Table 11. Descriptive Evaluation of the Respondents on the Developed Android-Inquiry Activities

The android-inquiry activities received highly positive feedback across all assessed areas, with an overall mean score of 4.39 (Very Good). The learning material stood out for its Clarity, scoring a weighted mean of 4.21, highlighting the effectiveness of its instructions, artistic design, sentence length, and writing style. Regarding Relevance, the activities earned a weighted mean of 4.34, indicating that the interactive content fosters the development of advanced cognitive skills such as critical thinking, creativity, hands-on learning, and inquiry. The Engagement score was particularly high, at 4.62, reflecting that the material is engaging, interesting, easy to navigate, and capable of capturing the attention of its intended audience. In conclusion, the developed interactive learning material proves to be an effective educational tool, allowing students to explore a wide range of environments, objects, and phenomena that would typically be inaccessible, all within the classroom. It offers real-time opportunities for students to observe and interact with variables and processes in an immersive way.

CONCLUSION AND RECOMMENDATION

With a moderate normalized gain score of 0.52, the Android-based inquiry activities on Gas Laws for Grade 10 STEM students proved to be highly effective in enhancing student performance. The student-respondents’ achievement levels improved from “did not meet expectations” to a “very satisfactory” rating. Content and ICT experts rated the material as “satisfactory,” while students found it “very useful,” further affirming its positive impact on learning outcomes. This indicates that the interactive learning material significantly contributed to students’ comprehension of Gas Laws. Furthermore, the findings of this study serve as a valuable foundation for refining teaching and learning strategies. Researchers exploring similar topics may use this study as part of their related literature to support their investigations, validate findings, or build upon existing knowledge.

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