Development and Validation of a Supplementary Learning Material in Grade 8 Geometry Using the Think-Pair-Share Strategy with Technology Integration
DOI:
https://doi.org/10.69569/jip.2026.054Keywords:
Geometry, Supplementary learning material, Technology integration, Think-Pair-Share strategy, ValidationAbstract
This study developed and validated supplementary learning materials for Grade 8 Geometry using the Think-Pair-Share strategy with technology integration to address the need for valid, acceptable learning resources. Specifically, it aimed to determine the level of validity in terms of content quality, instructional quality, technical quality, and other findings, and determine the level of acceptability in terms of clarity, usefulness, suitability, adequacy, timeliness, language, style, and format, illustrations, and presentation of the developed material based on the evaluations of the teachers and expert validators, and if there is significance difference between the two validators ratings on the validity and acceptability of the developed learning material. The study used a developmental research design and involved 44 validators, composed of 23 mathematics teachers and 21 experts. Data were gathered using the Department of Education Learning Resource Management and Development System questionnaire for validity and an adapted acceptability tool. Results showed that the material was rated Very Satisfactory in validity by both teachers and experts. It was also rated Very Much Acceptable by teachers and experts. Statistical results further showed no significant difference in ratings between the two groups for validity and acceptability. These findings indicate that the developed supplementary learning material is valid through expert and teacher evaluation and highly acceptable for use in Grade 8 Geometry. Future studies may examine its effect on students’ academic performance and learning outcomes.
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