Advisers

Ryan Christopher M. Villalon, PhD

Discipline

Education

Abstract

The study explored the use of MetaSci, a digital learning platform, as an innovative tool to improve Grade 4 students’ understanding of metamorphosis at Maligaya Elementary School. Recognizing the challenges students face in grasping scientific concepts through traditional instruction, the research aimed to determine whether interactive digital learning could enhance comprehension and engagement. Guided by the Cognitive Load Theory, the study focused on how MetaSci supports meaningful learning by reducing unnecessary mental effort and promoting active participation. It sought to identify student demographic profiles, assess their performance before and after the use of the platform, and evaluate their perceived cognitive load during the learning process. The study used a quantitative approach to evaluate MetaSci, a digital learning platform, among 220 Grade 4 pupils at Maligaya Elementary School. Participants’ age and gender were documented; most were aged 9–10 years, and slightly more than half were female. Learners completed a pretest and posttest to measure changes in their understanding of metamorphosis before and after using MetaSci. Performance results showed a significant improvement after the use of MetaSci. Before the intervention, most learners scored below the proficiency level; afterward, all learners reached high proficiency, with most earning 9–10 points. The Wilcoxon signed-rank test (Z = 12.8789, p < 0.05) indicated a statistically significant difference between pretest and posttest performance. Learners’ cognitive-load ratings also indicated that MetaSci supported understanding and engagement. The statistical results led to the rejection of the null hypothesis and indicated a significant improvement in students’ understanding of metamorphosis after using MetaSci. Higher posttest scores and positive cognitive-load ratings suggest that the video lesson supported performance and engagement. The study concluded that MetaSci is a useful instructional tool that may promote deeper learning consistent with Cognitive Load Theory.

Keywords

cognitive load theory, science education, grade 4, metasci, metamorphosis, animated video