ABSTRACT
This developmental study aimed to design and develop GasApp Buddy, a mobile application serving as a supplementary instructional tool for teaching Gas Laws in General Chemistry 1 to Grade 12 learners at Iloilo National High School. The application integrates lessons, simulations, problem-solving activities, and assessments aligned with the Department of Education curriculum. Following a developmental research design, the application was evaluated using a structured checklist. Descriptive statistics and One-Way ANOVA were employed to analyze the results. Findings revealed that GasApp Buddy received "very high" evaluation ratings across all criteria, with no significant differences observed among validator groups. This indicates strong acceptance of the application as a supplementary instructional tool. The study recommends its implementation to support chemistry instruction and suggests further research into mobile learning applications within science education.
Keywords: GasApp Buddy, Gas Laws, General Chemistry, instructional application
INTRODUCTION
Teaching the behavior of gases in introductory chemistry courses remains a persistent global challenge due to the abstract and mathematical nature of pressure–volume–temperature relationships and the difficulty learners face in visualizing molecular motion (Leite, 2020; Rivera & Sanchez, 2020). Although web-based simulations, such as PhET, offer interactive experiences, they often demand stable internet access and desktop platforms, which limits their reach in many educational settings (Rivera & Sanchez, 2020). While the proliferation of mobile devices has opened new avenues for self-paced, context-rich learning, there remains scant evidence of mobile applications specifically engineered for Gas Laws instruction at the secondary school level.
Under the K–12 curriculum, Senior High School (SHS) learners in the Philippines are required to master the Gas Laws in General Chemistry 1. However, many public schools report challenges such as outdated laboratories, insufficient teaching aids, and inconsistent internet connectivity (Department of Education [DepEd] Region VI, 2023). Paper-based and downloadable modules provided by DepEd often fail to engage digitally native learners or function reliably offline. Consequently, learner performance in gas-related topics on national assessments remains below desired proficiency benchmarks.
Within Western Visayas, disparities in Information and Communications Technology (ICT) infrastructure and teacher training have led to the uneven adoption of digital tools in chemistry classrooms (DepEd Region VI, 2023). While urban schools may integrate projector-based simulations, many rural schools continue to rely on static worksheets and "chalk-and-talk" methods. This technological divide contributes to inconsistent learner outcomes in chemistry across the region. In Iloilo Province specifically, many public secondary schools face high learner-to-equipment ratios, limited laboratory reagents, and a lack of dedicated digital supplements for chemistry instruction (DepEd Region VI, 2023). At Iloilo National High School (INHS), internal assessments for General Chemistry 1 reveal that over 60% of Grade 12 learners score below proficiency in topics related to Gas Laws (Iloilo National High School, 2024). Furthermore, focus-group interviews with INHS learners indicate that the interplay of pressure, volume, and temperature feels too abstract without interactive, real-time models, while teachers cite significant time constraints for conducting hands-on demonstrations.
Existing efforts to contextualize Gas Laws instruction—such as improvised materials for lecture settings (Rivera & Sanchez, 2020) and e-SIM modules for online learning (Navarette et al., 2023)—have demonstrated efficacy in boosting conceptual understanding. Additionally, Android-based inquiry materials have shown promise for Grade 10 physics learners (Villaruz et al., 2025). However, no mobile application has been developed specifically for the Philippine SHS Gas Laws curriculum that operates reliably offline, aligns precisely with the DepEd SHS General Chemistry 1 competencies, and integrates local language cues and curriculum-aligned assessments (Leite, 2020; Villaruz et al., 2025).
In response to these gaps, this developmental study proposed GasApp Buddy—a mobile application tailored to Senior High School General Chemistry 1 Gas Laws. GasApp Buddy functions offline, supports the local context, and embeds formative assessments aligned with INHS instructional standards. This research aimed to design and evaluate GasApp Buddy as a supplementary instructional material to enhance the teaching and learning of General Chemistry 1.
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