Evaluation of Interactive Learning Material Developed using HTML5 Content in Teaching Empowerment Technologies to Technical-Vocational SHS Students

Abstract

E-learning integration demands tailored, high-quality interactive resources, yet many educators continue to rely on generic online materials rather than developing competency-specific tools for Technical-Vocational Livelihood (TVL) students. Consequently, this study evaluated the effectiveness of an Interactive Learning Material (ILM) developed using HTML5 content, specifically targeting the Empowerment Technologies learning competency (CS_ICT11/12-ICTPT-Ia-b-1). To address the lack of customized interventions, the research employed a quasi-experimental design integrated with a descriptive survey method. The participants consisted of 153 Grade 11 and 12 students representing various academic strands—including TVL, Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS), and the General Academic Strand (GAS) at the City College of San Jose del Monte (CCSJDM). These students were selected using purposive-random sampling procedures. Data collection used a validated, researcher-developed survey questionnaire to measure perceived ILM quality, alongside standardized pre-tests and post-tests to find knowledge gain between a control group and a treatment group. The statistical treatments applied to the collected data included the mean, standard deviation, and independent samples t-tests. The findings revealed that students highly rated the HTML5 ILM across all quality criteria: attractiveness (M=4.2), clarity and comprehensiveness (M=4.5), applicability (M=4.3), interactivity (M=4.6), and assessment (M=4.4). Furthermore, a significant knowledge gain was observed. The treatment group, which used the HTML5-based material, achieved a higher post-test mean score (81.2) compared to the control group (75.8) that received traditional instruction. The independent samples t-test confirmed a statistically significant difference (p < 0.05) between the two groups. The study concludes that highly interactive HTML5-based ILMs are effective instructional tools that significantly enhance student knowledge acquisition and promote active engagement in Empowerment Technologies.