Development and Validation of E-Drill Generator as Instructional Material in Mathematics
Abstract
This research aimed to develop and validate an E-Drill Generator as instructional material in Mathematics drill practices, using the descriptive developmental research design based on the ADDIE model. The analysis phase, discussed in the background of the study, served as the basis for the initial design and features of the E-Drill Generator. In the design and development phase, fifteen master teachers validated the E-Drill using a survey questionnaire to assess its content quality, format and presentation, and user-friendliness. In the implementation phase, the E-Drill Generator was used by math teachers and piloted with 30 Grade 9 students, with parental consent, to evaluate its initial use. In the evaluation phase, mathematics teachers provided qualitative feedback using an interview questionnaire. The quantitative data were analyzed using the weighted mean, standard deviation, and paired sample t-test in SPSS software, while the qualitative data were analyzed using thematic analysis in NVivo. Results showed a high level of validity in all criteria, interpreted as strongly agree. A significant difference was found between the design and development review phases after revisions. Six themes emerged from the evaluation, confirming that the E-Drill Generator is a valid and suitable tool for enhancing students' numeracy skills through drill exercises.