Development, Validation and Evaluation of Microlearning Materials for Grade 10 Learners in Chemistry and Biology
DOI:
https://doi.org/10.5281/zenodo.23532750Keywords:
Cognitive Load Theory, Conceptual Understanding, Microlearning, Mixed Method, Secondary Science EducationAbstract
Addressing persistent learning difficulties in secondary science education requires instructional strategies that align with human cognitive architecture. This study investigated the development, validity, and instructional effectiveness of microlearning materials designed for Grade 10 Chemistry and Biology competencies. Employing mixed-methods, pretest-posttest research design in a public secondary school setting, the study evaluated the impact of targeted micro-modules on student conceptual understanding. The diagnostic phase established that core competencies in Chemistry (Chemical Reactions, Conservation of Mass, Balancing Equations, and Reaction Rates) and Biology (Homeostasis and Evolution) posed a high challenge to learners under conventional, lecture-heavy instruction. Evaluation by ten Science master teachers and instructional media experts using Department of Education quality assurance tools confirmed that the developed microlearning materials achieved High validity across Content, Format, Presentation, and Accuracy and Up-to-datedness. Following the instructional intervention, student academic performance demonstrated a dramatic progression, escalating from a low pretest baseline mean to a posttest mean representing a very high level. Inferential analysis using a paired-samples test confirmed a statistically significant performance gain, rejecting the null hypothesis. These findings prove that chunking complex scientific concepts into bite-sized, dual-coded modules effectively reduces working memory strain and accelerates conceptual mastery. The study provides strong empirical support for adopting modular microlearning frameworks in secondary science curricula, informing educational policy, instructional design, and classroom practice.
Downloads
References
Agarwal, P. K., D'Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2016). Classroom-based programs of retrieval practice reduce test anxiety and improve learning outcomes. Journal of Educational Psychology, 108(6), 842–852. https://doi.org/10.1037/edu0000112
Al-Zahrani, H. (2024). The mathematics of learning: Instructional efficiency in micro-learning models. Educational Tech Press.
Alias, N. F., & Razak, R. A. (2024). Revolutionizing learning in the digital age: A systematic review of microlearning in basic education. Malaysian Journal of Learning and Instruction.
Almarzouki, A. F. (2024). Neurobiology of micro-content: Preserving synaptic plasticity and mitigating instructional fatigue in digital learners. Journal of Advanced Cognitive Neuroscience and Pedagogy, 18(2), 142–158.
Atabey, N., & Topçu, M. S. (2024). Development of scientific literacy through socio-scientific issues-based instruction: A longitudinal analysis. International Journal of Science Education, 46(3), 289–311. https://doi.org/10.1080/09500693.2023.2294156
Balasundaram, S., et al. (2024). Effectiveness of microlearning in higher education: Enhancing performance and retention. Frontiers in Education, 11, Article 1309074. https://doi.org/10.3389/feduc.2024.1309074
Bautista, R. C., & Gatcho, A. G. (2025). Response to intervention within a multi-tiered systems of support: A missing element in the literacy curricula, policies, and practices in the Philippines. Frontiers in Education, 10, Article 1484566. https://doi.org/10.3389/feduc.2025.1484566
Budiarti, R. S., Retnawati, H., & Prasetyo, Z. K. (2025). Cultivating functional scientific literacy in secondary schools: Strategies for civic engagement in environmental crises. Journal of Biological Education and Research, 14(1), 45–62.
Çalik, M., & Wiyarsi, A. (2024). Bridging abstract science concepts and real-world tools: A meta-synthesis of place-based and socio-scientific learning. Studies in Science Education, 60(2), 175–201. https://doi.org/10.1080/03057267.2024.2311890
Calixtro, V. L., Jr. (2023). Cognitive load barriers and readability bottlenecks in secondary science instruction within regional public schools. Southern Luzon Educational Review.
Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022). The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology, 1(9), 496–511. https://doi.org/10.1038/s44159-022-00089-1
Castro-Alonso, J. C., & Sweller, J. (2021). The modality principle in multimedia learning. In Visual-spatial ability in STEM education (pp. 67–85). Springer.
Chen, L., & Wang, J. (2023). Bite-sized science: A quasi-experimental study on secondary achievement. Journal of STEM Education Research.
Chen, L., & Wang, J. (2025). The 24-hour consolidation window: Pairing immediate instructional wins with active recall in secondary science. Asia-Pacific Science Education, 11(1), 74–93.
Comparison of the effects of microlearning and webinars on knowledge and self-efficacy of emergency medical technicians (EMTs) in the diagnosis and treatment of cardiac arrhythmias. (2026). PMC. https://pmc.ncbi.nlm.nih.gov/articles/PMC12888392/
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2022). Implications for educational practice of the science of learning and development. Applied Developmental Science, 26(2), 97–140. https://doi.org/10.1080/10888691.2021.1985379
De Bortoli, L., Underwood, C., & Thomson, S. (2023). PISA in Brief 2022: Student performance and equity in education. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-727-4
Department of Education. (2023). The MATATAG curriculum framework: Decongesting the basic education curriculum for the 21st century learner. Department of Education Central Office.
Faber, J., & Van der Hoek, M. (2024). Longitudinal retention and spaced repetition in modular environments. Cognitive Learning Science.
Fullan, M. (2021). Leading in a culture of change (2nd ed.). Jossey-Bass.
Giray, M. B., & Kim, V. F. (2023). Spiral progression approach in teaching science in the K-12 curriculum. International Journal of Research Publication and Reviews, 4(8), 1363–1378. https://doi.org/10.55248/gengpi.4.823.50813
Guetterman, T. C., & Fetters, M. D. (2022). The SAGE handbook of mixed methods research design. SAGE Publications.
Hambrock, G., & De Villiers, C. (2023). Seamless learning through segmentation and bite-sized learning. International Journal of Environmental Research.
Hargreaves, A., & O’Connor, M. T. (2021). Collaborative professionalism and the future of teaching. Educational Researcher, 50(4), 213–224. https://doi.org/10.3102/0013189X20967811
Ji, Y., Zhang, X., & Liu, H. (2023). Breaking the barrier to entry: How microlearning segments sustain student behavioral momentum. Computers & Education, 194, Article 104682. https://doi.org/10.1016/j.compedu.2023.104682
Kapp, K. M., & Defelice, R. A. (2021). Microlearning: Short and sweet. Association for Talent Development.
Kim, D., Lin, Y., & Lim, T. (2019). Microlearning patterns and their effects on learner motivation, attention, and knowledge acquisition. Educational Technology Research and Development, 67(5), 1139–1162. https://doi.org/10.1007/s11423-019-09672-0
Kolb, A. Y., & Kolb, D. A. (2022). Experiential Learning Theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 38–45.
Kumar, P., Singh, M., & Sharma, V. (2024). From rote memorization to place-based education: Redesigning secondary science for real-world navigation. Asia-Pacific Science Education, 10(1), 89–114.
Leithwood, K., Harris, A., & Hopkins, D. (2021). Seven strong claims about successful school leadership revisited. School Leadership & Management, 41(1–2), 5–22. https://doi.org/10.1080/13632434.2020.1796071
Lopez, M. G., & Chen, H. W. (2026). Evaluating microlearning for faculty development in medical education: A mixed methods pilot study on cardiovascular instruction. Medical Education Online, 31(1), Article 2094532. https://doi.org/10.1080/10872981.2026.2094532
Magsalay, R. J. (2025). Quantifying Central Limit Theorem Convergence: A Monte Carlo simulation approach to minimum sample size. International Journal of Research and Innovation in Social Science, 9(8), Article 908000050. https://doi.org/10.47772/ijriss.2025.908000050
Manning, K. D., Spaulding, A. B., & Resnick, M. J. (2020). Microlearning as a resilient pedagogical tool: Driving immediate and sustainable expertise in high-volume settings. Academic Medicine, 95(8), 1211–1216.
Mayer, R. E. (2024). Multimedia learning (3rd ed.). Cambridge University Press.
Mayer, R. E. (Ed.). (2021). The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108894333
Medical Education Study. (2021). The micro revolution: Effect of Bite-Sized Teaching (BST) on learner engagement and learning in postgraduate medical education. PMC. https://pmc.ncbi.nlm.nih.gov/articles/PMC7819162/
Mejías-Acosta, et al. (2024). Principles of microlearning as an instructional tool for developing digital self-efficacy. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1709074
Miller, S., & Ross, K. (2022). Analytics of engagement: Completion rates in K-12 modular design. Learning Analytics Quarterly, 9(1), 33–47.
Morris, J. E. (2025). Navigating the overcrowded curriculum: Instructional design strategies for deep conceptual understanding in secondary science. Curriculum Inquiry, 55(2), 143–166.
Organisation for Economic Co-operation and Development [OECD]. (2023). PISA 2022 assessment and analytical framework: Science, mathematics and reading literacy. OECD Publishing. https://doi.org/10.1787/dfe0bfdd-en
Pajoohesh, B., Borzo, B., & Pishgooie, A. (2026). Comparison of the effects of microlearning and webinars on knowledge and self-efficacy of emergency medical technicians: A randomized controlled trial. BMC Emergency Medicine, 26(1), Article 42. https://doi.org/10.1186/s12873-026-00942-x
Priestley, M., & Philippou, S. (2023). Curriculum making and the problem of curriculum congestion: International perspectives on "overcrowded" education frameworks. The Curriculum Journal, 34(4), 521–539. https://doi.org/10.1002/curj.214
Robinson, V. M. J., Lloyd, C., & Rowe, K. (2021). The impact of leadership on student outcomes: An updated synthesis of research. Educational Administration Quarterly, 57(1), 5–43. https://doi.org/10.1177/0013161X20978546
Schleicher, A. (2022). World class: How to build a 21st-century school system. OECD Publishing.
Second Congressional Commission on Education [EDCOM II]. (2026). The MATATAG curriculum and the battle against content congestion: Year three report on the state of Philippine education. House of Representatives of the Philippines.
Shakil, M. A. (2025). Content saturation and its impact on learner retention: The necessity of instructional decongestion. Global Pedagogical Review, 7(2), 112–129.
Sianes, A., Lee, D., & Cordoba, J. (2022). Scientific literacy as a tool for public health and environmental crisis management: Global trends post-pandemic. Environmental Education Research, 28(8), 1105–1123. https://doi.org/10.1080/13504622.2022.2052431
Silva, E. S., et al. (2025). Contribution of microlearning in basic education: A systematic review. Education Sciences, 15(3), Article 302. https://doi.org/10.3390/educsci15030302
Smith, J. R., & Doe, A. L. (2026). The effectiveness of microlearning on student engagement: A convergent mixed-methods design. Journal of Educational Technology.
Strong, A., & Nesbitt, P. (2026). Bite-sized brilliance: Mixed-methods approach of unwrapping the benefits of sandwich courses for Sport Science students. Journal of Educational Kinesiology.
Susilana, R., et al. (2022). Microlearning strategies in online learning to mediate students' cognitive load: A qualitative approach. Journal of Educators Online.
Sweller, J., Ayres, P., & Kalyuga, S. (2024). Cognitive load theory (2nd ed.). Springer Nature.
Tabibian, B., Upadhyay, U., De, A., Zarezade, A., Schölkopf, B., & Gomez Rodriguez, M. (2024). Optimizing the spacing effect in modern microlearning frameworks for permanent memory consolidation. Memory & Cognition, 52(3), 310–325.
Tan, A. J. Y., et al. (2026). Learning critical thinking skills with online bite-sized videos: A qualitative account of students' perceptions. Research and Practice in Technology Enhanced Learning, 21, Article 21005. https://doi.org/10.58459/rptel.2026.21005
Tan, Y., & Lim, S. (2025). The 18-minute focus ceiling: Eye-tracking data in modern classrooms. Digital Pedagogy Review.
United Nations. (2023). The sustainable development goals report 2023. United Nations. https://unstats.un.org/sdgs/report/2023/
Williams, K. S., & Gupta, R. (2024). Faculty perceptions of microlearning in health professions education. Journal of Health Sciences Education.
Zheng, B., et al. (2022). Quantifying cognitive load: A review of task load metrics in multimedia learning.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
