Abstract

This is study designed and developed a digitized instructional material for projectile motion and determined the level of expert evaluation of the material in terms of content quality, instructional quality, and technical quality. This study employed a descriptive-developmental research design to develop, validate, and refine digitized instructional materials for teaching projectile motion in Senior High School Physics. The descriptive component involved a needs assessment to identify learner characteristics, instructional gaps, and classroom context, ensuring alignment with curriculum standards and learning objectives. The developmental component focused on the systematic design, improvement, and validation of the instructional materials through iterative feedback. The study was conducted at Agusan National High School, Butuan City, with 40 Grade 12 students from an intact class selected through purposive sampling. Data were gathered using a researcher-made student questionnaire measuring engagement, usability, motivation, and learning support, and an expert validation instrument assessing content accuracy, instructional design, technical quality, and usability. Content and face validity were established through evaluation by five Master Teachers in Science. Data were analyzed using descriptive statistics, including frequency counts, percentages, and weighted means, interpreted using DepEd-aligned rating scales. The findings showed that the digitized instructional materials were rated Effective to Very Effective, with overall weighted means ranging from 4.43 to 4.67. Relevance and contextualization and validity and feedback obtained the highest overall weighted means (WM = 4.67), indicating strong curriculum alignment, meaningful real-life integration, and a credible validation process. Pedagogical effectiveness recorded an overall weighted mean of 4.54, highlighting the effectiveness of simulations and demonstrations in visualizing abstract projectile motion concepts. Content accuracy and completeness obtained a weighted mean of 4.49, showing adequate coverage of key concepts, though explicit treatment of misconceptions required enhancement. Usability and technical quality received the lowest overall weighted mean (4.43), pointing to minor concerns related to navigation and instructional sequencing. Overall, the results indicated that the digitized instructional materials were instructionally sound, curriculum-aligned, and pedagogically effective, with identified areas for refinement to further improve instructional quality.