ABSTRACT
Providing quality learning in science during the onset of the COVID-19 pandemic became one of the quandaries of most secondary schools in the Philippines, especially in remote areas. Likewise, high school teachers at Occidental Mindoro State College (OMSC) despite the prominence of technological learning platforms, have still resorted to the use of printed modules as primary learning modality due to the emergence of digital gap among the learners. Thus, the possibility of addressing the gap through the utilization of m-learning approach in teaching science on a distance-learning set-up was explored. Using a developed mobile-learning modular app (MoLMA) by the researcher, the approach was utilized in one of the Grade-7 Science classes of the institution. Following a descriptive-comparative mixed-method research design, the perceived usefulness of m-learning approach was gathered based on the pre-and post-perception responses of the teacher-users before and after the intervention. A focus group discussion was conducted therein after to gather an in-depth response. Results revealed high positive feedback in the utilization of m-learning before and after the intervention. Though both yielded positive responses, t-test results showed a difference between the areas of instructional delivery, enhancement of learning, and flexibility and convenience. Apart from promoting ubiquitous and personalized learning experience, results of FGD showed its cost- and time-efficiency in teaching biology subjects compared to the modular. Technologically speaking, results showed that m-learning is one of the most adaptive and accessible ways of utilizing technology-enabled learning in science at the onset of pandemic. It is recommended that the effectiveness of the approach in increasing students' academic performance shall be also tested. © ICCE 2022.All rights reserved.