DEVELOPMENT AND EVALUATION OF H5P-BASED MATERIAL FOR TECHONOLOGY AND LIVELIHOOD EDUCATION (TLE) SPECIALIZED COURSES GUIDED BY THE ISO 9126 SOFTWARE QUALITY FRAMEWORK.

Saved in:

Bibliographic Details
Title:	DEVELOPMENT AND EVALUATION OF H5P-BASED MATERIAL FOR TECHONOLOGY AND LIVELIHOOD EDUCATION (TLE) SPECIALIZED COURSES GUIDED BY THE ISO 9126 SOFTWARE QUALITY FRAMEWORK.
Authors:	GARCIA, Rizaldy E.¹ regarcia@rttu.edu.ph, ORIG, Schanine D.¹ gvdaguplo@rtu.edu.ph
Source:	Turkish Online Journal of Distance Education (TOJDE). Jul2026, Vol. 27 Issue 3, p151-179. 29p.
Subject Terms:	Teaching aids, Educational technology, *Vocational education, Reliability in engineering, Computer software quality control, Maintainability (Engineering), Computer software testing, User-centered system design
Abstract:	This paper evaluates the quality of an H5P-based review material developed for Technology and Livelihood Education (TLE) specialization courses undertaken as part of licensure examination review program. Using the ISO 9126 software quality framework, 85 fourth-year college students and 22 faculty members assessed the material across dimensions of functionality, reliability, usability, efficiency, maintainability, and portability. Findings revealed that both students and teachers strongly agreed on the material's functionality and usability, indicating its effectiveness in delivering core instructional tasks and user-friendly design. However, reliability consistently received the lowest ratings, suggesting concerns about system stability and error handling. The Friedman test revealed significant within-group differences across quality dimensions for both teachers (1² = 12.90, p = .025) and students (1² = 41.40, p < .001). Durbin-Conover post hoc tests identified multiple significant pairwise differences, particularly highlighting usability and reliability gaps. The Kruskal-Wallis's test showed no significant differences based on specialization, but teachers' years of experience significantly influenced their evaluation of functionality (p = .047). Students rated the material consistently regardless of their specialization. Evaluating TLE-focused digital review materials is essential because high-quality, interactive resources directly support pre-service teachers' mastery of specialized competencies required for successful performance in the Licensure Examination for Teachers. These results suggest high perceived quality overall, with actionable areas for technical and pedagogical enhancement. [ABSTRACT FROM AUTHOR]
	Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This paper evaluates the quality of an H5P-based review material developed for Technology and Livelihood Education (TLE) specialization courses undertaken as part of licensure examination review program. Using the ISO 9126 software quality framework, 85 fourth-year college students and 22 faculty members assessed the material across dimensions of functionality, reliability, usability, efficiency, maintainability, and portability. Findings revealed that both students and teachers strongly agreed on the material's functionality and usability, indicating its effectiveness in delivering core instructional tasks and user-friendly design. However, reliability consistently received the lowest ratings, suggesting concerns about system stability and error handling. The Friedman test revealed significant within-group differences across quality dimensions for both teachers (1² = 12.90, p = .025) and students (1² = 41.40, p < .001). Durbin-Conover post hoc tests identified multiple significant pairwise differences, particularly highlighting usability and reliability gaps. The Kruskal-Wallis's test showed no significant differences based on specialization, but teachers' years of experience significantly influenced their evaluation of functionality (p = .047). Students rated the material consistently regardless of their specialization. Evaluating TLE-focused digital review materials is essential because high-quality, interactive resources directly support pre-service teachers' mastery of specialized competencies required for successful performance in the Licensure Examination for Teachers. These results suggest high perceived quality overall, with actionable areas for technical and pedagogical enhancement. [ABSTRACT FROM AUTHOR]
ISSN:	13026488