DEVELOPMENT AND EVALUATION OF H5P-BASED MATERIAL FOR TECHONOLOGY AND LIVELIHOOD EDUCATION (TLE) SPECIALIZED COURSES GUIDED BY THE ISO 9126 SOFTWARE QUALITY FRAMEWORK
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 (χ² = 12.90, p = .025) and students (χ² = 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. These results suggest high perceived quality overall, with actionable areas for technical and pedagogical enhancement.
Keywords
Teacher education, H5P, review course, distance learning, educational technology
Ethical Statement
References
- Alam, A., & Mohanty, A. (2023). Cultural beliefs and equity in educational institutions: exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics. International Journal of Adolescence and Youth, 28(1). https://doi.org/10.1080/02673843.2023.2270662
- Alarcon, J. L. P., Baroma, K. T., Magallanes, A. H. G., & Irog-Irog, C. M. P. (2024). Assessing the Effectiveness of the Technical-Vocational-Livelihood Education in terms of Implementation. . . ResearchGate. https://doi.org/10.5281/zenodo.10702138
- Al-Fraihat, D., Alshahrani, A. M., Alzaidi, M., Shaikh, A. A., Al-Obeidallah, M., & Al-Okaily, M. (2025). Exploring students’ perceptions of the design and use of the Moodle learning management system. Computers in Human Behavior Reports, 18, 100685. https://doi.org/10.1016/j.chbr.2025.100685
- Ali, A., Crawford, J., Cejnar, L., Harman, K., & Sim, K. N. (2021). What student evaluations are not: Scholarship of Teaching and Learning using student evaluations. Journal of University Teaching and Learning Practice, 18(8). https://doi.org/10.53761/1.18.8.1
- Althubyani, A. R. (2024). Digital competence of teachers and the factors affecting their competence level: A Nationwide Mixed-Methods study. Sustainability, 16(7), 2796. https://doi.org/10.3390/su16072796