Quality and Usability of Inclusive and Contextualized Science Learning Modules: Teachers' and Students' Perspectives

Abstract

Inclusive and contextualized science learning modules play an important role in supporting meaningful and equitable learning experiences. However, limited research has explored how teachers and students perceive the quality and usability of these instructional materials. This study explored teachers' perceptions of the quality and students' perceptions of the usability of inclusive and contextualized science learning modules. A qualitative descriptive research design was employed involving 11 secondary science teachers and 8 students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using Braun and Clarke's reflexive thematic analysis. The findings revealed four themes describing module quality: multimedia-enhanced learning experiences, contextualized learning experiences, collaborative knowledge construction, and inclusive learning support. Three themes emerged regarding module usability: cognitive accessibility, instructional clarity, and flexible learning access. The findings indicate that participants perceived module quality and usability as related but distinct constructs. Teachers emphasized pedagogical characteristics that promote learner engagement, contextualization, collaboration, and inclusivity, whereas students highlighted usability characteristics that facilitate comprehension, independent learning, and equitable access to learning. These findings contribute to the understanding of the characteristics of inclusive and contextualized science learning modules that provide empirical insights that may inform future instructional practice in inclusive science education.