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Based Edukasyon sa Pagpapakatao 10 Module, Study Guides, Projects, Research of Ballistic and Cruise Missile Technology

Saint Francis of Assisi College (SFAC)Ballistic and Cruise Missile Technology

integrated module for Grade 10 students in Values Education. The proposed Information. Communications and Technology based Edukasyon sa Pagpapakatao 10 ...

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Multidisciplinary Research Journal
Vol. 3, s. 2020
_____________________________________________________________________________________
36
Development and Validation of Information and
Communications Technology (ICT)-Based
Edukasyon sa Pagpapakatao 10 Module
Melquisedec Edwin C. Ocumen, Ed.D., Liza Lanuza-Quimson, Ed.D.
Pangasinan State University; Open University Systems
melquisedecedwin@gmail.com, lizaquimson@yahoo.com
Abstract. The study concerned itself on developing an Information and Communications Technology
(ICT)-based instructional material for Values Education subject for Grade 10. The instructional
materials were in the form of a series of modules where information and communications
technological concepts are integrated in the presentation of the lesson and in the student activities.
The research subjects of this study were the Grade 10 students in Lareg-Lareg National High School.
There are 100 participants in the study. This study was conducted this school year 2018-2019. In
this research, developmental method is used when the researcher will develop and validate ICT-
integrated module for Grade 10 students in Values Education. The proposed Information
Communications and Technology based Edukasyon sa Pagpapakatao 10 module was evaluated by
the experts, the user and the end user using validated questionnaires. There were five evaluators for
content validity, five evaluators for structure validity. Twenty high school teachers served as
evaluators for the acceptability of the proposed instructional material and 100 students participated
for the research. The researcher determined the validity of the proposed instructional material based
on the evaluation of the higher authorities by distributing evaluation forms to the 5 validators. The
level of acceptability of the proposed ICT-integrated instructional material was determined through
an evaluation form distributed to the 20 teachers. And the researcher determined the level of
competencies of the 100 Grade 10 students in Values Education by conducting a post-assessment
after using the ICT-integrated Module in Values Education. This present study has the following
salient findings: The average weighted mean of the criteria enumerated in the validation for content
is 4.48 which is equivalent to extremely valid, the average weighted mean of the criteria enumerated
in the validation for structure is 4.50 which is equivalent to extremely valid, the 20 teacher
respondents considered the ICT-based instructional material as Very Highly Acceptable with a
weighted mean of 4.53. There is a significant difference on the post test scores of the experimental
group and the control group thus the researcher has the following conclusions: the developed module
in Edukasyon sa Pagpapakatao 10 possesses content validity and it is in line with the curriculum
guide of Edukasyon sa Pagpapakatao, therefore the module made by the researcher is valid,
acceptable, reliable and effective. The respondents are in agreement that the developed module meets
the criteria in designing instructional materials which can be used in enhancing the teaching-
learning process. Students score favorably on the items given in the modules and this conveys that
the students can do tasks on their own. Based on the results and conclusions of the study, the
following recommendations are given: this module created by the researcher can be used as an
instructional material for Edukasyon sa Pagpapakatao 10 since the present research proved that it
is valid, reliable, acceptable and effective, worktext and modules should be considered as an
instructional material and be used in the teaching-learning process of the course,
teachers/professors should be motivated to make their own worktext/module/ instructional materials
and the school administration should provide support in the production of this worktext and other
instructional materials produced by faculty members.
Keywords: ict based module, values education, instructional materials
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Download Based Edukasyon sa Pagpapakatao 10 Module and more Study Guides, Projects, Research Ballistic and Cruise Missile Technology in PDF only on Docsity!

Vol. 3, s. 2020

_____________________________________________________________________________________

Development and Validation of Information and

Communications Technology (ICT)-Based

Edukasyon sa Pagpapakatao 10 Module

Melquisedec Edwin C. Ocumen, Ed.D., Liza Lanuza-Quimson, Ed.D.

Pangasinan State University; Open University Systems

melquisedecedwin@gmail.com, lizaquimson@yahoo.com

Abstract. The study concerned itself on developing an Information and Communications Technology

(ICT)-based instructional material for Values Education subject for Grade 10. The instructional

materials were in the form of a series of modules where information and communications

technological concepts are integrated in the presentation of the lesson and in the student activities.

The research subjects of this study were the Grade 10 students in Lareg-Lareg National High School.

There are 100 participants in the study. This study was conducted this school year 2018-2019. In

this research, developmental method is used when the researcher will develop and validate ICT-

integrated module for Grade 10 students in Values Education. The proposed Information

Communications and Technology based Edukasyon sa Pagpapakatao 10 module was evaluated by

the experts, the user and the end user using validated questionnaires. There were five evaluators for

content validity, five evaluators for structure validity. Twenty high school teachers served as

evaluators for the acceptability of the proposed instructional material and 100 students participated

for the research. The researcher determined the validity of the proposed instructional material based

on the evaluation of the higher authorities by distributing evaluation forms to the 5 validators. The

level of acceptability of the proposed ICT-integrated instructional material was determined through

an evaluation form distributed to the 20 teachers. And the researcher determined the level of

competencies of the 100 Grade 10 students in Values Education by conducting a post-assessment

after using the ICT-integrated Module in Values Education. This present study has the following

salient findings: The average weighted mean of the criteria enumerated in the validation for content

is 4.48 which is equivalent to extremely valid, the average weighted mean of the criteria enumerated

in the validation for structure is 4.50 which is equivalent to extremely valid, the 20 teacher

respondents considered the ICT-based instructional material as Very Highly Acceptable with a

weighted mean of 4.53. There is a significant difference on the post test scores of the experimental

group and the control group thus the researcher has the following conclusions: the developed module

in Edukasyon sa Pagpapakatao 10 possesses content validity and it is in line with the curriculum

guide of Edukasyon sa Pagpapakatao, therefore the module made by the researcher is valid,

acceptable, reliable and effective. The respondents are in agreement that the developed module meets

the criteria in designing instructional materials which can be used in enhancing the teaching-

learning process. Students score favorably on the items given in the modules and this conveys that

the students can do tasks on their own. Based on the results and conclusions of the study, the

following recommendations are given: this module created by the researcher can be used as an

instructional material for Edukasyon sa Pagpapakatao 10 since the present research proved that it

is valid, reliable, acceptable and effective, worktext and modules should be considered as an

instructional material and be used in the teaching-learning process of the course,

teachers/professors should be motivated to make their own worktext/module/ instructional materials

and the school administration should provide support in the production of this worktext and other

instructional materials produced by faculty members.

Keywords: ict based module, values education, instructional materials

Vol. 3, s. 2020

_____________________________________________________________________________________

INTRODUCTION

The DepEd is vested with the authority, accountability and responsibility for ensuring success to promote quality education. The Researcher believes that quality education can provide people with the means to assess and construct their own values and provides a foundation for the continued education that is essential to personal and professional fulfillment. With the introduction of computer education into secondary school curricula, there is an urgent need to examine the teachers’ extent of utilization of the various kits coupled with other uses of the computer such as in instructional delivery process (e.g., the use of Computer Assisted Instruction/Learning (CAL) and Computer Managed Instruction or Learning, (CMI) and educational administration.In the secondary schools in Pangasinan, Information and communication technology has reached its influence. [1] There is now the presence of Information and Communication Technology facilities and equipment that is available for both students and teachers. Teachers utilize technology in their daily lessons. To help today's students prepare for tomorrow's world, the goals of school must be appropriate for the demands of a global economy in an age of information. One of the innovative strategies to achieve this is through modular instructions. A modular instruction provides the basis for a close interaction between the learner and the subject matter, that the learner is called upon to respond actively in the interaction with an instructional program, and that the rate at which the interaction proceeds are governed individually by each learner’s response. The module is an innovation among developed and developing countries whose impact is brought by projects on the preparation and use of modules of different offices like the Asia Center of Innovations in Education Innovation. It is an instructional material which possesses the qualities that will make the individual an independent learner, self-pacing and progressing at his own rate, finally giving him the feeling of self-satisfaction, the very essence of modular instruction. OBJECTIVES OF THE STUDY This study was conducted in Lareg-Lareg National High School. This study concerned itself on developing an instructional material for Values Education subject for Grade 10. The instructional materials were in the form of a series of modules where information and communications technological concepts are integrated in the presentation of the lesson and in the student activities. The research subjects of this study were the Grade 10 students in Lareg-Lareg National High School. There are 100 participants in the study comprises of two intact classes with 50 students each class. This study was conducted this school year 2018-

MATERIALS AND METHOD This research used quantitative type of research specifically descriptive and developmental methods of research. [2] [33]. Quantitative research is the traditional scientific method which uses a general set of orderly, disciplined procedures to acquire information. In this present research, descriptive method is used to determine the extent of the content of the given subject which is Values Education for Grade 10 students in Junior High School, as well as the activities and rubrics for each content knowledge and performance task. The proposed Information Communications and Technology based Edukasyon sa Pagpapakatao 10 module will be evaluated by the experts, the user and the end user using validated questioners. Developmental research is defined as the systematic study of designing, developing, and evaluating instructional programs, processes, and products that must meet the criteria of internal consistency and effectiveness [3]. Developmental research is particularly important on the field of instructional technology. In this research, developmental method is used when the researcher will develop and validate ICT-integrated module for Grade 10 students in Values Education. [4] RESULTS AND DISCUSSION Profile of the Respondents There were 4 different groups of respondents for this research study. The first group were 5 experts determined the validity in the content on the proposed instructional materials. 3 or 60% are females and 2 or 40% are males. 20% belongs to the age group of 36- 50 years old and 4 or 80% belong to the age group. all the five evaluators (100%) have finished the Doctoral Degree. of 51-65 years of age. The evaluators for the Validity of Content have the following positions: 1 or 20% is a Public Schools Division Superintendent, 2 of 40% are Education Program Supervisors, 1 or 20% is a Division Chief and 1 or 20% is a Senior Education Program Supervisor. All of them are from the Pangasinan 1 Division. For the number of years in

_____________________________________________________________________________________

  1. The content motivates the students to synthesize, apply and review past lessons 1 4 0 0 0 4.20 EV
  2. The material can be adapted to respond to the needs, interests, and goal of the learner 3 1 1 0 0 4.40 EV
  3. the learning goals were clearly stated before each unit or lesson 3 1 1 0 0 4.40 EV
  4. the themes, messages, and concepts accurately reflected current social and economic realities 4 1 0 0 0 4.80 EV
  5. learners could see themselves, their values, and their realities in the themes, messages, and concepts that supported learning 3 1 1 0 0 4.40 EV
  6. lessons were developed with learner input or were learner- directed 4 1 0 0 0 4.80 EV Over-all Mean 4.48 Extremely Valid 5 – Extremely Valid 2 – Slightly Valid 4 – Highly Valid 1 – Not Valid 3 – Valid Table 2 presents the level of validity in the structure of the Information and Communications Technology-based Edukasyon sa Pagpapakatao 10 Module. It can be gleaned from the table that out of the ten evaluation areas, eight are considered as “extremely valid” and two as “highly valid.” The evaluation area with the highest mean is the layout of the material looks uncluttered; therefore, it is not intimidating with a mean of 5.00. This is followed by The language is appropriate for the students, the use of visuals breaks up the text and helps the reader to understand it and lessons used multiple approaches to accommodate various learning styles where all of the three items have a weighted mean of 4.80. Three items have weighted mean of 4.60. They are as follows: the illustrations used are simple and appropriate for the topic being discussed, the format, font size of letters are simple, clear and readable and lessons were set up so learners could advance at their own pace, [10] even if they skipped ahead or spent more time on a particular unit. The subject matter and the way it was presented were sensitive to the socio-economic, cultural, and linguistic differences of learners has a weighted mean of 4.40 which is still considered as “extremely valid.” The discussion in the lessons are explained well and easy to understand with a weighted mean of 3.80 and the progress of the lesson allows for review, comparison, and interpretation of the lesson with a mean of 3.60 are the criteria for structure validity that are considered as “highly valid.” [11] Table 2 Level of Validity in the Structure of the information communications technology-based edukasyon sa pagpapakatao 10 module Evaluation Field 5 4 3 2 1
  7. The discussion in the lessons are explained well and easy to understand 2 2 1 0 0
  8. The illustrations used are simple and appropriate for the topic being discussed 3 2 0 0 0
  9. The format, font size of letters are simple, clear and readable 3 2 0 0 0
  10. The language is appropriate for the students 4 1 0 0 0
  11. The progress of the lesson allows for review, comparison, and interpretation of the lesson 0 3 2 0 0
  12. The layout of the material looks uncluttered; therefore it is not intimidating 5 0 0 0 0
  13. The use of visuals breaks up the text and helps the reader to understand it 4 1 0 0 0
  14. the subject matter and the way it was presented were sensitive to the socio- economic, cultural, and linguistic differences of learners 3 1 1 0 0
  15. lessons were set up so learners 3 2 0 0 0

_____________________________________________________________________________________

could advance at their own pace, even if they skipped ahead or spent more time on a particular unit

  1. lessons used multiple approaches to accommodate various learning styles 4 1 0 0 0 Over-all Mean 4.50 Extremely Valid 5 – Extremely Valid 2 – Slightly Valid 4 – Highly Valid 1 – Not Valid 3 – Valid The level of Acceptability of the Information and Communications Technology-based Edukasyon sa Pagpapakatao 10 Module is presented in Table 3. The evaluators in this area are the 20 teachers in Malasiqui District who are handling the subject Edukasyon sa Pagpapakatao. There were three major areas for evaluation namely format and language used, content and performance standards and usefulness. There was a total of 15 items up for evaluation. With these 15 items, 14 were considered as “very highly acceptable” and one as “highly acceptable.” On the area of format and language used, four items were considered as very highly acceptable and one as highly acceptable. The language is appropriate for the students has a weighted mean of 4.34, the illustrations used are simple and appropriate for the topic being discussed and the format, font size of letters are simple, clear and readable have a mean of 4. and The progress of the lesson allows for review, comparison, and interpretation of the lesson has a mean of 4.22. These four areas of the ICT-based module is considered as “very highly acceptable.” The only “highly acceptable” evaluation field is the discussion in the lessons are explained well and easy to understand with a weighted mean of 4.05. Table 3 Level of Acceptability of the information communications technology-based edukasyon sa pagpapakatao 10 module On the area of Content and performance standards, the item with the highest mean of 4.80 is the content is adequate to comprehend and analyze the lesson. This is followed by the work text follows logical sequence and progress of lesson with a weighted mean of 4.75. The third one is the content helps in understanding and remembering the information with a mean of 4.50. Both the text and activities provide opportunities for the development of the knowledge and a particular skill in research and the content motivates the students to synthesize, apply and review past lessons have a mean of 4.30. All the evaluation fields in this area are considered as very highly acceptable by the evaluators. The third major area of evaluation for the acceptability of the ICT- based instructional material in Edukasyon sa Pagpapakatao is the usefulness of the module. It can be gleaned from the table that all the items in the area of usefulness is considered as very highly acceptable by the respondents. The criteria with the perfect 5.00 mean is The material is convenient and easy to carry. This is followed by the materials allows the students to apply concepts in problem solving at 4.95, the material is a useful guide to learn the lesson with minimum aid from the teacher at 4.75, The work text leads students for advanced reading and become active learners at 4.60 and The material enhances the student’s creativity, reasoning and critical thinking skills at 4.30 weighted mean. The findings revealed that expert- respondents found that the modules were presented with clear direction. [12] The respondents viewed the module as simple and easy to understand. This could imply that the developed ICT- based module in Edukasyon sa Pagpapakatao could be use by the students since it is simple, easy to understand and has a clear direction. As gleaned from the table, experts perceived that the usefulness of the developed module on real-life task is very much accepted since it obtained a weighted mean of 4.72. The findings imply that the developed instructional material is useful because the respondents evaluated and perceived that the developed material has attainable objectives, appropriate contents, provide good illustrations and photos which will help students to gain better learning scheme [13] [34]. The level of competence of the experimental and controlled group of grade 10 students in edukasyon sa pagpapakatao Table 4 presents the post test results of the two groups of students. The experimental Group made use of the Leaning Module in Edukasyon sa Pagpapakatao while the Control Group had the usual lecture and discussion method. Table 4 Level of competence of the experimental and controlled group of grade 10 students in edukasyon sa pagpapakatao Table 4 Posttest Performance of the Control Group and Experimental Group

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Figure 1 presents the Posttest Performance of the experimental group. The mean score of the group is 39.80 with standard deviation of 4.531. The graph has a skewness of .040 which presents a normal curve with the standard error of skewness of .337. A skewness of - 1 to 1 is an acceptable range for a normal distribution. The graph has a kurtosis of - 1.061 with a standard error of .662. The distribution is more of mesokurtic since there is no large negative number which will result to platykurtic or a large positive number which reflects leptokurtic curve. [24] Figure 2 Histogram of the Posttest performance of the Controlled Group Figure 2 presents the Posttest Performance of the control group. The mean score of the group is 32. with standard deviation of 3.912. The graph has a skewness of .900 which presents a normal curve with the standard error of skewness of .337. A skewness of - 1 to 1 is an acceptable range for a normal distribution. The graph has a kurtosis of - .140 with a standard error of .337. The distribution is more of mesokurtic since there is no large negative number which will result to platykurtic or a large positive number which reflects leptokurtic curve. [25] Figure 3 Boxplot showing the comparison of the Experimental and Controlled Group Figure 3 shows the posttest performance of the two groups. It can be seen by their mean that the experimental groups scored higher than the control group thus supporting the findings of the study the Researcher- made Information and Communication Technology- Based Module in Edukasyon sa Pagpapakatao is effective, reliable and valid. [26] Teaching with all these elements available to instructor and students leads to effective teaching and learning. The time saved for having a table or chart in the right time and location can be channeled to critical thinking, asking questions, and in-class group work. Using a module to teach also provides the students with objectives, visual elements, language input, and exercises in a categorized way. [27] Both teacher and students can collaborate actively during the lecturing as they complete the missing or incomplete visual and verbal elements, and discuss tasks and applications. The module also provides students with organized course notes, hence leaving more time for critical thinking and interactions with the instructor. Last but not least, the module provides easy access to input on language expression, grammar and tenses, texts and examples, leading to effective review of the course material and learning outcomes. [28] From the findings, it can be surmised that the respondents support the use of the module as an important tool in the teaching and learning of Edukasyon sa Pagpapakatao as it can guide students to better understand what they can expect to know and be

_____________________________________________________________________________________

able to do at the end of the learning process. Training and experience can equip the teacher to know the needs of their students, and thus teachers can and should, create teaching modules to fit the specific needs of their students. Furthermore, helping young people to identify the ways that they learn best and providing them with opportunities to use all their senses and different intelligences is one of the key challenges for teachers[29]. Based on the findings given, it could be postulated that the null hypothesis is accepted. CONCLUSIONS AND RECOMMENDATIONS Evaluators who determined the Validity in the Content of the proposed Instructional Materials are Female, old aged, married, doctoral degree holder, working at the Schools Division Office 1 Pangasinan and administrators for almost 16 years above. While Evaluators who determined the Validity in the Structure of the proposed Instructional Materials are male, middle aged, married, doctoral degree holder, working at the Schools Division Office 1 Pangasinan and administrators for almost 16 years above lastly Evaluators who determined the Acceptability of the proposed Instructional Materials are Female, middle aged, married, master’s degree holder with doctoral units, working at the Malasiqui District I and II and teachers for almost 16 years above. This module created by the researcher can be used as an instructional material for Edukasyon sa Pagpapakatao 10 since the present research proved that it is valid, reliable, acceptable and effective. [30] While the use of modules for instruction develops independent learning, it is recommended that during the implementation phase of the module, strengths and weaknesses be identified. [31] That is, in lessons/tasks where students did not quite do well, more exercises or activities be developed. The worktext and modules should be considered as an instructional material and be used in the teaching-learning process of the course. The worktext and modules should be tried out in other school to further improve its effectiveness and practicability. [32] Teachers/professors should be motivated to make their own worktext/module/ instructional materials. It is recommended that teachers conduct relative researches on module preparation to include areas such as the use of rubrics to evaluate the outputs, to include content teachers to validate the inputs on various areas, and to increase the number of participants or respondents. The school administration should provide support in the production of this worktext and other instructional materials produced by faculty members. REFERENCES [1] AGNO, LYDIA N. (2009). “Principles of Teaching 1”. C & E Publishing. [2] CALMORIN, L.P. & CALMORIN, M.A. (2012). “Research Methods and Thesis Writing”. REX Bookstore, Sampaloc, Manila. [3] CORPUZ, BRENDA & LUCIDO, PAZ. (2008). “Educational Technology 1”, Lorimar Publishing, 2 nd^ ed. Quezon City. [4] KUMAR, R. (2014). “Research Methodology: A step by step guide for beginners ”, SAGE Publications (4th^ Ed) India. [5] KUBINSKI, TOM. (2007). “Educational Testing and Measurement”, Wiley and Sons. K-12 USA. [6] SANTOS, ELSIE K. (1999) “Technology and Home Economics II”. Diwa Learning Systems, Quezon City. [7] Department of Education Curriculum Guide (2010). [8] DEPARTMENT OF EDUCATION (2015). Edukasyon sa Pagpapakatao 1st^ Edition Module. FEP Printing Corporation, Pasig City, Philippines. [9] ALA, LIEZEL R. (2019) Development and Validation of a Worktext in English for Academic and Professional Purposes, Pangasinan State University, Lingayen, Pangasinan. May

[10] ASUNCION, FILIPINAS. (2017), “ 21 st^ Century Skills of Edukasyon sa Pagpapakatao Teachers under the Special Science Program in Pangasinan”, Unpublished Masteral Thesis, Pangasinan State University-Open University Systems, Lingayen, Pangasinan. May 2017. [11] PACRIS, ANGELICA. (2019). “Development and Validation of Worktext in Practical Research 1” Unpublished Masteral Thesis, Pangasinan State University-Open University Systems, Lingayen, Pangasinan. May 2019. [12] AGUILAR, LEON. (2017). “How can Values Education Classes help Filipino Values.” Pressreader. [13] DE JULIO, JENNIFER. (2014). “DepEd Values Education Program. Slideshare_._ [14] DEL CASTILLO, FIDES (2013). “Teaching Values using creative teaching strategies: An Asian Perspective and Exploration (Doctoral dissertation). [15] FELIPE, RUVIROSA. (2013). “Importance of Teaching Values Education among children” [16] KATILMIS, AHMET. (2017) Values Education as Perceived by Social Studies Teachers in Objectives and Practice Dimensions, Educational Sciences: Theory & Practice. [17] COOPER, CARY, DEWE, PHILIP, & O' DRISCOLL, MICHAEL. (2001). “Organizational Stress: A Review and Critique of Theory, Research, and Applications”. SAGE Journal [18] ALI, RIASAT. (2015). “Development and Effectiveness of modular teaching in biology at secondary level” [19] BAUTISTA, ROMERO G (2012). “The Effects of Personalized instruction on the academic achievement of students in phyics” Shepherds Friendly. [20] CABRERA, FREDDIE (2017). “Modular Cooperative learning: a designed mathematics instruction for 21st^ century education” UNP Research Journal 2017_._ [21] MCGRAW-HILL. “The Science of Psychology: An Appreciative View”. McGraw Hill Companies. Boston. 2009.