module making

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EEEE----International Scientific Research JournalInternational Scientific Research JournalInternational Scientific Research JournalInternational Scientific Research JournalISSN: 2094-1749 Vol: 1 Issue: 1, 2009

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special groups of individuals in herclass. Whether the instruction is intendedfor a whole class, or a student, theteacher should be able to plan, organizeand develop suitable instructional

materials.

The College of Education of theUniversity of Batangas, like otherinstitutions of higher learning,encourages its faculty members todevelop instructional materials. TheCollege is in need of instructionalmodules which can be used by thedepartment to encourage independentstudy, critical thinking, resourcefulness

and cooperation among students. Sincethere is already a set of modulesdeveloped in one of the subjectofferings, the researcher, being the deanof the College, deemed it proper toevaluate the modules so that they willbecome useful and the efforts of themodule developer will prove moremeaningful.

THEORETICAL FRAMEWORK OF

THE STUDYIf we are to look closely at thecontemporary problem of how to raisethe quality of education, no matter whatthe discipline, it would be obvious thatthe answer lies in the right educationalobjectives at one end, effectiveevaluation at the other, with instructionalprocedures and materials in between.Evaluation of studentl learning to checkon whether the educational objectives

have been achieved cannot be donethoroughly if the instructional materialsare not first subjected to evaluation(Robles: 1993). The use of modules asself-instructional materials is anchoredon certain developed theories of teachingand learning. These are discussed byRace (1989) in his book. One of these

theories is Skinners behavior controlmodel which stimulus-response shapesbehavior in formulating objectives inmeasurable terms. If objectives arespecified in measurable terms, it is

possible to organize and evaluatelearning to achieve such objectives.

Rothopfs model of written instructionadvocates the use of in-text questionsaimed at structuring and facilitatingactive learning. In-text questions areused to establish the link between whatthe learner knows and what the learnerneeds to resolve.

This study is also based on Ausubelsadvance organizer model which statesthat students acquire knowledge with theaid of a well-structured presentation;students learn new materials in terms ofwhat they already know; and, advanceorganizers bridge the gap between whatthe student has learned and what heneeds to learn and assimilate.Egans structural communication modelis also a basis of this study. One of the

significant features of this theory is theidea of presenting small doses ofinformation. Exercises are set to test thelearners understanding of theinformation and responses are given sothat learners can check their progress.This is so in self-instruction teaching.Carl Rogers facilitation model hasfound application in the use of modulesin teaching. This theory of learning isbased on the need to facilitate

knowledge rather than teach it in thetraditional sense. In modular instructionstudents are given complete freedom tolearn when and how they want to learn;and the personal relationship betweenthe teacher and the learner is motivating.


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STATEMENT OF THE PROBLEMThis study aimed to evaluate a set ofdeveloped modules in Principles andMethods of Teaching. Specifically, thisresearch paper found answers to the

following questions:1. What are the components of theproposed set of modules inPrinciples of Teaching?

2. How do the professional educationsubject teachers and students assessthe characteristics of the developedmodules in terms of:

2.1. specific objectives,2.2. content,2.3. language used, and

2.4. evaluation activities?3. How do the teachers and the studentscompare in their assessment of themodules?

4. What modifications do teachers andstudents propose to improve themodules?

HYPOTHESIS:There is no significant differencebetween the teachers and students in

their assessment of the characteristics ofthe set of modules intended forinstruction in Principles and Methods ofTeaching.

SCOPE AND LIMITATION OF THESTUDYThe main focus of this study is the set ofmodules in Principles and Methods ofTeaching which was developed by afaculty researcher during the school year

2006 2007. This study is limited to theresponses of teacher and studentrespondents to the checklists developedby the researcher.

SIGNIFICANCE OF THE STUDYThe results of this study will bebeneficial primarily to the faculty

members and students in teacher-traininginstitutions particularly the College ofEducation of the University of Batangas.Faculty members teaching Principles andMethods of Teaching will have an

alternative way in dealing with thesubject. They can choose from amongthe different modules and lessons whichthey may allow the students to studyindependently and/ or cooperatively.The modules can be used by studentswho for some valid reasons may not beable to attend their class regularly.By using the developed modules, thestudents will be able to experiencelearning and teaching style apart from

the traditional memorization and lecturetechniques. They will be able to developindependence in learning and realizetheir own responsibilities for their ownachievement.

The use of the modules could facilitatethe teachers handling of the subject.With ready-made materials, teacherscould find more time doing otherinstructional tasks. This study could

also inspire them to developinstructional materials in otherdisciplines.

The supervisory tasks of the departmentheads and deans could be lightened sincethe modules already indicate which areasto focus on and to evaluate.

This study could guide researchers doingtheir study in the area of instructional

materials development and evaluation.DEFINITION OF TERMSTo facilitate understanding of this study,different terms are herein defined:Assessment. This term refers to theprocess of determining the value of the


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developed set of modules using relevantassessment tools.Evaluation. This refers to the process ofdetermining the worth of the developedset of modules.

Evaluation activities. In this study, thisterm refers to the assessment proceduresto determine how well the students learnabout the lessons in the proposed set ofmodules.Instructional content. This refers to thesubject matter or topics being taught in aparticular subject. In this study, thisrefers to the different lessons in themodules in Principles and Methods ofTeaching.

Instructional objectives. This refers tothe knowledge, skills, abilities, attitudesand competencies sought to bedeveloped in the lessons covered by themodules.Materials development. As defined byTomlinson (1998), this term refers toany activity engaged in by writers,teachers or learners to provide sources ofcontent and to supply information abouta topic.

Module. This is a self-contained or self-learning kit designed to make learningeasier among students and teachers aswell (Salandanan, 2001). In this studythis term refers to the developedModules in Principles and Methods ofTeaching.Principles and Methods of Teaching. Asused in this study, this refers to one ofthe professional subjects in the TeacherEducation program which deals with the

principles, methods, techniques,approaches and strategies of teachingapplicable to elementary and high schoolteaching.Supplementary activities. In this paper,this term refers to activities relevant tothe different topics to further enhance

mastery of the lessons and facilitateattainment of instructional objectives.

RELATED LITERATURE ANDSTUDIES

As Salandanan (2001) explained,instructional materials offer the bestmeans by which a teacher can providedirection in her students daily search fornew understandings and verifications.Even the best teachers trained in thelatest teaching methods, well-informedabout facts, and aware of the goals ofeducation can fail in planning andimplementing a course if she is notequipped with appropriate instructional

materials. Knowledge of how todevelop a course syllabus, a teachingunit or a simple learning activity canundoubtedly enhance her competence incommunicating to the students thecoverage and sequences of the content tobe take up. One such instructionalmaterial is the self-instructional module.A self-instructional module is a self-contained, independent unit ofinstruction prepared for the purpose of

attaining defined instructionalobjectives. It is characteristically self-directing since it includes instruction onhow the various investigations will bepursued. Classroom instruction usingmodules is described as self-pacingwhere the students progress through thelearning tasks at their own rate.Observation and experience show thatthe distinctive features of self-instructional materials (SIMs) are as

follows: it provides for individuallearning because there is not need towait until there are enough learners toform a group; it is self-paced learningwhere each individual can work at his orher own pace rather than the pace of agroup which may be too fast or too slow;it can be learned privately so that there


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is no danger of loss of face as mightbe feared in certain kinds of grouplearning; they are available at any time,at any place and to any number; theyprovide standardized content so that all

learners receive the same content;materials can include contributions fromnational and international experts; theyhave updatable content and can usestructured teaching, active learning andfrequent feedback; and they haveexplicit aims and objectives (Robles,1998).

The preparation of self-instructionalmodules includes careful analysis of the

course plan or syllabus, preparingpreliminaries and designing of thelearning activities. The course plan isbased on the course description asprovided in the curriculum by theinstitution or college. The module mayinvolve one, a few or all the topics listedin the course plan. The preliminariesinclude the rationale, objectives, targetpopulation, time frame for completingthe module and plan for work or

instructional planning chart. The designof the learning activities includes theobjectives, directions, pretest and key,activity proper, self-evaluation exercisesand post tests.

Hughes (1992) described modularinstruction as that which provides thebasis for a close interaction between thelearner and the subject matter, that thelearner is called upon to respond actively

in the interaction with an instructionalprogram, and that the rate at which theinteraction proceeds is governedindividually by each learners response.An educational technique is then createdand aptitudes are taken directly intoconsideration in the management of thelearning process, in a way that is hardly

possible in the fixed-paced instructiontypical of a classroom lecture.

The best features of self-instructionalmaterials are described by Race (1989).

He explained that self-instructionalmaterials may come in the form ofmodules, self-learning kits, etc., areinteraction-centered rather than content-centered. These are written to entice thelearner or get the learner interested andinvolved. Self-instructional materialsdevelop the self-esteem of learners andgive them a confidence boost. This ispossible because the learners are giventhe framework within which to think

things out for themselves. Moreimportantly, the learners are given thecredit for the newly acquired knowledge.Most self-instructional materials arepurpose-built and are structured to meetthe learners needs. Race furtheremphasized that the main principleunderlying the use of self-instructionalmaterials is to make learning reactive,interesting, successful and humane.Self-instructional materials must provide

for the following components (Robert, etal., 1962): a) rationale; b) objectives; c)pre-test; d) learning activities andcontent materials; e) self-test items; andf) posttest. Moreover, self-instructionalmaterials should follow certainguidelines as follows: 1. The modulemust be limited in scope to cover what isnormally covered in one class period; 2.Materials should always contain areview of pre-requisite content; 3. All

items in the module should be simpleand clearly defined; 4. Language shouldbe simple and easily understood by itsintended users; 5. All that a teacherwould normally discuss in class shouldbe presented in detail in the material;and 6. The material should be


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supplementary to other existinginstructional materials.The use of self-instructional materialsfor individualized instruction andindependent study is promising as

revealed by researches on the use ofprogrammed instructional (PI) materials.Aggabao (2002) cited the survey of 15studies conducted by Silberman (1962)which revealed that PI is either better (9studies) or at par (6 cases) withtraditional methods. Comparativefindings were also provided in his surveyof 36 PI studies.

Greager and Murray (1991) enumerated

the advantages offered to the teacherwho uses the modular approach. Theseare: it provides the opportunity fororganizing numerous sequences toreflect special interest of the teacher andstudents; it allows the teacher to focuson the deficiencies of students in thesubject matter; it serves to eliminate thenecessity of covering subject matteralready known to students. With the useof modules, the progress of students is

assessed and the routine aspect oninstruction is reduced giving the teachera chance to enjoy her personal contactwith the students.The self-instructional module onceprepared cannot right away be given tostudents for utilization. It has to bevalidated to ensure the reliability andeffectiveness of its use and that itpossesses desirable characteristics of agood and working module. In the

process the module has to pass thecritique of subject specialists and betried-out with possible target students.Hamona (2002) cited the criteria forevaluation of try-out materials developedby the UNICEP CurriculumDevelopment Project. They are:

1. The material should cover therequired learning competencies andlessons or activities must beprovided to carry out the objectives.The objectives should be clear,

attainable and measurable.2. There should be provision forappropriate evaluation activities withindicators for the degree of attainingthe learning competency.

3. Time allotment is suggested in eachlesson which should be long enoughfor the users to cover the lesson orunit.

4. In field testing the following shouldbe considered: workability of

activities, sufficient content toachieve objectives, sequencing andorganizing of content and activities,interest and variety in activities,value orientation of the material andappropriate content and approach,

Samonte (2004) developed, evaluatedand tried out an environmental outdooreducation module for the use of studentsof St. Scholastica College. She found

out that majority of the studentscomments and responses to the guidequestions and personal insights werepositive. The remarks and suggestionswere sufficient reasons for consideringthe modules suitable and purposeful.She concluded that the module was ableto a great extent to meet the criteria setin terms of content, instructionalcharacteristics and effectiveness.Ubina (2000) produced and evaluated a

videotaped lesson in the teaching of ascience concept utilizing cooperativelearning. Based on the results of thestudy, the videotaped lesson could beused as an instructional material inteaching strategy courses to BEEdstudents as evidenced by the evaluationof the target users who rated yes the


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clarity and features of the Jigsaw IIMethod and the audio and visual aspectsof the videotaped lessons as high quality.A module on basic cooking skills for thementally retarded was developed by

Hsieh (2002). After the try-out sheconcluded that the use of modules couldenhance the mentally retarded studentsculinary skills; that using modules as ateaching strategy was effectiveparticularly for mentally retardedchildren; and modules could be used asan additional instructional materialespecially for the mentally retarded.Receno (2001) developed and evaluatedinstructional materials for the

enhancement of listening skills amongfreshman students of St. MichaelCollege of Laguna. Among others, sheconcluded that freshman students needinstructional materials that will helpthem realize and make use of theirinternal language resources to be able toattend to and appreciate listening.

Aquino-Danganan (2001) proposedinstructional modules in developing

computational skills in College Algebra.She concluded that the proposedinstructional modules had titles,instruction to the learners, rationale,objectives, pretest with answer keys,worksheet assignment, progress checkwith answer key and post-test withanswer key. The format and language ofeach were properly organized, clear andsimple. The objectives of each modulewere specific and were based on the

course syllabus. The topics wereproperly developed and explained andthe activities and exercises facilitatedstudent learning in College Algebra.Sunga (1996) developed and validated aself-instructional teaching package onthe art of questioning for teachers. Shefound out that the self-instructional

teaching package was useful andeffective. The teaching package proveduseful for both pre-service and in-serviceteachers. There was evidence that itcould be used to prepare student-interns

for actual teaching in the field. Becauseof the nature of the teaching package, itcould be used for distance learning inwhich teacher-users respond to themodule at their own pace, and at theirown convenient time.

Aggabao (2002) made a study aimed atdeveloping individualized self-instructional modules on selected topicsin Basic mathematics for instructional

use at the Teachers College in IsabelaState University. After making use ofthe experimental method, concluded thatinstructional materials used at thecollege for Basic Mathematics areinadequate and are not designed for self-instruction; that instruction through self-instructional materials is as effective asthe prevailing teaching method ofinstruction; and students as well asteachers generally have a positive

attitude toward the use of individualized,self-instructional materials as a mode ofinstruction in Basic Mathematics.

All the studies cited are related to thepresent research paper because they alldeal on assessment of self-instructionalmaterials. They are different since theydeal on other subject areas or disciplines.The present study is similar toAggabaos and Sungas works in the

sense that they made use of pre-serviceEducation students as subjects of thestudy. Sungas study was about the artof questioning which is part of themodules validated in this study whilethat of Aggabaos was about BasicMathematics which is a subject in theteacher education program. All the


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researchers developed and validatedtheir own modules but the present studyevaluated modules prepared by anotherresearcher.

METHOD AND PROCEDUREThe researcher utilized the descriptivemethod in determining thecharacteristics of the developedmodules. Documentary analysis wasalso used since the modules evaluatedhave been previously developed by afaculty researcher.The respondents to the study werefaculty members currently teachingand/or have taught Principles and

Methods of Teaching in the past twoacademic years. Forty-two students hadbeen exposed to the use of the modulesbefore they were asked to evaluate them.The main instrument used in this study isa set of checklist developed by theresearcher on the characteristics of themodules . The checklist contains itemson the objectives of the lessons includedin the modules, language used, contentand evaluation activities. The researcher

requested selected faculty members tolook into the content of the checklist forvalidation and improvement.

The researcher also made use ofinterview in determining therespondents suggestions on how toimprove the modules.Permission was obtained by theresearcher from the module developerfor the evaluation of the modules. The

developed modules were reproduced anda faculty member of the Collegeteaching Principles and Methods ofTeaching was requested to use themodules during the first semester of AY2004 2005. The faculty member wasguided by the researcher on how themodules will be utilized in the

classroom. At the end of the semester,the checklist was distributed to thestudents for their evaluation of themodules. After accomplishing thechecklist, the students were instructed by

the researcher to go over the modulesand to give their comments andsuggestions.

Copies of the developed modules weredistributed to selected faculty membersin four schools in Batangas City for theirevaluation using the same checklistgiven to students. The teachers wereindividually interviewed to gathersuggestions on how the modules would

be improved.

The accomplished checklists fromstudents and teachers were then retrievedand the data were tallied, presented intables and interpreted.The researcher was guided by thefollowing values of weighted mean andtheir meaning as to interpretation ofresults from the data gathered:

3.50 - 4.00

To a very great extent2.5 - 3.49To a great extent1.50 - 2.49To a moderate extent0 - 1.49To the least extent

STATISTICAL TREATMENT OFDATAThe researcher made use of weighted

mean and T-test to be able to interpretthe data gathered. Weighted mean wasused to determine the pooled evaluationof students and that of faculty membersas to characteristics of the modules. T-test was used to compare the evaluationof students and of faculty members using.05 significance level.


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PRESENTATION ANDINTERPRETATION OF DATAThis portion discusses the results andinterpretation of the data gathered.

1. The Components of the Proposed Setof Modules in Principles and Methods ofTeaching.There are five modules evaluated in thisstudy. Each module is divided intolessons.

Module I is about the qualities that ateacher should posses and the basicconcepts and principles of teaching. It iscomposed of two lessons. Lesson 1

discusses The Effective Teacher andcovers the topics on the personalqualities and the professionalcompetencies of an effective teacher andthe different learning styles whileLesson 2 focuses on the Concepts andPrinciples of Teaching which includesthe various concepts of teaching and thedifferent principles of teaching.Module II consisting of two lessonsdeals on methods of teaching.. Lesson 1

is centered on the Meaning and Natureof Method which covers the meaning andnature of method, the function ofmethods in classroom teaching, thecharacteristics of effective methods, theguidelines involved in the use ofteaching methods and the majorclassifications of methods. Lesson 2 isabout The Factors that Affect the Choiceof Methods covering the nature of thelearner, the teacher, the aims of

education, the nature of the subjectmatter, the school environment,equipment and facilities.Module III has three lessons discussingthe direct instruction methods.. Lesson 1stresses The Expository Methodexplaining what the method is about,when it is best used, when its use is

ineffective, and when to follow the steps.Lesson 2 is about The Deductive

Method . The topics included are thedefinition of deductive method, thevarious categories of subject matter that

can best be learned through thedeductive method, the situations wherethe use of the method is ineffective, thesteps and a sample lesson plan using thedeductive method. Lesson 3 deals withThe Demonstration Method . The lessoncovers the meaning of the demonstrationmethod, the situations when the methodis effective, the instances when it isineffective, the steps used and a samplelesson plan utilizing the method.

Module IV includes five lessons whichcover indirect instruction methods.Lesson 1 explains The Inductive Method .The topics are definition of the inductivemethod, the learning objectives whichcan be best achieved using the inductivemethod, the situations where the use ofthe method is effective or inappropriate,the steps used in the method, and asample lesson plan using the method.

Lesson 2 focuses on The Problem-Solving Method . This includesdescription of the method, how it is usedand a sample lesson plan using themethod. Lesson 3 discusses The

Discovery Method emphasizing itsdefinition, its uses, its effectiveness andwhen it is ineffective, steps used and asample lesson plan using the method.Lesson 4 is about the Laboratory

Method. This explains what the method

is, when it is used, the situations when itis ineffective, how it is used, and asample lesson plan using the method.Lesson 5 is about The Inquiry Method .The topics discussed are: what themethod is, when and how it is used and asample lesson using the method.


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Module 5 covers the various techniquesof classroom instruction. Lesson 1stresses The Techniques of SkillfulQuestioning . This includes theclassifications of questions, uses of

questions, characteristics of goodquestions, effective questioningstrategies/techniques, and techniques inhandling students responses. Lesson 2,The Techniques of Discussion dwells onsteps in effective discussion, advantagesof the use of discussion and techniquesin effective discussion. Lesson 3 centerson The Techniques of Reinforcement. The topics included are: the functions ofpractice and drill in learning and the

guidelines for implementing practice anddrill. Lesson 4 is on The Techniques ofGiving Assignments . This covers thefunctions and uses of assignments, therequisites of a good assignment and theguidelines in giving assignments.Lesson 5 centers on The Techniques ofClassroom Management. This portionexplains the meaning and nature ofclassroom management and discipline,The various components of classroom

management, the various approaches inclassroom management, the guidelinesthat may be used to determine theappropriate classroom managementapproach, the management of time,routines and physical facilities andenvironment.

At the introductory portion, the coursedescription is clearly stated. There is anexplanation on how the target users willbe benefited by the use of the modules.The users are instructed to work through

each lesson in the sequence it ispresented. After going through theinput, they are to do the self-test, thenrefer to the feedback that follows eachself-test.

Each lesson of the modules has thefollowing parts: specific objectives forthe entire lesson, input which containsthe information the students are to learn,self-test, which presents an activity that

must be completed satisfactorily by thestudents for them to be able to move onto the next lesson, and feedback whichcontains the correct answer to the task oractivity. After each module, there is theend-of-the-module test. Students areinstructed to compare their answer withthe key provided. Their score must atleast be SATISFACTORY beforeproceeding to the next module in theseries. If the score is LESS THAN

SATISFACTORY students are advisedto go through the module again.Students are also instructed not to markthe module in any way. They need aseparate sheet for their answers.

Icons are also used to give direction to the students in their use of the module.

This icon introduces a module and the list of major

topics on which the module is focused. It specifiesclearly what the students are expected to learn andwhat to do at the end of each module.

This icon introduces the students to a new lessonwithin a module. It clearly states what they aresupposed to achieve in the particular learning activity.?


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2. Teachers and Students Assessmentof the Characteristics of the Modules2.1 The Specific Objectives of EachLesson of the Module.

Table 1 presents the teachers and thestudents assessment of the specificobjectives of each lesson of the modules.The data reveal that each lesson in themodules is accompanied by specificobjectives. The students rated thischaracteristic with a weighted mean of

F

?

This icon signals an input. This contains newinformation for the students to learn and on which theywill be tested .

This icon signals a checkpoint. This tells the studentsthat there is a question to answer.

This icon introduces a list of important facts toremember or commit to memory.

This icon is found after a task and presents whichtask or a series of tasks must be completed to aid thestudents in understanding the module .

Found at the end of each lesson this icon signals anend-of-the-lesson-self-test to determine how well thestudents have achieved the objectives of the modules.

This icon represents the key to correction. Thestudents are to compare their answers with those givenin the answer key.


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3.25 interpreted as to a great extent . Theteachers assessment is 4.00 interpretedas to a very great extent . The combinedweighted mean is 3.67 interpreted as to avery great extent . One of the

requirements of a good module is theprovision for specific objectives in eachlesson. These objectives serve as guideto the users as to what competencies,skills or knowledge should be acquiredin learning each module. They alsoguide the module developer in the

construction of check up or evaluationactivities.The student respondents assessed theobjectives as stated in behavioral termswith weighted mean of 3.7 while the

teachers rated it with 3.80. The averageof the combined assessment is 3.48interpreted as to a great extent .According to Ornstein objectives statedin terms of students behavior guide theteacher in leading the students tomanifest in action whatever instructionalgoal

Table 1

Teachers and Students Assessment of the Specific Objectives of Each Lesson in theModules

Characteristics SA R VI TA R VI CWM VI OREach lesson in themodules isaccompanied byspecific objectives.

3.25 1 TGE 4.00 1 TVGE 3.67 TVGE 1

The objectives arestated in behavioral

terms

3.17 2.5 TGE 3.80 4 TVGE 3.48 TGE 2

The words used in theobjectives are clear andeasily understood

3.09 4 TGE 3.804

TVGE 3.45 TGE 3

The specific objectivesare realistic.

2.91 5 TGE 3.80 4 TVGE 3.35 TGE 4

The objectives aremeasurable.

2.89 6 TGE 3.80 4 TVGE 3.33 TGE 5

The time limit for theattainment of objectivesis specified.

3.17 2.5 TGE 3.19 7 TGE 3.19 TGE 6

The specific objectivesare attainable withinspecified time limit.

2.73 7 TGE 3.80 4 TVGE 3.17 TGE 7

COMPOSITE MEAN 3.03 TGE 3.75 TVGE 3.38 TGE


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Legend:SA Students Assessment TVGE To a very great extentTA Teachers Assessment TGE To a great extentVI Verbal InterpretationCWM Combined Weighted Mean

R RankOR Overall Rank

lessons aim to achieve. Somemanifestations of these objectives are:enumerate the personal qualities andprofessional competencies of aneffective teacher; identify the differentteaching style illustrated by various

teacher behaviors (Lesson 1 - TheEffective Teacher). The termsenumerate and identify are action termswhich are supposed to be shown by thestudents after going through the lesson.Other behavioral terms commonly foundin the objectives are explain, apply,describe, distinguish, define, etc.The objectives in each lesson of themodules are measurable. The studentsassessment for this characteristic is 2.86

while that of the teachers is 3.80. Thecombined weighted mean is 3.33interpreted as to a great extent . Themeasurability of lesson objectives isevidenced by the test given after usingeach module. There should becongruency between lesson objectivesand lesson tests. The developedmodules possess these characteristics asproven by the tests given after eachlesson.

One of the aims of Module 2, Lesson 2.(The Factors that Affect the Choice ofMethods) is to distinguish betweenmethods, technique and approach. Theend of the lesson self-test has thisdirection: Decide whether each ideabelow is suggestive of Approach (A),

Method (M), Technique (T) or Strategy(S). Write only the letter of your answeron the blank space before the number.1. It guides the students learning byfollowing a fixed patter of steps orprocesses.

2. It is the manner an individual teacherstructures the lesson and proposesactivities in order to achieve theobjectives.This self-test shows the congruence ofthe items with the lesson objectives.Ranked third among the characteristicsof the objectives of the module is thatthe words in the objectives are clear andeasily understood. This item has acombined weighted mean of 3.45

interpreted as to a great extent .Although the target users of themodule are second year collegestudents the module developer madeuse of words which are within theunderstanding of all Education students.Most of the words used in the objectivesare already familiar to the target usersbecause they have been learning them intheir other professional subjects.Examples of these are teaching-learning

process, nature of the subject matter,school environment, learning styles,learning materials, educational aims,lesson plan, questioning, etc.The composite mean of the items inTable 1 is 3.38 interpreted as to a greatextent. This shows that the respondentsbelieve that the objectives of the


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different module lessons possessed goodcharacteristics.

The teachers assessed the otherobjectives of the lessons in the modules

as being realistic, attainable within thespecified time limit and use words whichare clear and easily understood. Theseitems received a weighted mean of 3.80also interpreted as to a very great extent .The students evaluated these items withweighted mean ratings ranging from3.17 to 2.91, all interpreted as to a greatextent. The above mentionedcharacteristics are those required of goodobjectives of any lesson.

2.2 Students and Teachers Assessmentof the Content of the Modules

Table 2 shows the respondentsassessment on content of the modules.The content is the meat or substance ofthe modules. This shows the topics to belearned by the users and become thesource of the competencies and skills tobe acquired. Ranked first among thecharacteristics is that each modulereflects the most important aspects ofwhat is being taught. The studentsassessment of this item was a weightedmean of 3.17 while that of the teachersis 3.83. The combined weighted meanis 3.5 interpreted as to a great extent .The contents of the modules are basedon the syllabus adopted by the school.This syllabus in turn was based on thePAFTE (Phil. Association For Teachers

Education) syllabus and PRC (PhilippineRegulatory Commission) Table ofSpecifications. The findings reveal thatthe modules contain lessons that areimportant in the course. The subject

Principles of Teaching is very muchneeded in the teacher education program.This subject area comprises 25% of thetotal number of items in the LicensureExamination for Teachers (LET)showing its importance in thepreparation needed by future mentors

The lessons in the modules are organizedat a pace that allows for reflection andreview. This characteristic is ranked

second with a combined weighted meanof 3.70 interpreted as to a great extent.The lessons in each module are carefullydivided. Each small topic is presented,discussed and followed by reflectionactivity. For example: In module 2Lesson 2 (The Techniques ofDiscussion) after the introduction of theMeaning and Nature of Discussion as aTechnique is discussed, exercises aregiven. This is done so that the

necessary knowledge will be retained inthe minds of the user. Direction ofthese exercises is what best describesdiscussion as a technique ?, Put an Xon the blank space before the numberwhich contributes to an effectivediscussion atmosphere? Thesedirections are followed by severalitems.


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Table 2

Students and Teachers Assessment of the Content of the Modules

Characteristics of the

Content of the Modules

SA R VI TA R VI CWM VI R

Each module reflects themost important aspects ofwhat is being taught.

3.17 TGE 3.83 TVGE 3.50 TVGE 1

The lessons are presentedat a pace that allows forreflection and review.

3.26 TGE 3.67 TVGE 3.46 TGE 2

There is adequateprovision forsupplementaryactivities/exercises.

3.13 TGE 3.75 TVGE 3.44 TGE 3

The content leads to theattainment of theobjectives of the course.

3.00 TGE 3.83 TVGE 3.41 TGE 4

The supplementaryactivities enhanceunderstanding of content.

2.91 TGE 3.67 TVGE 3.29 TGE 5

There is adequatepresentation/discussion ofcontent.

3.00 TGE 3.50 TVGE 3.25 TGE 6

The information about thedifferent topics is accurate

and precise.

2.91 TGE 3.58 TVGE 3.24 TGE 7

There is variety ofsupplementary activities.

3.04 TGE 3.42 TGE 3.23 TGE 8

The ideas, concepts andpoints presented are well-expressed.

2.78 TGE 3.67 TVGE 3.22 TGE 9

The examples presentedare current, accurate anddefensible.

3.00 TGE 3.33 TGE 3.15 TGE 10


Legend:SA Students Assessment CWM Combined Weighted MeanTA Teachers Assessment R RankVI Verbal Interpretation OR Overall Rank

TVGE To a very great extentTGE To a great extent


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These data reveal that the topics in themodules give the users all the neededtime to digest, interpret and analyze thediscussion on the different topics. This

tallies with the prescribed characteristicof modules which is self-pacing.The modules have adequate provisionfor supplementary activities/exercises.The combined weighted mean for thesecharacteristics is 3.44 which isinterpreted as to a great extent . Eachlesson in the five modules hassupplementary activities. They aregiven after the discussion of the mainlesson. Examples of these directions

are: 1. Check the personal qualities ofan effective teacher you think youalready possess at the moment.

2. Which of the followingactivities can help you further develop

your personal qualities to become aneffective teacher? Rank your answer.Check your answer against those foundin the next page.

In Module III Lesson 2 TheDeductive Method, the exercise tells: Here are some questions for you toanswer. This will help you determinewhether you understood the lesson youhave just finished. Check your answerswith those on the next page. This isfollowed by 3 questions. Anotherexercise for that lesson is Describe thedifferent steps in the deductive method .

These supplementary activities enhanceunderstanding of content These providethe learners the opportunity to review theknowledge and to practice the skillsacquired in studying the lessons andenhance understanding of the content..Provision for variety is needed so that

the learners will not experience themonotony of doing the same activities.Another characteristic of the module isthat its content leads to the attainment of

the objectives of the course. Themodules cover the concepts andprinciples of teaching and learning, thenature of the learners, the qualities of aneffective teacher, classroommanagement, and discipline, the art ofquestioning, and the direct and indirectinstruction methods. All these topicslead to the attainment of the generalobjectives of the course as provided byPRC Table of Specifications namely:

Use principles of teaching-learningassociated with instructional operationsand curricular management Instructional Planning Classroom Management Art of Questioning

Select and supply teaching strategiesappropriate for particular teaching-learning situations Teaching methods and techniques Generally accepted methods of

teaching

This characteristic is rated by thestudents with a weighted mean of 3.00and the teachers with a weighted meanof 3.83. The combined mean of 3.41 isinterpreted as to a great exten t.

2.3 Students and Teachers Assessmentof Language Used in the Modules

Table 3 reveals the Students andTeachers Assessment of the LanguageUsed in the modules. Any mode ofinstruction is done through a languageclearly understood by the learners. Themodules developed used English asmedium of instruction although the usersare second language speakers of English.


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Table 3

Students and Teachers Assessment of Language Used in the Modules

Characteristics ofLanguage Used


The words used in themodules are correctlyused.

3.34 TGE 3.75 TVGE 3.54 TVGE 1

The modules areaccompanied by clear andspecific directions fortheir use.

2.90 TGE 3.83 TVGE 3.39 TGE 2

The vocabulary used issuitable to the reading andunderstanding level ofstudents to whom themodules are intended.

3.26 TGE 3.83 TVGE 3.38 TGE 3

Instructions to studentsare clear, unambiguousand easy to follow.

2.86 TGE 3.75 TVGE 3.30 TGE 4

The lessons are presentedin paragraphs/sentencesthat are grammatically

correct.

3.04 TGE 3.42 TGE 3.23 TGE 5


Legend:SA Students AssessmentTA Teachers AssessmentVI Verbal InterpretationCWM Combined Weighted MeanR RankOR Overall Rank

TVGE To a very great extentTGE To a great extent

They are familiar with it since this isthe medium in all subjects in Collegeexcept in Filipino.The words in the modules are correctlyused, and suitable to the reading and

understanding level of the target users.The module is accompanied by clear andspecific directions. Instructions tostudents are clear and easy to follow.This characteristic has a combined meanof 3.30 interpreted as to a great extent .


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The composite mean of the items in thetable is 3.40 interpreted as to a greatextent . The module as a whole haspassed the scrutiny of an expert editoras well as a content consultant and a

referee.

2.4 Students and Teachers Assessmentof the Evaluation Activities in theModules

The modules are accompanied byevaluation activities to determine thelearning achievement of the users. Table4 shows the respondents assessment ofthe evaluation activities of the modules.

Ranked first with a combined weightedmean of 4.52 interpreted s to a very

great extent is that the modules haveprovisions for self assessment. Since themodules are intended for independentstudy, self-assessment exercises areprovided. All lessons in the module

have this kind of exercises. The learnersare required to answer them after whichthey are directed to compare theiranswers with those provided in the nextpages after the test.

The items help increase understandingand retention of the content covered.This characteristic is given a weightedmean of 3.26 by the students and 3.67 bythe teachers. The combined weighted

mean is 3.34 interpreted as t

Table 4

Students and Teachers Assessment of the Evaluation Activities in the Modules

Characteristics ofEvaluation Activities


The modules haveprovisions for self-assessment.

3.21 TGE 3.83 TVGE 3.52 TVGE 1

The items help increaseunderstanding andretention of the contentcovered.

3.26 TGE 3.67 TVGE 3.46 TGE 2

The items focus onimportant objectives andcontent of the lessons.

3.26 TGE 3.58 TVGE 3.42 TGE 3

The items in the

evaluation are congruentto the specific objectives. 3.13 TGE 3.67 TVGE 3.40 TGE 4

Each item has a definiteanswer.

3.17 TGE 3.58 TVGE 3.37 TGE 5.5

There are items whichmeasure higher thinkingskills.

3.17 TGE 3.58 TVGE 3.37 TGE 5.5

The items cover theimportant competencies 3.26 TGE 3.42 TGE 3.34 TGE 7


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to be developed.The items aregrammatically correct.

3.08 TGE 3.58 TVGE 3.33 TGE 8

The items are arrangedfrom easy to difficult.

2.95 TGE 3.67 TVGE 3.31 TGE 9

The test are easy to score 2.86 TGE 3.50 TVGE 3.18 TGE 10The items are written at alevel that students canunderstand.

2.56 TGE 3.67 TVGE 3.11 TGE 11

The answer to one itemfurnishes or gives clue tothe answer in anotheritem.

2.91 TGE 3.30 TGE 3.10 TGE 12

There is provision forpre-test and post-test ineach module.

2.00 TLE 1.58 TLE 1.74 TLE 13

COMPOSITE MEAN 2.98 TGE 3.43 TGE 3.20 TGE

Legend:SA Students Assessment CWM Combined Weighted MeanTVGE To a very great extent TA Teachers AssessmentR Rank VI Verbal InterpretationOR Overall Rank TGE To a great extent

a great extent. The items in theevaluation exercises are tests of contentslearned. For example, Module V,Lesson 1 (Classroom Management andDiscipline) has for its discussion aboutthe general preventive measures to avoiddisciplinary problems/conflicts. Itsevaluation activity has for its direction:

Read the following situations andidentify the preventive measure appliedby the particular teacher involved.Eight items are given. The target usersare asked to rate themselves. If theirrating is below 5 they are directed toread the explanation again and do thetest once more. If their score issatisfactory , they could go on to the nextlesson. With reading and re-reading aswell as test and re-testing the learnerswill be able to gain deeper understandingof the lessons.

Another characteristic rated high by therespondents is that the items focus on

important objectives and content of thelesson. This is ranked third and has acombined weighted mean of 3.42interpreted as to a great extent . Thesedata show the congruency among theobjectives, content and evaluativemeasures.

One of the characteristics which has alower rank is that the tests are easy toscore. It has a combined weighted meanof 3.18. The low value of the weightedmean seems to indicate that therespondents felt that the test items aredifficult to score. This is perhaps due tothe prevalence of essay questions inmost of the evaluation activities.Examples of this are: How do the lessonobjectives affect the choice of method? (Module II, lesson 2 ), Why are methodsnecessary? (Module II, Lesson 1), andwhat teaching learning situationswould render the use of the inductive


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method inappropriate? (Module IV,Lesson 1).

Another characteristic gettinglow combined weighted mean (3.11) isthat the items are written at a level

students can understand. This findingtallies with that relative to thevocabulary used in the content of themodule which has the lowest rank.Perhaps the respondent found somewords vague and not within theirunderstanding, making the test lessusable. Boiser (2004) explains thatamong others, some factors affecting theusability of a test is that readingvocabulary and sentence structure are

too difficult and the inappropriate levelof difficulty of the test items.

Lowest in ranked among thecharacteristics of the evaluationactivities has to do with the provision forpretest and posttests for each module.

This has a combined weighted mean of1.74 interpreted at to the least extent.Perhaps one flaw of the developedmodules is that it does not providepretest and post test activities. Provisionfor such is very important for results ofthese will serve as guide to the teachersin determining whether there is effectivelearning after the use of each module.The results will also manifest theeffectiveness of the modules.

3. Comparison Between the Assessmentof Students and Teachers

Table 5Comparison between the Assessment of Students and Teachers

ItemsMean Score

Students TeachersProbability

t-value t-tabular value SignificanceSpecific Objectives 3.025 3.743 5.992 2.179


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important characteristics of the modulesin terms of objective, content, languageand evaluation activities. Thisdifference could perhaps be attributed tothe teachers exposure to the topics in

the modules since they have taught themfor several times. Most of the teacherrespondents are department heads ofprofessional subjects in the teachereducation institutions; hence they arealso able to evaluate the modulesaccordingly. The students on the otherhand are exposed to the topics for thefirst time. Their lack of exposure to andmastery of the lessons have perhapsaffected their assessment.

4. Teachers and Students Suggestionsto Improve the Modules

Through the interviewsconducted to the teacher and studentrespondents it was learned that they arein agreement that the modules as awhole are useful and can be utilized forclassroom purposes. They howeversuggested the inclusion of objectivepretest and posttest in each module.These would guide both the users andthe teachers in determining whetherlearning has taken place after using eachmodule. These tests could be written ina separate manual for teachers thatwould explain how these would be usedand administered.

One teacher respondent said:It would perhaps be more useful

if a proposed achievement test could bedeveloped for the teachers use andreference in constructing the finalexamination for the course.

This suggestion seems to be justified.With so many relevant tasks toaccomplish, those teaching Principlesand Methods of Teaching could be

unburdened if they have ready referencefor their final examination. A guide fortheir final examination in the subjectcould be used to ensure the validity oftheir own tests.

The students suggested that in using themodules, they should not be left alone,that teachers still have to guide them onwhat they are supposed to do since theyare not so familiar with some wordsused. One student commented:

Kung ipagagamit po sa aminang mga module, sana and titser namingay laging available, para kapag maytanong kami, maiipaliwanag nila agad

ang dapat naming gamin. (If ever themodules will be used, if possible theteacher should always be available forconsultation. When we have questions,we will be clarified right away of whatwe are going to do).

The researcher thinks that thissuggestion is valid. The kind of studentsthe College of Education has at presentstill needs proper guidance andsupervision in their school undertakings.

A teacher respondent who is alsoteaching English said:

There are paragraphs that aretoo long. Look at pages 12, and 18 aswell as the introductory paragraph ofModule III. There are 17 to 19 lines inthose paragraphs. They could perhapseach be divided into two.

This suggestion seems to be in place.Most second year Education students,who are the target users of the modules ,still have to develop theircommunication skills particularly inreading. Reading long paragraphs maybe too taxing for them.


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Both the teachers and students proposedto indicate the maximum time allottedfor the use of each lesson in themodules. This would perhaps enablestudent users to gauge their pace of

independent study and compare theirown pace of learning with others.

Still another teacher commented that ifthere seems to be unfamiliar words, theirmeaning could be given as a footnote atthe page where the word/s appear/s.This comment seems valid for inaddition to the content learned thestudents could also widen theirvocabulary.

The head of the professional subject inone school suggested that a chart couldbe included at the end of the moduleswhich both the teachers and studentsmay use to record the studentsperformance in each module.

The inclusion of the general objectivesof the course as well as the competenciesrequired by the Professional RegulatoryCommission is also suggested. This isbecause the modules cover the wholecourse in Principles and Methods ofTeaching.

Another teacher interviewedsuggested that in the discussion of thedifferent methods of teaching, it wouldbe better if situations where each methodis applicable be included. She furthersaid:

In the Licensure Examinationfor Teachers, most items in theprofessional subjects are situational.The Lesson Plans given are inMathematics and English. Perhapsgiving more illustrations and citing howthese methods could be used in othersubjects would be very helpful to thestudents.

The researcher believes that thesecomments and suggestions could guidein the modification and improvement ofthe modules. However, the utility of theproposed modules cannot be

underscored. During the interview atleast three respondent teachers suggestedthat the modules be published so thatthey can use them for their own students.

CONCLUSIONS:From the data gathered and discussed thefollowing conclusions are derived:1. The modules in Principles and

Methods of teaching include lessonsand topics which meet the

requirements of authorities onTeacher Education.2. The specific objectives of each

lesson of the modules possess thecharacteristics of good objectives;however the time limit for theirattainment is not clearly specified.

3. The contents of the modules reflectthe most important aspects of what isbeing taught.

4. The language used in the modules iscorrect but some words are notwithin the vocabulary level of thetarget users.

5. The modules provide evaluationactivities which relate with thecontent and objectives of the lessons;however, there is no provision forpretest and posttest activities in eachmodule.

6. There is highly significant differencebetween the students and theteachers assessment of thecharacteristics of the modules withthe teachers assessment higher thanthat of the students.


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RECOMMENDATIONS:Based on the conclusions generated fromthe findings, the followingrecommendations are herewith given:

1.

The modules be improved byspecifying the approximate timelimit for each lesson in the modules;simplifying the difficult words usedtherein; including pretest andposttests; identifying the generalobjectives of the course and thecompetencies required by LET;shortening some long paragraphs;citing situations where the differentmethods of teaching could be

utilized and developing a guidefinal examination.2. After improving the modules, further

validation could be done by utilizingthem with selected experimental andcontrol groups.

3. Future research on effectiveness ofinstructional materials shouldconsider ample exposure andpractice of students on the use ofsuch materials before any actualmeasurement of outcomes.

4. Faculty members in teacher traininginstitutions should be encouraged todevelop the instructional materials inother professional subjects.


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REFERENCES:

Books and Journal

Aggabao, Ambrose Hans. Development

and Evaluation of Individualized Self-Instructional Modules on SelectedTopics in Basic Mathematics. Journalof Research , Isabela State University,Vol. XI, No. 1, January - December2002.Boiser, Diosdada. Teaching MadeEasy: Strategies and Styles . QuezonCity: Phoenix Publishing House, Inc,2004.Greager, Joan and Darrel Murray. The

Use of Modules in College Teaching.Washington, D.C: Nichols PublishingCo., Inc., 1991.Hughes, John L. ProgrammedInstruction for Schools and Industry .Chicago: Research Association, Inc.,1992.Ornstein, Allan C. Strategies forEffective Teaching. New York: HarperCollins Publishers, Inc., 1990.Race, Phil. The Open LearningHandbook. USA: Nichols Publishing,1989.Robles, Felicidad C. The Evaluationand Preparation of InstructionalMaterials, Commitment toProfessional Development . 1998.Salandan, Gloria. Teacher EducationJournal. Quezon City: KathaPublishing Co., Inc. 2001.

Tomlinson B. (Ed.) MaterialsDevelopment in Language Teaching .Cambridge University Press, 1998.Victor, Edward C. Science Teaching inthe Elementary Level . New York:McMillan Co. 1990.

Unpublished Materials

Aquino-Danganan, Aussie.Development and Validation of AModule in Developing Computational

Skills in College Algebra Tarlac StateUniversity. April 2001.

Hamora, Lovina A. Development ofPrototype Pedagogical Materials forTeacher Trainees of Basic Education.PNU, May 2002.

Receno, Carmela N. Development ofInstructional Materials for theEnhancement of the Listening Skills

among Freshman College Students ofSMCL. PNU, March 2001.

Reyes- Sunga, Nillda. Developmentand Validation of a Self-InstructionTeaching Package on the Art ofQuestioning for Teachers. PNU, July1996.

Samonte, Ma Cristina L. Development,Evaluation and Try-out of anEnvironmental Outdoor EducationModule. . PNU, July 2004.

Ubina, Marilou M. Production,Evaluation of a Videotaped Lesson inthe Teaching of a Science ConceptUtilizing Cooperative Learning Model.PNU, March 2000.


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