Interactive Learning Materials (ILMs)

as Supplement for Teaching High School

Students in the Philippines
Lynie Dimasuay1
Institute of Mathematical Sciences and Physics,
University of the Philippines Los Baños, Philippines
1
lyniedimasuay@gmail.com

Chinen Aguna2
Judge Feliciano Belmonte Sr. High School, Philippines
2
nen_09@yahoo.com

Abstract - The implementation of the K-12
Law or the Enhanced Basic Education Act
of 2013 in the Philippines brought a major
revamp in the curriculum especially in
Mathematics. Topics that are formerly
included in the tertiary level such as sets,
logic and pre-calculus are now being
included in high school curriculum. In
order to facilitate efficient and effective
learning, the use of Interactive Learning
Materials (ILMs) as supplementary
teaching strategy is a way to help both
students and teachers. The ILMs were
developed in PowerPoint so students can go
over the topics anytime while teachers can
update examples and assessments. This
study focused on the evaluation of ILMs on
three topics in Grade 7: sets, set relations,
and set operations. Both students and
teachers evaluated the effectiveness of the
ILMs. The criteria used for evaluation were
classified into three groups: a) clarity and
organization, student learning, and c)
design and operability. Likert scale was
used to evaluate the students’ responses (1-
strongly agree, 2-agree, 3-neither agree or
disagree, 4-disagree, and 5-strongly
disagree) from two schools, Christian
School International (CSI) and Maquiling
School Incorporated (MSI). On the other
hand, the four-point scale was used to
evaluate the teachers’ responses. The
weighted mean in each criterion was
calculated. Results showed that CSI
students responded strongly agree (1.43) to
ILMs as clear and organized while MSI
students responded agree (1.62). Meanwhile,
students from both schools gave a response
of agree to the ILMs effectiveness for
student learning (CSI= 1.56; MSI = 1.79),
and gave a response of strongly agree for
their design and operability (CSI = 1.37;
MSI = 1.42). The teachers rated strongly
agree on the clarity and organization (1.32)
while they responded agree for both student
learning (1.62) and design and operability
(1.60). In conclusion, the ILMs on sets, set
relations, and set operations can be used as
effective supplementary learning materials
for students in Grade 7. Teachers could
easily incorporate the ILMs into their
lectures and these could further motivate
and enhance student’s learning.
Keywords - Interactive Learning Materials,
Sets, Set Relations, Set Operations
I. INTRODUCTION
The Basic Enhanced Education Act of 2013
(also known as the K-12 program) was first
implemented in the Philippines in 2012. This
aims to align our curriculum with the global
standards since the Philippines is the last
country in Asia and one of the only three
countries worldwide with a 10-year pre-
university cycle [1]. The addition of two years
in high school brought a major revamp in the

The Twelfth International Conference on eLearning for Knowledge-Based Society, 11-12 December 2015, Thailand
17.1
 Interactive Learning Materials (ILMs) as Supplement for Teaching High School Students in the Philippines

curriculum. Some lessons from tertiary level 3. evaluate the effectiveness of the learning
are now being incorporated in the new modules.
curriculum. For instance, topics such sets, set
relations and set operations are now being II. MATERIALS AND METHODS
included in the Grade 7 curriculum.
Three separate modules namely set, set
In order to cope up with these changes, relations and set operations were developed
educators are seeking ways on how to improve using PowerPoint present at ion. Design
and incorporate better teaching and learning templates, hyperlinks, and custom animations
strategies in Mathematics. Given the level of were used to achieve the desired interactive
technology imbibed by today’s society, one environment, as shown in Fig 1.
useful method is computer-aided learning.

The use of comput ers in learning

Mathematics makes the interest level of the
students higher. In the study that was
conducted on the effectiveness of the use of
computer-aided instruction on teaching
Mathematics, it was found out that such
instruction had a moderate positive effect on
students’ math achievement; slightly positive
effect on problems-solving skills and attitude
toward Mathematics and instruction; and great
positive effect on attitudes toward computers
[2].

Interactive Learning Materials (ILMs) are

learning modules that are being developed to
stimulate and engage student’s learning. ILMs
can promote immediate feedback to the
learners. In addition, it can support specific
interaction between the software and the user,
which can help save time and effort both for
the students and the teacher [3]. Interactive
learning can induce easier recognition and
mastery of a specific topic. Lastly, interactive
learning arouses student’s interest to listen and
participate in class. Lastly, since the use of
Fig 1. Sample Design Template of ILM
comput ers in high school is now
indispensable, ILMs can easily be accessed
The discussions of ILMs were based on the
making it convenient for the students.
Algebra and Trigonometry book of Louis
This study aims to develop ILMs on sets, Leithold [4].
set relat ions and set operat ions as
A total of 62 students and 17 teachers were
supplementary materials for teaching high
chosen as respondents for this study. The
school students. Specifically, it aims to:
criteria used for evaluation were classified into
1. develop ILMs on sets, set relations and three groups: a) clarity and organization, b)
set operations; student learning, and c) design and operability.
Clarity and organization determines the
2. develop a learning material that is user- effectiveness of the ILMs as vital factors in the
friendly and fun to use; and development of the learning modules. Student

The Twelfth International Conference on eLearning for Knowledge-Based Society, 11-12 December 2015, Thailand
17.2
Lynie Dimasuay and Chinen Aguna

learning determines if the examples presented TABLE II

in the ILMs are enough for the students to SCHOOLS OF TEACHER
RESPONDENTS
learn and understand, if they can learn at their
own pace, and if the exercises at the end can School Frequency %
make understanding easier. Lastly, design and LBNHS 6 35
operability evaluates the over-all design and JFBSHS 5 29
the ease of using the ILMs. UPRHS 3 18
UPLB 2 12
SSA 1 6
Likert scale was used to evaluate the TOTAL 17 100
students’ responses (1-strongly agree, 2- agree,
3-neither agree or disagree, 4-disagree, and 5- Table III shows that most of the teacher
strongly disagree) while the four-point scale respondents have ages between 32-36 (47%),
was used to evaluate the teachers’ responses. followed by ages 27-31 (35%) and the least is
Statistical analysis was done by calculating between ages 22-26 (18%).
the weighted mean of the responses in each
TABLE III
criterion and by Mann- Whitney test. All data AGES OF TEACHER RESPONDENTS
were run using SPSS software. A p-value of
<0.05 was considered statistically significant. Age Frequency %
32-36 8 47
III. RESULTS AND DISCUSSION 27-31 3 18
22-26 6 35
A. Respondents Profile TOTAL 17 100
1) Students: Table I shows that there are
31 st udent s from Christ ian School As shown in Table IV, 8-10 years (41%)
International (CSI) and Maquiling School has the highest frequency of teaching
Incorporated (MSI) who were requested to experience since most of the respondents have
utilize the ILMs and to answer the evaluation 32-36 years of age. Meanwhile, 5-7 years
form. (24%) of teaching experience has the least
frequency.
TABLE I
SCHOOLS OF STUDENT RESPONDENT TABLE IV
YEARS OF TEACHING OF TEACHER
School Frequency % RESPONDENTS
CSI 31 50
MSI 31 50 Years Frequency %
TOTAL 62 100 2-4 6 35
5-7 4 24
2) Teachers: A total of 17 teachers 8-10 7 41
TOTAL 17 100
evaluated the ILMs, as shown in Table II.
They are composed of 6 (35%) faculty
members from Los Baños National High B. Evaluation of ILMs using the Weighted
School (LBNHS), 5 (29%) from Judge Means
Feliciano Belmont e Sr. High School Recorded frequencies in each category were
(JFBSHS), 3 (18%) from University of the used in computing for the weighted mean
Philippines Rural High School (UPRHS), 2 values to aid in the analysis of the
(12%) from University of the Philippines obtained response. For the computed average
(UPLB), and 1 (6%) from School of Saint of the students’ responses, it was shown in
Anthony (SSA). Most of the teachers have Table 5 that the values obtained for clarity and
been teaching Grade 7 students. organization were 1.43 and 1.62 for CSI and
MSI respectively. Such values show that
respondents from CSI strongly agreed and
respondents from MSI agreed that the

The Twelfth International Conference on eLearning for Knowledge-Based Society, 11-12 December 2015, Thailand
17.3
 Interactive Learning Materials (ILMs) as Supplement for Teaching High School Students in the Philippines

developed learning objects were clear and suggests that these ILMs can be used as their
organized. With computed averages of 1.56 teaching materials.
and 1.79 for the student learning group, it was
also shown that the students from both CSI TABLE VII
and MSI respectively have agreed that the WEIGHTED MEAN VALUES OF TEACHER
RESPONDENTS ON THE USEFULNESS OF ILM
learning materials were good for student
learning. For the design and operability, Usefulness of ILM Weighted Mean
results concluded that both students from both
I can use ILM in my lecture 1.65
schools still have strongly agreed that the ILM is useful in Grade 7 1.47
learning materials that was developed was
well-designed and has good operability with a
C. Evaluation of ILMs using Mann-Whitney
computed average of 1.37 and 1.42 for CSI
Test
and MSI respectively.
Mann-Whitney test was used to evaluate if
TABLE V
there are significant differences in scoring
WEIGHTED MEAN VALUES OF THE STUDENT tendencies between CSI and MSI students, and
RESPONDENTS between students and teachers.
Weighted Mean Fig. 2 shows that at p-value of .05, there is
Criterion
CSI MSI
a significant difference between CSI and MSI
Clarity and
1.43 1.62 students in the student learning category (p =
Organization
Student 0.02). This implies that CSI students have a
1.56 1.79
Learning better understanding of the content of the ILM
Design and than MSI students. On the other hand, there is
1.37 1.42
Operability no significant difference observed in clarity
and organization (p = 0.08) and design and
Meanwhile, Table VI shows the weighted operability (p = 0.56). This suggests that they
mean values of the teachers’ responses on the are both satisfied in these two categories.
three criteria. They rated strongly agree on
clarity and organization (1.32) while
responded agree for both student learning
(1.62) and design and operability (1.60). All
values imply good acceptance from teachers
and t hat ILM is a useful t ool for
supplementary teaching and learning of
students.

TABLE VI
WEIGHTED MEAN VALUES OF TEACHER
RESPONDENTS

Criterion Weighted Mean

Clarity and Organization 1.32
Student Learning 1.62 Fig 2. Bar Graph of the Weighted Means
Design and Operability 1.53 of the Student Respondents

In addition, it was also determined how Meanwhile, Fig. 3 shows t he t est of

useful t he ILMs are t o t he t eacher’s
curriculum. It is shown in Table VII that the
teachers agreed (1.65) that the ILMs are
helpful mat erials for t heir lect ures.
Furthermore, they strongly agreed (1.47) that it
is useful in teaching Grade 7 students. This
significance between students’ and teachers’
responses among the three criteria. We can
confidently say that responses of teachers do
not significantly differ from the responses of
students in terms of clarity and organization (p
= 0.08), students learning (p = 0.35), and

The Twelfth International Conference on eLearning for Knowledge-Based Society, 11-12 December 2015, Thailand
17.4
Lynie Dimasuay and Chinen Aguna

design and operability (p = 0.39). This denotes make the ILMs more exciting and interesting
that both teachers and students find the ILMs for the users
helpful for the students’ learning.
It was also suggested that the ILMs would
be better if it contained not only a number of
examples, but also quizzes for every
discussion. The quiz portion should contain
hints of how well the student is doing on the
course of answering.

For the evaluation portion, it is also

recommended that the researcher try to use
different evaluation parameters like time
frame and how interesting the modules are.
The researcher may also try to conduct the
implementation of ILMs in rural schools
where technology is not fully accessible.
Most importantly, both students and teachers
Fig 3. Bar Graph of the Weighted Means should be t apped t o evaluat e when
of Teachers’ and Students’ Responses
developing learning materials.
IV. CONCLUSION V. ACKNOWLEDGEMENT
AND RECOMMENDATION
The researcher would like to thank the
The ILMs were developed using the people who participated in the surveys,
PowerPoint presentation. The animations used especially to the teachers. Your comments and
helped a lot in defining the concepts. suggestions to improve these materials are
very much appreciated.
Students from CSI and MSI and selected
teachers evaluated the ILM using criteria. REFERENCES
Generally, obtained values for the computed
average of the three groups gave high marks (Arranged in the order of citation in the
for both schools and for teachers. Hence, the same fashion as the case of Footnotes.)
evaluation of the developed learning object on
sets, set operations and set relations can be [1] (2015). “The DepED websit e”.
considered a success. Consequently, the <www.deped.gov.ph/k-to-12/>.
developed learning objects can be used as [2] Lee, W.C. (1990). “The effectiveness of
supplementary teaching material for the said computer assisted instruction and
topics. computer programming in elementary
and secondary mat hemat ics”.
In developing learning objects, it is best to Unpublished doctoral dissertation,
use Macromedia Flash. Compared t o University of Massachusetts.
PowerPoint presentation, flash does not have a [3] Gibbons, A.S., Nelson, J., and Richards,
“back” option unless you want it to. Moreover, R. “The nature and origin of
ILM’s that are flash made makes less use of instructional objects”. In D. A. Wiley
t he keyboard. However, PowerPoint (Ed.), The instructional use of learning
presentation is easy to handle. objects. Bloomington, IN: Association
for Educational Communications and
The assessment parts that were incorporated Technology.
in the modules make the ILMs interactive. [4] Leithold, L. (1989). “College Algebra
Aft er evaluat ion, some respondent s and Trigonomet ry”. Philippines:
recommended the addition of audio macros to Addison-Wesley.

The Twelfth International Conference on eLearning for Knowledge-Based Society, 11-12 December 2015, Thailand
17.5