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Effectiveness of Enhanced Learning Materials in Science for the Open

High School Program

Article in SSRN Electronic Journal · January 2015

DOI: 10.2139/ssrn.2615161

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EFFECTIVENESS OF ENHANCED LEARNING MATERIALS IN SCIENCE FOR THE
OPEN HIGH SCHOOL PROGRAM

Jimmy Rey O. Cabardo, MAED

Secondary School Teacher I/Part-Time College Faculty
Hagonoy National High School/Southeastern College of Padada, Inc.
E-mail Address: jimmyrey.phd@outlook.com

ABSTRACT

The study determined the effectiveness of Grade 8 Enhanced Learning Materials in

Science for the Open High School Program under the K to 12 Basic Education Curriculum in
Hagonoy National High School during the school year 2013-2014.
The researcher used the randomized pretest-posttest control group experimental design in
which participants were subjected to investigation from November 2013 to January 2014.
Controlled group used the DepEd Learning Materials while the Experimental Group used the
Enhanced Learning Material developed by the researcher.
Pretest results revealed that both groups were at the beginning level of proficiency in
Grade 8 Science. The Experimental Group has performed much better compared to the Control
Group as revealed in the scores obtained by the two groups in the Posttest. There is a significant
difference in the achievement of the students and learning is higher on the part of the
Experimental Group in the posttest conducted. Finally, it suggests that the Enhanced Learning
Materials developed be adopted as instructional materials for teaching Grade 8 Science in the
Open High School Program to facilitate learning and improve achievement of the students.

Keyword: Enhanced Learning Materials; Randomized Control Group Experimental Design,

Open High School Program, Philippines

INTRODUCTION

Open high school program or generically termed as distance education had been
implemented in almost all over the world so as to provide access to education and to offer
education to a larger range of grade and ability levels using more interactive and widely
accessible technologies. Hence, almost all countries around the world tried their conscious
efforts to respond to the international claims abounding international educational system
(Cavanaugh, et. al., 2004).
In the Philippines, Section 1, Article XIV of the 1987 Constitution provides that the state
shall protect and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all. Likewise, Republic Act No. 10533 or
the Enhanced Basic Education Act of 2013 declares that the state shall give every student an
opportunity to receive quality education that is globally competitive based on a pedagogically
sound curriculum that is at par with international standards. Moreover, the United Nations
Millennium Development Goals of the United Nations Development Plan (UNDP) and the
Education for All (EFA) program of the Philippine government aims of making every Filipino
Electronic copy available at: http://ssrn.com/abstract=2615161
functionally literate by the year 2015. This program realizes the United Nations Millennium
Development Goal and the Education for All 2015 Goals at the World Education Forum in
Dakar (Bilbao, et. al., 2012).
The Department of Education designed curriculums that will address education in a
manner consistent to those mentioned provisions. These curriculums are thought to be the
solution of what was lacking in the Philippine education – quality of education. One of the
programs being implemented is the Open High School Program (OHSP). As provided in the
Open High School Program (OHSP) Handbook (July 2008), OHSP is intended for high school
students who incur long-term absences or who are permanently unable to attend school due to
time, distance, physical impairment, financial constraints, social and family problems and other
justifiable and legitimate reasons. The program will however, respond to the needs of reducing
the dropouts in all schools nationwide. The concept of distance education is being used in OHSP
where it offers independent, self-pacing and flexible study programs using self-instructional
learning materials. They are supported with tutors/teachers whom they can meet occasionally for
guidance and tutorial support. However, the subject and the grading system for the OHSP is the
same as that of the regular high schools. Thus, OHSP students graduate after completing the
secondary education (SEAMEO INNOTECH, 2012).
The Department of Education issued an order implementing new curriculum to all
schools nationwide starting S.Y. 2012-2013, the K to 12 Basic Education Curriculum (K to 12
BEC). In this curriculum, the students will use learning materials (LM) that are catered and
tailored in a day- to-day basis in accordance to the K to 12 Science Curriculum Guide. But, the
LM that students are using in the regular class seems to be inappropriate and incongruous for
those students taking up OHSP. Based on the interview conducted, the following were recorded:
(1) Most OHSP students are unable to have ample time dealing with the LM especially its plenty
activities; (2) Most activities of the LM needs constant supervision coming from their
tutors/teachers in which the OHSP students will meet their teachers occasionally making the
learning materials purpose at risk; and (3) learning materials are design not purposely for the
minority OHSP students but to cater the needs of the majority of the regular students under the K
to 12 BEC.
In the light of all these observations and provisions, the researcher finds it vital to
develop and improve the current learning material used by the OHSP students in order to suit this
materials to their dire needs which is understanding concepts in Grade 8 Science under the K to
12 Basic Education Curriculum. Moreover, the researcher probe deeper and will try find out the
whether the developed enhanced learning materials (ELM) for the OHSP Grade 8 students is
effective or not in terms of their academic performance in Science.

Objectives of the Study

The main objective of this study is to determine the effectiveness of Grade 8 Enhanced
Learning Materials in Science for the Open High School Program (OHSP) under the K to 12
Basic Education Curriculum in Hagonoy National High School during the school year 2013-
2014. Specifically, it aims to:
1. Determine the level of effectiveness in using the Enhanced Learning Materials and
DepEd Learning Materials in Science in terms of the performance of the experimental
and controlled groups in the pre-test.
2. Determine the level of effectiveness in using the Enhanced Learning Materials and
DepEd Learning Materials in Science in terms of the performance of the experimental
and controlled groups in the posttest.
Electronic copy available at: http://ssrn.com/abstract=2615161
 3. Determine the significant difference between the pretest performance of the controlled
group using the Learning Materials of DepEd and with the experimental group using the
Enhanced Learning Materials in Science.
4. Determine the significant difference between the posttest performance of the controlled
group using the Learning Materials of DepEd and with the experimental group using the
Enhanced Learning Materials in Science.
5. Determine the significant difference between the pre and posttest performance of the
controlled group using the Learning Materials of DepEd in Grade 8 Science.
6. Determine the significant difference between the pre and posttest performance of the
experimental group using the Enhanced Learning Materials in Grade 8 Science.

Hypotheses
The null hypotheses that were tested and verified in this study were as follows:

H01: There is no significant difference between the pretest performance of OHSP students
using the Learning Materials of DepEd and with the Enhanced Learning Materials in Science.
H02: There is no significant difference between the posttest performance of OHSP
students using the Learning Materials of DepEd and with the Enhanced Learning Materials in
Science.
H03: There is no significant difference between the pre and posttest performance of
students using the Learning Materials of DepEd.
H04: There is no significant difference between the pre and posttest performance of
students using the Enhanced Learning Materials.

Conceptual Framework
This research work will be anchored on a number of theories and ideas with regards to
the efficacy of instruction by leading educators and educational psychologists worldwide which
will be discussed hereunder:
According to Lucas and Corpuz (2007), the goal of instruction and the shifting of
different strategies, methods and approaches is the transfer of learning. This happens when
learning in one context or with one set of materials affects performance in another context or
with other related materials. Simply put, it is applying to another situation what was previously
learned.
This transfer of learning can only be happen when a teacher develops instructional
competence, that is making sure that all instructional variable that may affect learning is given
due considerations during the contact time. These instructional variables include the proper use
of teaching strategies, techniques and resources and the innovations of teaching materials
(Cabardo, 2008).
Moreover, Riasat (2005) averred that modifying instruction by using a variety of
techniques – tutorial, group, text, module and media – can benefit students’ comprehension and
thus, increasing their performance.
Based on the Southeast Asian Ministers of Education Regional Center for Educational
Innovation and Technology (SEAMEO-INNOTECH), as cited by Bedaure (2012) and Mijares
(2008), the use of modules in instruction will cater individual differences in learning. It provides
an avenue for active participation where students learn by doing since they are involved in the
manipulation of the instructional materials.
 With reference to the principles on instructional innovations, the researcher will attempt
to study the effect of the enhanced learning materials in Grade 8 Science for the Open High
School (OHSP) students’ performance. The performance of the students will serve as basis to
evaluate the effectiveness of the module being developed.
The researcher believes that by innovating the Learning Materials of the DepEd for
regular students and using this in an experimental setting, he would be able to ascertain its effect
to the performance of OHSP students thereby determining its effectiveness in lieu of the
DepEd’s Learning Materials. The usual Learning Materials developed by the DepEd will be used
in the controlled setup.
To provide a clear and vivid presentation of the direction of this study, the conceptual
framework illustrating the paradigm of the study is being presented.

X1 Researcher’s Enhanced
Learning Materials in
Grade 8 Science Effectiveness of the
Materials in terms of the
Pretest and Posttest
X2 DepEd’s Learning
Results
Materials in Grade 8
Science

Module in Grade 8
Science for the OHSP
Students

Figure 1. Conceptual Framework Showing the Relationship of the Variables of the Study

METHOD
Research Design
Experimental research design was used in this study. According to Fraenkel and Wallen
(1994), in this design at least one independent variable was manipulated and treated, the other
relevant variables will be controlled, and the effect on one or more dependent variables was
carefully observed. A focus observation should be done in order to gather reliable and valid
results. Bautista (1998) added that experimental research design is best to show causal
relationships between variables underplay.
Specifically, this study used the randomized pretest-posttest control group design in
assigning groups and in applying the treatments. According to Bautista (1998) and Fraenkel and
Wallen (1994), the randomized pretest-posttest control group design uses two groups of subjects
with both groups being observed or measured twice. The first measurement serves as the pretest,
the second as the posttest. Observations in pretest and posttest were represented by scores of the
students. Random assignment is used to form groups. The measurements or observations are
collected at the same time for both groups. This experimental research design is good and
desirable if the number in each group is small (less than 30). A diagram of this design is as
follows:
Treatment Group R O X1 O
Control Group R O X2 O
In the diagram, R stands for random assignment of subjects to conditions. This was done
in order to show that the researcher does not exercise any personal preference in distributing the
subjects to ensure that there is objective basis for grouping participants in the experiments. The
X1 represents the treatment to be introduced (with the use of the Enhanced Learning Materials
developed by the researcher) while X2 is the usual way of doing things (using the Learning
Materials issued by the Department of Education). Moreover, the O stands for the observation or
measurement to be undertaken by the researcher. All observations that were done were through
the results of the pretest and posttest in the two groups.

Sampling Design and Technique

In this study, the researcher used the simple random sampling. In this kind of sampling,
each and every member of the population has an equal and independent chance of being selected
and to be a part of the research investigation as respondents. This is done by using the lottery or
fishbowl method. The names of the students were drawn from the lottery box or fishbowl. First
draw was for the experimental group, second draw for the control group, third draw for the
experimental; fourth draw for the control and so on. Experimental group was assigned every
Sunday at 1:00-3:00 in the afternoon, controlled was at 3:00-5:00.
The total population of Grade 8 MOHSP students for the school year 2013-2014 was 67.
With this, a total of 25 students were used for the experimental group and another 25 students for
the control group. This number allowed the researcher to develop focus on the study.

Research Instrument
This study uses two types of research instruments which were the learning materials for
the OHSP students which formed basis of this study – the Researcher-Enhanced Learning
Material in Science for the MOHSP Grade 8 students under the K to 12 Basic Education
Curriculum for the experimental group and the Learning Material given by the Department of
Education – Bureau of Secondary Education (DepEd-BSE) in Grade 8 Science for the control
group. These modules were used by students and teacher in their class in Science.
 In both modules, the following spiraling concepts about Matter were being included as
part of the K to 12 BEC:
1. Using models, students learn that matter is made up of particles, the smallest of which is the atom.
These particles are too small to be seen through a microscope. They also learn about ions. The
properties of materials that they have observed in earlier grades can now be explained by the type
of particles involved and the attraction between these particles.
2. Students learn that particles are always in motion. They can explain that the changes from
solid to liquid, liquid to solid, solid to gas and liquid to gas, involve changes in the
motion of and relative distances between the particles as well as the attraction between
them.
3. They also recognize that the same particles are involved when these changes occur. In
effect, no new substances are formed.

Data Analysis
Mean and standard deviation were used to determine the level of effectiveness in using
the Enhanced Learning Materials and DepEd Learning Materials in both the pretest and posttest.
T- test for independent sample was used to determine the significant difference between the
pretest and posttest performance using the different learning materials (researcher-made and
DepEd developed) as well as the gain score during posttest in both treatments.

RESULTS AND DISCUSSION

Effectiveness of Enhanced Learning Materials and DepEd Learning Materials in Science in

Pretest
Table 1 highlighted the level of effectiveness in using the enhanced learning materials
and DepEd learning materials in Science in the pretest for the OHSP students represented by
their mean scores and standard deviation. As shown in the table, a higher mean score and a more
scattered score was obtained by those in the experimental group with a quantitative rating of
9.840 and a standard deviation of 2.211 while a rating of 9.720 and a standard deviation of 1.926
was obtained by the controlled group with a difference of 0.120. However, both groups are
within the beginning level of proficiency. This means that the performance of the learner at this
level struggles with his/her understanding; prerequisite and fundamental knowledge have not
been acquired or developed adequately to aid understanding. More concepts are not learned. The
result of this study implies that the learner has an average of 49.96% and below.

Table 1. Level of Effectiveness in using the Enhanced Learning Materials and DepEd Learning
Materials in Science in Pretest

TREATMENTS MEAN SD
9.840
1. Enhanced Learning Materials (Experimental) 2.211
(Beginning)
9.720
2. DepEd Learning Materials (Controlled) 1.926
(Beginning)
Effectiveness of Enhanced Learning Materials and DepEd Learning Materials in Science in
Posttest
 Table 2 highlighted the level of effectiveness in using the enhanced learning materials
and DepEd learning materials in Science in the posttest for the OHSP students represented by
their mean scores and standard deviation. As disclosed in the table, the experimental group
(Enhanced Learning Material) gained a mean score of 20.320 and a standard deviation of 3.400
which can be interpreted as proficient level of performance. This means that the performance
level of the learner at this level has developed the fundamental knowledge and core
understandings. The result of this study implies that the learners have reached an average of
80.00% to 90.36%.
Moreover, for the controlled group (DepEd Learning Material) obtained a mean score of
17.960 and a standard deviation of 1.904 which can be interpreted as approaching proficiency
level of performance. This means that the performance level of the learner at this level has
developed the fundamental knowledge and core understandings and, with little guidance from the
teacher and/or with some assistance from peers. The result of this study implies that the learners
have reached an average of 60.04% to 79.96%.
The higher mean score gained by the experimental group, using the Enhanced Learning
Materials can be traced from the fact that the controlled groups, using the DepEd Learning
Materials are designed in order to cater the learning needs of students in the regular high schools.
This means that most of the activities and organizational structure of the materials can be learned
through the constant supervision of the teacher. Hence, OHSP students may found difficulty in
the materials.

Table 2. Level of Effectiveness in using the Enhanced Learning Materials and DepEd Learning
Materials in Science in Posttest

TREATMENTS MEAN SD
20.320
1. Enhanced Learning Materials (Experimental) 3.400
(Proficient)
17.960
2. DepEd Learning Materials (Controlled) 1.904
(Approaching Proficiency)

The study conducted by Maximo as cited by Mijares (2008), Agpaoa (2006), Riasat
(2005), Cenarosa (2005), Solano (2003), and Haneghan as cited by Halpern (2002) which
concentrated on the development of modules focused on their respective specification which
aimed to achieve quality education, supports the findings of this research study. They found out
that experimental group obtained better performance than the control group in their post-test
mean score results.

Difference on the Pretest Performance using the Enhanced Learning Materials and DepEd
Learning Materials in Science
The difference between the pretest performance of OHSP students using the enhanced
learning materials and the DepEd Learning Materials in Science is shown in Table 3. As shown
in the table, the computed t- value of 0.20 is lesser than the tabular t-value of 2.014 at 5% level
of significance. Moreover, the p-value of 0.8388 which is greater than the 5% level of
significance implies that the null hypothesis must be accepted. Thus, there is no significant
difference between the pretest performance of OHSP students using the enhanced learning
materials and the DepEd learning materials in Science. As mentioned by Concepcion (2005), the
performance of students
does not vary according to the results of the pretest but on the posttest when certain treatments
and factor correlates act on them.

Table 3. Test of difference between the Pretest Performance of OHSP Students using the
Enhanced Learning Materials and DepEd Learning Materials in Science

Variables Mean tvalue ttabular p-value Decision

Pretest (Exp.) 9.84

Pretest (Con.) 9.72 0.20ns 2.014 0.8388 Accept H0

ns – not significant

Difference on the Posttest Performance using the Enhanced Learning Materials and DepEd
Learning Materials in Science
The difference between the posttest performance of OHSP students using the enhanced
learning materials and the DepEd learning materials in Science is reflected in Table 4. As shown
in the table, the computed t-value of 3.03 is greater than the tabular t-value of 2.028 at 5% level
of significance. Moreover, the p-value of 0.0045 is lesser than the level of significance. Hence,
the decision to reject the null hypothesis and accept the alternative hypothesis seems to be valid
and practical. Thus, there is a significant difference between the posttest performance of OHSP
students using the Learning Materials of DepEd and with the Enhanced Learning Materials in
Grade 8 Science.
The study of Malik (2012) concurred with results of this study, that the use of modules
improves the Grade 9 students’ general comprehension of Mianwali District in Pakistan.
Findings depicted that students taught through modular approach gained higher mean score in
teacher-made general comprehension-based test than students taught through traditional
approach.
Furthermore, a significant difference on the posttest results can be observed when
treatment or factor correlates will be introduced (Concepcion, 2005). In other words, the
introduction of new approaches, methods and strategies in the field of education will definitely
affect the performance of students. Riasat (2005) supports the findings that modular instruction
affects the academic performance of students.

Table 4. Test of difference between the Posttest Performance of OHSP Students using the
Enhanced Learning Materials and DepEd Learning Materials in Science

Variables Mean tvalue ttabular p-value Decision

Posttest (Exp.) 20.32
3.03* 2.028 0.0045 Reject H0
Posttest (Con.) 17.96
* - significant
Difference on the Pretest and Posttest Performance using the DepEd Learning Materials in
Science
 Table 5 shows the test of difference between the pretest and posttest performance of
OHSP students using the DepEd learning materials in Science. As shown in the table, a
significant difference exists on the variables under consideration since the computed t-value of
15.21 is greater than the tabular t-value of 2.014 with the p-value of 9.79E-20 which is lesser
than the 5% level of significance. Hence, the null hypothesis which states that there is no
significant difference between the pretest and posttest performance of students using the
Learning Materials of DepEd was rejected totally. Thus, there is a significant difference between
the pretest and posttest performance of students using the Learning Materials of DepEd in
Science. Furthermore, the study of Bedaure (2012) showed that using the modular instruction in
Biology brings about better students’ performance than using the lecture-discussion method since
modular instruction allows students to learn at their own pace and according to their individual
capacities. In spite of the fact that students in the modular approach outscored the students
working in the lecture-discussion method, there are still factors to be considered on the
performance of students like their background regarding the basic knowledge of the subject.

Table 5. Test of difference between the Pretest and Posttest Performance of OHSP Students
using the DepEd Learning Materials in Science

Variables Mean tvalue ttabular p-value Decision

Pretest 9.72
15.21* 2.014 8.79E-20 Reject H0
Posttest 17.96
* - significant

Difference between the Pretest and Posttest Performance using the Enhanced Learning
Materials in Science
Table 6 highlights the significant difference between the pretest and posttest performance
of OHSP students using the Enhanced Learning Materials in Science.
As reflected in the table, the computed t-value of 12.92 is greater than the tabular t-value
of 2.020 with the p-value of 4.83E-16 which is lesser than the 5% level of significance. Hence,
the null hypothesis that states that there is no significant difference between the pretest and
posttest performance of students using the Enhanced Learning Materials in Science was totally
rejected. Thus, there is a significant difference between the pretest and posttest performance of
students using the Enhanced Learning Materials in Science. The result agrees with the idea of
Brophy as cited by Aquino (2003) that in order for the learners to achieve understanding, they
must learn not only the individual elements in a network of related content but also the
connections between them, so that they can explain the information in their own words and
access and apply it appropriately to solve problems. Hence, significant difference can be found in
the pretest and posttest results of this study. Moreover, Borich and Tombari (1997) argued that it
is essentially true that the introduction of teaching methodologies in the classroom encourages
the changes and modifications of how the learners grasp the information and how they process it
into a useful experience creating a positive performance at the end.
Table 6. Test of difference between the Pretest and Posttest Performance of OHSP Students
using the Enhanced Learning Materials in Science
 Variables Mean tvalue ttabular p-value Decision
Pretest 9.84

Posttest 20.32 12.92* 2.020 4.83E-16 Reject H0

* - significant

CONCLUSION

Based on the statistical results of the study, the following conclusions were drawn:
1. The level of effectiveness in using both the Enhanced Learning Materials and DepEd
Learning Materials in Grade 8 Science in the pretest signifies a beginning level of
performance.
2. The level of effectiveness in using the Enhanced Learning Materials in Grade 8 Science
in the posttest signifies a proficient level of performance while the level of effectiveness
in using the DepEd Learning Materials in Grade 8 Science in the posttest signifies an
approaching proficiency level of performance.
3. There was no significant difference between the pretest performance of OHSP students using the
Learning Materials of DepEd and with the Enhanced Learning Materials in Grade 8 Science.
4. A significant difference exists between the posttest performance of OHSP students using
the Learning Materials of DepEd and the Enhanced Learning Materials in Grade 8
Science.
5. The pretest and posttest performance of students using the Learning Materials of DepEd
in Grade 8 Science was found to be significantly different.
6. A significant difference was found between the pretest and posttest performance of
students using the Enhanced Learning Materials in Grade 8 Science.

RECOMMENDATIONS

In the light of the foregoing findings and conclusions, the following are recommended:
1. Individual schools offering Open High School Program may evaluate the different
learning modules used by the teachers in the OHSP in order to maximize their learning
performance of students. Learning modules for the Open High School students may be
enhanced and improved to provide them leeway with easy-to-learn modules and to cater
students who are not consistently supervised by their teachers. The use of this module is
recommended.
2. Pretest may be given to students before the start of the class to assess the degree to which the
student has in the present and other posttest to assess and evaluate how far the student has gone
with the subject. Performance of students may be based through the comparison of the results of
the pretest and posttest.
3. Since majority of the students enrolled were considered to be in the low income bracket,
in terms of their family monthly income, the Department of Education may provide free
materials for the students for them to continue studying in the program. More budget
should
 be given to this program to cater more students belonged to low income families and
those unable to support their education.
4. In order to regularly assess and evaluate the effectiveness of the different learning materials used
by students, school heads may require those teachers handling OHSP to submit results of school
learning material evaluation as well as the grades of student per grading period.
5. Seminars and trainings regarding how to handle students in the OHSP and to affect
learning should be conducted to teachers involved in this program. It is inferred that
teachers handling OHSP classes taught the students seemingly similar with the regular
classes. Hence, less coverage but more time consumed was the expected results.
6. Similar studies should be conducted to all schools offering Open High School Programs to cover a
higher number of respondents within the division.

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