Self Learning Materials

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EFFECTIVENESS OF SELF-DIRECTED LEARNING MATERIALS IN TEACHING
PHYSICAL SCIENCE IN GRADE 11 SENIOR HIGH SCHOOL OF MAGPAPALAYOK
NATIONAL HIGH SCHOOL
A Master’s Thesis Presented to
the Faculty of Graduate School
Wesleyan University-Philippines
Cabanatuan City
In Partial Fulfilment of
the Requirements for the Degree
MASTER OF ARTS IN EDUCATION,
Major in General Science
APPROVAL SHEET
This thesis entitled “EFFECTIVENESS OF SELF-DIRECTED LEARNING
MATERIALS IN TEACHING PHYSICAL SCIENCE IN GRADE 11 OF SENIOR HIGH

ii
SCHOOL OF MAGPAPALAYOK NATIONAL HIGH SCHOOL”, prepared and submitted
by ______, in partial fulfillment of the requirements for the degree of Master of Arts in
Education, major in General Science has been examined, accepted and approved.
_____________________________
Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination _________________with a grade of

______.
_____________
Chairman
Accepted and approved in partial fulfillment of the degree for Masters of Arts in
Education (M.A.Ed.), major in General Science.
Comprehensive Examination Passed: March 18-20, 2021
ACKNOWLEDGMENT
The researcher wishes to recognize the valuable guidance of my research adviser, Prof.
Rolaila Delovino. Your unending support, guidance, and expertise in the field has helped me to
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fully realize the concept and goals of the study. I wholeheartedly gratify your input and
contribution for the design and conduct of the students. I would like to express our appreciation
and gratitude for the experts that has helped in the validation of our research instrument Mr./Ms.
Ali Mamaclay, Emmeline T. Arel, Agnes Aquino, Michaela Jennarine De Leon Cruz and Gener
Subia, thank you for your persistent help on the content and format of the instruments. I would
like to give gratitude to all the grade 11 students, teachers and administrators of Magpapalayok
National High School for the provisions of data gathering and for the patience, time and effort
for allowing the researcher to make all these things a realization.
All my students and friends, who in one way or another served as inspirations for me to
aim high and further improve myself as a teacher.
P.R.G.
DEDICATION
This research is lovingly dedicated to my Parents
_______________
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My Sister
____________________
My Uncle
___________________
My Aunt
__________________
P.R.G.
ABSTRACT
Title Effectiveness of Self-Directed Learning Materials in Teaching

Physical Science in Grade 11 Senior High School of Magpapalayok
National School
Researcher : POCHOLO R. GARCIA

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Degree : Master of Education
Major : General Science
Adviser :Prof. Rolaila V. Delovino
Abstract
The current context of educational perspectives amidst the pandemic is to provide the
learners an opportunity to learn independently in minimum teacher-learner supervision. Different
learning modalities have been in place in the field to ensure that learners are not comprised with
their learning. Online distance education in particular is a challenging modality that may ease the
acquisition of learning while the schools are prohibited to implement instruction in a face-to-face
fashion. However, the assurance that learning has taken place in an online distance education
was merely the one of the major challenges the education sector is facing at present. Thus, the
efficacy of self-learning materials has been explored in order to secure that learning was not
compromised.
The study mainly focused on the effectiveness of Self-directed learning Materials in
teaching Physical Science in Grade 11 students. A quasi-experimental research design was
utilized in order to compare the proficiency levels of students between traditional approach and
experimental treatments using SDL materials. The SDL materials contain video lessons that were
teacher-made which are validated in terms of its content & learning competency alignment.
A quasi-experimental research design was used in the study. A purposive sampling
selection of respondents was used in the study which were grouped accordingly based on their
scholastic performance in the class. A total of 116 grade 11 students were used in the study.
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Fifty eight (58) learners were grouped into control and fifty-eight learners were experimental.
Each group was pretested to determine the prior proficiency of each participant. All learners in
the control group were exposed to traditional-based instruction while the learners in the
experimental group were introduced to Self-directed Learning materials using Vlog in a Blog.
After each group was treated with different approaches, they were post tested using the set of
instruments used in the pre-test.
Findings proved that pre-test scores of the respondents were from Developing to
Approaching Proficiency for both and experimental group. Meanwhile, post-test scores of the
group – improved into Proficient level for control as compared to Advanced level for
experimental group.
The results of the study could benefit future researches and will serve as baseline data on
the utilization of SDL in different learning modalities whether in face-to face or distance learning
education.
Keywords: Distance Education, Online learning, Self-directed learning Materials, Physical

Science
TABLE CONTENTS
Title Page ………………………………………………………………………………….. i
Approval Sheet ………………………………………………………………………………… ii
Acknowledgement …………………………………………………………………………….. iii
Dedication ………………………………..…………………………………………………….. iv
Abstract ……………………………………………………………………………….... v
Table of Contents ………………………………………………………………………….…… vii

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List of Tables ………………………………………………………………………………..… ix
List of Figures ………………………………………………………………………………… ix
Chapter I INTRODUCTION
RATIONALE …………………………………………………………………………….......... 1
LITERATURE REVIEW ………………………………………………....................................5
Self-directed Learning ………………………………………………………………..….5
Self-directed Learning in an Online Distance Education ……………………………..…9
THEORETICAL AND CONCEPTUAL FRAMEWORK ……………………………..........12-16
STATEMENT OF THE PROBLEM AND HYPOTHESIS ……………………………….… 16
DEFINITION OF TERMS……………………………………………………………………. 17
Chapter II METHODOLOGY
Research Design ……………………………………………………………………………….. 18
Research Locale and Sampling Procedure …………………………………………………….. 19
Scope and delimitation ………………………………………………………………………… 25
Research Instruments ………………………………………………………………………...... 25
Data Gathering Procedures …………………………………………………………………… 27
Data Analysis ………………………………………………………………………………… 28
Ethical Considerations ……………………………………………………………………….. 30
Chapter III RESULTS AND DISCUSSION
Presentation, Analysis and Interpretation of data ……………………………………………… 31
Conclusions ……………………………………………………………………………………. 43
Recommendations …………………………………………………………………………... . 45
Reference Materials
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Bibliography …………………………………………………………………........................ 46
Appendices ……………………………………………………………............................... .... 49
List of Tables
Table Page
1. Number of respondents from each section 20
2. List of students and their GWA in descending order 20
3. By pair selection of respondents based on their GWA 23
4. Criteria of scores 27
5. Pre-test scores of control group 32

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6. Pre-test scores of experimental group 33
7. Post-test scores of control group 35
8. Post-test scores of experimental group 36
9. Significant difference between the pretest scores of experimental 38
And control group
10. Significant difference between the post test scores and experimental group 39
11. Significant difference between the pretest and post test scores of control group 41
12. Significant difference between the pretest and post test scores of
experimental group 42
LIST OF FIGURES
Figure Page
Figure 1 Cognitive Theory of Learning Media 13
Figure 3 Paradigm of the research study 15

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CHAPTER I
INTRODUCTION
Rationale
The challenging crisis in education brought about by the pandemic has been a big deal for
education sector to strategically address the current context of education. Even in the face-to-face
instruction, the Department of education is in place to intervene the abrupt shift of the curriculum
to K to 12 where existing curriculum competencies are necessary to ensure that Filipino learners
are developing in a spiral progression system. The unprecedented pandemic brought the
education policy makers to make sure that education must continue. As cited from Deped order
no. 12. s. 2020, entitled the adoption of basic education learning continuity plan in light of the
covid-19 public health emergency,which provide guidance to all offices, units, community
learning centers, learners , parents, partners and stakeholders a package of learning interventions
that will respond to basic education challenges brought about by covid-19 pandemic. The core
methodology and principles behind this issuance are DepEd embarked on the development of the
BE-LCP to enable learners of basic education to continue learning, and for teachers to be able to
deliver instruction in a safe work and learning environment amid the threat of COVID-19. This
BE-LCP also emphasized the adoption of Most Essential Leaning Competencies (MELCs) to be
delivered in multiple learning modalities and platforms which are used nationwide. This key
feature of the BE-LCP provided an avenue for teachers to be guided on their instructional
programming in specific learning area. The streamline of the K to 12 curriculum into MELCS is
an emergency measure to allow instruction amid challenging circumstances to focus on most

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essential learning, and to ease requirements for adapting classroom-based learning resource in
distance education.
Strengthening the teaching of science is one of the key features of the K to 12 basic
Education curriculum. Bevins and Price, 2015 have undertaken a report of consultation exercise
on New Curriculum and Senior High School System in the Philippines in which they emphasized
that the K-12 science curriculum describes the attitudes, skills, knowledge and understanding
that all pupils should develop. Also, they stressed out that the curriculum claims in the
conceptual framework to be learner-centered and inquiry-based. Physical Science is one of the
core subjects in the SHS curriculum focused on its course description on Evolution of our
understanding of matter, motion, electricity, magnetism, light, and the universe from ancient
times to the present; applications of physics and chemistry concepts in contexts such as
atmospheric phenomena, cosmology, astronomy, vision, medical instrumentation, space
technology, drugs, sources of energy, pollution and recycling, fitness and health, and cosmetics.
(K to 12 Senior High School Curriculum Physical Science, 2016)
Science teachers as vital component in the educative process must be competent enough
on the selection on pedagogical approaches to teaching and learning and should have a high level
of competencies in developing suitable learning materials that can be used to attain the desired
learning competencies. The study conducted by Rogayan and Dollete (2016) with the recent
implementation of the K-12 curriculum in the Philippines, teachers are challenged to develop
relevant, research-based, and responsive instructional materials. At present, few reference
materials for use have been prepared for the required senior high school (SHS) competencies.
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This study developed a workbook in physical science for SHS based on the students’ least
learned concepts in a government-owned university in Central Luzon, the Philippines. Results
revealed that the developed workbook was found to be very much by expert validators. In
particular, the workbook was acceptable in terms of adequacy, coherence, appropriateness and
usefulness. Student-validators who were enrolled in a physical science course also rated the
workbook acceptable. The validated material is recommended for use as supplemental
instructional tool in physical science course in the SHS. The material which was anchored to the
analysis, design, development, implementation, and evaluation model may serve as a prototype
for the development of workbooks for other courses in the K-12 SHS curriculum. Further review
and evaluation of the workbook may be considered to make it more contextualized, localized,
and indigenized in the Philippine setting.
Teaching and learning process is the foundation of every individual towards having a
better future. It can transform a person into a new and improved one. Instruction provides
students sufficient knowledge needed for a successful output and performance that contributes to
the overall development. However, as students grew older; their reliance upon teacher’s
instruction should eventually decrease; thus, producing more of their initiative-taking and self-
discovery as a preparation in their adult world.
While providing students with adequate information by appropriate teaching as a major
pillar of education, the efficacy of these approaches varies significantly. Effective teaching can
eventually lead to better success, increased motivation and eagerness to learn, and fewer errors,
resulting in stronger, more motivated, learned, and developed learners.

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Self-directed learning contributes to the motivation of a student within a specific subject
as he/she finds it interesting and knowledgeable at his/her own ease. During Science class,
especially during experimentations; it is important for students to identify the nature of various
aspects circulating the lesson with their own will. For instance, they can discover how a simple
pulley works which they can further apply on real-life situations.
Consequently, self-directed learning gives an ease on educating as it moved teachers
from lecturing in front of class into more of taking supportive roles of allowing students to take
learning in their own hands. This does not lessen the competency of a teacher in exercising their
profession but practices their ability to lead and instruct rather. Through acquiring this method, a
teacher can measure the ability of the students in absorbing given instructions and also, whether
the students find his/her instructional method clear or perplexed.
One of the possible and effective methods in teaching students and offer them the
knowledge needed that is required is through context or digital tools. Providing an instruction
that can use to effectively attach learners’ prior knowledge and skills they have is significant as
instruction plays a major part in teaching and learning process. It can create major development
in the life learning of the students. Using instruction effectively, teachers can uplift one’s life.
Through the use of effective instruction, teachers as well as students might not experience the
difficulty in guessing and effectively get into the specific topic or knowledge they need.
Teachers, instructors, and trainees have access to a wide range of visual and written
learning resources in today's multimedia world. However, the question of which medium or
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curriculum is the most important in the teaching and learning process occurs. Despite the fact
that video is a commonly recognized format for instruction due to the world's modernity, no one
can deny that text-based instruction is the basis of all the approaches we have today.
Organizations in the fields of education and industry use a variety of teaching materials,
including film, written articles, and multimedia resources. Video as a learning method is
contrasted to a more conventional paper-based learning tool in this current research report.The
aim of this study is to determine the effectiveness of Self-Directed Learning Materials in
teaching Physical Science in Grade 11 Senior High School of Magpapalayok National High
School. As such, this study provides more clarity about the possible effectiveness of self-directed
learning through video in comparison with a more traditional tool like learning through text and
still graphics.
Literature Review
Self-directed Learning (SDL)
The ultimate goal of education in the present times is to make the learners learn
independently. Various approaches to teaching and learning have been introduced to diverse
kinds of learners. The self-directed learning is very common approach to teaching and learning
where the learners are given time independently to attain certain learning competencies. In its
broadest meaning, a learning strategy which allows learners take charge of their own learning
process (diagnosis learning needs, identify learning goals, select learning strategies, and evaluate
learning performances and outcomes) IGI Global.

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In addition, IGI global as cited by Brookfield , 2013, p. 90)Adults controlling their own learning
process, or “Learning in which decision around what to learn, how to learn it, and how to decide
if one has learned something well enough are all in the hands of learners.
Numerous studies have been conducted on the implementation and use of self-directed
learning (SDL) in different education sectors. The study conducted by Villabos & Destacamento,
2016 documented the students’ self-directed learning (SDL) qualities and determines its relation
to student’s age. The study assessed the SDL qualities of the students in terms of self- concept,
readiness to learn, initiative and independence, acceptance of responsibility, creativity, and
ability to use basic problem solving skills. The study tests the association of students’ age with
their self-directed learning qualities. It was found out that among the six areas of SDL qualities
assessed, the area of creativity obtained the lowest mean value in all of the age groups. It also
shows that the level of SDL increases as age group increases. The age group 16 to 17 years old
obtained the lowest average mean values in all of the six SDL qualities. The study reveals a
significant association between SDL qualities and age.
The above cited study was also supported by the research conducted by Sanjaya &
Jatmiko, 2017 in order to test the validity of self-directed learning skills in Physics in a distance
education system. In their study, they introduced Physics Independent Learning (PIL) model to
improve Self-directed and Problem-solving skills in open and distance education. The research
was conducted to validate the effectiveness of PIL model. This research was conducted using
focus group discussions of experts that consisted of three science education experts and applies
quasi-experiment of one group pre-test and post-test design to 144 students in East Java,
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Indonesia. Before applying the lesson using the PIL model, the students are given pre-test and
after accomplishing the learning, the students are given post-test. The data collected from pre-
test and post-test then is further analyzed by means of validity coefficient. The result of research
revealed that PIL model is valid and reliable.
In the area of language education, the effect of SDL in increasing proficiency levels was
also investigated. The study conducted by Xuan, Razali & Samad, 2018 made a realistic view on
self-directed learning readiness (SDLR) among high school students from high and low
proficiency levels to learn English language. The main aim of the study is to investigate students’
self-directed learning readiness (SDLR) in a foundation program in a public university in
Malaysia so as to find out how they perceive this approach can improve their learning of the
English language at tertiary level. A set of survey questionnaires with a 6-point Likert scale were
administered to 400 students attending an English proficiency course (i.e., Introduction to
Academic English) in the first semester of the Foundation Studies for Agricultural Science
program. Results a showed that there are no differences in terms of SDLR depending on English
proficiency levels.
Morever, the use and impact of Self-directed learning (SDL) have been also explored in
higher education settings. In the context of undergraduate levels, Mukaddesors, 2018 studied the
self-directed learning readiness of undergraduate students of Midwife and nurse in terms of
sustainability in Nursing and Midwifery education. The aim of the study was to determine the
level of self-directed learning readiness of undergraduate students of nursing and midwifery. The
study also investigated whether there were associations between the level of self-directed
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learning readiness and selected demographic variables such as gender, department, academic
level and monthly income in the undergraduate students. Quantitative research method was used
in this research. The study revealed that nursing and midwifery students had relatively high self-
directed learning readiness. However, students received the lowest score for the self-
management dimension, which indicates that students need support in self-management skills.
In like manner, SDL was investigated for sport and physical education. Toto & Limone,
2019 empirically investigated the Self-directed learning applied to sport and physical education.
They hypothesized that in extracurricular contexts, improve development and athletic
performance in an effective and efficient way. The data were collected by 20 secondary school
students, engaged in an 80 m fast running performance, divided into two groups: the first group
followed the SDL methodology and the second group followed traditional training programme
led by a schoolteacher. The results obtained demonstrated that the SDL in sports performance, if
not performed by professionals in which the practice is already validated, obtained poor results
in terms of both outcomes and perception. The result of this experimental work provided the
basis for the interventions that promote the SDL methodology applied to sport and physical
education within formal school contexts, still used today in informal and sporting contexts.
In science education, several research studies have been conducted to investigate the
effect of SDL in improving and enhancing scientific literacy. The collaborative research
conducted by Hew, Law, Wan, Lee & Kwok, 2016 regarding the enabling factors that could
foster SDL in teaching science has provided empirical data to recommend SDL in primary and
secondary education. According to them, the notion of self-directed learning (SDL) has gained
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prominence in many education institutes around the world. However, few studies detail the
specific enabling factors that could foster SDL in primary and secondary school science
education. The researchers utilized a mixed method of research consisting of 10 primary and 7
secondary schools. Building upon four key SDL representation models, they developed three-
dimensional SDL conceptual framework to guide the analysis of the specific leadership-,
teacher-, and student-related factors that could foster SDL in science education. Five key
enabling factors are described.
Self-directed Learning in an Online Distance Education
As the challenges of educative process have grown exponentially, various teaching and
learning interventions have been introduced in the field to address the current needs of the
present context of education. The Department of Education as the concern agency has been
working hard by thinking and innovating several means to cater the educational need of the
diverse Filipino learners. The paradigm shift of education from traditional way to 21st Century
learning has the biggest impact to educators to think strategically appropriate teaching pedagogy
appropriate to diverse learners. Different approaches addressing the acquisition of learning
competencies are introduced such as the Competency-based Learning (CBL) which can process
these 21st century skills. However, the unprecedented pandemic challenges the educators to
think again on how learners will be able to acquire these competencies without comprising their
education. The Basic Education Learning Continuity Plan (BLCP) of the Department of
Education implemented different learning modalities to attain these Most Essential Learning
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Competencies (MELCs). One of the learning modalities is the usage of Online Learning
Modality which could be done synchronously or asynchronously.
Moreover, Filipino culture is evolving at such a breakneck pace that if individuals do not
continue to adapt and change, Filipinos will soon fall behind. In the 21st century, everyone can
be a lifelong learner by means of retaining a strategic edge in every aspect of the society; thus,
continuously sharpening and refreshing skills.
To keep up with society, a lifelong learner should stay informed and aware of changes in
fields such as technology, news and political trends, and finance and money issues. The new
generation continues to grow and expand, and they seem to love staying up to date with
technology. Lifelong learners are still looking for new opportunities to integrate new
technologies into their daily lives. (Laal & Salamati, 2012)
In this global village, many face challenging situations, and experience more difficulties
in relationships with others; thanks to the internet and constant barrage of facts. As a result,
children should be taught to think critically and individually. They must learn to think
objectively in order to be able to guide their learning and to never avoid reconstructing their
experiences as lifelong learners.
Students must be self-directed learners to address these challenges and problems in this
current process of social change. Students should not be expected to act as encyclopedias; rather,
they should be able to think objectively and creatively. Teachers and the elderly will encourage
their child to think about themselves as problem solvers and self-directed learners; as a result,
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they will never lose their enthusiasm for learning and will be lifelong learners in this case.
(Hosseini, Bidokht & Assareh, 2011).
The instructor must have the necessary skills and techniques to encourage students to
engage in self-directed learning (SDL). However, many teachers believe that motivating students
to participate in SDL is challenging. The use of e-learning resources is one way to support
students on their journey to become lifelong learners. (Amandu, Muliira & Fronda, 2013)
Instruction delivered on a digital platform and designed to facilitate learning is referred to
as digital learning or E-learning. Students benefit from greater personalization as a result of
digital learning, which contributes to deeper learning and provides students with inspiration and
persistence. (VanderArk & Schneider, 2012).
In a study conducted by Amandu, et.al in 2013, the researchers developed “Moodle”
(Modular Object-Oriented Interactive Learning Environment) -a free e-learning software
framework that was originally designed to allow educators to create online courses that facilitate
participation and collaborative content creation. It gives the ‘teacher' many chances to shift from
being a ‘source of wisdom' to a facilitator and role model in the course of gaining information
and skills (Moodleroom, 2012).
Based from the results on the study of using Moodle E-Platform (MEP): cooperative
learning, which comes from the immersive nature of online resources like MEP, boosts student
achievement, self-reliance, collective community, and lifelong learning skills. MEP is an
important e-learning tool that can be used to improve students' pre-class readiness, post-class
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participation, positive learning, and overall passion for learning. These components are viewed
among the most significant SDL domains. (Amandu, et.al, 2013)
Predicating from these statements, this study will attest the use of SDL through video-
based context in a form of VideoBlog which is also an e-learning material. Similarly, Brecht
(2012) conducted a study prior to the effectiveness of learning from video lectures. The study
concluded that “Video lectures” are compact and give students control over the material.
Students can rewind and pause portions of the lecture to get a clearer understanding of the
content. They have the option of skipping over parts of the topic that they are already acquainted
with. Students can also alter the delivery pace and topic selection of the teacher to fit their own
learning needs. Learners can learn by watching the lecture anytime and wherever it is most
useful for them.
Theoretical Framework
The Cognitive Theory of Multimedia Learning (CTML) centers on the idea that
learners attempt to build meaningful connections between words and pictures and that they learn
more deeply than they could have with words or pictures alone (Mayer, 2009). According to
CTML, one of the principle aims of multimedia instruction is to encourage the learner to build a
coherent mental representation from the presented material. The learner’s job is to make sense of
the presented material as an active participant, ultimately constructing new knowledge.
Generally, the theory tries to address the issue of how to structure multimedia
instructional practices and employ more effective cognitive strategies to help people learn
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efficiently. Baddeley’s model of working memory, Paivio’s dual coding theory, and Sweller’s
theory of cognitive load are integral theories that support the overall theory of multimedia
learning. The theory can be summarized as having the following components: (a) a dual-channel
structure of visual and auditory channels, (b) limited processing capacity in memory, (c) three
memory stores (sensory, working, long-term), (d) five cognitive processes of selecting,
organizing, and integrating (selecting words, selecting images, organizing work, organizing
images, and integrating new knowledge with prior knowledge), and theory-grounded and
evidence-based multimedia instructional methods. Important considerations for implementing
the theory are discussed, as well as current trends and future directions in research. (Sorden,
2012)
Figure 1.Cognitive Theory of Learning Media (source: https://www.researchgate.net/figure/Mayers-Cognitive-Theory-of-
Multimedia-Learning-Mayer-2010a_fig1_267991109 )
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Andragogy, also known as “adult learning theory”, was proposed by Malcolm Shepard Knowles
(1968). Previously, much research and attention had been given to the concept of pedagogy –
teaching children. Knowles recognized that there are many differences in the ways that adults
learn as opposed to children. His thoughts surrounding andragogy sought to capitalize on the
unique learning styles and strengths of adult learners.
Knowles proposed “a new label and a new technology” of adult learning to distinguish it
from pre-adult schooling. European concept of andragogy, which he defined as “the art and
science of helping adults learn,” was contrasted with pedagogy, the art and science of helping
children learn (Knowles, 1980, p. 43). The five assumptions underlying andragogy describe the
adult learner as someone who (1) has an independent self-concept and who can direct his or her
own learning, (2) has accumulated a reservoir of life experiences that is a rich resource for
learning, (3) has learning needs closely related to changing social roles, (4) is problem-centered
and interested in immediate application of knowledge, and (5) is motivated to learn by internal
rather than external factors. From these assumptions, Knowles proposed a program planning
model for designing, implementing, and evaluating educational experiences with adults.
Digital platform of teaching such as video blog is also considered as a method of
implementing self-directed learning. Consequently, teachers need to consider the interactions
between technology, pedagogy and content in their videoblogging classroom activities. Bull,
Park, Searson, Mishra, Koehler & Knezek (2007) state that “digital video technologies offer
unique opportunities (through interactivity and user-generated content) to rethink the
instructional paradigm particularly to match the needs of the subject to be thought.

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In relation to these theories, the researcher will test if utilizing self-directed learning
materials in the form of Vlog in a BLog will contribute to the learning development of the
students across the discipline of Science.
Conceptual Framework
Figure 2. Paradigm in identifying in the effectiveness of Self-Directed Learning Materials in teaching Physical Science in Grade 11 Senior High
School of Magpapalayok National High School.
In the diagram shown above, both the control and experimental group will take the pre-
test consist of the same subject/topic. After collecting the results, the control group will be
exposed to a traditional teaching approach. On the contrary, the same set of lessons will be given
to the experimental group using the other approach which is the self-directed learning materials.
After the completion of instruction of the topics in Physical Science, both experimental and
control group will be given their post-tests to identify in which group is the approach more
effective. These results will provide feedback for improving of instruction and identifying the
appropriate approach in teaching Science topics.

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Statement of the Problem
This study aimed to determine the effectiveness of Self-Directed Learning Materials in
teaching Physical Science in Grade 11 Students of Magpapalayok National High School.
Specifically, this study sought to answer the following questions: (1) How may the pre-
test scores of control and experimental groups be described; (2) How may the post-test scores of
control and experimental groups be described; (3) Is there a significant difference between the
pre-test scores of experimental and control group; (4) Is there a significant difference between
the post-test scores of experimental and control group; (5) Is there a significant difference in the
pre-test and post-test results of the control group; and (6) Is there a significant difference in the
pre-test and post-test results of the experimental group?
Hypotheses
This research hypothesizes the following:
1. There is no significant difference in the pre-test scores of control and experimental
groups.
2. There is no significant difference in the post-test scores of control and experimental
groups.
3. There is no significant difference in the pre-test and post-test scores of the control group.
4. There is no significant difference in the pre-test and post-test scores of the experimental
group.
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Definition of Terms
The following are the terms used in this study, defined operationally:
Andragogy. the method and practice of teaching adult-learners; adult-learning
Blog. a Web site that contains online personal opinions, activities, and experiences.
Cognitive Theory of Multimedia Learning (CTML). centers on the idea that learners attempt
to build meaningful connections between words and pictures and that they learn more deeply
than they could have with words or pictures alone (Mayer, 2009)
Content Knowledge. represents the teachers' knowledge of the subject matter they are teaching.
GWA. General Weighted Average; is the average of all grades in all subjects taken, whether
passed or failed.
Multimedia learning. describes the use of pictures and vocabulary to teach.
Multimedia platform. are the sites where an individual can create, post, and access materials
such as learning medium.
Pedagogy. the method and practice of teaching, especially an academic subject or theoretical
concept.
Self-directed learning. a learning technique that encourages students to take control of their
own learning (diagnosis learning needs, identify learning goals, select learning strategies, and
evaluate learning performances and outcomes).
User-generated content. any material created, written, and/or submitted by a brand's customers.
Vlog/ VideoBlog. a form of blog for which the medium is video, and is a form of Web
television. Vlog entries often combine embedded video with supporting text, images, and other
metadata.
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CHAPTER II
METHODOLOGY
Research Design
The research design used in the study was Quasi-Experimental design which, according
to Price, Jhangiani & Chiang (2013) “Research methods in psychology-2 nd edition”. Chapter 7:
Nonexperimental Research; is the manipulation of an independent variable without the random
assigning of subjects to conditions or orders of conditions. Nonequivalent group designs, pretest-
posttest designs, and disrupted time-series designs are among the most common. Since it entails
manipulating the independent variable, quasi-experimental testing avoids the directionality issue.
However, since it does not require arbitrary assignment of situations, it does not eradicate the
issue of confounding variables.
The researcher used this method because its system of strategizing problem best explains
the goal of this study. Thus, the researcher can clearly identify if there is a significant difference
between the experimental and control groups' post-test outcomes by using this approach.
However, to simply randomize whether the researcher applies different innovative teaching
strategy or not in terms of teaching and learning process with regards in employing self-directed
learning materials may not be totally certain; for others believe that:, regardless of the teacher's
teaching style, the students' interest in the subject or eagerness to learn is what determines their
success.
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Research Locale and Sampling Procedure
This study aimed to determine the effectiveness of Self-Directed Learning Materials in
teaching Physical Science in Grade 11 Senior High School of Magpapalayok National High
School.
The researcher chose the Magpapalayok National High School; located at Brgy.
Magpapalayoc, San Leonardo, Nueva Ecija. Since the researcher has been teaching in this
school, it is much easier to approach and conduct the study in this locale, given that the
respondents are the students of the aforesaid school.
In order to identify the respondents who will fit within the study, this research employed
purposive sampling method. According to Baraceros (2016), this sampling technique lets the
researcher to choose respondents who have been judged as people with good background
knowledge or with great enthusiasm about the research.
As Purposive sampling requires the researcher to provide criteria on selecting the
research participants, the researcher used the students’ GWA as the criteria of selecting the
participants because the students’ average serves as an academic measure of their willingness
and enthusiasm towards the subject, as well as their learning capability; whether it is satisfactory
or not that indicates the necessity of improvement within teaching approach and learning style.
The proponent selected the respondents among the Senior High students of
Magpapalayok National High School (S.Y. 2020-2021), preferably students from Grade 11-
ABM, GAS and TVL. The respondents were drawn are those who attend “Physical Science
Class” whose average ranged from 75 to 95 respectively.

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Out of the total number of respondents which are 116 students; 57 will be the
representatives from the Accountancy and Business Management strand (ABM), 46 from
General Academic Strand (GAS) and 47 students will come from Technical-Vocational and
Livelihood (TVL) track.
Table 1 No. of respondents from each sections

Total no. of Respondents Respondents Respondents Respondents from
from Grade 11- from Grade 11- Grade 11- TVL
ABM GAS
116 57 46 13
Using the GWA of each respondent, the researcher will be able to assign the
corresponding partner of each student; thus, in each pair of students, one will be included in the
experimental group and the other one will be a part of the control group.
Table 2. List of students and their GWA in descending order
Student’s GWA
Student 1 95 Student 59 86
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Student 51 88 Student109 76
Student 56 86 Student114 75
Table 3. By-pair selection of respondents based on their GWA

PAIR OF STUDENTS G.W.A PAIR OF STUDENTS G.W.A
S1 –S116 95-75 S30- S87 90-81
S2 –S115 95-75 S31- S86 90-81
S3 –S114 95-75 S32- S85 90-81
S4 –S113 95-75 S33- S84 90-81
S5 –S112 94-76 S34- S83 90-81
S6-S111 94-76 S35- S82 90-81
S7-S110 93-76 S36- S81 89-81
S8-S109 93-76 S37- S80 89-82
S9S-S108 93-76 S38- S79 89-82

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S10-S107 93-76 S39- S78 89-82
S11-S106 92-78 S40- S77 89-82
S12-S105 92-78 S41- S76 89-82
S13-S104 92-78 S42- S75 89-82
S14-S103 92-79 S43- S74 89-82
S15-S102 92-79 S44- S73 89-83
S16-S101 91-79 S45- S72 89-83
S17-S100 91-79 S46- S71 89-83
S18-S99 91-79 S47- S70 89-83
S19-S98 91-79 S48- S69 88-84
S20-S97 91-79 S49- S68 88-84
S21-S96 91-80 S50- S67 88-84
S22-S95 90-80 S51- S66 88-84
S23-S94 90-80 S52- S65 88-84
S24-S93 90-80 S53- S64 87-85
S25-S92 90-80 S54- S63 86-85
S26-S91 90-80 S55- S62 86-85
S27-S90 90-80 S56- S61 86-85
S28-S89 90-80 S57- S60 86-85
S29-S88 90-80 S58- S59 86-86

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Scope and Delimitation
This study focused on determining the effectiveness of Self-Directed Learning Materials
in teaching Physical Science in Grade 11 Senior High School of Magpapalayok National High
School.
For this to be determined, the researcher gauged the effectiveness and efficiency of
utilizing self-directed learning materials in teaching Physical Science in Grade 11 first during
class session; intended to make the students engaged with the topic through an assessment in the
form of Pre-Test and Post-Test.
The researcher selected the senior high school students of Magpapalayok National High
School (S.Y. 2020-2021), preferably the Grade 11 Garnet (ABM), Jade (GAS) and Ruby (TVL)
as the respondents of this study.
Meanwhile, the two particular ways of teaching strategy of the teacher that were included
in this study are selected from an array of strategies based on the demand of the students to the
level of their understanding and interest-based learning process.
Research Instruments
This research focused on determining the effectiveness of Self-Directed Learning
Materials (which is the utilization of Vlog in a Blog instrument) in teaching Physical Science in
Grade 11 Senior High School of Magpapalayok National High School.

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Vlog in a Blog utilized as Self-directed learning material is a learning instrument that
introduced the use of technological platforms in educating students. The researcher created a
website that contains the discussion of the lessons particular in Physical Science subject. This
includes the following topics: WEEK 1: (Lesson 1) Formation of Heavy Elements, (Lesson 2)
Concepts of Atomic Number Led to the Synthesis of New Elements in the Laboratory; WEEK 2:
(Lesson 3) Polarity of Molecules, (Lesson 4) Polarity of Molecules and its Properties; WEEK 3:
(Lesson 5) General Types of Intermolecular Forces, (Lesson 6) Effects of Intermolecular Forces
on Properties of Substances; WEEK 4: (Lesson 7) Biological Macromolecules; WEEK 5:
(Lesson 8) Collision Theory and Chemical Reaction Rate , (Lesson 9) Catalyst; WEEK 6:
(Lesson 10) Limiting Reactants and Amount of Products Formed; WEEK 7: (Lesson 11) How
Energy is Produced and Managed, and; WEEK 8: (Lesson 12a) Active Ingredient of Cleaning
Products Used at Home, (Lesson 12b) Use of other Ingredient(s) in Cleaning Agents.
However, instead of a plain textual discussion, the blog also included a visual explanation
using a “vlog” personally made by the researcher/educator to provide a clearer and more
intelligible learning material.
In other words, this study used the use of websites (to be made by the teacher) that will
contain the video and textual explanation of lessons, particular to the 3 most learned topics in
Physical Science which can be found from weeks 6 to 8. This aimed to identify if digital
platforms with the use of audio-visual explanations will be more effective than a plain text
format of lessons.
To provide and gather necessary information, an assessment trough series of test were
used. Its first part sought to identify the performance of the controlled and experimental group
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during: (A) Pre-test, and, (B) Post-test. The last part used the significant difference between the
performance of the controlled and experimental group.
Data were collected after series of test had been administered to the respondents who
agreed and gave their permission to be included in the experiment group. Any information that
the researcher obtained from the respondents was treated confidential.
To describe the data, the researcher showed the criteria of score of the students’test result as
listed in the table below:
Table 4. Criteria of Score

Numerical Scale Score Ranges Competence Descriptors
5 49-60 Advanced (A)

4 37-48 Proficient (P)
3 25-36 Approaching Proficiency (AP)
2 13-24 Developing (D)
1 0-12 Beginning (B)
Data Gathering Procedures
The researcher requested the approval of the Schools Division Office of DepEd Nueva
and the School Principal of Magpapalayok National High School prior in conducting the study in
utilizing Self-Directed Learning Materials (which are Vlog in a Blog instruments). Furthermore;
the study have carried out following these procedures:

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First is administering a Pre-Test (through Google Forms) for both Control and
Experimental groups prior of Physical Science lessons; with a purpose of comparing the results
to see if there is a significant difference between the scores of both groups.
Next is applying the treatment in teaching Physical Science using the Self-Directed
Learning materials for Experimental group and Traditional approach for the control group.
Afterwards, the researcher administered a Post-test for both groups with a purpose of
measuring the respondent’s comprehension of the lessons at different teaching approaches.
Through this, the researcher was able to identify if self-directed learning materials through Vlog
in a Blog has a significant effect on the academic performance of Grade 11 students.
Data Analysis
For data analysis, this study utilized the following statistical tools:
1. Percentage frequency distribution-is a display of data that specifies the percentage of
observations that exists for each data point or grouping of data points. It is a particularly
useful method of expressing the relative frequency of survey responses and other data.
Many times, these are displayed as tables, bar graphs or pie charts. The process of
creating a percentage frequency distribution first involves identifying the total number of
observations to be represented; then counting the total number of observations within
each data point or grouping of data points; and then dividing the number of observations
within each data point or grouping of data points by the total number of observations.
f
Formula: %= x 100
N
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Where:
%- percentage
f- Frequency
N- Total number of respondents
2. Z-Test- where the variances are known and the sample size is high; a z-test is used to
decide if two population means are different. In order to perform an accurate z-test, the
test statistic is supposed to have a normal distribution, and nuisance parameters such as
standard deviation should be defined. A z-statistic, also known as a z-score, is a number
that indicates how many standard deviations are present.
X−μ x
Formula: Z= x 100
s
Where:
Z – Z-test
X - sample mean
μ x – population mean
s- standard deviation
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Ethical Considerations
Research participants should not be subjected to harm in any ways whatsoever (Bryman
and Bell (2007).
For the data. The researcher communicated with honesty and transparency; most
especially during evaluating and representation of data findings. Any biases and misleading
information shall be avoided. The researcher will also ensure to maintain the adequate level of
confidentiality of research data.
For the participants. The researcher ensured to respect the dignity of its respondents.
The study also considered the privacy of the research participants. Prior with the study, full
consent was obtained before conducting the research focusing on how different teaching
approach affects the learner’s development.
Before administering of the research instruments, the respondents were fully informed
about the study and the questionnaire he/she is going to answer. In case the participant withdraws
from the study at his/her own will.

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CHAPTER III
RESULTS AND DISCUSSION
This chapter presents the findings and the result of analysis of the data. Therefore, this
chapter discusses the Presentation, Analysis, and Interpretation of Data; Conclusions and
Recommendations.
Presentation, Analysis and Interpretation of Data
In this chapter, the researcher wanted to determine the effectiveness of Self-Directed
Learning Materials in teaching Physical Science in Grade 11 Senior High School of
Magpapalayok National High School. The researcher conducted the study by administering a
pre- and post-test. It was provided to the Grade 11 SHS experimental class, which had 58
students, as well as the control class, which had 58 students; a total of 116 respondents.
The research instrument has 60 items drawn from the students' Physical Science lectures
from Weeks 6 to 8. Both groups were given a pre-test before starting treatment using Vlog in a
Blog (Self-Directed Learning Materials) in the experimental class and no treatment in the control
class. Students' background knowledge on the aforementioned lessons were shown by the pre-
test scores. After getting the result of pre-test from both groups, the researcher gave treatment for
the students by giving the links of the website where the narrative and video lesson could be
found for the experimental class and traditional learning for the controlled group. After doing the
treatment, the researcher gave a post-test for both groups consist of the same set of questions: 60
items comprise of their Weeks 6 to 8 lesson assessments.

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The researcher gave pre-test and post-test through Google Forms for both control and
experimental groups; given the limitations brought by the pandemic.
1. Pre-test Scores of Control and Experimental Groups
Table 5 presented the result of Pre-test scores of control group for a total of fifty eight
(58) SHS grade 11 students in Physical Science class. The table presents the frequencies and
percentages obtained by the respondents based on the score criteria of level of proficiency.
Table 5
Pre-test scores of Control group
SCORE CRITERIA FREQUENCY PERCENTAGE

49-60 Advance (A) 0 0.00
37-48 Proficient (P) 5 8.62
25-36 Approaching Proficiency (AP) 20 34.48
13-24 Developing (D) 20 34.48
0-12 Beginning (B) 13 22.41
TOTAL: 58 100.00
MEAN SCORES: 22.1 Developing)
The data showed that among the control group, almost half of the chosen control group
exhibits Approaching proficiency (AP) with a frequency and percentage (f=20, 34.48%). In
similar case, there were twenty (20) or 34.48% of the respondents in the control group
manifested a developing (D) level of proficiency.
The reported frequencies and percentage of respondents who are considered at the level
of Approaching Proficiency (34.48%) clearly showed that the level of proficiency prior to
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treatment was seemed to be at average. The student at this level has developed the fundamental
knowledge and skills and core understandings and with little guidance from the teacher and or
with some assistance from peers, can transfer these understandings through authentic
performance tasks (RBEC, 2012). In the same manner, similar result was obtained for a level of
proficiency for the control group with a 34.48 percent (f=20) developing proficiency.
In reference to the published work of Agongay, the student at this level possesses the
minimum knowledge and skills and core understandings, but needs help throughout the
performance of authentic tasks. Generally, the overall results revealed that the learners of this
group manifest a developing proficiency (22.21%) in the subject which little or minimum
knowledge and skills and core understandings are exhibited.
Table 6 presented the pre-test scores of the respondents in the experimental group. It
provides the frequencies and percentages of the pre-test scores of the learners categorized
accordingly based on score criteria of level of proficiency.
Table 6
Pre-test scores of Experimental group

49-60 Advance (A) 0 0.00
37-48 Proficient (P) 17 29.31
13-24 Developing (D) 8 13.79
0-12 Beginning (B) 8 13.79
TOTAL: 58 100.00
MEAN SCORES: 28.40 (Approaching Proficiency)
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Findings imply that the respondents had better learning capability in the experimental
group doing as shown in their pre-test scores. Compared to control group’s mean scores which
fall under Developing (D) category, the Experimental group’s mean scores are higher at 28.40
which manifest Approaching Proficiency (AP) level.
The data showed that among the learners under this experimental group, there were
twenty-five (25) or 43.10% of the learners manifest Approaching Proficiency (AP). The RBEC
2012 describes that the student at this level has developed the fundamental knowledge and skills
and core understandings and with little guidance from the teacher and or with some assistance
from peers, can transfer these understandings through authentic performance tasks. It is
interesting to note that in this group of learners, seventeen (17) or 29.31 % revealed a proficient
(P) level. The student at this level has developed the fundamental knowledge and skills and core
understandings, and can transfer them dependently through authentic performance tasks (RBEC,
2012).
2. Post-test scores of Control and Experimental Groups
Table 7 presented the post-test scores of control group after the treatment was introduced.
The table summarized the frequencies and percentages of the scores obtained to ascertain the
level of proficiency.
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Table 7
Post-test scores of Control group

49-60 Advance (A) 15 25.86
37-48 Proficient (P) 37 63.79
13-24 Developing (D) 3 5.17
0-12 Beginning (B) 0 0.00
TOTAL: 58 100.00
MEAN SCORES: 1.0 Proficient)
Results showed there were observed changes with regards to the improvement of
proficiency levels of the learners in a traditional teaching and learning approach. The results of
improved proficiency (M=44.0) was made possible of traditional approach to teaching .Thirty-
seven (37) or 63.79 % of the learners in this control group after exposed to traditional teaching
have manifested Proficient (P) level of proficiency on the topics covered. It was also showed
that fifteen (15) or 25. 86% of these learners have developed proficiency to Advance (A) level.
Learners who manifested Proficient (P) level proficiency are expected that they
developed the fundamental knowledge and skills and core understandings, and can transfer them
dependently through authentic performance tasks (RBEC, 2012). Moreover, at this level
according to the published article of NIH Training Center (2019), learners can perform the
actions associated with this skill without assistance. They are recognized within the organization
as ‘a person to ask’ when difficult questions arise regarding this skill and they capable of
coaching others in the application by explaining complex nuances related to the competency. In
addition, leaners at this level can assist in the development of reference and resource materials in
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this competency. Also, The Department of Education adopted a system of levels of proficiency
to interpret the learners’ competencies. At the level of Advanced Proficiency, it was evident that
regardless of strategic approach to traditional teaching the increased proficiency is possible.
Tularam (2018) compares the traditional and non-traditional teaching and learning
strategies/approaches, the case of e-learning. According to his work, the traditional teaching
approaches are generally teacher-directed and where students are taught in a manner that is
conducive to sitting and listening. It is true that the traditional expectations and department
philosophies often allow us to continue with the lecture-based model with some useful results as
evident by the past accomplishments of many and this cannot be disputed as much. However, it
is often argued that the traditional approach may not provide students with valuable skills and
indeed some even go as far as saying the traditional method leads to a student not retaining
knowledge after exams - they have little or no recall of the body of knowledge learnt beyond the
end of a semester, for example.
Table 8 presented the Post test scores of experimental group. The table summarized the
frequencies and percentages of the scores obtained which are categorized accordingly to certain
criteria of level of proficiency.
Table 8
Post-test scores of Experimental group

49-60 Advance (A) 41 70.69
37-48 Proficient (P) 8 13.79
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13-24 Developing (D) 6 10.34
0-12 Beginning (B) 0 0.00
TOTAL: 58 100.00
MEAN SCORES: 49.33 (Advance)
The data showed a high level of increase in proficiency. It is interesting to know that
most of the learners in the experimental have shown an advance (A) proficiency (f=41, 70.69%)
after they were exposed to Self-directed Learning (SDL) using Vlog in a Blog in Physical
Science topics. Also, eight (8) or 13.79% of these learners have manifested a Proficient (P) level.
In general, 49.33% of the experimental group exhibited Advance proficiency.
The high level of improvements clearly suggested that the utilization of Self-directed
Learning (SDL) was effective. Comparably, the Post-test mean score of the Experimental group
is higher than the control group, who did not receive the Self-Directed treatment unlike the
experimental class. The effectiveness rate of the treatment supplied to the experimental group
against traditional learning obtained by the control group is seen in these data. The increased
level of proficiency was a result of improved learning experience of the learners since they were
guided by the instruction video lessons uploaded in a blog.
Bevan, 2020 in his written article emphasizes the effectiveness of instructional video
lessons in teaching in which he claimed that studies have shown that the use of short video clips
allows for more efficient processing and memory recall. The visual and auditory nature of videos
appeals to a wide audience and allows each user to process information in a way that’s natural to
them. In a nutshell, videos are good teachers.

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3. Correlational Analysis Between Pre-Test Scores of Experimental and Control Group
Table 9 presented the significant difference between the experimental and control group.
It also summarized the z value, p value and corresponding verbal description at 0.05 level of
significance.
Table 9
Significant difference between the pre-test scores of experimental and control group
Pre-Test Scores (Mean) Z value P value Verbal description

Control group Experimental group
22.1 28.40 -3.221 0.002 Significant
*significant at 0.05 level
The z-test analysis revealed a significant difference between the two groups. Since the p-
value (0.002) is less than the level of significance of 0.05, the null hypothesis is rejected.
Therefore, it could be gleaned that there was significant difference between the pre-test scores of
control and experimental groups.
The significant difference established was brought about by the differences between the
mean values of the two groups manifested by the level of proficiency of learners where in
experimental group most of them scored proficient while in control group were developing. The
new generation continues to grow and expand, and they seem to love staying up to date with
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technology. Lifelong learners are still looking for new opportunities to integrate new
technologies into their daily lives. (Laal & Salamati, 2012)
As referenced to a study conducted by Hosseini Bidokht & Assareh (2011) suggests that
students must be self-directed learners to address challenges and problems in this current process
of social change. Students should not be expected to act as encyclopedias; rather, they should be
able to think objectively and creatively. Teachers and the elderly will encourage their child to
think about themselves as problem solvers and self-directed learners; as a result, they will never
lose their enthusiasm for learning and will be lifelong learners in this case.
4. Correlational Analysis Between the Post-Test Scores of Experimental and Control
Group
Table 10 presented the significant difference between the post-test scores of experimental
and control group. Also, the corresponding z value, p value and verbal description were
summarized.
Table 10
Significant difference between the post-test scores of experimental and control group
Post-Test Scores (Mean) Z value P value Verbal description

Control group Experimental group
44.00 49.33 -2.755 0.008 Significant

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Results showed that a p-value <0.05 which clearly indicates the rejection of null
hypothesis that there is no significant difference between the post test scores of experimental and
control group. Therefore, there was significant difference among the mean scores of
experimental and control groups with regards to their post test scores.
It could be inferred that the difference was brought about by the implementation of
treatments introduced. The raw data from the experimental group showed a large difference in
scores as compared to the control group. This means that learner who are exposed to Self-
directed Learning (SDL) have improved much in terms of proficiency in physical science as
compared to treatment or traditional approach given to the control group. Self-directed Learning
(SDL) is therefore effective when it comes to improving the proficiency of the learners.
Similarly, IGI Global states that the ultimate goal of education in the present times is to
make the learners learn independently. Various approaches to teaching and learning have been
introduced to diverse kinds of learners. The self-directed learning is very common approach to
teaching and learning where the learners are given time independently to attain certain learning
competencies.
5. Correlational Analysis Between Pre-Test and Post-Test Results of the Control Group
Table 11 presents the significant difference between the pre-test and post-test scores of
the Control group with regards to the effectiveness of traditional approach.

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Table 11
Significant difference between the pre-test and post-test scores of control group
Test Scores of Control group (Mean) Z value P value Verbal description

Pre-test Post-test
22.21 44.44 -11.641 0.000 Significant
Table 11 presented the significant difference in the pretest the p-value of the mean scores
from the pre-test and post test results of the Control group is 0.000 at a 0.05 significant level.
Since the p-value is p < .05, it means that the null hypothesis: “There is no significant difference
in the pre-test and post-test scores of the control group” is rejected. Therefore, it could be noted
that there was a significant difference between the pre-test and post-test scores of learners who
are in the control group.
The significant difference established clearly indicates that the use of traditional approach
to teaching physical science topics was effective. A study conducted by Alaagib, Musa & Saeed
(2019) showed that traditional didactic lectures have the benefit of being able to share knowledge
with a large number of students and can be successful in transferring factual information. Thus,
lectures may be a successful teaching technique when delivered as large-group interactive
learning sessions with discussion and frequent questions to students who have prepared ahead of
time. Despite the fact that the term "effective" has been extensively used, definitions of
effectiveness are inextricably tied to the outcomes of educational activity through evaluation of
the amount to which an activity approximates the attainment of its objectives.

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6. Correlational Analysis Between Pre-test and Post-test results of the experimental group
Table 12 presents the significant difference between the pre-test and post-test scores of
the Experimental group with regards to the effectiveness of Self-Directed Learning Material/s.
Table 12
Significant difference between the pre-test and post-test scores of experimental group
Test Scores of Experimental group (Mean) Z value P value Verbal description

Pre-test Post-test
28.40 49.33 -10.249 0.000 Significant
According to table 12, the p-value of the mean scores from the pre-test and post test
results of the Experimental group is 0.000 at a 0.05 significant level. Since the p-value is p < .05,
it means that the null hypothesis: “There is no significant difference in the pre-test and post-test
scores of the experimental group” is rejected. Therefore, it could be noted that there was a
significant difference between the pre-test and post-test scores of learners who are in the
experimental group.
The significant difference established clearly indicates that the use of Vlog in a Blog
approach to teaching physical science topics was effective. Similarly, several research studies
have been conducted to investigate the effect of SDL in improving and enhancing scientific
literacy. The collaborative research conducted by Hew, Law, Wan, Lee & Kwok, 2016 regarding
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the enabling factors that could foster SDL in teaching science has provided empirical data to
recommend SDL in primary and secondary education. According to them, the notion of self-
directed learning (SDL) has gained prominence in many education institutes around the world.
Furthermore, VanderArk & Schneider (2012) stated that students benefit from greater
personalization as a result of digital learning –instruction delivered on a digital platform and
designed to facilitate learning; which contributes to deeper learning and provides students with
inspiration and persistence.
Conclusions
1. The pre-test scores of control and experimental group are described as both developing
and Approaching Proficiency.
2. The level of proficiency of learners who are in control group was Proficient while those
who are in experimental group was Advanced from the scores obtained in the post-test .
3. The SDL in the form of Vlog in a Blog was significantly more effective than modular
approach pre-test scores.
4. The post scores of learners from the SDL are significant different from modular approach
post test scores.
5. The pre-test and post-test results of the control group are significantly different.
6. The pre-test and post-test results of the experimental group are significantly different.
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The results above showed that the experimental class, who received Self-Directed
Learning treatment, had higher mean scores in both examinations than the control group who on
the other hand, received traditional instruction. Using the mean scores from both tests, it was also
discovered that there is a significant difference between the Control and Experimental groups'
pre-test and post-test scores. According to the table of score criteria, the Experimental class's
post-test scores are on the "Advanced" level, which is higher than the Control group's score,
which is on the "Approaching Proficiency" level.
These results are related to a claim from VanderArk & Schneider (2012) which states that
students benefit from greater personalization as a result of digital learning, which contributes to
deeper learning and provides students with inspiration and persistence. Amandu, Muliira &
Fronda (2013) also support the results of this study stating that the use of e-learning resources is
one way to support students on their journey to become lifelong learners.
The findings also revealed that there is a significant difference between each group's pre-
test and post-test scores. However, when comparing the Experimental and Control groups' post-
test mean scores, the Experimental group had a higher degree of progress than the Control group.
Based on the Cognitive Theory of Multimedia Learning (CTML) by Mayer (2009), one
of the principle aims of multimedia instruction is to encourage the learner to build a coherent
mental representation from the presented material. Therefore, utilizing a Vlog in a Blog approach
in educating the students will not just benefit with their academic proficiency alone but also
induces life-long learning and higher chance of retention.

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From the explanation above, it is very appropriate with the result that in teaching and
learning process, using Vlog in Blog is effective. Based on this research’s findings, there is a
significant difference between the students (experimental group) scores before and after being
taught using Vlog in a Blog approach. Thus, it can be concluded that Self-Directed Learning
materials proved beneficial in teaching Physical Science to the Grade 11 students of
Magpapalayok National High School.
Recommendations
1. This study recommends the provision of personalized vlogs and video platforms in
teaching the students most importantly in these times of pandemic to improve prior
knowledge of students.
2. Continue using the SDL in the form of Vlog in a Blog.
3. Develop more SDL in the form of different online pedagogies.
4. Develop asynchronous mode of learning materials.
5. Recommended to DepEd the significant results of using SDL among Grade 11 students
for Physical Science
6. Application of the SDL in the form of Vlog In a Blog developed by the researcher among
science teachers of Magpapalayok National High School.

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http://ejournals.ph/form/cite.php?id=12024
APPENDIX A- Letter to the Schools Division Superintendent

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APPENDIX B- First Endorsement from the Schools Division Superintendent

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APPENDIX C - First Endorsement from the Public Schools Division Superintendent-San
Leonardo
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APPENDIX D - Informed Consent
I, JHANICE J. HEMENTERA, of legal age, currently residing at , Magpapalayok
National High School, is willing to participate in the research that will be conducted by a google
form. This research study, entitled Effectiveness of Self-Directed Learning Materials in teaching
Physical Science in Grade 11 Senior High School of Magpapalayok National High School, is
currently the study of Pocholo R. Garcia.
I am fully aware that the purpose of this study is:
1. To know the effectiveness of utilizing self-directed learning materials in teaching
Physical Science.
2. To craft one’s own ability and independence by discovering learning areas by themselves
through given directions.
3. To provide ease for both teachers and learners through the approach of self-directed
learning in the form of Vlog in a BLog educational context.
I am also informed that:
1. The researcher will conduct an assessment by giving series of test (in the form of Pre-
Test and Post-Test) to gather information.
2. I have the right to revoke my participation in the study.
3. I have the right to refuse answering questions which I deemed necessary and ethically
upright not to answer.
4. All information that I will contribute will be included in the study.

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5. I am fully aware that information I have given will be made known to the public,
however, my identity will be held confidential.
Therefore, my signature affirms my full participation to the study.
________________________________________
Signature over Printed Name of Respondent

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Informed Consent
I, JOHN MICHAEL S. YAMAMOTO, of legal age, currently residing at , Magpapalayok
National High School, is willing to participate in the research that will be conducted by a google
form. This research study, entitled Effectiveness of Self-Directed Learning Materials in teaching
Physical Science in Grade 11 Senior High School of Magpapalayok National High School, is
currently the study of Pocholo R. Garcia.
I am fully aware that the purpose of this study is:
1. To know the effectiveness of utilizing self-directed learning materials in teaching
Physical Science.
2. To craft one’s own ability and independence by discovering learning areas by
themselves through given directions.
3. To provide ease for both teachers and learners through the approach of self-directed
learning in the form of Vlog in a BLog educational context.
I am also informed that:
1. The researcher will conduct an assessment by giving series of test (in the form of
Pre-Test and Post-Test) to gather information.
2. I have the right to revoke my participation in the study.
3. I have the right to refuse answering questions which I deemed necessary and
ethically upright not to answer.
4. All information that I will contribute will be included in the study.

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5. I am fully aware that information I have given will be made known to the public,
however, my identity will be held confidential.
Therefore, my signature affirms my full participation to the study.
________________________________________
Signature over Printed Name of Respondent

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APPENDIX E – Questionnaire Approval Form
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APPENDIX F – Research Instrument
Figure 3. https://potatosmashit.wixsite.com/physicalscience
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APPENDIX G – Data Gathering Pictures
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APPENDIX H – CURRICULUM VITAE
Name: POCHOLO R. GARCIA
Birthplace: TAGKAWAYAN, QUEZON PROVINCE
Birthdate: JANUARY 12, 1993
Address: STO. CRISTO, SAN ANTONIO, NUEVA ECIJA
Educational Attainment:
Tertiary: Wesleyan University-Philippines
Mabini Street Extension, Cabanatuan City, Nueva Ecija
Bachelor of Science in Nursing
S.Y. 2009-2013
: Divina Pastora College

Malgapo Street, San Vicente, Gapan City, Nueva Ecija
Bachelor of Secondary Education (Unit Earner)
Major In Biological Science
S.Y. 2014-2015
Secondary: St. Paul School of San Antonio

Poblacion, San Antonio, Nueva Ecija
S.Y. 2006-2009
Elementary: Sto. Cristo East Elementary School

Sto. Cristo, San Antonio, Nueva Ecija
Valedictorian
S.Y. 2000-2006
Work Experience
2015-2016 Sta. Isabel Montessori (N.E. Inc.)

Senior High School Science Teacher
2017- Present Magpapalayok National High School

Teacher II
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Eligibility
Licensure Examination for Teachers
Nurse Licensure Examination
Seminar and Workshops Attended
 GENDER AND DEVELOPMENT WEBINAR

“ When Work and Home Life Collide: Coping with working in the New Normaal”
June 30, 2021
 Virtual In Service Training for Public School Teachers

March 15-19, 2021
 National webinar on qualitative research writing,understanding meaning beyond text

October 9-10, 2021
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APPENDIX I – Results of item Analysis
NO. OF STUDENTS FROM

FROM CONTROL
ITEM CODE W/ CORRECT EXPERIMENTAL
GROUP (PRE-TEST)
ANSWERS GROUP (PRE-TEST)
VIa1 24 11 13
VIa2 24 12 12
VIa3 17 11 6
VIa4 15 9 6
VIa5 12 8 4
VIa6 16 7 9
VIa7 16 11 5
VIa8 18 10 8
VIb1 11 3 8
VIb2 20 7 13
VIb3 13 4 9
VIb4 16 10 6
VIb5 13 5 8
VIIa1 26 13 13
VIIa2 25 13 12
VIIa3 5 5 0
VIIa4 24 12 12
VIIa5 8 7 1
VIIa6 6 5 1
VIIa7 11 6 5
VIIa8 23 11 12
VIIa9 26 13 13
VIIa10 27 13 14
VIIb1 15 6 9
VIIb2 13 9 4
VIIb3 26 12 14
VIIb4 7 3 4
VIIb5 27 14 13
VIIIa1 22 9 13
VIIIa2 26 13 13
VIIIa3 11 8 3
VIIIa4 27 14 13
VIIIa5 25 12 13
VIIIB 27 14 13
VIIIc1 26 13 13
VIIIc2 28 15 13
VIIIc3 28 15 13
VIIIc4 28 15 13
VIIIc5 28 15 13
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VIIIc6 28 15 13
VIIIc7 28 15 13
VIIIc8 27 15 12
VIIIc9 28 15 13
VIIIc10 28 15 13
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NO. OF STUDENTS FROM

FROM CONTROL
ITEM CODE W/ CORRECT EXPERIMENTAL
GROUP (POST TEST)
ANSWERS GROUP (POST TEST)
VIa1 24 12 12
VIa2 25 14 11
VIa3 22 10 12
VIa4 21 9 12
VIb1 23 9 14
VIb2 13 6 7
VIb3 16 7 9
VIIa1 29 15 14
VIIa2 16 6 10
VIIa3 11 2 9
VIIa4 27 15 12
VIIa5 29 15 14
VIIa6 10 2 8
VIIa7 11 2 9
VIIa8 29 15 14
VIIa9 12 4 8
VIIa10 13 3 10
VIIa11 28 15 13
VIIa12 29 15 14
VIIa13 9 6 3
VIIa14 29 15 14
VIIa15 28 15 13
VIIb1 26 13 13
VIIb2 24 11 13
VIIb3 27 13 14
VIIb4 11 2 9
VIIb5 15 5 10
VIIIa1 29 15 14
VIIIa2 28 15 13
VIIIa3 7 1 6
VIIIa4 29 15 14
VIIIa5 27 15 12
VIIIa6 28 15 13
VIIIa7 21 13 8
VIIIa8 13 8 5
VIIIa9 13 2 11
VIIIa10 7 0 7
VIIIb1 30 15 15
VIIIb2 16 10 6
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VIIIb3 17 6 11
VIIIb4 30 15 15
VIIIb5 22 13 9
VIIIb6 10 6 4
VIIIb7 30 15 15
VIIIb8 29 14 15
VIIIb9 21 12 9
VIIIb10 24 9 15

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i

EFFECTIVENESS OF SELF-DIRECTED LEARNING MATERIALS IN TEACHING

PHYSICAL SCIENCE IN GRADE 11 SENIOR HIGH SCHOOL OF MAGPAPALAYOK

NATIONAL HIGH SCHOOL

A Master’s Thesis Presented to

the Faculty of Graduate School

the Requirements for the Degree

MASTER OF ARTS IN EDUCATION,

Major in General Science

This thesis entitled “EFFECTIVENESS OF SELF-DIRECTED LEARNING

MATERIALS IN TEACHING PHYSICAL SCIENCE IN GRADE 11 OF SENIOR HIGH

Approved by the Committee on Oral Examination _________________with a grade of

Comprehensive Examination Passed: March 18-20, 2021

for allowing the researcher to make all these things a realization.

aim high and further improve myself as a teacher.

This research is lovingly dedicated to my Parents

Title Effectiveness of Self-Directed Learning Materials in Teaching

Researcher : POCHOLO R. GARCIA

Major : General Science

Adviser :Prof. Rolaila V. Delovino

learners an opportunity to learn independently in minimum teacher-learner supervision. Different

The study mainly focused on the effectiveness of Self-directed learning Materials in

teaching Physical Science in Grade 11 students. A quasi-experimental research design was

A quasi-experimental research design was used in the study. A purposive sampling

instruments used in the pre-test.

Keywords: Distance Education, Online learning, Self-directed learning Materials, Physical

Title Page ………………………………………………………………………………….. i

Approval Sheet ………………………………………………………………………………… ii

Acknowledgement …………………………………………………………………………….. iii

Table of Contents ………………………………………………………………………….…… vii

List of Figures ………………………………………………………………………………… ix

LITERATURE REVIEW ………………………………………………....................................5

Self-directed Learning ………………………………………………………………..….5

Self-directed Learning in an Online Distance Education ……………………………..…9

THEORETICAL AND CONCEPTUAL FRAMEWORK ……………………………..........12-16

STATEMENT OF THE PROBLEM AND HYPOTHESIS ……………………………….… 16

Research Design ……………………………………………………………………………….. 18

Research Locale and Sampling Procedure …………………………………………………….. 19

Scope and delimitation ………………………………………………………………………… 25

Research Instruments ………………………………………………………………………...... 25

Data Gathering Procedures …………………………………………………………………… 27

Data Analysis ………………………………………………………………………………… 28

Ethical Considerations ……………………………………………………………………….. 30

Chapter III RESULTS AND DISCUSSION

Presentation, Analysis and Interpretation of data ……………………………………………… 31

Appendices ……………………………………………………………............................... .... 49

1. Number of respondents from each section 20

2. List of students and their GWA in descending order 20

3. By pair selection of respondents based on their GWA 23

5. Pre-test scores of control group 32

7. Post-test scores of control group 35

8. Post-test scores of experimental group 36

9. Significant difference between the pretest scores of experimental 38

And control group

Figure 1 Cognitive Theory of Learning Media 13

Figure 3 Paradigm of the research study 15

an emergency measure to allow instruction amid challenging circumstances to focus on most

conceptual framework to be learner-centered and inquiry-based. Physical Science is one of the

atmospheric phenomena, cosmology, astronomy, vision, medical instrumentation, space

(K to 12 Senior High School Curriculum Physical Science, 2016)

relevant, research-based, and responsive instructional materials. At present, few reference

learned concepts in a government-owned university in Central Luzon, the Philippines. Results