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INTRODUCTION

Background of the Study

The world is affected by Covid-19 pandemic, many countries closed

their boundaries, and all mode of transportation are closed just to prevent

Covid-19. One of the problems of this pandemic is the educational system

around the world, it prevents face to face learning which results in

adopting to the new normal way of teaching. Through this, schools all

over the world came up with a solution which is the implementation of the

distance learning it could be blended, online and modular learning in

which printed materials is required. The implementation of individualized

instructions of printed instructional material is very important for the

student since this aims to guide the student to have a better

understanding most especially physics subject specifically in the topic

“The Nature and Propagation of Light”. In order to improve teachers’

efficiency and students’ performance, instructional materials are

necessary and vital instruments for teaching and learning (Ajoke, 2017).

In that case, research into the creation and validation of instructional

material is important.

Evidence shows that the instructional materials have large effects

on student learning (Chingos & Whitehurst, 2012). Philippines is in big

trouble nowadays because of Covid-19 virus which results for the

Commission on Higher Education (CHED) to look into various creative

learning modalities that will help people transition from traditional to

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flexible teaching and learning. As learners differ in terms of time, pace,

and location, these alternatives allow for the customization of delivery

modes to meet students’ needs for quality education. Validation of printed

based IM’s in The Nature and Propagation of Light are very important to

know the effectiveness and validity and also to enlighten students the

important of light in our daily life. Instructional materials like textbook,

newspapers, workbooks and even those modules that are given to the

students is very important nowadays because we are not allowed to do

face-to-face classes that is why developing printed instructional material

is important especially those who are not able to access internet or to

those students who are in the remote areas were internet is not

accessible. The use of instructional materials is crucial in the teaching

and learning process. Before they are widely used, instructional materials

must be thoroughly tested to assure their quality (Funa & Ricafort, 2019)

Private and public schools in tertiary education had implemented

different kind of learning modality. Specifically, online learning, blended,

and modular learning which required giving printed instructional

materials to student. According to Boholano and Jamon (2021), most

public schools around the country Modular Distance Learning Delivery as

a style of instruction of their pupils. Students were given self-learning kits

and self-learning modules to compete at home with the support of their

guardians and parents on a weekly basis. The development of printed

instructional materials in The Nature and Propagation of Light is very

significant to students specially those who are in the area where they

can’t access to internet. The researchers choose the topic The Nature and
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Propagation of Light to enlighten the students about the behavior of light

and to let them know how light is important. During the delivery of

technical and training via distance learning, printed-based instructional

materials have been more popular than any other media for teaching

practical skills (Donkor, F., 2010). These instructional materials that will

be develop will help the students of Agusan del Sur State College of

Agriculture and Technology (ASSCAT) specifically to enhance the

individual learning of the students even when they are at home.

The researchers decided to conduct the study to be able to develop

a printed instructional material for the students of Agusan del Sur State

College of Agriculture and Technology (ASSCAT) that will be validated by

the Science major teachers of Agusan del Sur Division.

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Objectives of the Study

This study aims to develop and validate printed-based instructional

materials in The Nature and Propagation of Light.

Specifically, this aims to:

1. determine the profile of the respondents in terms of the following:

a. age

b. sex

c. number of years in teaching physics

d. length of service

e. educational attainment

2. develop printed Instructional Materials in The Nature and

Propagation of Light;

3. determine the validity level of the proposed instructional material in

The Nature and Propagation of Light as assessed by the experts:

a. Objectives

b. Content

c. Format and Language

d. Presentation

e. Usefulness

4. determine if there is a significant difference that exist on the rating

given by the experts when group according to their profile.

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Significance of the Study

The result of this study is significant and may provide needed and

authentic information to the following group:

Commission on Higher Education (CHED). This study could aid the

CHED in developing large-scale programs and action plans that will

cater and address the needs of the learners, particularly those who

live in rural areas where they cannot access to internet. This will

also give the CHED and government administrator a better idea of

the usefulness of printed materials during the pandemic.

Curricular Developers. This study will serve as their guide in making

newly curriculum that can be use in the future. The result of this

study will serve as an opportunity to enhance and develop physics

curriculum in the light of students’ way on how they learn

cognitively.

Instructor/Professor. This study will be beneficial for the

instructor/professor. It will assist them on how to adopt the

consistent use of instructional materials in the classroom to make

learning interesting and enhance better understanding by the

students.

Students. It will give an effective instructional material to the students in

the particular topic.

Future Researchers. The result of the study maybe useful to the future

researchers conducting similar research. It is more beneficial to the

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researchers if their study is relevant to the development of

instructional materials for students’ academic success.

Scope and Delimitation of the Study

This study focuses solely on the development and validation of

Printed Instructional Materials in The Nature and Propagation of Light. It

will also focus on the following indicators: objectives, content, format and

language, presentation, usefulness, overall evaluators’ responses.

Time and Place of the Study

The researchers will conduct this study on the first semester of S.Y.

2021-2022 at Agusan del Sur State College of Agriculture and Technology

(ASSCAT), P-1, San Teodoro, Bunawan, Agusan del Sur. This institution

opened College of Arts and Sciences in 2016, offering three-course

namely; Bachelor of Science in Applied Mathematics, Bachelor of Arts in

English and Bachelor of Science in Biology. Another course is being added

for the College of Arts and Sciences in 2018, which was the Bachelor of

Science in Environmental Science. Likewise, for College of Engineering

and Information Sciences, the Bachelor of Sciences in Civil Engineering,

Bachelor of Science in Information Sciences and Bachelor of Industrial

Technology.

For the College of Teacher Education, new programs were offered

namely; Bachelor of Technology and Livelihood Education Major in Home

Economics, Industrial Arts, Agri-Fishery Arts; Bachelor in Secondary

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Education Major in Sciences; and Bachelor in Secondary Major in

English. The school is also being awarded of ISO certificate on December,

2020.

Operational Definition of Terms

For a better understanding of the study the following terms are

define in the context of this research:

Content. refers to the subject matter of the develop modules.

Content expert refers to the respondents who will validate the

Instructional Material by focusing on the material's skills and

content.

Development refers to the process of improving Strategic Intervention

Material from current Teaching Instruction material.

Individualized instruction refers to concept of instructional materials

that will be develop.

Instructional Materials this study's work-text refers to any item or

instrument that aids the instructor in lesson preparation,

presentation, and student learning.

Nature and Propagation of Light refers to the topic on which the

generated Instructional Materials will be focused.

New Normal refers to the new educational system that is being experience

in Agusan del Sur State College of Agriculture and Technology

students in the topic The Nature and Propagation of Light.

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Objectives refers to the goal that learners must achieved in their teaching

materials in The Nature and Propagation of Light

Pedagogy Experts refers to those who validate the Instructional Materials

based on their ability to teach using the Printed Instructional

Materials.

Presentation refers to the order in which the modules will explain “The

Nature and Propagation of Light.

Printed-Based refers to the printed instructional materials that will be

created as a part of this research.

Usefulness refers to the usability of the printed-based instructional

materials.

Utility Expert refers to the respondent who validated the SIM focusing on

the usability of the strategic intervention material.

Validation refers to the checking of instructional materials based on the

criteria.
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Conceptual Framework

Independent Variable Dependent Variable

Validators’ Profile of the Development and Validation

Printed IM’s in The Nature of Individualized
and Propagation of Light: Instructional Materials in
teaching The Nature and
a. Age Propagation of Light in
b. Sex terms of the following
c. No. of years teaching
Physics ●Objectives
d. Length of Service
e. Educational attainments ● Content

● Format and Language

● Presentation

● Usefulness

Figure 1. Conceptual Framework of the Study

The independent variable is the validators Profile of the Printed IM's

in The Nature and Propagation of Light which consist of age, sex, no. of

years in teaching Physics, length of service and educational attainment.

On the other hand, Development and Validation of Instructional Materials

in teaching “The Nature and Propagation of Light which consist of

objectives, content, format and language, presentation and usefulness is

the Dependent Variable.

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RELATED REVIEW OF LITERATURE

Individualized Instruction

Personalizing instruction to the specific needs of children is an

important issue in educational practice. For some children, some types of

group training may be successful; for others, a more personalized

approach would be more beneficial (Resing, 2013).

Individualized instruction is the concept that each student learns

differently and that, in order to accommodate these differences, learning

should be personalized, matched, or adapted to each student’s

experience, aptitudes, and interests. The terms “adaptive instruction,”

“differentiated instruction,” and “personalized learning” have all been

used to refer to and describe individualized instruction (Waxman et al.,

2013). According to Li & Lu, (2012), improving students’ perception of

learning, training students’ meta-cognitive abilities and language learning

techniques, the teacher’s strict supervision, valid evaluation and the

school administration’s understanding and support are all the approaches

to improve this model.

For at-risk students, individualized instruction has been proved to

be a successful teaching technique. Educator have used many types of

individualized instruction to reach each child, from Socrates recitation to

L. Vygotsky scaffolding. Learning and motivation are the two primary

components of individualized instruction. Individualizing instruction for

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at-risk students necessitates the use of the flexible strategies that

consider student differences (Switzer, 2013).

New Normal Way of Teaching

The Philippines is one of the most severely afflicted countries in the

world. According to the most recent data, the Philippines is currently

ranked 19th among the countries with the highest number of people

infected with the virus. Despite the government lockdown and tight health

measures, the number of people afflicted with the virus continues to

climb. As a result, Filipinos should expect to be subjected to the “new

normal” for a longer period of time. Businesses, transportation, public

services, health, and education are the sectors most affected by this new

situation (Boholano, Jamon, 2021).

The effects of the COVID-19 epidemic have wreaked havoc on many

sectors of society, including education. As we approach the post-COVID-

19 era's new normal, there is a need to rethink education in light of new

opportunities and challenges (Capahay, 2020). Not surprisingly, the

pandemic has changed our perceptions of normalcy as well as how we

live. Nonetheless, it's crucial to remember that one's new normal could be

someone else's normal, or that one's normal could have previously been

someone else's new normal. These derivations of normal suggest that we

are living in an unprecedented period, one defined by enormous

transformations in our understanding and interpretation of several

aspects of life, not least education, which has undergone and will
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continue to experience changes, particularly in the way we teach and

learn (Buzkurt & Sharma, 2020).

According to Llego, (2020), distance learning is a type of learning

delivery in which the teacher and the students are separated

geographically during the course of teaching. This modality has three

types: Modular Distance Learning (MDL), Online Distance Learning (ODL),

and TV/Radio-Based Instruction.

Instructional Materials

According to Bukoye, (2019), every subject in the school curriculum

requires the use of instructional materials to be learned. The availability

of textbooks, appropriate chalkboards, Mathematics kits, Science kits,

teaching guides, science guides, audio-visual aids, and overhead

projectors, among other instructional materials, play an important role in

the teaching-learning process. Many researchers have defined

instructional materials as “things that assist the teacher in teaching,”

“any natural materials,” “teacher or student-made materials,” and “any

produced object that promotes good teaching and learning” (Koko, 2016).

In the twenty-first century, seeing, touching, and listening, which

are qualities of instructional materials, are doorways to human learning.

The use of instructional materials has the potential to improve students’

learning. One of the most important and highly debated issues in

contemporary education policy is its role in teaching and learning. In this

day and age, education has extended widely, and solely oral instruction
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cannot be the key to effective pedagogy. The teacher must employ

instructional resources to make teaching and learning engaging. Any

equipment used to aid the instructor in the preparation of a lesson, and

facilitating students’ understanding of the subject matter is referred to as

instructional materials (Uzuegbu, 2013).

Instructional materials are used to aid learners' comprehension of

concepts and to ensure long-term recall of concepts and topics taught to

them. Learners will be able to effectively learn and retain what they have

learned if instructional materials are used properly and are relevant to the

topic being taught. This will improve their performance in the topic being

taught. Learning, according to the author, is a process in which

knowledge, skills, habits, facts, ideas, and principles are acquired,

retained, and applied; and the only way to do so is through the use of

instructional materials in the teaching process. As a result, using

appropriate instructional materials assists and strengthens teachers'

ability to teach effectively and efficiently during the teaching process

(Sale, 2016).

The proper way to apply the essence of 21st-century learning is

Integrating Science learning. In integrated science learning, students are

encouraged to connect the learning materials to real world contexts.

Students are involved actively in exploring the real-world contexts which

are relevant to the learning materials, conducting the collaborative

investigation, and communicating the investigation results. Thus, the

learning process can be implemented holistically, authentically,

meaningfully, and actively (Wiyanto & Widiyatmoko, 2016).

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Development of Instructional Materials

The development of instructional materials attracts the most

inflated promises of accomplishment. The important question is whether

this is reflected in classroom practices and enhanced learning. As a

result, it is critical for teacher to understand how to select the finest

instructional materials, create extra materials for the class, and adapt

content (Qamariah, 2015). The development of effective instructional

materials is designed to enrich student learning. Teachers should begin

by analyzing what the learner should know at the top of the course and

the way learning are demonstrated. The teacher must have more

knowledge and understanding of the educational process, particularly

how individual learning. This can help them learn immensely in both the

planning and implementation of teaching that enhance learning

(Quisumbing et al., 2017).

It is essential that teachers learn how to identify the needs of their

students and their own professional learning needs. They also need to

develop the self-regulatory skills that will enable them to monitor and

reflect on the effectiveness of the changes they make to their practice

(Timperley, et al., 2008). The approach of education is now more on

learner centered rather than teacher-centered. It is high time to

encourage that teacher to produce activities that are more on student-

centered, which focuses on students’ needs for learning and

communicating effectively. The teacher provides opportunities for

students to engage actively in meaningful communication, encourages

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them to take ownership of their own learning, and gives them explicit

instruction in the content and language skills they need and in strategies

for gaining that knowledge and those skills (Peyton et al., 2010).

Referable to the high price of ready-made instructional materials,

teachers should strive to produce improvised materials for their

educational activity from local resources. The report highlighted some

instructional materials that could be developed for the teaching of Art-

based courses and the local resources that could be used for their

production (Olumorin, et al., 2010). Instructional materials will stressfully

help the instructor to deliver the Physics lessons and ensure that the

students will be able to understand with the aid of IM’s. For effective

teaching and learning to take place, Abdu-Raheem (2011) suggested that

improvisation of local and simple instructional materials by the teachers

has become necessary for the uplift of academic standard.

Validation of Instructional Materials

The fast-paced changing world and the challenges of the Fourth

Industrial Era continue to transform the educational landscape of today.

Educators are challenged by the demanding task of educating Generation

Z to keep them abreast with the digital world. Globally, the Philippines

lags behind other countries in terms of the quality of education,

particularly in science education. According to the World Economic

Forum (2018), the Philippines ranked 55th out of 137 participating

countries in terms of higher education and ranked 76th out of 137

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countries in the quality of math and science education. The state of

science education today is influenced by several problems specifically the

issue of inadequate instructional materials and teaching tools aligned to

the learning outcomes prescribed by the department of education

(DepEd). Teachers find it difficult to teach some science concepts and

principles due to the scarcity of relevant, responsive, and research-based

learning materials.

According to Jalmasco (2014), the lack of science education

facilities is reflected in the poor quality of basic science and math

education seen by the low achievement scores of Filipino students in

various tests. In addition, instructional materials that are aligned to the

target competencies are lacking. In the curriculum, physical science is

one of the core subjects offered across all tracks in Grade 11 and Grade

12, which requires 80 h/semester. The course deals with the evolution of

one’s understanding of matter, motion, electricity, magnetism, light, and

the universe from ancient times to the present. It includes the application

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). Teachers teaching the physical science course

have been faced with the inadequacy of K-12 ready materials. The

development of learning materials that foster inquiry is an emphasis of

curricular reform in K-12 science because inquiry has become a core

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element of science education over the past few decades (Meyer et al.,

2013; Trumbull et al., 2005).

Content validity is characterized as "how much things in an

instrument mirror the content to which the instrument is summed up".

Inside the field of IS, it's energetically prescribed to utilize the substance

validity while the new instrument is created. By and large, content

legitimacy includes assessment of a pristine review instrument to affirm

that it incorporates every one of the things that are fundamental and

dispenses with unwanted things to a particular build area. The

judgmental approach to established content validity involves literature

reviews and then follow-ups with the evaluation by expert judges or

panels. The procedure of judgmental approach of content validity requires

researcher to be present with experts of a particular research topic at one

location. This poses a limitation to conduct validity on a survey

instrument when expert is located in different geographical areas

(Taherdoost, 2016).

The Nature and Propagation of Light

According to Chiru, (2011), Newton come up to the conclusion that

light is made up of particles emitted by objects in his classic physics

publication “Optics Treaty” from 1704. As a result, the law of inertia

governs the linear propagation of light. In science, and notably in physics,

light and sight are two basic notions. It is critical for students to grasp
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these principles in order to learn physics in a meaningful way (Uzun et

al., 2013).

According Stuger, (2020), light has both wave and particle

characteristics. The duality of how to connect both functions of light

remains a mystery and a hot topic in physics. In a nutshell, this riddle

reflects the difficulties of comprehending the fundamental nature of light.

Light is essential feature in everyday life. Many sciences make use

of it as a primary tool (physics, biology, medicine, astronomy….). Many

scientific fields cannot be understood until students comprehend the

concept of light and its qualities. Student on the other hand, find optics to

be a perplexing and challenging topic, and teachers’ assistance is

frequently insufficient. Students have difficulty mastering optics,

according to physics education research. Many pupils have common

misconceptions about the subject of light. That is why majority of

research in geometrical optics at the basic and secondary school level

focuses on “misconceptions” or “alternative framework (Djanette et al.,

2013).

ADDIE (Analysis, Design, Development, Implementation and

Evaluation)

The ADDIE model is a generic instructional design model. It

provides guidance at a fairly high level for instructional designers,

software engineers, etc., as they author and revise learning products. The

phases of the ADDIE model are Analyze, Design, Develop, Implement, and

Evaluate. These phases are sequential – each depends upon the

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successful completion of the preceding phase. Moreover, the ADDIE model

is an iterative feedback model, which means that the results of the

Evaluation phase are returned to the origination point (fed back), closing

the loop, facilitating further refinement of the learning product. If the

evaluation shows that the module has shortcomings, for example, that

the objectives of the module do not align with organizational objectives,

those shortcomings are returned to be analyzed again. Further design and

development efforts follow, until the module meets organizational needs.

(Torrefranca, 2017).

The ADDIE model is a guide to create an effective design that is

widely used in the instructional design profession. It’s been applied in a

variety of sectors, including library instruction and online continuing

education. Analysis, design, development, implementation, and evaluation

are all steps on this process (Widyastuti, 2019). According to Reinhold,

(2013), librarians are increasingly being ask to take on the role of

instructor, designing and delivering excellent education.

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METHODOLOGY

Research Design

The study will utilize the development material type of research

since the researchers intend to develop and validate educational outputs

so that it could be utilized and extends over a vast area Denuyo (2001).

Development Validation
Planning phase
phase phase

Collection and v Initial Validation of

Review of Related Formulating and the developed
Resources Sequencing of printed
Objectives Instructional
Materials by the
Selection of the adviser
Respondent
Designing the
Presentation
Modification

Formulation of the Validation of the

Test developed printed
instructional
materials by the
experts

Finalization
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Figure 2. The Research Design Showing the Three (3) Phases

Material Development Procedure

Planning Phase

1. Collecting the Review of Related Resources. In this stage the

researchers will collect and review resource materials related to the

design and development of the proposed Printed Instructional

Materials. It emphasized the design of the presentation of the

information, the questions and of the feedbacks. Other resource

materials were gathered from textbooks, encyclopedias, and the

internet. These are necessary in assuring the accuracy of the

content of the Instructional materials to be included in the design

phase.

2. Selection of the Respondents. The respondents will be the

selected Secondary Science Leaders of the Secondary schools in the

division of Agusan del Sur teaching Physics as validators of the

developed Instructional Materials.

I. Developing Phase

The design of the Printed Instructional Materials will consist of the

following tasks.

1. Formulating and Sequencing of Objectives. The specific

objectives will be taken from the syllabus of Waves and Optics. The

syllabus contains the list of topics to be taught for the semester,

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objectives to be attained and activities to be carried out within the

given time frame.

2. Designing the Printed Instructional Materials. The design of the

printed module will include the selection of font style, font size, and

color combination of the design, type, and spacing of texts, layouts

and scientific contents.

The first page of the module is the Table of Contents which

consist of the list of the lessons, activities and assessment.

3. Formulation of the Test. Evaluation in each of the topic will

concluded. After answering each questions a feedback will be

displayed.

II. Validation Phase

1. Validation of the Develop Printed Materials (Initial Validation).

In this phase, the adviser will be ask to give comments,

suggestions, and recommendations for the improvements of the

materials. This is to ensure that the developed printed Instructional

Materials do not have any problems in terms of lessons and

contents.

2. Modification of the Developed Printed Materials. The

researchers will modify the developed Printed Materials based on

the comments and suggestions of the adviser during the initial

validation.
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3. Final Validation of the Developed Printed Materials. After

modifying the materials, the researchers will request the Teacher

experts to evaluate and validate the developed Instructional

Materials using the Evaluation form used by Denuyo, (2001) and

Lamberte (2001).

Research Respondents

The respondents of this study will be the High School Science

teachers teaching Physics of the Secondary School of Agusan del Sur.

Research Instruments

The study will use the checklist evaluation form in Waves and

Optics in Evaluating the Materials using a four-point Likert Scale below.

Data will be interpreted using the table below:

Scale for the IM’s evaluation for the Teacher-Expert.

Rate Mean Rating Interpretation

4 3.26-4.00 Very Satisfactory This means that the item
exceeds expectations with no
revisions needed.

3 2.15-3.25 Satisfactory This means that the item

meets expectations with
minimal revision needed.

2 1.75-2.50 Poor This means that the item is

below exceeds expectations
with maximum revision
needed.

1 1.00-1.75 Very Poor This means that the item did

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not meet expectations and the

IM’s).

Data Gathering Procedures

A letter of request will be sent to the college president, Vice

President of Academics Affair and Dean by the researchers. The

respondents will be shown the Instructional Materials (IMs) for feedback

and comments. The researchers will use the comments and

recommendations to help them revise the IMs. For the purpose of

evaluation, the questionnaire will be distributed to the respondents. The

collected information will be compiled and examined.

Statistical Treatment

In this study, the researchers will utilize specific statistical tools to

answer the objectives. In objective number 1, which is to determine the

profile of the respondent’s frequency and percentage will be used. Mean

will be used in answering objective number 3. For objective no. 4, t-test

will be used to determine the significant difference of the rating of

validators in terms of sex, while ANOVA to determine the significant

difference in terms of age, number of years teaching physics, length of

service, and educational attainment.

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 29

APPENDICES
 30

Appendix A

Letter of Permission to Conduct (ASSCAT)

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

FERNANDO L. MARZO JR., PhD

Vice College President
Research, Innovation, Development and Extension
ASSCAT, Bunawan, Agusan del Sur

Dear Dr. Marzo

We, undersigned student, will conduct a research study entitled,

“INDIVIDUALIZED PRINTED INSTRUCTIONAL MATERIALS IN
TEACHING THE NATURE AND PROPAGATION OF LIGHT”.

In connection to this, we would like to ask permission from your

good office to conduct a survey among College of Teacher Education
students of Agusan del Sur State College of Agriculture and Technology.

We are hoping for your approval. Thank you and God bless!

Respectfully yours,

MARIAN P. MONTILLA

MA. SHEILA MAE P. PEREZ

Researchers

Noted:

VIVIAN C. PELIGRO, PhD

Adviser

Recommending Approval:

MARY GRACE O. REYES, PhD

Dean, College of Teacher Education
 31

Approved by:

FERNANDO L. MARZO JR., PhD

Vice President for Research Innovation, Development and Extension

Appendix B

Letter of Permission to Conduct (BNHS)

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

MR. CHRIS POMOY

Principal IV
Bunawan National High School
Bunawan, Agusan del Sur

Dear Mr. Pomoy:

We, undersigned students, will conduct a research study entitled,

“INDIVIDUALIZED PRINTED INSTRUCTIONAL MATERIALS IN
TEACHING THE NATURE AND PROPAGATION OF LIGHT”.

In connection to this, we would like to ask permission from your

good office to conduct a survey to the Science Teachers of the selected
Secondary schools of the Division of Agusan del Sur on the first semester
of Academic Year 2021-2022.

I am hoping for your approval. Thank you and God bless!

Respectfully yours,

MARIAN P. MONTILLA

MA. SHEILA MAE P. PEREZ

Researchers

Noted:

VIVIAN C. PELIGRO, PhD

Adviser

Approved by:
 32

MR. CHRIS POMOY

Principal IV

Appendix C

Letter of Permission to Conduct (SLNHS)

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

MR. MICHAEL S. PAREJA

Principal II
San Luis National High School
San Luis, Agusan del Sur

Dear Mr. Pareja:

We, undersigned students, will conduct a research study entitled,

“INDIVIDUALIZED PRINTED INSTRUCTIONAL MATERIALS IN
TEACHING THE NATURE AND PROPAGATION OF LIGHT ”.

In connection to this, we would like to ask permission from your

good office to conduct a survey to the Science Teachers of the selected
Secondary schools of the Division of Agusan del Sur on the first semester
of Academic Year 2021-2022.

I am hoping for your approval. Thank you and God bless!

Respectfully yours,

MARIAN P. MONTILLA

MA. SHEILA MAE P. PEREZ

Researchers

Noted:

VIVIAN C. PELIGRO, PhD

Adviser

Approved by:
 33

MR. MICHAEL S. PAREJA

Principal II

Appendix D

Letter of Permission to Conduct (SNHS)

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

MR. LARRY LIMOT

Principal
Sibagat National High School of Home Industries
Sibagat, Agusan del Sur

Dear Mr. Limot:

We, undersigned students, will conduct a research study entitled,

“INDIVIDUALIZED PRINTED INSTRUCTIONAL MATERIALS IN
TEACHING THE NATURE AND PROPAGATION OF LIGHT”.

In connection to this, we would like to ask permission from your

good office to conduct a survey to the Science Teachers of the selected
Secondary schools of the Division of Agusan del Sur on the first semester
of Academic Year 2021-2022.

I am hoping for your approval. Thank you and God bless!

Respectfully yours,

MARIAN P. MONTILLA

MA. SHEILA MAE P. PEREZ

Researchers

Noted:

VIVIAN C. PELIGRO, PhD

Adviser

Approved by:
 34

MR. LARRY LIMOT

Principal

Appendix E

Letter of Permission to Conduct (FSUCSI)

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

MS. ELSA RANCES

Principal
Father Saturnino Urios College of Sibagat Incorporation
Sibagat, Agusan del Sur

Dear Ms. Rances:

We, undersigned students, will conduct a research study entitled,

“INDIVIDUALIZED PRINTED INSTRUCTIONAL MATERIALS IN
TEACHING THE NATURE AND PROPAGATION OF LIGHT”.

In connection to this, we would like to ask permission from your

good office to conduct a survey to the Science Teachers of the selected
Secondary schools of the Division of Agusan del Sur on the first semester
of Academic Year 2021-2022.

I am hoping for your approval. Thank you and God bless!

Respectfully yours,

MARIAN P. MONTILLA

MA. SHEILA MAE P. PEREZ

Researchers

Noted:

VIVIAN C. PELIGRO, PhD

Adviser
 35

Approved by:

MS. ELSA RANCES

Principal

Appendix F

Letter of Permission to Conduct (PHSFI)

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

MRS. MARY CHRIST A. DEQUIA

Principal
Philsaga High School Foundation Inc.
Banahaw Bayugan 3 Rosario, Agusan del Sur

Dear Mrs. Dequia:

We, undersigned students, will conduct a research study entitled,

“INDIVIDUALIZED PRINTED INSTRUCTIONAL MATERIALS IN
TEACHING THE NATURE AND PROPAGATION OF LIGHT”.

In connection to this, we would like to ask permission from your

good office to conduct a survey to the Science Teachers of the selected
Secondary schools of the Division of Agusan del Sur on the first semester
of Academic Year 2021-2022.

I am hoping for your approval. Thank you and God bless!

Respectfully yours,

MARIAN P. MONTILLA

MA. SHEILA MAE P. PEREZ

Researchers

Noted:

VIVIAN C. PELIGRO, PhD

Adviser
 36

Approved by:

MRS. MARY CHRIST A. DEQUIA

Principal

Appendix G

Letter of Permission to Conduct (LNHS)

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

MRS. JOEVELYN M. ALBOR

School Head
Laminga National High School
San Luis, Agusan del Sur

Dear Mr. Albor:

We, undersigned students, will conduct a research study entitled,

“INDIVIDUALIZED PRINTED INSTRUCTIONAL MATERIALS IN
TEACHING THE NATURE AND PROPAGATION OF LIGHT”.

In connection to this, we would like to ask permission from your

good office to conduct a survey to the Science Teachers of the selected
Secondary schools of the Division of Agusan del Sur on the first semester
of Academic Year 2021-2022.

I am hoping for your approval. Thank you and God bless!

Respectfully yours,

MARIAN P. MONTILLA
MA. SHEILA MAE P. PEREZ
Researchers

Noted:

VIVIAN C. PELIGRO, PhD

Adviser

Approved by:
 37

MRS. JOEVELYN M. ALBOR

School Head

Appendix H

Letter to the Respondents

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

Dear Respondents:

We, the undersigned students, will conduct a research study

entitled “INDIVIDUALIZED PRINTED INSTUCTIONAL MATERIALS IN
TEACHING THE NATURE AND PROPAGATION OF LIGHT”.

In connection to this, I would like to ask for your help to provide the
necessary data for my study. Rest assured that all data gathered from you
will be kept in the highest level of confidentiality.

Your positive response in this request will be valuable contribution

for the success of the study and will highly appreciate.

Thank you very much for your cooperation.

Respectfully yours,

MARIAN P. MONTILLA

MA. SHEILA MAE P. PEREZ

Researchers

Noted:

VIVIAN C. PELIGRO, PhD

Adviser
 38

Appendix I

Survey Questionnaire

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur

Instructional Materials EVALUATION FORM FOR THE TEACHER

EXPERTS. Adopted from (Marin and Marasigan, 2003)

Part I. Respondents’ Profile

Kindly check the box with the correct details about yourself. The
information you will provide will be very helpful for the completion of this
study. Rest assured that all your responses and identity will be keep with
utmost confidentiality.

Age:

21-25 35-39

26-30 40-44

31-34 45 above

Sex: Male Female

Number of years in teaching Physics:

1-5 years

6-10 years

11-15 years

16 and above

Educational Attainment:_____________________________________________

College Graduate Master’s (with units)

 39

Master’s (full-fledged) Doctorate (with units)

Doctorate (full-fledged

Part II. Validation Sheet

Adopted from (Marin and Marasigan, 2003)

DIRECTION: After reading /using Instructional Materials, kindly express

your honest opinion regarding the developed Instructional Materials
module. Read each statement carefully and put a check mark (/) on the
space which corresponds to your honest appraisal of the Instructional
Material.
Legend:
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

Aspect of the Instructional Modules SA A D SD

Objectives 4 3 2 1
1. The objectives are clearly stated in
behavioral form.
2. The objectives are well-planned,
formulated, and organized.
3. The objectives stated are specific,
measurable, and attainable.
4. The objectives are relevant to the topics of
each lesson of the modules.
5. The objectives take into account the needs
of the students.

Content 4 3 2 1
1. The content of each lesson is directly
relevant to the defined objectives.
2. The content of each lesson is simple and
easy to understand.
3. The topics of each lesson are fully
discussed.
4. The topics are supported by illustrative
examples, and the practice tasks are
suited
to the level of the students.
5. Each topic is given equal emphasis in the
lesson.
 40

Format and Language 4 3 2 1

1. The format/layout is well-organized, which
makes the lessons more interesting.
2. The language used is easy to understand.
3. The language used is clear, concise, and
motivating.
4. The mathematical symbols used are well-
defined.
5. The instructions in the instructional
modules are concise and easy to follow.
Presentation 4 3 2 1
A. The topics are presented in a logical and
sequential order.
B. The lessons of the modules are presented
in a unique and original form.
C. The learning activities are presented
clearly.
D. The presentation of each lesson is
attractive and interesting to the students.
E. Adequate examples are given to each topic.
Usefulness
1 The instructional modules will motivate
the students to study Intermediate
Algebra.
2 The instructional modules will help the
students master the topics at their own
pace.
3 The instructional modules will allow the
students to use their time more efficiently.
4 The instructional modules will develop the
analytical thinking and reasoning
skills of students in solving problems in
Intermediate Algebra.
5 The instructional modules will serve as a
supplementary material that can cater to
the
needs of the students.
 41

Appendix J

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Marian P. Montilla

N-Name : “yan”

Civil Status : Single

Sex : Female

Home Address : P-1 Don Alejandro, San Luis, Agusan del Sur

Date of Birth :June 19, 1996

Place of Birth : P-1 Don Alejandro, San Luis, Agusan del Sur

Parents Name : Mario G. Montilla

: Jeanette P. Montilla

EDUCATION ATTAINTMENT

Elementary : Laminga Central Elementary School

Secondary : Laminga National High School

Tertiary : Agusan del Sur State College of Agriculture

and Technology

Degree : Bachelor of Secondary Education

 42

Major : Science

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Ma. Sheila Mae P. Perez

N-Name : “Sheila”

Civil Status : Single

Sex : Female

Home Address : P-4 Bayugan 3, Rosario Agusan del Sur

Date of Birth : March 02, 1999

Place of Birth : P-4 Bayugan 3, Rosario Agusan del Sur

Parents Name : Juditha P. Perez

EDUCATION ATTAINTMENT

Elementary : Bonifacio Central Elementary School

Secondary : Bayugan 3, Nation High School

Tertiary : Agusan del Sur State College of Agriculture

and Technology

Degree : Bachelor of Secondary Education

Major : Science