DEVELOPMENT AND VALIDATION OF E-STORYBOOK IN MTB-MLE 3

A Thesis

Presented to

the Faculty of the Graduate School

Camarines Norte State College

Daet, Camarines Norte

Graduate School

In Partial Fulfillment of

the Requirements for the Degree

Master in Management

by

JOTHAM D. BALONZO

2018
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Chapter I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

The Philippines is known as pearl of the orient when it comes to its diverse

culture, beauty and natural resources but these past few years the Philippines is

setting a new identity far from its beauty. The international media and some

economists tagged the Philippines as “The Rising Tiger of Asia”. Known as one

of the wealthiest countries in Asia many years ago, this country struggled so

much that it took decades before finally being noticed again.

One of the areas that this country struggled is education. Basic Education

Curriculum has been used in this country for many decades. It consists of six

years elementary and four years high school before going to college making it

too short compared with other countries who are implementing K-12 Curriculum

which is one year kinder and twelve years including elementary, junior and senior

high school. As a result, some countries do not recognize the professionals who

graduated from Philippine schools. Those who want to work in these countries

must either take additional education or take an exam to cope with the standards

that these countries have. Then, the Philippines took a huge and ambitious step

of changing its curriculum from Basic Education (BEC) to K-12. Now the new

curriculum is on its sixth year of implementation, wherein the first batch in

elementary are on their 6 th grade and the first batch in high school are on their

12th Grade.
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Since the implementation of K-12 curriculum in 2012, Public Schools

experienced many changes. From the simplest school forms up to the addition of

new subjects like Mother Tongue-Based Multilingual Education (MTB-MLE).

Some changes like the release of curriculum guides, learners’ materials and

teachers’ guides are too abrupt that the department itself had to revise it almost

every year. The Senate Resolution No. 499 (2011), stated that MTB-MLE as a

proposed program would only aggregate the already severe shortage not only of

teachers and classrooms but also of other resources like books, seats and other

necessary infrastructure, a claim which is apparently borne out as estimated by

the Department of Education itself.

DepEd Order No. 90 s. 2011 enumerates the type of learning materials

that can be developed and these include storybooks in big and small book

formats. Strickland and Morrow (1990) also talk about how big book can be one

of the learning materials to develop using pupils’ native language. Big books

attracts children to read due to its size, it has bigger prints and illustrations, and

enhance their interest in reading

Capalonga District got a low Performance Level (PL) in the previous

National Achievement Test (NAT) and Language Assessment for Primary

Grades (LAPG) making it the top priority not just of the teachers but also the

administrators.

This study aimed to address the challenges in giving quality education and

coping with the demands of being a 21 st century teacher by developing E-

Storybooks. The researcher believes that this would help in improving pupils’
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comprehension attaining higher test results and developing love for stories

among grade 3 pupils of Capalonga District Zone 2.

Statement of the Problem

Generally, this study was conducted to develop E-Storybook for MTB-MLE

3 and validate the acceptability of its content.

Specifically, it answered the following questions:

1. What is the profile of the respondents in terms of;

1.1. age;

1.2. sex;

1.3. length of service in teaching in the present school and;

1.4. employment status

2. What are the least mastered skills of Grade III pupils in MTB-MLE 3

subject?

3. What topics should be included in developing e-storybooks to enhance the

least mastered skills?

4. What is the level of acceptability of the E-Storybook in terms of Content;

understandability; application; form and style?

5. Is there a significant difference between the performance level of pupils

with e-storybook and performance level of pupils without e-storybook?

6. What action plan can be proposed to institutionalize the e-storybook?

Hypothesis

There is no significant difference on pupils’ performance with the use

of e-storybook and without e-storybook.

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Scope and Limitation of the Study

This study focused on the development and validation of E-Storybook in

Grade 3 MTB-MLE in Capalonga District, Zone 2. Included are four Elementary

Schools situated near the Bagong Silang-Capalonga Road.

This study was limited to using Experimental Method of research. The

instrument used was limited to the survey questionnaire and T-test.

The locale of the study was Zone 2 of Capalonga District, Capalonga

Camarines Norte. It is composed of 4 schools namely; Sotero Mago Elementary

School, with 1 teacher-respondent and 14 pupil-respondents, Peter Sawmill

Elementary School, with 2 teacher-respondents and 12 pupil-respondents on

Section-A and 14 pupils-respondents on Section B, Torres-Talento Elementary

School, with 2 teacher-respondents and 12 pupil-respondents for section A and

14 pupil-respondents on section B, Talento-Roll Elementary School with 3

teacher respondents and 16 pupil- respondents in each of the 3 sections. Each

class was divided heterogeneously into two groups; the control group used the

traditional way of storytelling and the experimental group used the E-Storybooks.

Significance of the Study

This study will be deemed useful and vital to those who are in the field of

education.

Specifically, this study will be beneficial to the following entities:

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Pupils. Being the primary beneficiaries, this study will enhance pupils,

performance in the mastery of skills, long-term retention and develop enthusiasm

in learning and good study habit.

Teachers. This study will guide teachers in giving enrichment, intervention

and remediation activities. There is no single best instructional material yet this

will be one of the references they can use for the improvement of instruction.

Parents. This study will help parents in tracking their child’s performance.

And in one way or another, they will be able to immediately respond on the

concerns on how their child be reinforced to perform better considering the

performance level that must be achieved.

School Administrators. The results and findings of this study may

encourage the administrator as they formulate plans in upgrading and developing

teachers’ instructional competence in teaching MTB-MLE.

Community. The strength of a community depends on how literate and

competent citizens it has. Considering that the ultimate beneficiary of the efforts

of school is its immediate community, this study will help them identify the

necessities and services they can give in developing lifelong learners.

Local Government. The result of this study will awaken their awareness in

extending their generosity of supporting the school programs to strengthen

teachers’ role and helping the needy in pursuing education.

Department of Education. The findings of this study may assist curriculum

planners in the proper selection of methods, techniques, and strategies that must

be reinforced.
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Researcher, himself. This study may serve as an inspiration in teaching

his pupils above and beyond capacity. This will benefit him because in the

process of researching, he will be gaining insights on how to develop resource

materials and possess good instructional competence.

Future Researchers. Findings and insights that will be gained from this

study may serve as bases to future researcher in conducting lateral studies.

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Notes

Rodrigo E. Duque (2003) “Reinventing Education to Meet the 21 st Century

Challenges.” The Modern Teacher, December 2003 Edition, p. 267

Diane Dekker, et. al. Mother Tongue Based Multilingual Education and
Classroom Strategies retrieved on August 6, 2017 from
https://mlephil.files.wordpress.com/2010/03/classroom-strategies-for-mtbmle.doc
Jovem Decipulo Ricablanca (2014). Effectiveness of Mother Tongue-
Based Instruction on Pupils’ Achievement.