i

INSERT TITLE HERE

_______________________________________

A Research Proposal

Presented to
The Faculty of Senior High School Department
LIBERTAD NATIONAL HIGH SCHOOL
Surallah, South Cotabato

_______________________________

In Partial fulfilment
of the Requirements for Practical Research I

__________________________

by

Name of Members

April 2023
 ii

TABLE OF CONTENTS

Page

CHAPTER
I INTRODUCTION 1
1.1 Statement of the Problem 2
1.2 Significance of the Study 4
1.3 Scope and Delimitation 5

II REVIEW OF RELATED LITERATURE

2.1 Related Literature 6
2.2 Related Studies 18
2.3 Research Gap Analysis 22
2.4 Conceptual Framework 22
2.5 Definition of Terms 25

III METHODOLOGY
3.1 Research Design 27
3.2 Research Procedure Using R&D Model 29
3.3 Research Participants 31
3.4 Research Locale 32
3.5 Research Instrument 32
 1

CHAPTER 1

INTRODUCTION
Education worldwide is affected by the spread of Corona Virus Disease
19 (COVID 19). Many governments have been implementing measures that
limit the number of people flocking in public places. Such measures disrupt
the normal functioning of schools and universities. As the COVID 19
pandemic runs its course, the government is prohibiting face-to-face classes
until the vaccine becomes available.
Despite these trying times the world has been facing, learning must
continue. Few of the means to continue the learning process even in the
absence of face-to-face classes are online distance learning (ODL) and
modular distance learning (MDL).
On its initial years, schools offering Senior High greatly experienced
scantiness of instructional materials in teaching different subjects (Basilan,
2018). After series of interview with senior high school teachers from
selected schools in Surallah, the researcher found out there are limited
materials intended for senior high school during the transition period. Thus,
there is a need to develop supplementary materials for distance learning
especially in times of pandemic.
Tolbert (2015) insists that the need to improve students’ performance
warranted the necessity to research and thus develop a possible method and
of improve student achievement through enhancing student motivation.
Motivating students using computer technology is one strategy to be utilized
in education.
Generation Z learners, also known as digital natives– youngsters in
this generation– are born in the world of technology. Every minute, they
cannot help but browse or play with gadgets. Learning reinforced by games
 2

motivates learners. By simply providing digital game where students make

decisions by themselves and see the outcome of their actions adds both
depth and power to their learning. This leads to independent learning/ self-
paced learning.
Traditional approach in teaching may still be useful, but not all the time
it works with the 21st century learners. Nowadays, life without gadgets would
seem almost unimaginable because many individuals live in a digital world .
Since the 21st century learners are into the world of technology, the
instructional material that suit them and help them learn at their own pace
must be brought into the four corners of the classroom.
The urgent need for the development of electronic modules (e-
modules) is relevant nowadays for both teachers’ and learners’ gratification.
Learners should be considered as the core of the teaching and learning
process, and so is the teaching strategy. Gone are the days when learners
are not heard; gone are the days when assessments are done through
papers and pens; and gone are the days when learning only loops around
chalk and chalkboard. John Dewey, a pragmatist philosopher and education
reformist, states that if educators teach today as they taught yesterday, they
rob the children of their tomorrow.

Statement of the Problem

The observations of the researcher regarding the insufficient
supplementary materials in Senior High School opened up the possibility of
creating the e-module. This study focused on the development and validation
of Microsoft-operated electronic module for senior high school learners.

Specifically, this study was carried out to:

 3

1. develop a Microsoft-Operated Instructional Game in Reading and

Writing Skills for Senior High School with these contents:
1.1 Text as a Connected Discourse,
1.2 Techniques in Selecting and Organizing Information;
1.3 Patterns of Development in Writing
1.4 Properties of a Well-Written Text
1.5 Critical Reading as Looking for Ways of Thinking
1.6 Claims in a Text
1.7 Context of Text Development
1.8 Formulating Evaluative Statements
1.9 Determining Textual Evidence
1.10 Critical Reading as Reasoning; and
1.11 Purposeful Writing in the Disciplines and for Professions.
2. evaluate the e-learning module in Reading and Writing Skills in
terms of its:
2.1. Content;
2.2. Congruence to the Curriculum Guide;
2.3. Timeliness;
2.4. Suitability;
2.5. Instructional Design; and
2.6. User-friendliness.
3. determine whether there is a significant difference among the mean
responses of the evaluators in terms of:
3.1. Content;
3.2. Congruence to the Curriculum Guide;
3.3. Timeliness;
3.4. Suitability;
 4

3.5. Instructional Design; and

3.6. User-friendliness.

Significance of the Study

This study was conducted with the purpose of developing a Microsoft-
operated instructional game for the core subject, Reading and Writing Skills. It
endeavors to be used as a reference and is intended for:
SHS language teachers, the extent of sacrifices and passion they have
accorded to the learners has to be reciprocated. So, this study is especially
bestowed to all of them. They may use this as a supplementary material.
School heads, this study may be utilized as a baseline reference
and/or springboard in making e-modules for other subjects to be implemented
in their school. In addition, this study may be used as supplementary
instructional material that will help measure the knowledge of the learners
based on the standard learning competencies set by the Department of
Education (DepEd).
SHS learners, this study is for their satisfaction and interest. It hopes to
make the learning process relevant, meaningful, and enjoyable.
Microsoft users, the arduously and diligently devised template of this
study may be of use in discovering the essence and beauty embedded in the
PPT and word presentation application. It may give them ideas on how the
animations can be manipulated to make the presentation simple but peculiar.
Future researchers interested in CAI, this study may serve as a guide
and reference in conducting similar/related studies.
 5

Scope and Delimitation

This study was designed to come up with a validated electronic module
game with the aim of measuring the knowledge of the grade 11/12 students
taking up Reading and Writing Skills.
In the development of this electronic learning module (e-module), the
following open source applications used were Microsoft Word and Microsoft
PowerPoint embedding sound effects, video clips, graphics (gifs), jpeg, png,
and animations related to the theme of the game.
The objectives in the e-module game were delimited based on the
competencies prescribed by the K to 12 Basic Education Curriculum-Senior
High School Core Subject with the following competencies: describe written
text as a connected discourse; distinguish between and among techniques in
selecting and organizing texts; distinguish between and among patterns of
development in writing across disciplines (narration, description, definition,
exemplification, comparison and contrast, cause and effect, problem-solution,
persuasion; apply the properties of a well-written text in writing; identify the
claims in a written text; identify the context in which text was developed;
explain critical reading as looking for ways of thinking and critical reading as
reasoning; formulate evaluative statements about the videos/text read;
determine textual evidence to validate assertions and counterclaims made
about the text read; explain how one’s purpose is crucial consideration in
academic and professional writing; identify the unique features of and
requirements in composing texts that are useful across disciplines; and
identify the unique features of and requirements in composing professional
correspondence.
Since the core subject is Reading and Writing Skills, the activities in
the e-module game were delimited only to the two (2) macro-skills. Most
activities in Reading were crafted in Microsoft PowerPoint, whereas activities
in Writing were in Microsoft Word.
 48

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter endeavors to show what is already known and what is not
yet known to guide the researcher widen her understanding about the
variables used in the study. Moreover, this part of the study discusses the
related literature and studies taken from journals, articles, books, and theses.

Related Literature

Microsoft Office as a Form of Educational Tool

Ballew (2019) defines Microsoft Office as a collection of office-related
applications. In other words, Microsoft Office is an official application software
package, developed by Microsoft Inc. in Redmond, Washington United
States. Microsoft Office suite is an application software packaged with one
bundle of productivity applications namely: Microsoft Word, Microsoft
PowerPoint, Microsoft Excel, Microsoft Outlook, Microsoft Publisher, Microsoft
Access, etc. Each application has a unique purpose and it renders specific
services to the users.
Bill Gates first announced the development of this software on August
1, 1988 in Las Vegas. While Microsoft Word has been used to create and edit
documents, Microsoft PowerPoint provides explicit details and is designed for
business presentation purposes.
Powerful applications such as Microsoft Word and Microsoft
PowerPoint have been widely used to perform common tasks both in the
workplace and in education. Undeniably, this generation needs such
applications. Especially with the trends and the type of learners nowadays–
 49

the Generation Z and the millennials, it is imperative that schools have to offer
the best possible education they can for their student body. Indeed,
technology over the last few decades has proven to be a driving force in this
generation. Here and there people use technology.
The very purpose of Microsoft PowerPoint program is to make
electronic slideshows to ease the making of presentation, also called slide.
Prior to the use of PowerPoint (PPT), presenters make use of markers and
papers. But gone are those days. Every hour, millions of PowerPoint users in
the world take place. Learners are very familiar with using Microsoft software
as part of their day-to-day life. As stated by Real (2014), there is this study
that finds out that 97% of visual aids in various organizations and institutions
these days use this presentation software. Such software is now the most
prevalent types of technology used in the classroom.
Microsoft PowerPoint dominates today’s average classroom. The
teacher stands in front of the projected screen with a laser point, directing the
students to look at images, text, and videos. Reading long blocks of text
sometimes causes some learners to fall asleep. The tendency is when the
bell rings students will spring into action, leave the room, and learn nothing.
Thus, the teacher shall engage learners in teaching and learning process.
Student centered curriculum is recommended to 21 st century learners.
(Diamond, 2020)
Eager to promote the 21 st century skills in 21st century classrooms,
both public and private institutions put high importance in the installation of
television in each classroom for educational use. Real (2014) also insists that
PowerPoint can have educators better consider theories and applications
such as constructivism, cognitive theory, memory, etc.
 50

Constructivism, in the sense that, learners are encouraged to actively

construct knowledge and understanding of the world out of the learners’
realistic and materialistic experiences, which are determined by their social
and emotional behavior. In here, learners are labeled as information
constructor by making use of slides. Learners have been using animations,
gifs, graphics, and other forms of technological arts to create unique
presentations.
Among the contributors of constructivism are Lev Semyonovich
Vygotsky, John Dewey, and Jerome Seymour Bruner. Constructivism
assumes that learning is contextualized process of constructing knowledge
rather than acquiring it. This means that all knowledge is constructed from the
learners’ prior knowledge and experiences molded by both nature (genes)
and nurture (environment). The learners are the ones who construct and the
educator is the one who guides his/her learners. Basing it on Lev Vygotsky’s
Theory of Scaffolding, the educator is termed as the More Knowledgeable
Other (MKO) while the learner is the one being trained or scaffolder.
Vygotsky’s theory of Social Development is one of the foundations of
constructivism.
In a constructivist classroom, learning transcends memorization of
facts. Rather, it is putting these isolated facts together, form concepts, and
make meaning from them. It is connecting the integration of these facts and
concepts to day-to-day life. This is the definition of learning in the eyes of the
constructivist perspective. Apart from pure memorization– sometimes without
understanding and done for a mere recall test– constructivism deals with the
higher order thinking skills (HOTS). This means constructivism promotes the
use of basic skills in writing, speaking, computing, and the more complex
skills of applying concepts learned, analyzing, integrating, creating, critiquing,
 51

and evaluating one’s skills. Such higher level form of assessment will call
alternative forms of assessment. The traditional paper and pencil test will
prove to be inadequate to measure basic skills integrated to measure basic
skills integrated with HOTS and social skills. (Corpuz, 2008)
Moreover, Corpuz and Paz (2008) stress that authentic assessment
measures collective abilities–written and oral skills, analytical skills,
manipulative skills (like computer skills) integration, creativity, and ability to
work collaboratively. The use of electronic learning module in classroom may
serve as an avenue for the learners to construct ideas and help them make
use of the collective abilities by doing self-paced learning. In here, learners
may perform real-world tasks unlike the traditional paper and pen test.
In a technology-supported classroom, learners learn from and with
technology. Technology is seen as a source of information where the learners
get the knowledge from. In the same way, the teacher simply acts as a mere
facilitator in the learning process.
Basically, the traditional paper-and-pencil tests may not be adequate to
assess learning in a constructivist technology-supported learning. The
authentic forms of assessment such as performance and product assessment
are more reliable to measure learner’s collective ability. In a technology-
supported learning environment, the learners are not only the users of
technology product, they themselves are authors of technology product. They
are the ones responsible for making the content, rather than getting and
absorbing the content from the material already available from both primary
and/or supplementary materials.
Educators also use the software in sharpening the leaners’
cognitive aspect. Instead of using the chalkboard repeatedly in giving paper
 52

and pen test to several sections, he/she makes use of Microsoft Office
software and the reflect it to the digital light processing (DLP) projector.
In this study, the researcher used Microsoft PowerPoint and Microsoft
Word. PowerPoint (PPT) was utilized in the construction of the objective items
while Microsoft Word was in subjective items. It is also in this game that the
learners under Reading and Writing Skills subject will construct knowledge
and understanding while they attempt to answer the subjective questions on
the later part that would stimulate leaners’ higher-order thinking skills (HOTS).
On the first part, learner’s memory and cognitive aspect will be tested based
on recall/ remembering, comprehension/understanding, analysis, synthesis,
evaluation that falls under lower-order thinking skills (LOTS).

The 21st Century Learners

The 21st century learners do not have the same attention span as
learners had ten (10) or 20 years ago. Educational research has found out
that leaners attentions span ranges from 10-18 minutes, seven to 8 (7-8)
minutes even as low as (two) 2 minutes. It takes a minute to refocus. (Blake,
2016)
On the other hand, Bunce, Flens & Neiles (2010) believe that learners’
attention span nowadays is between ten (10) to 15 minutes. The number of
minutes may vary from authors to authors but the point is that, learners may
focus effectively when teachers integrate new strategies that are centered
upon the interest of the learners. At the present time digital society, learners
have access to a plethora of information and can find out almost everything
they know in a simply one click-solution technology called, Google.
The advent of computer and communication technology has brought
about drastic change in pedagogical nature of instruction. Computers are not
 53

only used by for teaching but also in learning. Here and there, both younger
and older generations use technology for academic, professional, and social
purposes. Life without the use of technology seems unimaginable.
Meanwhile, according to Emling (2018), the Pew Research Center has
been studying to come up with a more structure generational nicknames
following the set of guidelines that establishes where each person belongs
depending on birth year. This is what they have come up with:
Generation Birth Years Age Bracket
The Silent Generation 1928-1945 73-90 years old
Baby Boomers 1946-1964 52-72 years old
Generation X 1965-1980 38-53 years old
Millennials 1981-1996 22-37 years old
Post-Millennials 1997-present 0-21 years old

Technology plays role in the gaps between and among generations. As

technology plays a more encompassing role in people’s lives, societal
developments are seen as a clear distinction to draw generation lines
through. Baby Boomers have witnessed how a television has expanded
drastically; Generation X have experienced a computer revolution and
Millennials have grown up in an age where the internet has become a part of
new way of life. Thus, Post Millenials is when technology becomes an
essential part of life. (Serafino, 2018)
The kind of learners in this generation are known to be digital native.
The term digital native refers to the person who has grown up in digital era or
technological age, those who are generally born after 1980s (mostly
millennials and post millennials), whereas digital immigrant refers to a person
born before the digital age. Digital native denotes a person who was raised in
 54

a digital, media-saturated world (mostly Generation X). Digital immigrant is

the term given to people who grew up in a pre-computer world. These terms–
digital native and digital immigrant– are popularized by Dr. Mark Prensky in
2001. Moreover, the term has been linked to Millennials, though not all digital
natives are considered Millennials. The members of the newest generation,
Gen Z are also included in the classification of digital natives. (Prensky, 2001)
Through constant interaction with technology, digital natives think and
process information far way different from digital immigrants. According to
Nichols (2019) the term “21 st century” has become an integral part of
educational thinking and planning for the future.
The 4Cs–critical thinking, communication, collaboration, and creativity–
are among the basic skills that the learners need in the 21st century. First is
Communication. This pertains to sharing thoughts, questions, ideas, and
solutions. Technology has provided convenient ways to communicate in so
many forms using electronic gadgets, as practiced by Gen Z/ post millennials
and millennials (digital natives) most of the time. Then, collaboration is about
working with other learners in reaching a common goal while putting efforts,
talents, as a group. Creativity is trying new approaches to get things done,
innovation, and invention. The 21st Century is a fun time to be creative with
the use of technology. Not only are the traditional ways of creativity still
available, but there are tons of new possibilities made available. Lastly,
critical thinking involves students in making decisions, reasoning, and
problem solving while learning. Thus, 21 st century learning classroom is a
learner-centered classroom.
Learners nowadays belong to the guideline under Post Millennials/
Gen Z. Born with the ever-increasing power of technology, learners most of
the time succumb themselves to the use of gadgets. At times learners are
 55

being enslaved by technology due to constant use. Since technology seems

impossible for 21st learners to ignore, instruction must utilize technology.
Digital natives have been becoming dominant global demographic over
the years and that digital immigrants starts to decline in number. Prensky
(2011) points out that digital natives process information quickly, enjoy multi-
tasking, and gaming. Gaming is not a novel strategy in education. But as a
response to Mark Prensky’s statement, the researcher has come up with the
idea of using electronic game as a form of instruction. Gone are the days
when instructional materials are solely based on paper and pencil, where
learning is mostly measured using lower-order thinking skills (LOTS) or rote
memorization. Various researches have proven that rote memorization is not
anymore an effective strategy and that teacher-centered classrooms may not
be efficiently structured ones for student engagement.
In today’s generation, there shall have a change in order to create
better generation expectations. Teachers must change the way they teach in
order to engage the 21 st century learners. Lucas and Corpuz (2013) insist that
the goal of education is to teach learners how to learn on their own.
Educators and administrators have been actively searching for ways to
prepare learners for the future and the educational system has been evolving
faster than ever before.

The Use of Electronic Module in Teaching

Technology has been constantly emerging elsewhere and is expected
to be part of every learners’ learning experience. With the spread of virtual
technology, electronic learning module (e-module) is gaining acceptance as
an alternative to traditional workbook module. Given the fact that the
existence printed materials have been getting heavy both in pocket and in
 56

weight, some educators prefer the use of e-learning modules as they could
use them and acquire information and knowledge from these resources
anytime even at wee hours.
The concept of module is strictly linked to the idea of a flexible
language curriculum, which should provide all those concerned with
education (primarily learners and teachers, but also parents and
administrators, as well as society at large) with a framework to establish clear
and realistic language learning objectives. (Sejpal, 2013)
Using a module in teaching provides the learners with objectives,
visual elements, language input, and exercises in a categorized way. Both
instructor and students may collaborate actively during the lecture as they
complete the missing or incomplete visual and verbal elements, and discuss
tasks and applications. (Pabatang, 2016)
The Department of Education (DepEd) envisions that the K-12
graduates shall be globally competitive individuals equipped with 21 st century
skills. The aim is to produce highly skilled and competent graduates in their
field of specialization. Thus, to support the said mandate, the DepEd has set
minimum standards in the curriculum guide to be adhered by the institutions
under DepEd. Subjects such as Media and Information Literacy and
Empowerment Technologies promote the use of educational technology.
They serve as avenue for senior high school learners to expound their
creativity in manipulating the virtual world of technology. This means that both
teachers and learners should venture on the latest, effective, and innovative
teaching-learning instructional materials to aid in the quality delivery of
instruction.
Moreover, to cope with the global standards, the e-learning module
has been used. E-learning stands for electronic learning in which the learner
 57

uses a computer to learn a task, skill, or process. Sander Tamm, the founder
of e-student, introduced the types of e-learning These are computer managed
learning (CML), computer assisted instruction (CAI), synchronous online
learning, asynchronous online learning, and fixed e-learning. However,
educational scientists have classified e-learning into two (2) primary types:
computer-based e-learning and internet-based e-learning. As the name
implies, computer-based e-learning does not require the use of internet unlike
internet-based e-learning. CML and CAI are some examples of computer-
based e-learning.
First is Computer Manage Learning (CML) is also known as computer
managed instruction (CMI). In here, computers are used to manage and
measure the learning processes. It operates through information databases,
which contain pieces of information which learners need to acquire. This is a
two-way communication between the students and the computer. The results
may determine whether or not the learners achieved the learning goals on
satisfactory level. If not, then the process is repeated until the learners have
attained their desired learning goals. Next, Computer Assisted Instruction
(CAI) is sometimes denoted computer assisted learning (CAL). This type of
learning uses computer together with traditional teaching. This aims to
promote student-interaction. Moreover, this involves the use of video, sounds,
graphics, and text to enhance the teaching process. Apart from the three e-
learning mentioned above, Synchronous Online Learning (SOL) enables
groups of learners to participate in learning activity at the same time
anywhere in the world. This uses online chats and videoconferencing, as
these tools serve as a bridge to connect the instructor and students. Just like
SOL, Asynchronous Online Teaching (AOT) enables groups of learners to
participant, however, in different times and locations without real time
 58

communication taking place. This is more student-centered than that of

synchronous as it gives student more flexibility and is self-directional.
Students may set their own time frames. This has been used in online
teaching. In Fixed E-Learning (FEL), the materials are predetermined by the
teachers and that they don’t adapt to students’ preferences. The name says it
all, fixed. This type of learning has been the standard of traditional
classrooms for years, but is not ideal in e-learning environments. Simply,
because fixed e-learning does not utilize the valuable real-time data gained
from student inputs. Analyzing each student individually through their data
and making changes to the materials according to this data leads to better
learning outcomes for all students. (Tamm, 2019)
As the world continues to progress due to globalization, learners need
to adapt with educational changes around them. Since learners are governed
by the ever-increasing power of technology in the 21 st century generation,
teachers’ instruction itself must be a product of realistic, techy innovations
and so are the teaching strategies. Definitely, a high priority should be given
in developing effective learning and teaching strategies.
While the traditional curriculum focused on the lecturer, the present
aim of the Department of Education is to place the learners at the center of
the instruction. There has been an undeniably paradigm shift which moves
the emphasis on the learners. At the end of the day, it is the learners who
must attain the objectives, not the teacher. Since the focus is now on how
learners learn, it is imperative to design an effective learning environment. In
doing such, one of the most difficult tasks of teaching is defining a good plan
with appropriate learning outcomes. The thing is that the objectives must be
based on the prescribed curriculum guide of the Department of Education.
 59

In order to maximize the learning of senior high school learners, they

must not be confined with the use of paper and pen and the same repeated
activities that make the instruction seem to be boring. Therefore, the
development of new instructional materials like electronic learning module
needs to be given emphasis.

Reading and Writing Skills (Core Subject)

The adoption of K to 12 in the Philippines has long been overdue. As a
result, K to 12, the tertiary level’s general education curriculum will have fewer
units since subjects will be taken in Senior High School. Senior High School
(SHS) subjects may be classified into three (3) areas namely: core, applied,
and specialized.
Core subjects are designed to prepare students for college curriculum.
Through them, learners will meet the College Readiness Standards that has
been laid down by Commission on Higher Education (CHED) as the minimum
requirements to be admitted in to any college or university. Senior high school
students must take the core subjects, which may have the same content and
competencies to all learners. There are 15 core subjects in SHS curriculum.
Each of which, except Physical Education, takes 80 hours to complete.
Applied Track subjects also ensures senior high school learners will have the
same competencies as every other student. Contextualized Subjects,
however, do not have the same content as the core subject. The content
depends on which track a particular student chooses. There are also seven
(7) contextualized subjects, which also take 80 hours to complete.
Specialized subjects are major subjects offered to every track. (Tiongson,
2016)
 60

Being one of the core subjects in Senior High School (SHS)

curriculum, Reading and Writing Skills is centered on understanding English,
especially through developing the essential skills of reading and writing for a
variety of significant purposes. It encourages learners to explore different
contexts and strategies for reading and writing, especially maximizing with
proficiency with technology by integrating different media into the lessons.
Furthermore, it underscores the connection of reading and writing by
explaining how they work together both as a process and a product.
(Tiongson, 2016)
Over the four years of K to 12 implementations, there is no
supplementary material intended for Reading and Writing Skills subject.
Based on the researcher’s survey, senior high school teachers in Surallah
use only textbook as a resource material in teaching the subject.

Related Studies
The study of the researcher is linked with other related studies. This
study is inspired by some related studies mentioned as follows:
The research of Dr. Arlene S. Opina from Centro Escolar University
(CEU) in 2014 entitled Development and Validation of Online Learning
Modules for College English is a kind of online instruction, which is run at the
computer laboratory of Centro Escolar University–Makati City.
The same with the researcher’s motive, Dr. Opina’s research is
centered on the development of computer-based modules, online games, and
other materials, which were uploaded, based on syllabus of Communication 1
subject. However, hers is intended for college freshmen while the
researcher’s is for the senior high school.
 61

Dr. Opina’s research is a kind of experimental study, which requires

the use of computers, internet, Web camera, and headset. Dr. Opina’s study
is broad and systematized unlike that of the researcher’s. On the other hand,
the researcher’s electronic module does not require webcams, headset, and
internet. The perk is, the learners may take the assessment even when there
is an electrical power outage provided that there are available laptop
computers. The game could be copy-pasted to laptop computers since it will
only make use of Microsoft Office software unlike other programs.
Dr. Opina’s online learning modules has used several applications and
tools such as Quia, Slideshare, Quizmoz, Webposter emails, ym chats,
Learning Management System (LMS), and Nicenet (most of which are free
sites for online teaching). Her study may be costly since some applications
must be bought/ renewed and will not operate with the use of internet.
The online learning modules were validated by ten (10) English faculty
members in their classes before the experiment had commenced. There is no
doubt regarding the content and alignment of the topics in the syllabus, but
then again students–known as the clientele of the product–may be given the
opportunity to evaluate the module as well concerning the impact, features,
complexity, and loopholes of the online modules. The college students were
tested with the use of questionnaires used for the study, which yielded high
reliability.
The researcher used ANOVA in her study. All sections handled by the
researcher were tested to identify the possible subjects and respondents of
the study. Of the eight (8) sections only four sections with the total of 172
students were compared in pre-test scores, preliminary grades and thus
became the respondents of the study. Thus, the subjects were grouped into
Upper Class and Lower Class. The researcher also utilized Linear
 62

Correlation, Likert Scale, arithmetic mean, standard deviations, and t-test for
independent population.
As for the result, it shows that students exposed to online modules in
online portals performed better than those receiving traditional instruction in a
classroom with .000 probability interpreted as very significant.
An international research by Dewi et. al (2019), The Development of E-
Module English Specific Purpose Based on Computer Application for
Vocational High School Students was carried out using the Four-D Model.
Four D means define, design, develop, and disseminate. The electronic
module application developed aims to be accessible to both teachers and
students. The electronic module for English Specific Purpose Based was
designed innovatively because it is equipped with images, learning
animations, audio learning and exercises that could capture the attention of
the students. A study conducted by
Another related study is that of Indraswari (2016) entitled “Developing
Supplementary English Writing Materials Using Task-Based Language
Teaching for the Tenth Grade of Senior High School presented in Yogyakarta
State University.
In her study, she used educational Research and Development (R&D).
The few steps of the Indraswari include: conducting a needs analysis, writing
the course grid, developing the first draft of the supplementary writing
materials using task-based language teaching, trying out and evaluating the
draft by the expert, revising the draft and writing the final draft. The data
gathered from the interview was analyzed qualitatively and data from the
questionnaires were analyzed quantitatively through the descriptive statistics.
The primary purpose of needs analysis is for the learners’ gratification.
As the name implies, it focuses on the needs. Needs analysis is a formal and
 63

systematic procedure of identifying and evaluating objects, things, or

phenomenon. Needs are often referred to as gaps between what is usually
done and what should be performed.
Another study that utilized R&D design was that of Rivera (2019). Her
study is about the learners who have difficulties in dealing with Mathematics
in the higher grade level. As a response, she developed and validated a
printed instructional material in a form of workbook in teaching Word
Problems Involving Linear Equation in One Variable using Descriptive
Research Design through Research and Development Approach. The
validation tool she used in her study was four-point Likert Scale
questionnaire, composed of content, format, presentation and organization,
and accuracy. Three (3) groups of experts evaluated the level of validity of
workbook: ten (10) Mathematics Teachers, ten (10) Master Teachers, and
ten (10) LRMDS personnel and principals. Results showed that the three (3)
sets of respondents consensually evaluated the workbook, Very Satisfactory
with no significant mean difference in mean responses of the three (3) groups
of validators. So, the workbook is recommended for possible use in teaching
Word Problems.
While most of the studies mentioned above has used R&D design, the
study of Pabatang Jr. et al, (2016) which is Development of E-learning
Module in Basic Electricity in Mindanao State University–Iligan Institute of
Technology has used the Rapid E-Learning Authoring and Development
(RELAD) model, which underwent several phases namely: Analysis, Design,
Development, Evaluation and Implementation. The researchers patterned the
model from the study of Punyabukkna (2016). The model was utilized
because RELAD is easy to deal with and cost effective unlike other models.
In RELAD, no storyboard is required.
 64

The e-learning module was pilot tested to seven (7) fourth year
BSTTE- Industrial Technology students using a checklist to evaluate the
functionality and interactivity of the said e-learning module. On the other
hand, the validation was done by ten (10) subject matter experts (teachers)
for the revision and finalization of the Basic Electricity E-Learning Module.
The results have shown that the Basic Electricity E-Learning Module was well
done. Furthermore, the material could be an excellent instructional material in
teaching Basic Electricity.

Research Gap Analysis

From a number of literatures and researches reviewed, the researcher
found out that there is a need to develop instructional materials. While the
study of Cingy (2013) in Turkey claimed that computer aided instruction
eases the process of learning, Martin, et. al (2012) affirm that learners with
better instructional materials have higher probability of success. As a
response with the above-mentioned readings, the research has decided to
craft an electronic module (e-module) that will measure the knowledge and at
the same time to meet the expectations of the 21 st century learners. Indeed,
learners are the core of the teaching and learning process.

Conceptual Framework
K-12 curriculum is a reflection of the philosophy of constructivism in
which information cannot be simply transferred from the teacher to the learner
but in its place, the leaner must construct their own meaning and make sense
of the concepts in their own way.
Senior high school learners, if without K-12 program, must be college
students already. Grades 11 and 12 must attain learning competencies set by
 65

the curriculum guide, which is aligned to the college readiness standards.

Learners, at all times, must be independent constructivist of knowledge
himself/herself. Hence, the creation of this electronic module (e-module) is
centered on the belief that senior high school learners will develop self-paced
learning to prepare themselves for college and for them to be globally
competitive individuals.
Figure 1 shows the input-process-output structure conceptual
framework of the study. It is also stated in there the various procedures she
underwent as she developed the electronic module.

INPUT PROCESS OUTPUT

Knowledge
Planning
Requirements
Final Form of the
- Reviewing the Reading and
-Selection of
Writing Skills learning Microsoft-
Reading Materials
competencies
Operated Self-
-Revisiting the
- Designing Table of
curriculum guide of Instructional
Specification (TOS)
Reading and
Electronic
Writing Skills
Development Module in
Software
Requirements -Drafting of the e-module Reading
game
-Microsoft and Writing
PowerPoint -Designing the e-module Skills
-Microsoft Word
Validation
Hardware
Requirements -Validation of the e-module
game by three groups of
-Core i3-6100U expert- evaluators
(2.3 GHz)
processor…
processor
 66

Figure 1. Theoretical Framework

Definition of Terms
To give the readers a clear understanding of the terms frequently used
in this study, the researcher operationally defined them.
Development refers to the creation of the electronic module game
undergoing five (5) major stages in the R&D design.
Electronic module (e-module) Game refers to the application made
out of the subset of contents from the DepEd curriculum guide, run by the
Microsoft Office softwares to assess the knowledge of the learners in Reading
and Writing Skills.
Microsoft PowerPoint is a software designed by Microsoft Office,
which serves as the base program where the learner/player selects answers
from the hyperlinked-keyed options while doing the activity
Microsoft Word is a software designed by Microsoft Office where the
learners may type their answers to the questions posed in the electronic (e-
module) module
 67

R and D is a type of research that studies research findings relevant to

the product that was developed, enhancing the product based on the expert-
validators’ findings, comments. R and D consists of five (5) phases namely,
Analysis Phase, Design Phase, Development Phase, Evaluation Phase, and
Final Phase. .
Reading and Writing is generally known as Reading and Writing
Skills, which is one of the language core subjects in senior high school
curriculum and is the primary subject in focus of the electronic module.
Self-instruction refers to autonomous learning where the
player/learner takes the responsibility for one’s knowledge by taking the
initiative with or little assistance from teacher.
Senior high school refers to grade 11 or 12 learners regardless of
any age, race, gender, and religion, who are currently taking up the course,
Reading and Writing Skills.
Validation is described as the process of verifying and measuring the
level of validity of the e-module game in Reading and Writing and Skills as
evaluated by the three sets of evaluators–LRMDS personnel and principals,
Master Teachers, and English and Reading Teachers. Through validation, the
material developed will be accepted and utilized by the teachers and learners
as a form of supplementary material.
 68

CHAPTER 3

METHODOLOGY

This chapter presents the research design, locale of the study,

respondents of the study, statistical treatment, and research instruments,
which the researcher used in analyzing the data.

Research Design
This study was carried out to develop an electronic learning module in
Reading and Writing Skills core subject in a form of game to promote self-
paced learning and at the same time to produce a supplementary material
that would heat up the interest of the senior high school learners. The
electronic module (e-module) in Reading and Writing Skills falls under the
category of developmental research. This study utilized Research and
Development (R&D) by Borg and Gall (1983).
 69

Borg and Gall (1983) described this approach as a process consisting

of studying research findings relevant to the product that was developed,
enhancing the product based on the expert-validators’ findings, comments,
and suggestions, which were used for the revision of the product. This
research uses the Type 1 category of developmental research that addresses
not only the development of product but its evaluation as well.
Figure 2 shows the systematic flow of Research and Develop process
in developing and validating an instructional electronic learning module game
in Reading and Writing Skills for senior high school learners. Moreover, the
schematic diagram below underscores the major undertakings the researcher
went through while crafting the material using Research and Develop (R&D)
consisting of five (5) phases namely, Analysis Phase, Design Phase,
Development Phase, Evaluation Phase, and Final Phase. .

MICROSOFT-OPERATED SELF-INSTRUCTIONAL ELECTRONIC MODULE

Figure 2. Schematic Diagram of Research and Development Process

Research Procedures Using R&D Model

The data gathering procedure was divided into five (5) phases as
shown in Figure 2.

Analysis Phase
Before developing the e-module game the researcher interviewed
teachers from selected schools in Surallah. Upon realizing the target need,
she revisited the curriculum guide prescribed by the Department of Education
(DepEd) she has been using in teaching the subject for four (4) consecutive
years. Then, she started researching and compiling materials.
 70

In the analysis phase, the researcher established the instructional

problems and objectives. The researcher also identified the content and
performance standard as well as the list of competencies prescribed in the K-
12 curriculum. Thereafter, the researcher surveyed the materials used by the
SHS teachers in several schools. Lastly, she prepared the Table of
Specifications (TOS) and secured its alignment to the Reading and Writing
Skills curriculum guide. These steps helped her provide a blueprint for the
entire instructional design processes and the succeeding phases.

Design Phase
The design was built based on the need as gathered by the
researcher. In this stage, the researcher prepared, gathered, and downloaded
materials. The design phase dealt with the evaluation of learning objectives,
assessment instruments, exercises, content, subject matter analysis, lesson
planning, and media selection. She, then, developed a storyboard for the
Development And Validation of Microsoft-Operated Self-Instructional
Electronic Module (E-Module) Game in Reading and Writing Skills for Senior
High School.
Systematically and specifically, in the design phase, the researcher
reviewed the alignment of Table of Specifications (TOS) to the prescribed K-
12 curriculum guide and to the material itself while the crafting e-module
game.

Development Phase
In the development phase, the researcher sought help from prospect
validators to guide her as she organized texts and assembled contents
blueprinted in the Microsoft Office applications software. It is also in this
phase that researcher constructed the layout of the themes, characters, and
 71

settings basing it from the created a storyline for the e-module game.
Furthermore, she combined the graphics and run the animations, video clips,
and sounds in the presentation slides, hyperlinking all the elements together
within or outside the platform. Trials and errors were made until the game was
developed. After that, the researcher developed questionnaires for validators.

Evaluation Phase
In this time of pandemic, certain measures and safety protocols are
strictly followed. Thus, face-to-face communication is discouraged. After the
validation of the questionnaire, the researcher gathered the data online using
Google Forms. The researcher asked permission from the head/principals of
the selected schools in South Cotabato by sending them letters of
permission via Facebook Messenger. The letter was sent to the respondents
in form of joint photographic experts group (jpeg.) or portable document
format (pdf) depending on the ease to the part of the respondents.
In this phase, the e-module game was reviewed, evaluated and
validated by three sets of experts who have deep knowledge on the physical
features of the e-module game, subject matter, and curriculum as a whole.
These sets of validators are comprised of English or Reading teachers,
master teachers, and LRMDS/principals.
Upon gathering all the data needed from the validators, the researcher
interpreted and analyzed the data. Moreover, basing from the checklists,
comments, and suggestions from the experts, the researcher revised the item
numbers and considered which component needed to be omitted and/or
revised from the e-module game.

Final Phase
 72

After surpassing all the undertakings to complete the study, the

researcher finally came up with the final product, Validated Microsoft-
Operated Self-Instructional Electronic Module (e-module) Game in Reading
and Writing Skills for Senior High.

Research Validators
The developed Microsoft-Operated Self-Instructional Electronic (e-
module) Game in Reading and Writing Skills for Senior High was validated by
three (3) sets of respondents in this study. Each set was composed of ten
(10) validators.
There were ten (10) English/Reading teachers for the first set. These
validators are into the subject content as they teach the subject themselves.
These respondents consisted of five (5) English teachers from Notre Dame of
Surala, two (2) teachers from Notre Dame of Marbel University-IBED, one (1)
teacher from Notre Dame of Dadiangas University-IBED and two (2) teachers
from T’boli National High School.
The second set of validators was comprised of ten (10) master
teachers– consisted of four (4) professors/instructors Notre Dame of Marbel
University, three (3) teachers from Korondal National Comprehensive High
School, two (2) teachers from Norala National High School and one (1)
teacher from Surallah National High School.
Lastly, the third set of validators were five (5) Learning Resources
Management and Development System (LRMDS) personnel and five (5)
principals from selected public and private schools in South Cotabato.

Research Locale
 73

The researcher conducted the study in the selected schools in South

Cotabato specifically in Surallah, Koronadal City, Norala, T’boli, and
Polomolok. She communicated with the respondents via Facebook
Messenger.
The researcher selected the aforementioned school locations because
of their convenience to the researcher in this time of pandemic. Another
reason the researcher preferred these schools is that, the location is near her
residence. When everything comes back to normal, she may visit the school
and introduce the game provided that they are equipped with computer
laboratories installed with latest versions of Microsoft Office, which is able to
meet the standard requirements– Microsoft 2016, intel core i3-6100U–2.3
GHHz, 3 MB L3– to run the e-module game smoothly.

Research Instrument
The instrument was adapted with some revisions from Anstey and
Watson (2018). The online module evaluation tool was in the form of a four
(4) point Likert Scale questionnaire. The researcher utilized this to measure
the level of validity of the e-module game. A four-point scale is sometimes
referred to as Forced Likert Scale for the reason of obliging the raters to form
an opinion as there is no safe or neutral option in getting specific responses.
The criteria for the evaluation included the content, congruence to the
curriculum guide,