LEAST LEARNED ESSENTIAL COMPETENCY

BASED MODULE AND THE PERFORMANCE OF

GRADE 9 STUDENTS AS MEDIATED BY
INTEREST AND ATTITUDE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 468-479
Document ID: 2023PEMJ978
DOI: 10.5281/zenodo.8196301
Manuscript Accepted: 2023-28-7
Psych Educ, 2023, 11: 468-479, Document ID:2023 PEMJ978, doi:10.5281/zenodo.8196301, ISSN 2822-4353
Research Article

Least Learned Essential Competency Based Module and the Performance of

Grade 9 Students as Mediated By Interest and Attitude
Ronnie H. Esquivel*, Edna O. Briones, Edilberto Z. Andal
For affiliations and correspondence, see the last page.
Abstract
The study was conducted to determine the interaction between and among the developed least learned essential
competency based module in horticulture and the students’ interest and attitude towards the subject, quarterly
tests and task activities and how they relate with one another. The researcher selected fifty Grade 9 students
from section 9-Garnet in the Junior High School of Lecheria Integrated School. The researcher utilized the
purposive sampling and total enumeration will be employed in this study involving fifty (50) actual respondents
representing Grade 9 students at Lecheria Integrated School, Division of Calamba City. The researcher used
descriptive correlational research and experimental method to answer the specific problems presented in this
research and utilized a survey questionnaire as the main tool in gathering the pertinent data needed to solve the
problems of the study. The significant findings of the study revealed that the perception of the students on the
developed least learned essential competency based module in horticulture in terms of content, design,
instructions, print outs and activities was perceived by the respondents as “Good”.On the account of the
student’s interest and attitude, the respondents rate themselves as “Good” towards the subject matter. Similarly,
they also “Agree” that their interest and attitude towards the subject matter is evident. On the relationship
between the perception of the students on the developed module and interest and attitude, findings show
significant relationship. Moreover, there is no significant relationship between the interest and attitude to their
post-test and task activities, while the perception of the students on the developed module do not significantly
relates on their post-test and task activities. In addition, the result of the test scores between the pre-test and
post-test showed a significant difference. The use of the developed module significantly increased their scores
based on the administered assessment.

Keywords: module, content, design, instructions, print-outs, activities, interest, attitude, pre-test,
post-test, task activities

Introduction As an illustration, it incorporates entrepreneurship

As a result of the need for educators to adapt to new
pedagogical methods in academia, education is still
changing. Numerous facets of daily life, including the
economic world, hospitals, and the educational system,
have been severely disturbed by the Novel
Coronavirus, also known as COVID-19, and its sudden
pandemic spread. This has made it necessary to adapt
the way that subjects are taught in a modular platform,
which has a significant impact on skill-based,
horticulture, and livelihood subjects. Students in this
field have been forced to quickly adapt to modular
learning platforms and systems at all educational
levels. As a result of not having access to hands-on
learning opportunities, students are finding it more and
more difficult to understand all of the expected
learning outcomes (Korkmaz & Toraman, 2020).
In the fields of home economics, industrial arts, agri-
fishery arts, and information communication
technology (ICT), Technology and Livelihood
Education (TLE) provides students with knowledge
and information as well as skills and procedures. It
also teaches them the proper work values and life
skills. Any of these fields could be used to classify the
24 TLE courses. It adopts an integrative methodology.
with all TLE disciplines so that students may
eventually launch their own firms in any TLE
discipline. The K–12 Education Program offers extra
courses and career pathways that students can choose
from. It provides options for entrepreneurial, technical-
vocational, and academic specialization. Students in
Grades 7 and 8 will study exploratory subjects while
enrolled in four Technology and Livelihood Education
(TLE) courses. TLE specializations are available in
Grades 9 and 10, and the technology instructor gives
written and practical skill assessments to gauge
students' progress.
Additionally, EDCOM (ret. 2012) emphasized the
urgent request for teachers to do their very best to
bring out the best in their TLE pupils because "the
quality of Philippine education is continuously
declining." It should be emphasized that many people
do not yet place as much weight on TLE issues. Only a
small percentage of students currently enroll in
vocational programs, but those who do seem to
understand that even without a college degree, they
will still have access to work prospects. Long-term
TLE participants will come to understand that
technical education offers them the chance to enhance
their economic potential and raise their family's level

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Research Article
of living. In order to ensure the growth and wise use of
our nation's resources, TLE teachers must also be
convinced that TLE subjects are the real-world
solutions to the problems facing a society like ours.
Teaching TLE subjects is crucial for giving our
children the knowledge, skills, and work-related
attitudes they need. Actually, TLE is the solution to
raising people's standards of living. This is due to the
fact that imparting information and skills to young
people in TLE courses or fundamental technologies is
crucial for helping them develop positive, logical
attitudes toward their jobs and ensuring the growth and
judicious use of the nation's resources.
The area of agriculture that deals with the art, science,
technology, and business of growing plants is called
horticulture. In addition to food crops like grass and
ornamental trees and plants, it also covers the
production of medicinal plants, fruits, vegetables, nuts,
seeds, herbs, sprouts, mushrooms, algae, flowers, and
seaweeds. In addition, it covers arboriculture,
planning, construction, and management of gardens
and landscapes, as well as plant conservation.
Horticulture contrasts with substantial field farming
and animal husbandry within the realm of agriculture.
Teachers of technology and livelihood education
(TLE) find it difficult to provide their pupils with all
the necessary lifelong skills when they use a modular
learning approach. This situation has significant
effects on students' holistic development because skill-
based subjects like TLE expose students to a variety of
activities that help them develop the organizational
and systematic planning skills, the value of creativity,
resourcefulness, and industry, as well as the desire for
functionality and environmental awareness—skills that
every student and person in the 21st century must have
(Degala, 2018).
Lecheria Integrated, the school respondent, has been
implementing Modular Approach as its Learning
Delivery Modality. Through this approach, students
are provided with self-learning modules to develop
Most Essential Learning Competencies (MELCs) that
are expected of them on their assigned grade level. The
copy of Most Essential Learning Competencies
(MELCs) were provided by DepED as the primary
reference for all Schools, Schools Division
Offices(SDOs) and Regional Offices(ROS) in
determining and implementing learning delivery
approaches that are suited to the local context and
diversity of learners while adapting to the challenges
posed by Covid-19.
Self-Learning Modules are made to give you a firm
understanding. They seek to improve students' ability
to pace and oversee their own learning, which is
Esquivel et al.
crucial in the new normal condition brought on by
COVID-19. The researcher's main goal is to create and
validate a self-learning horticulture module with
learning exercises that will help students who are
having trouble learning to master the identified least-
learned competencies. In order to determine the least-
learned competencies in horticulture, these struggling
students will be able to catch up by completing
this. The knowledge or content that is taught in a
course is referred to as instructional materials. These
comprise the course's lectures, readings, textbooks,
multimedia lessons, and other materials. These
resources can be utilized in both in-person and online
classrooms, but some will need to be altered or
completely reworked for the online setting. The most
effective learning resources are coordinated with all
other course components, such as learning objectives,
assessments, and activities.
Research Questions
The main thrust of this study is to assess if the module
in Horticulture can improve the performance of
students in the least learned competencies in
Horticulture and how the student’s interest and attitude
act as mediating variable. Specifically, this study aims
to answer the following questions:
1. How do the respondents perceive the developed
least learned competency based module in horticulture
in terms of:
1.1. Content
1.2. Design
1.3. Instructions
1.4 Print outs
1.5 Activities
2. How do the respondents describe their attitudes and
interest towards horticulture?
3. What is the performance of the learners in the pre-
test and post-test before and after using the least
learned competencies-based module in horticulture?
4. What is the performance of the learners in the task
activities?
5. Is the perception of the respondents towards the
least learned based module in horticulture related to
their interest and attitude towards the subject?
6. Is the student’s interest and attitude towards
horticulture significantly related to their:
6.1 post test
6.2 task activities
7. Is the perception of the students towards the
developed module significantly related to their:
7.1 post test
7.2 task activities
8. Is the student’s interest and attitude towards
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horticulture mediate the relationship between the used
of developed module to the students’ performance
during the second quarter?
9. Is there a significant difference between the pre-test
and post-test scores of students in horticulture?
Methodology
Research Design
To address the specific issues raised by this research,
the study employed experimental and descriptive
correlational methods. It describes and quantifies the
strength of the relationship between two or more
variables or sets of scores, according to Creswell
(2014).Descriptive research is intended to characterize
and analyze certain phenomena, it answers the
question, who, what, when, where and to what extent.
Furthermore, its main purpose is to process
information whether its goal is to identify or measure
certain trends and variations among respondents (Loeb
et. al., 2017). The descriptive design employed in the
study focused on the present condition to find the new
truth wherein events were recorded, described,
interpreted, analyzed and compared.Meanwhile, the
main purpose of correlational research is to identify
systematic relationships among variables, it involves
measuring two or more variables that are relevant and
an assessment of its relationship to other variables
(Gravetter & Forzano, 2019). Despite its many uses,
prudence is required when using the methodology and
analyzing data. To assist researchers in reducing
mistakes, important issues are singled out for
discussion and several options put forward for
analyzing data.
Respondents of the Study
The research study respondents are the 50 students in
Lecheria Integrated School for the School Year
2022-2023.
Population and Sampling Technique
The purposive sampling and total enumeration is
employed in this study involving fifty (50) actual
respondents representing Grade 9 students at Lecheria
Integrated School, Division of Calamba City.The
application of stratified sampling technique demanded
a simple level of processing by identifying the
population parameter which the researcher observed
Esquivel et al.
the following guides: analysis of its structure, and
judgmental assessment of the characteristics of the
target respondents for inclusion in the study.
Research Instrument
In gathering data relevant in this study, the researcher
used the following: (1) Module (2) Pretest/Post; (3)
Teacher-Made Survey Questionnaire; and (4) Experts’
Evaluation Checklist of the Instructional Modules;
Module. The developed module consists of all the
activities that are identified based on the result of the
summative test along with the identified least learned
competencies. This is essential to arouse students’
interest towards the subject matter. The developed
module focuses more on the content, design,
instructions, print outs and activities.
Pretest/Posttest. This achievement test was
administered as a pretest to gather baseline
information on what most essential learning
competencies are least-learned by the students which
served as the content coverage of the module to be
developed. And as a posttest to measure the students’
achievement after learning the content of the module.
In developing the achievement test, the researcher
adhered to the standard procedures in developing and
validating a test, beginning with the development of
test specifications up to gathering evidence that
support the validity and estimate the reliability of the
test.
Teacher-Made Survey Questionnaire. This survey
questionnaire was administered to identify the factors
affecting the respondents in mastering these least-
learned competencies which will serve as the basis for
designing the module.
Experts’ Evaluation Checklist of the Instructional
Modules. In order to have a basis for determining the
acceptability of the developed instructional modules, a
five-point Likert checklist was adapted from the theses
of Marin (2003) and Marasigan (2003). Some
modifications on the item format were made to better
align them with the purpose of the study. Revisions
were validated by the thesis adviser.
The study also used ADDIE (Analysis, Design,
Development, Implementation, Evaluation) Model in
developing the self-learning module as shown in the
figure.
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Research Article
Research Procedure
Data collection activities was done in the present study
are described as follows:
Phase 1 – Planning Phase
The researcher considered the results of pre- test
determining the least-learned most essential learning
competencies of students. The goal of the researcher at
this stage is to enlist all least learned most essential
learning competencies of the student respondents to
create a matrix that shows the essential competencies
that must be demonstrated in the Horticulture module
to be developed for struggling learners. Deciding and
determining the specific competencies are captured in
the instructional module will be done in Phase 2.
Choosing of instructional setting, estimating the cost,
and allocating the budget for the module printout was
also considered in this phase.
Phase 2 – Designing/Developing Phase
After determining the target learners and the topics
modularized, the writer structured the modules. In the
process of developing modules, outlined procedures
were adopted to achieve the purpose of this study.
These are:
Stage 1. Determining the design of the module. The
researcher identified the basic parts of the module, and
the topics are laid out in the form of a curriculum grid.
Basically, each lesson of the modules have the
following components: (1) Overview. This gives the
students a bird’s eye view of the module, and this
motivates them to study each lesson in each module. It
consists of the target population, prerequisite,
objectives, and basic instructions on how to use the
module that include the teacher’s and learner’s
guides. (2) Objectives: These are the specific
competencies that the students should acquire for each
lesson. (3) Pretest. It is designed to determine learners’
baseline knowledge about the concept. (4) Learning
Activities. These include the specific lessons that are
aligned with the learning objectives of the module. (5)
Practice Tasks. These consist of exercises for all
students to apply and review concep ts or
procedures. (6) Posttest. It is designed to measure
learners’ understanding of the concept and their
retention of the information gained from the module.
Stage 2. Specifying the objectives and subtopics under
Horticulture subject. Specific objectives for each
lesson will be taken from the Desired Learning
Competencies for grade 9 Horticulture. In this stage,
the researcher decided to make specific objectives
based on the topics included in each module.
Esquivel et al.
Stage 3. Determining the instructional activities. In
preparing the instructional activities for each lesson,
the researcher ensured that they are written in clear
and appropriate language suitable to the level of the
target respondents who are grade nine students.
Stage 4. Preparing the pretest and posttest for each
lesson of the modules. The items in the pretest and
posttest was based on the specified objectives as
identified in Stage 2.
Phase 3 – Validation and Tryout Phase
In order to gather evidence that supported the
adequacy of objectives, content, format and language,
presentation, and usefulness of the instructional
modules to its intended users, expert judgments are
sought by the researcher. In doing this, the first drafts
of the instructional modules were printed and
presented by the researcher to his adviser and an
expert on the development of instructional modules in
Horticulture. Then, the researcher revised the said
modules based on the comments and suggestions of
the advisers and expert who were requested to read
and evaluate the modules.
Afterwards, the revised instructional modules was
validated by 6 experts in Technology and Livelihood
Education. This panel of experts will comprise of one
Education Parent Supervisor, three head teachers, and
two master teachers. They examined the modules
based on five indicators which include: (1) Content;
(2) Design; (3) Instruction (4) Print Out; and (5)
Activities on the module.Phase 4 – Evaluation and
Finalization Phase
In evaluating the developed instructional modules in
Horticulture, two sources of information was used by
the researcher: (1) results of Students’ and Experts’
Evaluation Checklist of the Instructional Modules; and
(2) results of the comparison of the student-
respondents’ performance in the pretest (this was
administered before they are given the module) and the
posttest (these are administered after they finish the
module). Finally, the instructional modules was
finalized based on the outputs yielded in the evaluation
stage.
Statistical Treatment of Data
The researcher utilized descriptive statistics such as
percentage, mean, standard deviation and frequency
for descriptive questions. Pearson r was used to test the
significant relationship of independent and dependent
variable at .05 level of significance. Similarly, Paired
T-test was applied to determine the significant
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difference of the pre-test and post-test scores of the
respondents.
Results and Discussion
Table 1. Perception of the respondents on the
developed least learned competency based module in
horticulture as to “Content”
The respondents' perceptions of the developed least
learned competency-based module in horticulture are
shown in Table 1 as "Content" perception. The
respondents who agreed that the learning activities had
given them a thorough understanding of the subject
had the highest mean score (4.40). While the lowest
mean of 3.80 indicates that students believe it is simple
to study the course using the additional learning
resources. With an average score of 3.98, students felt
that the horticulture module's content was crucial to
helping them comprehend the subjects covered.
Students actually "Agree" that they read the
information more attentively since it piques their
interest in relation to their area of specialization.
Esquivel et al.
Table 2. Perception of the respondents on the
developed least learned competency based module in
horticulture as to “Design”
The table shows the perception of the respondents on
the developed least learned competency based module
in Horticulture in terms of “Design”. As revealed on
the table, key points and key concepts are well
highlighted to focus attention while reading got the
highest mean of 4.20. This means that the students
agree that the design of the module such as
highlighting key concepts of each lesson is given
emphasis that aids in remembering easily the
terminologies. With the lowest mean of 3.78, students
also agree that the design of the instructional module is
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realistic with the appropriate colors on each example.

Based on the module crafted, all the pictures were
realistically designed to provide the learners the actual
image of each terms regarding its function and uses.
As an overall mean of 3.97, students agree that the
design of the module is keeps you focused, provides Table 4. Perception of the respondents on the
the necessary steps to provide good quality instruction developed least learned competency based module in
from the beginning of the process and to achieve horticulture as to “Print Outs”
aesthetic objectives.

Table 3. Perception of the respondents on the

developed least learned competency based module in
horticulture as to “Instructions”

This table presents the perception of the respondents

This table depicts the perception of the respondents on
the developed least learned competency based module
in Horticulture in terms of “Instructions”. The data
reveals that majority of the students perceive that the
instructions in the module are made simple and clear.
Thus, it got the highest mean of 4.20. It is believed
that when are instructions are made simple,
comprehension takes place immediately. On the other
hand, the lowest mean which is 3.70 reveals that
students also agree that the instructions used are
relevant to the content of the course. This simply
means that all the instructions are carefully crafted
relating to all the activities and assessments given to
the students. As an overall result of 3.93, students
“Agree” that the instructions given on the module
develop the sense of responsibility in accomplishing
the tasks provided in the module.
on the developed least learned competency based
module in Horticulture in terms of “Print Outs”. It
shows that the indicator “The pages of the module are
printed with uniform density and high contrast got the
highest mean of 4.18. It is noticeable that a good and
quality print enables the learner to browse all the pages
because they are easily attracted on its quality in
printing. On the other hand, the indicator where all the
characters are legible out of context got the lowest
mean of 3.90. It implies that the students agree that the
all the characters and images printed are legible.
Based on the overall mean of 3.97, students agree that
a good and a quality printed material guide them
through the content and the learning objectives for a
subject matter.

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Table 6. Respondent’s description on their

Table 5. Perception of the respondents on the attitudes and interest towards horticulture.
developed least learned competency based module in
horticulture as to “Activities”

The table shows the perception of the respondents on

the developed least learned competency based module
in Horticulture in terms of “Activities”. The highest
mean of 4.18, the respondents perceive that the
activities presented in the module enable the learners
to acquire lifelong learning skills and knowledge. It
simply means that all the theories and principles in
horticulture were highlighted and given emphasis and
the application of learning takes place. In addition, it is
believed that the ultimate goal of TLE subjects most
especially Horticulture to be specific is to apply the
knowledge they gained for their everyday living. The
indicator in which the activities consider gender
equality based approach for safe and fair environment
got the lowest mean of 4.00. The same outcome results
where students agree that the activities in the module
enables them to have equal opportunities to realize
their full human rights and contribute to and benefit
from their educational status in life. With an overall
mean of 4.05, students agree that all the activities
presented in the module enables them to learn to
manage time, organizational skills and improve self-
confidence.
Table 6 shows the respondent’s description on their
attitude and interest towards horticulture. With the
highest mean of 4.34, it indicates students appreciate
the effort of their TLE teacher in crafting the design of
the TLE module. It signifies that the design of the
module catches their interest and motivates them to
increase their understanding on the content of the
module. In addition, one of the aspects of a module
design is that it enables the learners to improve their
visual skills towards aesthetic objectives. On the other
hand, the indicator “I demonstrate initiative to advance
skill level towards the achievement of set objectives in
Horticulture 9 got the lowest mean of 3.76. Students
agree that their level of interest and attitude increases
upon dealing with the different task related activities
that are present on the module. Similarly, the
attainment of the set objectives can be achieved by
identifying their prior knowledge in Horticulture,
developing it through lessons and practical tasks and
applying it through task activities. Based on the overall

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mean of 4.01, students agree that interest and attitude

belong to the two concepts which are primarily
psychological ones. According to Maclver, by interest
is meant any aim or object that stimulates activity
towards its attainment. Attitude is the state of
consciousness within a human being.
Table 7. Performance of students in Pre-Test and
Post-Test
(8%) falls under “Fairly Satisfactory” respectively.
None of the students got an equivalent score of 74 and
below which is categorize as “Did Not Meet
Expectations”. The data manifested from the result of
Post-test prove that there is a significant increase on
the performance of the students from their Pre-test and
Post test scores. The use of the least learned essential
competency based module in horticulture served as a
vital tool on improving student’s performance in terms
of assessment in Horticulture.

Table 8. Performance of the learners in the Task

Activities

Table 7 shows the performance of the learners in the

pre-test and post-test before and after using the least
learned competencies-based module in horticulture.
According to the results of the pre-test, there are only
three students which is 6% are considered as Very
Satisfactory when it comes to their performance. It is
followed by six students or (12%) who is Satisfactory,
thirteen students (26%) who are treated as Fairly Table 8 shows the performance of the learners on the
Satisfactory respectively. It implies that 44% of the task activities. Based on this study, there are four (4)
total respondents have a prior knowledge about the task activities given on the students. The following
lessons in Horticulture. However, there are twenty- activities like Gardening/Safety Practices, Cleaning,
eight students or (56%) who failed to meet Storing and Waste Management, Pre-Planting
expectations based on the pre-test given. It apparently Operations and Planting Systems were given emphasis
shows that the said respondents lacks prior knowledge to improve the skill performance of the students.
about the content and principles in Horticulture. This
Based on the tabulated data, there are forty-three
only means that there is a need to provide
students or (86%) who is categorized as “Outstanding”
supplementary learning materials that aids in teaching-
got an equivalent range of score from 90-100. In
learning process. On the other hand, the results of the
addition, there are seven students or (14%) who got an
post-test shows a significant increase to their
equivalent range of score of 85-89 who falls under
performance. After using the least learned
Very Satisfactory. The following data from all the four
competencies-based module in Horticulture, students
task activities are computed in average as a result of
are equipped with the knowledge gained from the
their performance. The results also significantly imply
module. Skills that are relevant and much more needed
that the activities given to the students are specific and
as they deal with different farming and gardening
relevant to the development of their skills in
activities are discussed to ensure that both theories and
Horticulture.
skills are catered in each competency. This shows that
there are thirteen or (26%) of the total respondents are
considered “Outstanding”, a total of seven students or
(14%) are “Very Satisfactory”, twenty-six students or
(52%) are “Satisfactory” and only four students or

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Table 9. Relationship between the perception of the The table shows that at 0.01 level of significance, the
respondents towards least learned based module in relationship between post test and task activities in
horticulture and their interest and attitude towards terms of interest and attitude was not significant. The
the subject
values of r indicate that the existing relationship
between them was weak. The obtained p-values fall
under the acceptance region under the normal
probability curve. Based from the results, interest and
attitude has nothing to do with the performance of the
students in their post-test and task activities.
According to Montgometry Van Wart, Anna Ni,
Pamela Medina, Jesus Canelon, Melika Kordrostami,
Jing Zhang and Yu Liu on their study about
“Integrating students perspectives about online
The table shows that there is a significant relationship
learning: a hierarchy of factors. Learners most
between interest and attitude in terms of content,
preferred to learn by viewing through online platform
design, instruction, print out and activities at 0.01 level
the different lessons on a subject area. It is stated that
of significance. The values of r signify that the
the overall learning experience for students is
relationship between correlated variables were composed of different factors: 1. Convenience 2.
positively strong. Lindner (2021) stated that using
Learners characteristics and readiness 3. Antecedent
pictures can serve as simple cues for the learning
conditions that may foster quality but are not
material content. It could help students mentally
responsible for it.
structure and identify the relevant sections of the
learning material more easily. And pictures can also Table 11. Relationship between perception of the
enhance the comprehension of the students in the students towards the developed module and their post-
learning material. However, the study by Garderen et
test and task activities
al. (2015) stated that there are disadvantages of using
pictures particularly when learners are encouraged to
think of diagrams as pictures rather than engaging with
visual representations as an epistemological and
pedagogical devices.

It implies that the self-learning module course format

used a good lay out tables that help students learn.
This finding agrees to Boutelier and Ludwig (2021)
which states that inserting a table in material is an
effective way to organize information in a structured
manner. It also helps students read and comprehend
information easier. Also Neuroscientists agree that
chunking and organizing information helps with
cognitive development and memory. However,
Donahue (2017) implies that using table can cause loss
of memorization skills. Allowing the use of tables
discourages the act of memorization.
Table 10. Relationship between student’s interest and
attitude and their post-test and task activities
The table shows that there is no significant relationship
between post tests and task activities in terms of
content, design, instruction, print out and activities at
0.01 level of significance. The values of r signify that
the relationship between correlated variables were
positively /negatively weak/low.
According to Natividad (2021) on his study about the
“Perceived Effectiveness of Self Learning Modules in
the Implementation of Modular Distance Learning in
the Elementary level”, learner evaluation of the
perceived effectiveness of the SLM did not show a
causal relationship with the SLM quality of content,
usability, and teachers’ implemented interventions.
The result suggests that learners may not fully
understand the context of their learning to evaluate
their learning using the SLM. In this case, as the

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Psych Educ, 2023, 11: 468-479, Document ID:2023 PEMJ978, doi:10.5281/zenodo.8196301, ISSN 2822-4353
Research Article
teacher implemented interventions which has a
positive relationship or effect on the SLM, it does not
predict its effectiveness.
Dangle, Sumaoang (2020) studied that some modules
lack clear instructions and explanations, making it
difficult for students to respond. The images in the
modules are unclear and the answer lines provided are
too short. There are a lot of exercises in the modules
and the pupils aren't motivated or focused. Wherefore,
in the same study, it is said that the parents, as well as
the students, are correct; each exercise's instructions
must be clear enough for the students to understand.
Topics could be simplified and teachers should
provide more examples. It implies that the self-
learning module course content must use simple
wordings for the students' understanding.
Table 12. Significant difference between Pre-test and
Post test scores of students in horticulture
The table shows the test of difference between pretest
and posttest in terms of performance. This further
shows that at a degree of freedom (df) of 49, with a p-
value of 0.000, the result between pretest and posttest
in terms of performance was significantly different.
This study provides results related on the use of pre /
post-tests. The administered study examines whether
the difficulty level of the questions asked
(knowledge/comprehension vs. analysis/application)
affects this difference. Results indicate that the results
of the post-test demonstrate their full level of student
mastery of learning objectives and that both the
difficulty level of the questions asked and the level of
students in their degree programme. Students may
have benefited from the post◻test, as a review of
the material, or from additional studying between
the post◻test and the final examination. Results
also indicate that pre◻tests can be useful in
identifying appropriate changes in course materials
over time.
Esquivel et al.
Conclusion
Based on the findings of the study, the following
conclusions are drawn: (1) It has been observed that
the perception of the students on the developed least
learned essential competency based module in
horticulture in terms of content, design, instruction,
print out and activities is significantly related on their
interest and attitude towards the subject matter. Hence,
the null hypothesis that states the perception of the
respondents towards the least learned based module
horticulture do not relate their interest and attitude
towards the subject is not accepted. (2) Student’s
interest and attitude towards the subject do not
significantly relate on their post test results as well as
the task activities. Therefore, the null hypothesis that
the student’s interest and attitude towards horticulture
do not significantly relate to their performance of their
post-test in 2nd quarter is accepted. (3) The correlation
between the perception of the students on the
developed least learned essential competency based
module in horticulture in terms of content, design,
instruction, print out and activities shows no
significant relationship on their post-test and task
activities. Hence, the null hypothesis is sustained. (4)
Considering the results of the pre-test and post-test, it
shows a significant difference based on their test
results. Hence, the null hypothesis that there is no
significant difference between the pre-test and post-
test scores of students in horticulture is not accepted.
(5) Considering the absence of significant relationship
between the mediator and the dependent variable,
mediation analysis is not calculated for the following
reasons: *The linear relationships among variables
were not established. *There was not enough sample
size to proceed with the mediation analysis.
Based on the findings and results of the study, the
following are hereby recommended. (1) Since it was
found out that the test of correlation shows significant
relationship between perception of the students on the
developed least learned essential competency based
module in horticulture in terms of content, design,
instruction, print out and activities to their interest and
attitude towards the subject matter, it may be
recommended that the teacher use the developed
module to arouse student’s interest and attitude. (2)
Based on the test of correlation, there is no significant
relationship between the student’s interest and attitude
on improving the results of their post-test and task
activities. It may be recommended that students can
learn well on the use of different online platforms that
aids in learning through viewing aside from the use of
printed materials. (3) Based on the result of the test
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Research Article
correlation, there is no significant relationship on the
perception of the perception of the students on the
developed least learned essential competency based
module in horticulture in terms of content, design,
instruction, print out and activities to their post-test
and task activities. It may be recommended that the
teacher shall provide clear instructions and
explanations in order for the students to respond
effectively. Topics could be simplified and teachers
should provide more examples. It implies that the self-
learning module course content must use simple
wordings for the students' understanding. (4) On the
test of difference between the result of pre-test and
post-test, it shows a significant increase on the
performance of the students based on their scores. It is
recommended to use the developed least learned
essential competency based module in horticulture to
improve their cognitive skills for better results.
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