DIGITAL SUPPLEMENTARY LEARNING MATERIALS

IN ORAL COMMUNICATION SUBJECT FOR GRADE 11

LEARNERS OF CAINTA SENIOR HIGH SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 398-404
Document ID: 2023PEMJ1171
DOI: 10.5281/zenodo.8339620
Manuscript Accepted: 2023-10-9
Psych Educ, 2023, 13: 398-404, Document ID:2023 PEMJ1171, doi:10.5281/zenodo.8339620, ISSN 2822-4353
Research Article

Digital Supplementary Learning Materials in Oral Communication Subject for

Grade 11 Learners of Cainta Senior High School
Nestor O. Montawar*
For affiliations and correspondence, see the last page.
Abstract
This study attempted to develop and evaluate a digital supplementary learning material in Oral
Communication for Grade 11 learners of Cainta Senior High School, District of Cainta, Division of
Rizal during the school year 2022-2023. The respondents who evaluated the developed digital
supplementary learning material in Oral Communication for grade 11 learners are the twenty (20)
expert teachers in the digital world and twenty (20) English teachers using a survey questionnaire
with respect to appropriateness, clarity, comprehensibility, usefulness, and technical quality. The
topics that were used to develop digital supplementary learning materials were based on the least
mastered skills in the summative test during the last two school years. The respondents evaluated the
developed material with grand weighted mean ratings of 3.80 and 3.84, respectively, verbally
interpreted as Strongly Agree (SA) and had no significant difference on their evaluation. The
respondents remarked that the developed digital supplementary learning materials are very timely
and very useful in today’s mode of learning. On the other hand, the respondents suggested that
collaboration and creativity should be provided.

Keywords: digital, supplementary learning materials, oral communication, grade 11

Introduction digital learning an advantage over conventional

The researcher considered Oral Communication as one
of the most challenging subjects he had handled.
Raised in a rural area of Mindanao, whose parents
were farmers and elementary graduates made it
difficult for him to use English to communicate.
Added to it was that he was never taught how to
correctly pronounce some vowel sounds. The
researcher also observed that his learners have the
same difficulty. Having all these experiences in mind
inspired the researcher to help his learners to
communicate meaningfully through the subject of Oral
Communication. Hence, he attempted to develop
digital supplementary learning material for Grade 11
learners.
The word digital is a generic term that covers all
aspects of the digital world, taking for example the
term online learning, e-learning, and distance learning.
Likewise, gadgets such as cell phones, android phones,
laptops, tablets, and d esktops are digital
commu nication gadgets.
Digital learning resources are “learning content
facilitated by technology with some elements of
students’ control over time, place, path or pace”. (Horn
et. al.2018), Digital education, as one of the most
important components of quality education, has unique
qualities that support the long-term development of
education, such as flexibility, low cost, repetition,
ease, low threshold, high efficiency, broadly accessible
users, and rich instruction. These advantages give
classroom learning (Isaac et al., 2019; Khalil et al.,
2021).
Similarly, digital learning can open up new learning
opportunities for new students while significantly
altering learning provision and the competitive
environment. Digital learning overcomes time and
location restrictions by offering educational
opportunities to distant learners and allowing flexible
learning modes, helping students to freely select and
pace their learning paths by their actual circumstances,
as well as an advantage from contingent teaching
(Moore, et al., 2018). The use of digital technology in
education is thought to improve results and inspire
students individually, based on the benefits achieved.
Improving digital learning outcomes is a direct
indicator of the effectiveness and efficiency with
which learning is implemented. As a result, the
development of learning through the use of
technological advancements is critical, and the teacher
or educator should use it as much as feasible
(Kirkwood and Price, 2018).
The recent Aid Memoire signed by the Undersecretary
Alain Del Pascua dated May 27, 2020, which was
u p d a t e d on A u g u s t 5, 2 0 2 1 , k n o w n as
ACCELERATING DEPED’S COMPUTERIZATION
PROGRAM IN VIEW OF THE C O V I D - 19
PANDEMIC, states that online learning and teaching
measures, and other alternative modes of education
delivery should be explored, developed, and enhanced
ensuring learning continuity. The Department is duty-
bound to protect the health and safety of learners,

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Research Article
teachers, non-teaching personnel, and its school
structures. Towards this end, DepEd needs to step up
its ICT. Specifically, it needs to speed up the DepEd
Computerization Program (DCP) and be prepared for
any eventuality.
In the teaching-learning process, there are many
challenges that cross the English teacher’s
environment, one of these is the difficulty of the
learners to understand what the facilitator is talking
about and the learners’ difficulty to express themselves
in English.As an Oral Communication teacher, it is
imperative for the researcher to speak in English as a
medium in classroom discussions. However, he
experienced similar problems most of the time. In this
environment the teaching-learning process becomes
boring and discouraging, added to this is the lack of
materials for teaching the subject oral communication.
These are some of the reasons why the present
researcher wanted to develop a digital learning
material to help the learner overcome their deficiency
in oral communication.The researcher believes that
competent learners depend on the teacher’s dedication,
perseverance, passion, and full commitment to helping
them become skillful. With this in mind, creating
digital supplementary learning materials in oral
communication will be of big help to senior high
school learners.
Research Questions
This study attempted to develop and evaluate a digital
su p p lem en tar y learn ing m ater ial in Oral
Communication for Grade 11 learners of Cainta Senior
High School, District of Cainta, Division of Rizal
during the School Year 2022-2023. Specifically, it
sought answers to the following questions:
1. What are the top ten least mastered skills of Grade
11 learners in oral communication based on the result
of the summative test from two consecutive school
years that could be developed into digital
supplementary learning materials?
1.1 SY 2021-2022; and
1.2 SY 2022-2023?
2. How do the experts and teacher respondents
evaluate the developed digital supplementary learning
material in Oral Communication for Grade 11 in terms
of the following dimensions?
2.1 Appropriateness;
2.2 Clarity;
2.3 Comprehensibility;
2.4 Usefulness; and
2.5 Technical quality?
3. Is there a significant difference in the evaluation of
Nestor O. Montawar
the two groups of respondents based on the above-
mentioned criteria?
4. What are the comments and suggestions of the two
groups of respondents to improve the developed digital
supplementary learning materials in Oral
Communication?
Literature Review
Digital learning is any type of learning that is
accompanied by technology or by instructional
practice that makes effective use of technology. It
encompasses the application of a wide spectrum of
practices including blended and virtual learning.
Digital Learning is sometimes confused with online
learning or e-learning, but it encompasses the
aforementioned concepts (Alison Clark-Wilson 2020).
Rodriguez-Segura (2020) explained that digital
learning solutions that are designed to improve teacher
instruction tend to be the most effective in improving
learning outcomes, especially when they are designed
to supplement and not to replace best practices for
teaching.
Also, D’Mello (2021) stated that improving student
engagement in and with digital learning technologies
found optimistic view on how the two work hand-in-
hand, resulting in learning technologies that
meaningfully engage students and the emergence of
more research on engagement with digital learning
technologies. In addition, Matthew (2022) defines
electronic learning as knowledge delivery via many
mediums, including e-books, CDs, webinars, and
much more. It has transformed the ways of teaching
students through the use of chalk on a board. E-
learning provides flexible learning.
Meanwhile, the study Bencito, Dabu, & Santiago,
(2020) aimed to develop and evaluate an android-
based study buddy pairing application that would help
students find a study partner for collaborative studying
and peer tutoring. The evaluation result of the
Android-based application was found excellent in most
of its features and a good avenue for studying
undertakings between the learner and the tutor.
Likewise, the study of Purnama, et al. (2022) found the
effectiveness of the guided inquiry-based electronic
module on circulation system material in improving
learning outcomes. The teaching materials developed
in their study were expected to be competent in
improving student learning outcomes by integrating
guided inquiry learning models. It was found out that
that the Guided Inquiry-based Electronic Module on
circulation system material has a potential effect on
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Research Article
improving student learning outcomes.
Moreso, the study of Alsaleem, (2018), revealed that
Facebook activities were effective in improving
participants’ oral communication skills. It was
recommended that Facebook activities may be utilized
on improving other skills such as speaking and
listening or even English language pronunciation.
Furthermore, the study of Swarali, et al. (2021)
indicates that ICT integration has great effectiveness
for both teachers and students. Findings indicate that
teachers’ well-equipped preparation with ICT tools
and facilities is one of the main factors in the success
of technology-based teaching and learning. It was also
found that professional development training programs
for teachers also played a key role in enhancing
students’ quality learning.
Lastly, the study of Becirovic, et al. (2021) revealed
the obtained results of the study of the high school
students’ perceptions of technology-based English
language learning as well as their perceptions of
teacher’s support in that process, with a special focus
on the impact of gender, grade level and EFL
achievement on both. They found that high school
students are very positive about the use of technology
and teacher's support in the process of foreign
language learning while the gender has no significant
effect on the students’ use of technology and teacher's
support in the process. The students' grade level
significantly impacts their perceptions of teacher's
support in the process of technology-based learning,
while it does not significantly impact their perceived
usefulness of technology.
Methodology
This study utilized the descriptive method of research,
which according to Gay (2012) is survey research.
This involves collecting data in order to test
hypotheses or to answer questions about the opinions
of people about some topic or issue. In addition,
Creswell (2012) defined survey research designs as
procedures in quantitative research in which
investigators administer a survey to a sample or to the
entire population of people to describe the attitudes,
opinions, behaviors, or characteristics of the
population. This method of research is used to the
present study since the study aimed to develop and
evaluate the digital supplementary learning material in
Oral Communication for grade 11 learners.
Participants of the Study
Nestor O. Montawar
The sources of data in this study were the twenty (20)
experts and twenty (20) English teachers of Cainta
Senior High School Cainta, Cainta Rizal, and Carlos
Botong Memorial National High School Angono,
Rizal.
Instruments of the Study
The data-gathering instrument used in this study is the
evaluation questionnaire. The questionnaire checklist
was administered to the expert and English teacher
respondents. The first part contained five (5) indicators
for appropriateness, clarity, comprehensibility,
usefulness, and technical quality.The second part
elicits the comments and suggestions of the
respondents for further improvement of the digital
su p p lem en tary learn ing material in Oral
Communication.
Procedure
To gather data, the procedures were defined to ensure
better and more accurate results. All the
supplementary learning activities were done based on
the outcome of the Grade 11 learners’ performance as
disclosed by their scores in the summative test. The
results were analyzed and used as the basis for the
development of supplementary learning activities in
Oral Communication for Grade 11 learners. The
instrument was checked by the researcher’s adviser
and critic and validated by experts. After which, the
researcher asked permission from the School’s
Division Superintendent to administer the study to
selected schools of Rizal which was promptly granted.
Letters to the principals were sent and signed, then the
survey questionnaires were distributed to 20 expert
teachers and 20 English teachers of Cainta Senior High
School and Carlos Botong Senior High School. The
data were then gathered, tabulated, analyzed, and
interpreted.
Ethical Considerations
The researcher himself explained and gave the
informed consent to each participant before the
conduct of the study. He ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.
Results and Discussion
Top ten Least Mastered Competencies of Grade 11
Learner in Oral Communication
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Research Article

Table 1. Top ten Least Mastered Competencies of Table 2. Respondents’ Evaluations on the Developed
Grade 11 Learner in Oral Communication Digital Supplementary Learning Material in Oral
Co mmu n ica tion for Grade 11 in Terms of
Appropriateness

Table 3. Respondents’ Evaluations on the Developed

Digital Supplementary Learning Material in Oral
Communication for Grade 11 in Terms of Clarity
The identified least-mastered competencies are the
topics translated into the developed digital
su p p lem en tar y learn ing m ater ial in Oral
Co mmun icatio n for grade 11 learners.

Evaluation of Experts and English Teacher

Re spo n de nt s on the Dev elo ped Dig ita l
Supplementa ry Learning Material

It can be gleaned from Table 2 that the teachers and

expert respondents evaluated the developed digital
su p p lem en tar y learn ing m ater ial in Oral
Communication for Grade 11 learners in terms of
appropriateness with overall weighted mean ratings of
3.84 and 3.87 respectively, verbally interpreted as
Strongly Agree (SA).

More specifically, indicator 2 got the highest weighted

mean rating of 3.95 from the English teacher
respondents. This implies that the developed digital
su p p lem en tar y learn ing m ater ial in Oral
Communication is appropriate, and the overview of the
lessons leads the learners’ attention toward the topic.
The data in Table 3 show that the teachers and expert
respondents evaluated the developed digital
su p p lem en tary learn ing material in Oral
Communication for Grade 11 learners in terms of

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Psych Educ, 2023, 13: 398-404, Document ID:2023 PEMJ1171, doi:10.5281/zenodo.8339620, ISSN 2822-4353
Research Article

and 3.85 respectively, verbally interpreted as Strongly

clarity with the overall weighted mean rating of 3.83 Agree (SA).
and 3. 88, r
Table 5. Respondents’ Evaluations on the Developed
The data in Table 3 show that the teachers and expert Digital Supplementary Learning Material in Oral
respondents evaluated the developed digital
Communication for Grade 11 in Terms of Usefulness
su p p lem en tar y learn ing m ater ial in Oral
Communication for Grade 11 learners in terms of
clarity with the overall weighted mean rating of 3.83
and 3. 88, respectively, verbally interpreted as
Strongly Agree (SA).

Moreover, the Learning Target got the highest

weighted mean ratings of 3.95 and 4.00 which means
that the developed digital supplementary learning
material in Oral Communication for Grade 11 learners
possess clarity and that the learning targets of the
lessons are clear and specific.

Table 4. Respondents’ Evaluations on the Developed

Digital Supplementary Learning Material in Oral
Co mmu n ica tion for Grade 11 in Terms of
Comprehensibility

Since indicator 3 got the highest weighted mean rating

of 3.80 and 3.95, this implies that the developed digital
su p p lem en tary learn ing material in Oral
Communication for grade 11 learners is useful and that
the learning motivation of the lessons boosts the
learners’ interest in the subject.

Table 6. Respondents’ Evaluations on the Developed

Digital Supplementary Learning Material in Oral
Communication for Grade 11 in Terms of Technical
Quality
The data in Table 4 presents that the teachers and
expert respondents evaluated the developed digital
su p p lem en tar y learn ing m ater ial in Oral
Communication subjects for Grade 11 learners in
terms of comprehensibility with overall weighted
mean ratings of 3.86 and 3.86 respectively, verbally
interpreted as Strongly Agree (SA).

More specifically, indicator 3, the learning activities

are organized from simple to complex, got the highest
weighted mean rating of 3.95 and 3.85.

It can be gleaned from Table 5 that the English

teachers and expert respondents evaluated the
developed digital supplementary learning material in
Oral Communication for Grade 11 learners in terms of
usefulness with overall weighted mean ratings of 3.73

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Psych Educ, 2023, 13: 398-404, Document ID:2023 PEMJ1171, doi:10.5281/zenodo.8339620, ISSN 2822-4353
Research Article
The data in Table 6 shows that the English teachers
and expert respondents evaluated the developed digital
su p p lem en tar y learn ing m ater ial in Oral
Communication subjects for Grade 11 learners in
terms of Technical Quality with overall weighted
mean ratings of 3.73 and 3.76 respectively, verbally
interpreted as Strongly Agree (SA). More specifically
indicator 3 got the highest weighted mean rating of
3.85 and 3.75.
This implies that the developed digital supplementary
learning material in Oral Communication is highly
recommended with respect to technical quality.
Test of Significant Difference Between the
Evaluations of the Two Groups of Respondents on
the Developed Digital Supplementary Learning
Material in Oral Communication for Grade 11
Table 7. Test of Significant Difference in the
Evaluation of the Two Groups of Respondents on the
Developed Digital Supplementary Learning Material
in Oral Communication for Grade 11 as to
Appropriateness
At a 5% level of significance, the computed t value is
0.35 and the critical t value is 2.02 with 38 degrees of
freedom as depicted in the table. As the computed t
value is less than the critical t value, the statistical
decision is not to reject the null hypothesis. Thus, there
is no significant difference between the evaluations of
the two groups of respondents on the developed
Digital Supplementary Learning Material in Oral
Communication for Grade 11 with respect to
Appropriateness.
It can be inferred that the two groups of respondents
agree that the developed is suitable for the learners.
Table 8. Test of Significant Difference in the
Evaluation of the Two Groups of Respondents on the
Developed Digital Supplementary Learning Material
in Oral Communication for Grade 11 as to Clarity
Nestor O. Montawar
As presented in the table, the computed t value of 0.82
is lower than the critical t value of 2.02. This leads that
the null hypothesis cannot be rejected at a 5% level of
significance. As a result, there is no significant
difference between the evaluations of the two groups
of resp o n d en t s on the d ev elop ed Dig ital
Supplementary Learning Material in Oral
Communication for Grade 11 with respect to Clarity.
This implies that the English teachers and expert
respondents are in agreement that the developed
material is clear and easy to understand.
Table 9. Test of Significant Difference in the
Evaluation of the Two Groups of Respondents on the
Developed Digital Supplementary Learning Material
in Oral Communication for Grade 11 as to
Comprehensibility
It can be viewed in the table that the computed t value
of 0.00 is smaller than the critical t value of 2.02.
Hence, at a 5% significance level, the statistical
decision is to fail to reject the null hypothesis. This
supports that there is no significant difference between
the evaluations of the two groups of respondents on
the developed Digital Supplementary Learning
Material in Oral Communication for Grade 11 with
respect to Comprehensibility.
This means that the two groups of respondents
concede that the developed digital supplementary
learning material suit the student’s level of
understanding.
Table 10. Test of Significant Difference in the
Evaluation of the Two Groups of Respondents on the
Developed Digital Supplementary Learning Material
in Oral Communication for Grade 11 as to Usefulness
As exhibited in the table, the computed t value of 1.74
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Research Article
is below the critical t value of 2.02. Thus, the
statistical decision is not to reject the null hypothesis at
a 5% level of significance. This suggests that there is
no significant difference between the evaluations of
the two groups of respondents on the developed
Digital Supplementary Learning Material in Oral
Communication for Grade 11 with respect to
Usefulness.
This implies that the English teachers and expert
respondents concur with the idea that the developed
digital supplementary learning material can be
beneficial for the students as the activities are very
useful in developing their oral communication skills.
Table 11. Test of Significant Difference in the
Evaluation of the Two Groups of Respondents on the
Developed Digital Supplementary Learning Material
in Oral Communication for Grade 11 as to Technical
Quality
It is apparent in Table 11 that the computed t value of
0.30 is lesser than the critical t value of 2.02.
Therefore, at a 5% significance level, the statistical
decision is not to reject the null hypothesis. This
shows that there is no significant difference between
the evaluations of the two groups of respondents on
the developed Digital Supplementary Learning
Material in Oral Communication for Grade 11 with
respect to Technical Quality.
This means that the English teachers and expert
respondents found that the technical quality of the
developed digital learning material is very acceptable.
Conclusion
Based on the results of the study, the researcher
arrived at the following conclusions: (1) The Digital
Supplementary Learning Material can be developed
based on the summative test results. 2. The developed
digital supplementary learning material is very
acceptable in terms of appropriateness, clarity,
Nestor O. Montawar
comprehensibility, usefulness, and technical quality.
The following recommendations are proposed by the
researchers based on the following findings and
conclusions of the study: (1) The developed digital
su p p lem en tary learn ing m aterial in Oral
Communication may be utilized by the students with
the guidance of the teachers to determine its
effectiveness. (2) Teachers in other grade levels may
be encouraged to develop other learning materials
using a different set of criteria for evaluation. (3)
Future researchers may use the result of the study as
their reference.
References
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Becirovic S. et al., 2021 The Use of Digital Technology in Foreign
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Bencito, GR.L. et al. 2020. Development and Evaluation of Study-
Buddy Pairing Application for Android. Department of Information
Technology, Cavite State University – Silang, Cavite, Philippines.
Clark-Wilson, A. 2020. Teaching with Digital Technologies
https://link.springer.com/article/10.1007/s11858-020-01196-0retriev
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D’Mello, S. K (2021) Improving student engagement in and with
digital learning technologies University of Colorado Boulder United
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Purnama, M.E.,Hidayat, S., Siroj, R.A. 2022.Guided Inquiry-Based
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Affiliations and Corresponding Informations
Nestor O. Montawar
Cainta Senior High School
Department of Education - Philippines
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