AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND

TECHNOLOGY

DEVELOPMENT AND VALIDATION OF INSTRUCTIONAL MATERIALS ON

TEACHING TYPES OF PHRASES

NOVELYN PASTERA

MARGELYN CALVO

BACHELOR OF SECONDARY EDUCATION

(English)

Thesis Adviser:
Larlynne P. Samoranos, MAELT
College of Teacher Education

January 2023
 INTRODUCTION

The three senses of sight, touch, and hearing, which characterize

educational materials, are the entryways to human learning in the twenty-first
century. Aramide and Bolarinwa (2010) argue that instructional materials have
the potential for increasing students' learning. Its role in teaching and learning is
one of the most important and highly discussed problems in contemporary
education policy. As education is now widely available, relying solely on oral
instruction is no longer a viable pedagogical strategy. The teacher must employ
instructional resources to make learning and teaching entertaining.

According to Omabe (2006), instructional materials are essential to the

teaching and learning of the English language because they support a teacher's
efficacy and efficiency in delivering lessons. Esu, Enukoha, and Umoren (2004)
confirmed that by aiding in the concretization of concepts and inspiring learners'
imaginations, instructional materials improve the acquisition of abstract
concepts. Moreover, educational resources reduce the teacher-centeredness of
teaching while saving teachers' energy and promoting active engagement in the
learning process. The utilization of instructional resources, according to Mathew
(2012), makes teaching more effective by allowing students to actively engage in
learning. All of these viewpoints imply that using educational materials can raise
student achievement.

Any country's ability to educate its citizens rests on the caliber of its
teachers. The utilization of many types of instructional resources in the
classroom is more necessary for quality teaching and learning. Materials are
things or tools that the instructor uses to assist the students learn in a
meaningful way. But there are obstacles to learning, such as a lack of suitable
resources, textbooks, and issues with educational materials in schools (Dhakal,
2020).

Additionally, lack of classroom supplies has a significant effect on how

teaching and learning are conducted. This issue prevents the teaching and
learning processes from being efficient and favorable. There aren't enough
essential classroom supplies for the teachers. The absence of materials and
inadequate budget are issues with the usage of instructional materials. (Terty,
2016).

Mbwambo (1990) asserts in Makewa, Role, and Ngussa (2012) that

instructional materials and physical facilities are significant elements that should
not be disregarded. For the previous few years, Tanzanian secondary school
graduates' performance has been dropping. Additionally, he makes the case that
the lack of teaching and learning resources is to blame for these issues. The
Tanzania Institute of Education (TIE) (2007) stated that instructional materials are
the most crucial resources required at the classroom level, other than teachers.
The creation and preparation of instructional materials must be done with the
utmost care if the curriculum is to be successful.

Improving students' comprehension and sentence construction requires

study on the creation and evaluation of instructional resources for teaching
various types of phrases. This study's main objectives are to promote learning
and meet students' acknowledged demands for increased learning capacity.

Objectives of the Study

This study aimed to develop and validate the instructional materials for teaching types of
phrases.

Specifically, the research aims to answer the following objectives:

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

a. age;
b. sex;

c. number of years in teaching English;

d. Educational attainment;

2. Determine the validity of the Instructional Materials developed as perceived by the

validators’; as to

a. Adequacy

b. Coherence

c. Appropriateness

d. Usefulness

3. Determine if there is a significant difference exists on the ratings given by the validators
according to the length of teaching experience.

Significance of the Study

The result of this research provides important piece of information and helpful to the
following:

School Heads. As leaders of the school plans for the development of the learner's
performance, this study can assist in planning appropriate instructional materials to address
the needs of all students, especially those with low performance

Teachers. As facilitator and implementers of the curriculum, this study may help them in
designing the curriculum to improve the academic performance of the learner's and may
guide them in creating instructional material's for teaching types of phrases.
Parents. As primary supporters of the children's, this study may boost their active
participation in supporting their children needs and their relationship with the school as to
achieve high academic children's performance.

Students. As recipients of learning, the findings of the study will help the students achieve
success in learning. this study will aid the students for a comprehensible and accessible
effective learning material.

Future Researchers. As seekers of new knowledge, the results of this study may serve as a
reliable source of data for future studies.

Scope and Delimitation of the Study

The scope of the study is on the development and validation of Instructional Material. The
content of the IM is delimited only on the “Teaching Types of Phrases”. Meanwhile, the
validation of the instructional is delimited only to its content.

Time and Place of the Study

The researchers will conduct the study on the second semester from January to May within
the A.Y 2022-2023 in Agusan del Sur State College of Agriculture and Technology.

Operational Definition of Terms

The following terms are defined operationally for a better

understanding of the study.

Assessment refers to the means used by the teachers to gather relevant

information or data about from the students such as learning progress,

development, and etc.

Content refers to the topic or subject matter found in an Instructional

Material which is Types of Phrases.

Development refers to the process undertaken by the researchers in

crafting the instructional materials types of phrases.

Instructional Material refers to the materials which is used in teaching

Types of Phrases.

Instructional Quality refers to the values attributed to the instructional

material.

Objectives refers to the specific expected outcomes from the students after

taking the instructional material.

Reference refers the proper citation of authors that is mentioned or

utilized in the instructional material and reflected on the reference list

of instructional material.

Significance refers to the relevance of the instructional material to the

subject matter and the importance of the lesson.

Technical Quality refers to the attributes of instructional material that will

meet the learning capacity and needs of the students.

 Conceptual Framework

Input Process Output

Development of
Instructional
material Validation of Validated
Instructional Output of
Material Instructional
“Types of
Material
Phrases”

Figure 1. Conceptual Diagram of the study

Figure 1. The input is the Development of Instructional material in “Types of

Phrases.” After which, the Instructional Material will undergo validation as

the process of the study. Meanwhile, the data gathered will be analyzed to

come up with a validated Instructional Material, Entitled “Teaching Types of

Phrases” as the final output of the study.

 REVIEW OF RELATED LITERATURE

To provide a background and framework for the study, selected kinds of literature related to

the study are presented in this section. The review includes concepts, studies, and views

related to the development and validation of instructional materials.

Development and Validation of Instructional Materials on teaching Types of

Phrases

Instructional Materials

Dahar,2011) stated that instructional materials such as text books, magazines,

newspapers, pictures, recording videos etc. Instructional materials play a very important
role in the teaching and learning process. It enhances the memory level of the students. At
this time that education has spread wide and entirely, it can be the key to successful
learning, therefore the teacher has to use instructional materials to make teaching and
learning process interesting (Nicholls, 2000; Raw, 2003). Teacher's initiative in crafting and
utilizing instructional materials bridges these gaps towards the achievements of the
educational goal; learning the concepts and mastering skills. In connection, the validation of
instructional materials is essential to determine whether the materials are useful to pupils.

Although teachers use different instructional materials to motivate learning by using

textbooks, charts, models, graphics, real objects as well as improvised materials (Awotua-
Efebo, 2001). The success of achieving what they are met to achieve in an instructional
situation depend on the suitability of the instructional materials, adequacy and effective
utilization of the materials (Olaitan & Agusiobo, 1994). The effectiveness of instructional
materials in promoting students‟ academic performance in teaching and learning is
indisputable. It provides the much needed sensory experiences needed by the learners for
an effective and meaningful behavioral change. Instructional materials are meant to
improve the quality of education for effective academic performance of students in schools.
The performance of the students on the intended learning outcomes provide the validation
– loop on the success of the interaction and instruction.

Omabe (2006) asserts that instructional materials are central in the teaching and
learning of English language because they are used to compliment efficiency of a teacher,
and effectiveness in lesson delivery. Esu, Enukoha and Umoren (2004) affirmed that
instructional materials facilitate learning of abstract concepts by helping to concretize ideas
and stimulate learners‟ imagination. Moreover, instructional materials help to increase
active participation in the learning process while saving teacher‟s energy, reducing the
teacher centeredness in teaching. In the same vein, Mathew (2012) states that the use of
instructional materials make teaching effective as it enables learners to participate actively
in classroom instruction. All these views suggest that the use of instructional materials can
improved students‟ performance.

Olumorin, Yusuf, Ajidagba and Jekayinfa (2010) also observe that instructional
materials help teachers to teach conveniently and the learners to learn easily without stress.
They assert that instructional materials have direct contact with all the sense organs of the
students. Kochhar (2012) supports this view by saying that, instructional materials are very
significant learning and teaching tools. He adds that there is need for teachers to find
necessary and relevant instructional materials to complement classroom interaction and
textbooks in order to broaden and arouse students‟ interests in the subject.

Types of Phrases

Noun

The name of a place, quality, or item is defined as a noun. A noun is a word used for naming
a thing (table, book, radio), a person (John, Diana, La Mappa), a place (Makassar, Bali,
London), and an idea (happiness, freedom, beauty). Noun phrase is the structure of the
head and its modifiers (Kusuma, 2013). A noun phrase may consist of determiner which has
functions as the modifiers and a noun which is the head groups, e.g., a man, the students,
his book, their father, one book, many students, that book (Junaid, 2018). However, other
words can modify the headword in a noun phrase.
Adjective Phrase

Adjective phrase is group of words which the main word is adjective (Djamdjuri, 2014). On
the other hand, adjective phrase is rather difficult to find because the nouns and pronouns
which that they modify are usually dominant in a sentence (Zerkina et al., 2016). Adjective
phrases are adjectives or adjective substitutes. In a good Adjective phrase category there
are single adjectives in general such as short, long, and, dark. For example, the skin is dark.
(Ompusunggu, 2016) stated, an adjective phrase is any phrase that modifies a noun or
pronoun. Someone often construct adjective phrases using participles or prepositions
together with their objects

Adverb Phrase

An adverb phrase or an adverbial phrase is a group of words that includes an adverb and
other modifiers. It performs all the functions of an adverb. It can be placed in any part of the
sentence, with respect to the part of speech they modify.

Verb Phrase

Verbs generally refer to action; events and process e.g. give, happen, become (Anggraeni,
2019). According to (Alwi, 2017) verb phrase is a language that is formed by two words or
more where noun as a headword but this is not clause. Verb phrase consists of headword
and modifier as a complement of its phrase (Kaffah et al., 2015). A verb phrase is a set of
words in which the headword is a verb.According to (Akhtar, 2017), English has 60 to 70
prepositions that is a higher number. over 90 percent of prepositions usage is estimated to
involve nine most frequently used prepositions: (with, to, from, at, in, of, by, for and on).
Prepositions are called group of words or merely words which become apparent either
before (noun phrase or indicate syntactic associations (Matthews, 2014). (Agoi, 2003)
verified that prepositions are used to explain the link of noun or noun equivalents which it
governs.

Prepositional Phrase

A prepositional phrase consists of a preposition and an object. It works just like an adjective
or an adverb. It relates the subject and the verb in a sentence. It is used to modify the nouns
and verbs in a particular sentence. Akhtar, 2017) stated, prepositions which begin
grammatical structures often called prepositional phrases which always begin with a
preposition and end with a noun or a pronoun which is the preposition’s object.
Prepositional phrase can be meant to combine two elements, "preposition" and "phrase." In
prepositional phrases, prepositional relation between a noun and a verb.(Juliarta, 2021).

METHODOLOGY

Research Design

This study will utilize a descriptive research design. In conducting

descriptive research, data are gathered using methods like closed-ended

scales, open-ended survey questions, observation, and interviews to describe

a phenomenon that may or may not be quantifiable. The aim of the study is

to evaluate or compare the findings to some established or proposed

standards Hubbard (2016). It is considered as descriptive as it aims develop

Print-based Instructional materials and determine its validity.

Research Respondents

The researchers will use a purposive sampling technique in choosing the

respondents who are capable to validate the Instructional Material. The respondents of this
study will be the ten (10) expert teachers who have been teaching for more than 5 years

and who were experts in the field of validating instructional materials.

Data Gathering Procedure

The dean of the College of Teacher of Education will receive a letter

from the researchers of this study asking for permission to conduct the

study; another letter request will be sent and addressed to the respondents-

dean of the study.

To gather comments and recommendations, the instructional

materials (IMs) will be given to the experts. The respondents will receive the

questionnaire for evaluation. The gathered data will be compiled and

reviewed. The researchers' revision of the IMs will be derived from the

comments and suggestions of the respondents.

Statistical Treatments

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

answer the objectives. To answer objective 1 determine the profile of the

expert validators. To answer objective 2, determine the validity of the

Instructional Materials as perceived by the validators’ weighted mean will be

computed. To answer objective 3, determine if there is a significant

difference exists on the ratings given by the validators according to the

length of teaching experience the researcher will utilize ANOVA.

 Survey Questionnaire

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology

Bunawan, Agusan del Sur

DEVELOPMENT AND VALIDATION OF INSTRUCTIONAL MATERIALS IN

TEACHING TYPES OF POETRY

Dear Respondents:

The undersigned is conducting a research entitled “Development and

Validation of Instructional Materials in "Teaching types of Phrases" which aims
to determine the validity level of the Instructional Material and determine
the significant difference in respondents’ ratings when grouped according to
their profile. In connection with this, please answer each statement to the
best of your knowledge. Your thoughtfulness and candid response will be
greatly appreciated. The researcher is very thankful for sharing a part of
your precious time in answering the questionnaire and for not leaving any
items unanswered. Rest assured that the information you give will be
treated with the utmost confidentially and will not be used in any way to
harm your reputation.

Novelyn Pastera & Margelyn Calvo

Researcher
Part 1: Respondents’ Profile

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

Name:

Age: 21-25 36-40

26-30 41-45

31-35 46 above

Sex: Male Female

Number of Years in teaching Literature:

1-3 years 7-9 years

4-6 years 10 and above

Educational attainment and Specialization:

Bachelor’s Degree:

Master’s Degree (with units):

Master’s Degree (full-fledged):

Doctorate Degree (with units):

Doctorate Degree (full-fledged):

 Part II: Validation Sheet

Adopted from Capangpangan (2018) and Peligro (2008)

Instruction:

After reading/using the Instructional Material in Historical and

Realistic Literature, kindly express your honest opinion regarding the
developed Instructional Material in Historical and Realistic Literature,

Listed below are the seven (7) components of the developed

Instructional Material. Evaluate each component by checking the
appropriate number of your choice. The scale below with its respective
verbal descriptions will guide you in giving your ratings to the different
items.

Legend:

4- Strongly agree

3- Agree

2- Disagree

1- Strongly disagree

Standard/Criterion Items Rating Recommendation/s

Objectives
4 3 2 1
1. The objectives are clearly
stated.

2. The objectives are

attainable.
3. The objectives are specific

4. The objective are

measurable.
Content
4 3 2 1
1. The Instructional Material
uses a variety (at least 3) of
self-directed techniques,
learning tasks, and
formative assessments
2. Instructional Material has
content that is logically
developed and organized,
i.e., lessons/ activities are
arranged from simple to
complex, from observable to
abstract.
3. Contains essential
instructional design
elements that contribute to
the achievement of the
learning objectives.
4. Uses various motivational
strategies (i.e., advance
organizers, puzzles, games)
to hook the target user’s
interest and engagement.
5. Uses process questions and
activities which require
different levels of cognitive
domain to achieve desired
learning outcomes.
6. Has written and
performance tasks that are
differentiated based on
target user’s multiple
intelligences, learning
styles, and readiness levels.
7. Develops 21st century skills
and higher order cognition
(i.e. critical thinking,
creativity, learning by doing,
problem solving).

Instructional Quality
4 3 2 1
1. All contents in the
Instructional Material are
accurate.
2. The Instructional Material
has free from factual errors.
3. The Instructional Material
material is free from
computational errors (if
applicable).
4. Letters are readable.

5. The topics are properly and

orderly sequence.
6. The lessons are simple and
easy to follow.

Assessment
4 3 2 1
1. Provides sufficient
assessment activities that
will help the learner track
his/her progress and
mastery of the target
competencies.
2. Has assessments that are
aligned with the specific
objectives and contents (i.e.,
lesson/topic).
3. Provides variety of
assessment types.
4. Contains assessments that
have clear
demonstrations/examples,
instructions, and/or rubrics
to serve as guide on how
these will be used.
5. Has assessment activities
that ensure active
engagement of the learners.

Readability
4 3 2 1
1. Vocabulary used in the
video lesson is appropriate
to the target user’s level of
comprehension and
experience
2. Length and structures of
sentences in the
Instructional Material are
suited to the comprehension
 level of the target users.
3. Paragraph structures in the
Instructional Material
facilitate smooth flow of
ideas and concepts.
4. Topics and ideas presented
from one lesson to the next
are coherent and integrated
with each other.
5. Instructions, discussion
points, questions, and
activities are clear to the
target users.

Technical Quality
4 3 2 1
1. Intended users can easily
and independently operate
to the lessons.
2. The screen displays are
consistent.
3. The layout is attractive and
proportional.
4. Information displayed is
effective.
5. Makes excellent use of the
font, color, graphics, effects,
and animations.
6. Transitions are clean

Significance
4 3 2 1
1. The content is relevant to
the lesson.
2. Lesson can be completed at
shorter time.
3. The Instructional Material
allow easy repetition.
4. Immediate feedback is
provided for the students.
Reference
4 3 2 1
1. The references are properly
cited in the Reference List
containing the following:
Name of the Author
Title of the source
Publication details;
publisher, location of
publisher, date of
publication, etc.
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