RESEARCH FLOWCHART

Title: Unfolding Complexity: Crafting Imprint Bio-Brochures as Instructional Materials Utilizing Merill's First Principles
Name: HARLINQUIN MANIPOL

Situation Statement of the Significance of the Study Theoretical/ Statistical Research Design
Problem Conceptual Tools ( SOP Based)
Framework
The gathered data were In the context of this
The realm of science, as an This study aimed to This study would be of Refer to statistically treated study, a mixed-
academic discipline, craft Bio-Brochures great service and worth to Figure 1. The Research accordingly by utilizing method approach
constitutes an unceasing with integration of the following: Paradigm showing the tool analysis. The known as the
journey of exploration and Merill’s First Principles ADDIE Model Microsoft Excel 0365 embedded approach,
comprehension. Within this of Instruction and Learners. This material and the Statistical or nested approach,
sphere, questions give rise to utilized among Grade holds immense significance Hypothesis: Package for the Social has been employed.
answers, and in turn, these 9 learners of Carmen for learners, offering them Sciences (SPSS) version This design is
answers ignite fresh National High School. access to innovative and In this study, the null 22 were employed in characterized by one
inquiries. Owing to its Specifically, this engaging instructional hypothesis was processing, treating and primary method being
profound cognitive and study sought to: materials through bio- formulated and was analyzing the data given precedence,
psychological demands on 1. Analyze the brochures aligned with tested. gathered. while another method
learners, science is widely needs of the Merrill's First Principles by is utilized to
acknowledged as one of the learners in means of positive results 1. There is no 1. In analyzing the complement and
most intellectually crafting Bio- on their performances significant difference needs in the crafted Bio- enrich the findings
challenging subjects to Brochures as after the utilization of the between the pre-test Brochures the following (Creswell, 2008).
master. Consequently, described by intervened supplemental and post-test scores of data were treated
science education assumes a the following: materials. These materials the controlled and accordingly. For the In this particular
pivotal role within the 1.1 learners’ foster active learning, experimental subjects learners’ academic study, the primary
mission of the Department academic personalized content in the implementation performance; the method accorded the
of Education (DepEd). The performan delivery, and improved of the Bio-Brochures. learners’ grade in the highest priority is a
department aspires to ce; retention, enhancing the 1st semester of General quantitative 2-group
furnish learners in basic 1.2 learners’ learning experience in the Biology was gathered pre-test and post-test
education with opportunities interventi complex realm of biology. while frequency and quasi-experimental
to cultivate scientific on needs; percentage were used design. This method
attitudes, technological and Science Teachers, Teacher- to treat data for the serves as the central
skills, and higher-order 1.3 learners’ Trainers and Educators. learners’ intervention framework for data
thinking capabilities, all least Science educators stand to needs and learners’ collection and
within a supportive learned benefit significantly from least-learned analysis. Concurrently,
educational environment. competen this study by gaining access competencies that were an unstructured
 cies. to novel pedagogical tools ranked accordingly. survey was conducted
Nevertheless, several 2. Design crafted that can enrich their to gather qualitative
impediments hinder learners Bio-Brochures teaching methods and 2. The design of insights into the
from progressing toward in terms of the enhance student developing the crafted learning experiences
these educational objectives. following: engagement. The findings Bio-Brochures of the participating
One of the most prevalent 2.1.Task/ of this study are poised to integrating Merill’s First learners. This
hindrances encountered in Problem- serve as an exemplar for Principles of Instruction qualitative method is
science education is passive Centered; teacher-trainers, offering a in terms of the embedded within the
learning. This is palpably valuable framework for Task/Problem-Centered, broader quantitative
2.2. Activation;
reflected in the 2018 PISA enhancing their Activation, framework, providing
(Program for International 2.3.Demonstra pedagogical resources, Demonstration, a complementary
Student Assessment) results, -tion; thus catering to the lifelong Application, and perspective.
wherein the Philippines 2.4.Application; learning needs of both Integration were
achieved a score of 357 in and educators and students. analyzed using textual However, it is
science, falling below the 2.5.Integration The study holds particular statistics. noteworthy that while
average of participating significance for educators embedded mixed-
OECD countries. 3. Validate the crafted who aspire to transcend 3. In describing the method designs, such
Furthermore, the quality of Bio-Brochures by traditional instructional results of the data as the one employed
education in the Philippines technical and approaches, transitioning gathered during the in this study, are
came under intense scrutiny content experts in towards the utilization of validation of the crafted valuable for
in 2019, following the terms of: contemporary and Bio-Brochures the augmenting findings
outcomes of both local and 3.1 most essential innovative teaching researcher utilized the with diverse data
international assessments of learning materials. weighted mean in sources, the
student performance. These competencies; School Administrators. analyzing the experts’ prioritization of one
assessments underscored 3.2 instructional School administrators can scores using the Likert’s’ method over the other
the subpar performance of design and leverage the study's scale. can potentially
Filipino learners. Education organization; insights to support their diminish the rigor of
Secretary Leonor Briones 3.3 instructional teaching staff in adopting addressing secondary
highlighted that the quality of test and innovative approaches that research questions.
performance of Filipino visuals; may improve student Consequently,
students in large-scale 3.4 assessment; performance and secondary research
assessments, such as the 3.5 readability; engagement. Informed inquiries may not be
National Achievement Test and decision-making about as rigorously explored
(NAT), predominantly 3.6 referencing resource allocation, or may be perceived
gravitated towards low and source including investments in as less substantial in
proficiency levels, citation. bio-brochures and teacher comparison to the
particularly in the domains 4. Determine the training, becomes possible, primary research
of Science, Mathematics, significant thereby contributing to objectives.
and English. difference exists overall educational
between the pre- effectiveness.
According to Michael (2006),
the application of scores of the Curriculum
constructivist approaches
can enhance students' experimental
comprehension of scientific
concepts by facilitating their
learning processes. Active
student participation in the
learning experience fosters a 5.
more profound engagement
compared to the passive
acquisition of knowledge via
traditional lectures and
conventional materials.
Wang (2006) posits that the
creation of educational
brochures can prove more
effective than conventional
instructional materials for
several reasons. Brochures
possess visual appeal,
capturing learners' attention
more effectively. They can
be designed with
interactivity, enabling
learners to engage more
deeply with the material.
Furthermore, brochures can
be tailored to cater to the
specific learning needs of
students, thereby enhancing
their learning effectiveness.
Lastly, brochures serve as
tools for providing learners
with concise summaries of
key concepts and ideas,
thereby aiding in information
retention.
Furthermore, the adoption
test and post-test
Developers
controlled and and Textbook Writers. The
developed Bio-Brochures
subjects in the may offer a foundational
implementation of reference point for
the crafted Bio- educators, providing them
Brochures with visual representations
Evaluate of instructional materials
experiences of the that complement the
subjects after conventional and
using the crafted established resources.
Bio-Brochures. Additionally, these Bio-
Brochures can serve as
valuable guides,
demonstrating the
potential for positive
outcomes when integrating
innovative instructional
tools. This experience may
inspire educators to further
explore and create
additional instructional aids
tailored to meet the
diverse learning
requirements of 21st-
century students.
Doctor of Philosophy in
Science Education Program
of NEUST Graduate School.
As a result of this research,
the Graduate School is
poised to establish a
substantial repository of
similar studies, enriching its
collection of research
endeavors dedicated to the
advancement and
assessment of instructional
4. To evaluate the
significant difference
between the pre-test
and post-test scores of
the controlled and
experimental groups in
the implementation of
the crafted Bio-
Brochures an inferential
statistics was deployed
in the process. The t-
test, both paired and
independent tests were
used to test for the
hypothesis in which it
compares the means of
two groups. Both the
experimental and
control groups in the
pre-test and post-test
are less than 30 in size,
therefore the t-test is
the best statistical tool.
The content of
the competency-based
pre-test & post-test was
validated by the
selected panel of
experts chosen for this
study based from the
Expert’s Assessment
Sheet, wherein they
checked the congruency
among test items,
learning competencies
and the level of skills
of an effective instructional
framework can facilitate
active learning.
Consequently, Merrill's First
Principles of Instruction
accommodates and
integrates numerous active
learning strategies while also
offering a systematic
approach for their
implementation. Moreover,
an expanding body of
research lends support to
these principles, suggesting
that their incorporation into
pedagogical strategies,
especially within the context
of biology in the science
classroom, has the potential
to enhance student learning
(Frick, Chadha, Watson,
Wang, & Green, 2007;
Merrill, 2006b; Thomson,
2002). This approach serves
to bridge the gap between
biology's abstract concepts
and their real-world
applications. Merrill's First
Principles align closely with
constructivist teaching and
learning methodologies,
which accentuate problem-
solving as a pivotal
component of instruction.
materials within the realm learners needed to
of science education. develop. The validation
was guided by the Table
Future Researchers. As a of Specifications (TOS)
source of inspiration and a as reflected by the
foundation for further following Remembering,
exploration, this study Understanding,
provides a valuable Analyzing, Applying,
resource for future Evaluating, Creating
researchers in the field of levels of the Revised
science education. It sets Blooms Taxonomy of
the stage for continued Anderson & Krathwohl
advancements in the (2001). After the
development of innovative construction of the TOS,
instructional materials and checking by the experts
methodologies, fueling is needed to obtain the
progress in science content validity.
education. A pilot testing
of the competency
based pre-test and post-
test was selectively
conducted at Carmen
National High School to
attest the internal
consistency of the test.
Checking for the
internal consistency of
the test reliability is
important, Cronbach’s
alpha was employed as
the test was
administered once.
After the test, each
paper was examined to
determine the right or
wrong answer made
from each item by each
test taker. An item
analysis was prepared
and interpreted by the
researcher who gave
the 50-item test.
Experts rated
the Expert's Validation
Checklist (EVC) on
content and mechanics
using a scale established
by the LRMDS
Guidelines in 2008 as
shown in Table 2. They
wrote their comments
or suggestions on the
validation sheets for
that purpose. All
experts agreed that the
materials were
approved for utilization
in public schools. A pre-
test was given to the
participants prior to the
use of the created
teaching and learning
materials for General
Biology, followed by a
post-test. The test
results were statistically
analyzed to determine
the level of
performance of the
subject-learners using
the instructional
materials, as well as the
significant difference
between the learners'
pre-test and post-test
scores of both the
experimental and
control groups.
5. A thematic
analysis was used to
identify patterns in the
data based on the
experiences of the
subject-learners in using
the crafted Bio-
Brochures after the
evaluation utilizing an
open-ended
unstructured survey.
Moreover, follow-up
questions emerged
depending on the
responses of the key
informants. The data
analysis plan used in
this research study was
Colaizzi’s (1978)
descriptive
phenomenological
method. Colaizzi’s
distinctive seven step
process of rigorous
analysis provided a
concise and thorough
description of the
phenomenon under
study, confirmed by the
participants who lived
it. This method depends
upon rich first-person
accounts of experience.