DEVELOPMENT AND VALIDATION OF SOCIAL STUDIES INSTRUCTIONAL

MODULE IN SSE109 (WORLD HISTORY 2)

An Undergraduate Thesis
Presented to the Faculty of the
Secondary Teaching Department
COLLEGE OF EDUCATION
Mindanao State University
Marawi City

In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Secondary Education
Major In Social Studies

SITTIE NIHAYA H. ABDULKHALED

MADIHA M. BANGON

November 2023
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Chapter 1
THE PROBLEM AND ITS SCOPE

Introduction

The field of Social Studies encompasses a wide array of subjects, including History,

Geography, Economics, Sociology, Anthropology, and Political Science. This

multidisciplinary approach equips students with the skills to engage actively in a complex

society, fostering a deeper connection to the real world. In today's interconnected global

landscape, social studies education is essential for students to understand diverse cultures,

acquire relevant knowledge, and find their roles in society.

In this knowledge-based world, the development of students 21st-century abilities

is important. Students need to gain the necessary skills to succeed in the global economy

as the fourth industrial revolution brings about overall changes to the educational landscape

(Rogayan & Macanas, 2020). In order to prepare students to become future-ready and

globally competent workers who greatly contribute to the socioeconomic development of

the country as a whole, educational institutions perform critical roles.

All schools across the world should support their students' development of 21st-

century abilities through formal education (Tindowen et al., 2017). In order to effectively

navigate the complex uncertainties and challenges of the modern world, students' 21st-

century abilities and competences must be further enhanced in light of the new industrial

era. According to a number of academic documents, students must have 21st-century skills

and traits in order to succeed (Bellanca, 2010; Larson & Miller, 2011; Rotherham &
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Willingham, 2010). But Sadera et al. (2020) noted that even with the start of the FIRe and

the 21st-century learning environment, education still faces several obstacles.

The introduction of the Bachelor of Secondary Education Major in Social Studies

(BSEd-Social Studies) program within the College of Education marks an exciting new

development aligned with the implementation of enhance curriculum that posed an

opportunity for growth and innovation in the field of education. However, some instructors

face challenges in developing instructional modules, as certain subjects or courses are

currently undergoing the transition to the new curriculum. Consequently, the researchers

are encouraged to explore and contribute to this evolving field by focusing on the creation

of instructional modules, particularly in the context of SSE109 (World History 2). The

CHED prototype, already released, serves as a valuable foundation for such endeavors,

offering a unique avenue for research and improvement. Additionally, the study is guided

by the theories of Constructivism and Outcome-Based Education, which aim to promote

meaningful learning experiences and facilitate the attainment of desired learning outcomes.

Constructive alignment is an instructional design in which what students should

learn and how they will demonstrate their learning are clearly defined before instruction

begins. Instruction is then structured to engage students in learning activities that increase

their chances of achieving these goals, and assessment tasks are developed to provide

accurate assessments of how to achieve these results. Instead of being immediately

transferable from teacher to learner, the constructive link approach acknowledges that

“knowledge is created by learner behavior”. (Biggs, 2003; p. 9)

Instructional materials (IMs) play a vital role in enabling teachers and students to

engage actively and efficiently during lessons. They prevent an excessive focus on
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memorization and repetition, which can dominate a class. Additionally, resource materials

provide learners with hands-on experiences, aiding the development of skills and concepts

while promoting diverse learning approaches. The use of instructional materials is an

indispensable tool that enhances qualitative teaching and learning from the primary to

tertiary level. Likewise, it helps students to improve their learning procedure (Bondell,

2014).

Moreover, instructional materials, which can be both print and non-print materials,

are crucial for conveying knowledge during the learning process (Dahar & Faize, 2011). It

contribute to improved academic performance and facilitate the understanding of abstract

concepts, motivating learners, and teachers alike. As stated by Abubakar (2020), properly

designed instructional materials positively impact engagement and motivation among

learners, ultimately enhancing the learning process.

Content validity, within the context of a measurement instrument, represents the

construct being measured and is considered necessary evidence to support the validity of

a measurement instrument such as a research questionnaire (Yusoff , 2019). For module

validity, researchers required validation from selected experts using the Content Validity

Index (CVI). To demonstrate a module's effectiveness and functional usefulness,

researchers study its perceived usefulness, because even if the module is perceived to be

usable, it is argued that without consideration of its usefulness, it may be functionally

useless.

The study provides insights and guidance for improving education. It helps with

designing better learning materials, making informed decisions about what to teach and
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how to teach it, and advancing our knowledge in the field of education. Ultimately, it

benefits students by making learning more effective and engaging.

Theoretical Framework

This study formed a basis and guideline that helped in building its concepts that

required a need for the utilization of different theories that were relevant in making this

research reliable, dependable, and credible.

The following theories that inspired the researchers and served as the framework of

this study were Constructivism by Jean Piaget and Outcome-Based Education.

The Constructivism learning theory of Jean Piaget was used in this study because

it relies on the idea that students actively construct or create their understanding and that

their learning experiences shape their reality. Students build their understanding by

building on existing knowledge and adding to it as they gain new information, as well as

by reflecting on and correcting previous theories. As a result, their learning is unique to

them due to their different backgrounds.

According to constructivists, people are active receivers of information. They create

understanding that is expressive to them based on their previous experience, adapt it, and

adapt their understanding. (Khan 2017). One of the most essential goals of constructivism

is to help learners develop skills that can only be acquired in a supportive classroom

environment.

The researchers used this theory for its principles and integrated it into the

developed module. Learners will be encouraged to actively do something during their

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learning process by encouraging them to construct new ideas or concepts based on their

current or past knowledge.

The constructive alignment curriculum framework, which emphasizes both

teaching/learning processes and evaluation and aligns them both with learning objectives,

seems to be able to help us think more broadly about the affordances and constraints of

OBE (Biggs and Tang 2007). Since it motivates students to engage in relevant activities

and achieve desirable levels of performance, the strategy is expected to create a deep

attitude to learning. As a result, it broadens the theoretical base of OBE to include learning;

yet it might be claimed that Biggs and Tang's approach narrow learning to visible actions

and ignores components of learning connected to impacts and professional characteristics.

Their framework may be characterized as a constructivist one. The fact that OBE could be

reconciled with a constructivist The theory is not, however, convincing evidence that OBE

has moved beyond its behaviorist origins.

The researchers used this theory because Outcome-based education (OBE) has an

emphasis placed on a clearly stated idea of what the researchers had a clear expectation of

what needs to be accomplished by the end of the course.

Conceptual Framework

The conceptual framework for the development and validation of the social studies

module in SSE109- World History 2 integrated constructivism and Outcome-Based

Education (OBE). Constructivism, as a guided by Piaget’s theory, emphasized student-

centered learning, where students actively constructed their own knowledge through

engagement with activities and the activation of prior knowledge. OBE focused on
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achieving specific learning outcomes, with the curriculum centered around these outcomes.

The integration of constructivism elements, such as active student engagement, prior

knowledge activation, and authentic learning tasks, with OBE elements, including clearly

defined learning outcomes, assessment strategies, and feedback, aimed to promote

meaningful learning experiences and facilitate the attainment of desired learning outcomes.

By utilizing this conceptual framework, the study aimed to demonstrate how the module’s

development and validation process aligned with the principles of constructivism and OBE,

ultimately enhancing students’ engagement, understanding, and application of knowledge

in real-world contexts.

Feedback from
validators of the
Written feedback
developed
and suggestions.
SSE109 module

Developed
Content Validity of
and
the developed Content Validity
Validated
SSE109 module Index
SSE109
module.

Perceived Interviews with

Usefulness of the students’
developed SSE109 participants who
module finished SSE109

Figure 1. Schematic Diagram of the Conceptual Framework

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Statement of the problem

This study aimed to determine the develop a Social Studies instructional module in

SSE109 (World History2) for the College of Education, Mindanao State University-Main

Campus and determine its content validity.

Specifically, this study aimed to answer the following questions.

1. What are the feedback and suggestions of the validators on the first draft of the

developed module in SSE (World History 2)?

2. What is the Content Validity Index of the developed Social Studies module in

SSE109 (World History 2)?

2.1 Module Objectives

2.2 Module Content

2.3 Module Organization and Presentation

2.4 Format and Design

2.5 Learning Activities

3. Based on the student participants’ interview responses, how useful is the developed

module to their SSE109 subject?

Scope and Limitations

This study was mainly focused on determining the development and validation of

the Social Studies instructional module in SSE109 (World History2). The data for the study

was gathered through an evaluation using two separated survey questionnaire and a follow
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up interview questions was asked based on Interview guide questions to be prepared by the

researchers.

To have a clear and balanced response, the researchers choose 1 instructor from the

College of Social Sciences and Humanities, 1 instructor from the College of Education, 1

instructor from University Training Center and 3 instructors in the Integrated Laboratory

School (ILS) from Mindanao State University-Main Campus, who are experts in the field

of History and Instructional Development. In addition, the researchers choose 30 students

at the College of Education taking up Bachelor of Secondary Education Major in Social

Studies who finished the course SSE109 (World History 2) Module.

Significance of the Study

The researchers believe that the result of the study will benefit this following:

Curriculum Developers. The study can provide valuable insights for curriculum developers

who are responsible for designing and revising educational curricula. It can offer evidence

and recommendations for incorporating instructional modules effectively into the

curriculum, ensuring alignment with learning objectives and educational standards.

Educational Institutions. The research findings can be valuable for educational institutions,

such as schools, colleges, and universities. It can inform their decision-making processes

related to curriculum development, resource allocation, and professional development for

teachers.

Educators and Teachers. The study can provide valuable insights and guidance for

educators and teachers who are involved in curriculum development and instructional
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design. It can offer evidence-based strategies and approaches for creating effective

instructional modules that enhance student learning outcomes.

Instructional Designers. The research can be relevant for instructional designers who

specialize in creating educational materials and resources. It can provide them with

guidelines and best practices for developing effective instructional modules that consider

learners' needs, learning styles, and engagement strategies.

Policymakers and Education Administrators. The findings can be influential for

policymakers and education administrators who shape educational policies and regulations.

It can provide evidence for decision-making related to instructional practices, resource

allocation, and professional development initiatives.

Researchers and Academics. The study can contribute to the existing body of knowledge

in the field of instructional design, curriculum development, and educational technology.

It can serve as a reference for future research and scholarly discussions, advancing the

understanding and practice of instructional module development.

Students. The study can directly benefit students by improving the quality of instructional

materials they use. Well-designed instructional modules can make learning more engaging,

accessible, and effective, leading to better understanding and retention of the subject

matter.

Definition of Terms

The following terms have been defined conceptually and operationally to provide

a better understanding of the study:

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Acceptability. It is for classroom learning through the evaluations of two groups of

evaluators: expert jurors and student-users. (Larawan, 2013). In this study, it is used to

know the acceptability of the developed instructional material in SSE109.

Assessment. Refers to the ongoing process of gathering, analyzing, and interpreting

evidence, reflecting on findings, and making informed and consistent judgments to

improve student learning (State Government of Victoria, 2021). In this study, assessment

is a critical component as it involves the implementation of effective evaluation methods

to measure and evaluate student learning within the produced instructional module.

Content. is organized into modules using the Content Tool. Content items are

referred to as 'topics.' Modules can contain as much or as little content as needed, and one

or more sub-modules (Georgia State University, 2021). In this study, it refers to the detailed

lessons within SSE109- World History 2 Subject, which aims to develop problem-solving

and critical thinking skills included in the module.

Constructivism. Constructivism is a learning theory that highlights the active

participation of learners in constructing their own comprehension. Mcleod (2023). In this

study, this theory strongly influenced the development of the module as it triggered the

researchers to center around logical aspects of the student’s thinking.

Development. It requires dedication, time, and a systematic approach that includes

a rationale for the module, suitable design and development, and an evaluation procedure

to ensure that they are implemented successfully (Friestad et al., 2014). In this study, it

refers to how to develop the produced module.

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Effectiveness. It is based on its objectives, content accuracy, originality, clarity, and

appeal using a descriptive method. Villanueva (2022) This study refers to the effectiveness

of the developed module that is being measured.

Learning Activities. Learning activities are resources that help achieve the learning

objectives of a program, promoting active participation and better learning outcomes

(Hattie & Donoghue, 2016). In this study, it plays a vital role as the researchers produced

instructional material that included effective and engaging learning activities to support the

achievement of desired learning outcomes.

Module. are increasingly being used in many countries as a way of organizing a

language curriculum. Hence, many coursebooks are now structured based on “modules”

rather than “units”. Sadiq and Zamir (2014). In this study, the module refers to the

developed instructional material encompassing the topics, activities, and assessments for

effective teaching and learning in BSED-Social Studies.

Outcome-Based Education. It is an approach to education where curriculum

decisions are driven by the outcomes students should display by the end of the program

(Morcke et al., 2013). In this study, understanding the concept of Outcome-Based

Education is crucial for the researchers as they focused on producing an instructional

module that aligns with this approach, focusing on desired learning outcomes.

Unit Content. It is referring to the area where learning resources, such as unit

guides, lecture notes, study guides, and readings, are posted by the lecturer (Deakin

University, 2023). In this study, it is a facet of the module that encompasses the topics and
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information provided, including relevant readings and resources for students learning

within each unit.

Unit Format and Language. It is a component of a module that pertains to the layout,

design, and language used, making it interesting and motivating for learners (Russell,

1974). In this study, it refers to the presentation of activities and the overall design of the

module, ensuring it is visually appealing and provides sufficient examples and activities to

engage learners effectively.

Unit Objective. It is aligned with course learning outcomes and smaller in scope.

They focus on what students should be able to do at the end of each unit and how they

contribute to overall outcomes (University at Buffalo, 2023). In this study, it is a facet of

the module that relates to the relevance of the topics, their connection to or reinforcement

of the given assessments, and their contribution to the overall learning outcomes.

Unit Presentation. It is a facet of the module that focuses on the organization and

presentation of activities, ensuring that the module provides sufficient examples and

activities for effective learning (Russell, 1974). In this study, it is referring to the way

activities are organized and presented within the module, ensuring clarity, coherence, and

meaningful engagement for the learners.

Validity. It is defined as "the degree to which evidence and theory support the

interpretations of test scores entailed by the uses of tests" (Moss et al., 2006). In this study,

it is of utmost importance as the researchers aimed to develop instructional material

validated by six experts, ensuring that it aligns with the intended objectives and measures

what it intends to measure.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides related literature and studies by several researchers that are

related to the present study. In addition, these researchers have provided useful

information, strategies, and techniques that enhance the overall investigation and support

the findings.

Related Literature

According to Friestad, Mccoy, and Schubert (2014), the shift in the past several

years has moved from Teacher-Centered to Student-Centered which also changed the

process of course design. The learning module placed a strong emphasis on student-

centeredness, requiring students to actively engage and participate both as learners and

teachers within their classroom. Through the learning process, students had the opportunity

to develop new knowledge aside from their prior knowledge. The individual and group

activities within the module were designed to focus on authentic, real-world situations that

allowed students to directly apply their skills and gain valuable experience. These changes

and approach is aligned with the principle of Constructivism. According to Mcleod (2023),

Constructivism is a learning theory that highlights the active participation of learners in

constructing their own comprehension. Instead of simply receiving information, learners

engage in reflection, develop mental representations, and integrate new knowledge into their

existing frameworks. In this study, this theory strongly influenced the development of the

module as it triggered the researchers to center around logical aspects of the student’s

thinking.
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In the context of this study, constructivism influences the design and

implementation process by incorporating constructivist principles into the development

and validation of instructional modules, educators can create learner-centered, engaging,

and effective learning experiences that promote deep understanding and meaningful

transfer of knowledge.

Outcome-Based Education (OBE) is defined by Spady (1994) as clearly centering

and structuring everything in the educational system around what all students must do

successfully at the end of their learning experiences. It begins with a clear image of what

students must be able to do, followed by the organization of teaching materials and

assessments to ensure that learning occurs. This concept are applied in developing the

module by following the required elements such as Learning Outcomes, Content, and

Assessment.

Outcome-based education (OBE) is an educational theory that focuses on defining

the desired learning outcomes. By applying outcome-based education theory to this study

educators can ensure that the modules are purposeful, aligned, and effective in facilitating

the desired learning outcomes. The emphasis on clear outcomes, instructional alignment,

assessment-driven design, iterative feedback, and learner-centeredness helps create

focused and impactful learning experiences.

Sadiq and Zamir (2014) said that modules are increasingly being used in many

countries as a way of organizing a language curriculum. Hence, many coursebooks are now

structured based on “modules” rather than “units”. In his study, the findings show that the

modular approach is more effective compared to the traditional teaching approach because

it provides opportunities for students to learn at their own pace. In addition, the immediate
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reinforcement of the self-learning style allows the students to practice exercise which

motivates the students and create interest in them. Furthermore, Sirisuthi and

Chantarasombat (2021) confirmed the benefit of the learning module as an effective

educational innovation. It could also assist students in achieving their full potential and

was appropriate for teachers to utilize in the development of students.

The modular approach plays a significant role in this study offers advantages such

as chunking of content, flexibility in design, targeted instruction, scalability, independent

validation, incremental assessment, and logical sequencing. These benefits support

effective instruction, personalized learning, and continuous improvement in educational

settings.

The design of module content is being studied further and improvements are being

made to adapt to social developments. Certain aspects remain constant throughout the

development of modular designs. Module development requires dedication, time, and a

systematic approach that includes module demonstration, appropriate design and

development, and evaluation processes to ensure they are implemented success (Friestad

et al., 2014). Therefore, achieving validity can determine the ease of use of the module

documentation for successful implementation.

Content design is an integral part of is study. It involves the organization, structure,

and presentation of the content to facilitate effective learning. It is crucial for this study as

it emphasizes clarity, comprehension, sequencing, engagement, adaptability, user-

centeredness, usability, and accessibility. By considering these aspects in content design,

instructional modules can effectively support the learning process and help learners achieve

the desired educational outcomes.

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Cook and Beckman (2006) define Content Validity as “The degree to which

elements of an assessment instrument are relevant to and representative of the targeted

construct for a specific assessment purpose.” Evidence of content validity is often based

on the judgment of individuals believed to be experts in the topic of study being addressed

and can be recorded using qualitative and/or quantitative methodologies.

The content validity plays a significant role in this study by ensuring the

instructional modules accurately represent the intended learning objectives, provide

comprehensive coverage of the content, avoid irrelevant information, and undergo expert

evaluation. By focusing on content validity, instructional modules can be developed and

validated to effectively support learners in achieving the desired educational outcomes.

Evaluating assessment tools before to their intended audience's use is the most

typical goal of content validity studies. However, before they are put into practice in the

field, programs like educational interventions can be assessed using content validity.

According to Grant and Davis (1997), content validity estimates are used to determine if

the items or constructs in an assessment or intervention precisely reflect their definition,

are relevant to the goal, and are an accurate representation of the topic being measured.

The test evaluation instrument plays a significant role in this study by aligning with

learning objectives, demonstrating content validity, ensuring reliability, collecting

feedback for improvement, and serving as a quality assurance tool. Through the use of an

effective evaluation instrument, developers can assess the module's effectiveness, make

necessary refinements, and validate its overall impact on learners' achievement and

satisfaction.
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Content Validity

There are different element features of validity and among them, content validity is

the element that is being used in this study.

In the study by Yusoff (2019), he describes the best practice to quantify the content

validity of an assessment tool using CVI. According to him, there are six steps of content

validation: (1) Preparing a content validation form, (2) Selecting a review panel of experts,

(3) Conducting content validation, (4) Reviewing domain and items, and (5) Providing

score on each item, and lastly, (6) Calculating the Context Validity Index. In the first step

of content validation, the content validation process begins with the creation of a content

validation form to ensure that the review panel of experts has a clear knowledge of the task.

It is also recommended to include a definition of the domain to make the grading process

easier for the experts.

By incorporating content validation into the development and validation process,

the module provided accurate, relevant, and comprehensive educational experiences for

learners. Validating the content enhances the module's effectiveness, credibility, and value

in achieving the intended learning outcomes.

Second, individual experience with the topic to be studied is generally used to select

experts to review and critique an assessment tool (e.g., a questionnaire). It is possible to

agree that the minimum appropriate number of experts for content validation is two;

however, most suggestions indicate a minimum of six experts. According to Davis (1992)

and other researchers, the number of experts required for content validation should be at

least 6 and no more than 10. Third, Content validation can be done in either a face-to-face
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or a non-face-to-face manner. An expert panel meeting is organized for the face-to-face

approach, and the researcher facilitates the content validation process from Step 4 to Step

5 (described later).

It is important to note that while having multiple experts can be beneficial, the

selection of experts should be done carefully to ensure they have the necessary

qualifications and experience. Furthermore, effective coordination and communication

among the experts are crucial for a successful development and validation process.

To assist the content validation process when using a non-face-to-face approach,

an online content validation form is frequently delivered to the experts, along with clear

instructions. Cost, time, and response rate are the most critical aspects to consider. The cost

and time of conducting the face-to-face approach may be a challenge due to the difficulty

of gathering all experts in one place, but the response rate will be the highest. The non-

face-to-face approach's response rate and time may be a challenge because it's tough to

receive a response on time and there's a chance of not getting a response at all from the

expert, but the cost-saving is the main benefit. Nonetheless, Yusoff (2019) found that if a

systematic follow-up is in place to enhance the response rate and time, the non-face-to-face

technique is quite effective.

The non-face to face approach can have a significant impact on this study. It is

important to establish clear communication channels, set expectations, and leverage

appropriate technology to ensure smooth collaboration and a successful development and

validation process when using the non-face-to-face approach.

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Fourth, the experts are given the domain definition and the items that constitute the

domain in the content validation form. Before assigning a score to each item, the experts

are asked to critically assess the domain and its components. Experts are encouraged to

provide verbal or written feedback to help improve the items' relevance to the targeted

domain. All feedback is considered to improve the domain and its contents. Fifth,

Following the review of the domain and items, the experts are asked to rate each item

individually using the appropriate scale. Once the experts have completed scoring all of

the items, they must submit their responses to the researcher.

Lastly, CVI is divided into two types: CVI for the item (I-CVI) and CVI for scale

(S-CVI). Polit and Beck (2006) provide two ways for calculating S-CVI in which the

average of I-CVI scores for all scale items (S-CVI/Ave) and the proportion of scale items

that reach a relevance scale of 3 or 4 by all experts (S-CVI/UA). The relevance rating must

be reported as 1 (on a scale of 3 or 4) or 0 before CVI can be calculated (relevance scale of

1 or 2). The acceptable CVI value is if the number of experts is from three to five, the

acceptable CVI value should be 1 (Polit & Beck, 2016).

The use of the CVI in this study ensures that the content included is relevant,

accurate, and easily understood by the target audience. It provides a systematic approach

to assessing and enhancing the quality of the instructional materials.

Usefulness

Among the many variables that may influence system use, this study suggests the

perceived usefulness. The degree to which a person believes that utilizing a certain system

will improve his or her job performance is defined as perceived usefulness (Davis, 1989).
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In other words, a user who believes that a certain system will improve the quality of work

outcomes and time savings will be more likely to use the system. Despite the system that

was proven usability, it is argued that without consideration of usefulness, systems could

prove to be effectively designed, but functionally useless (Greenberg and Buxton, 2008).

Perceived usefulness is closely tied to this module. It informs the design process,

guides user feedback collection, influences user acceptance, and drives module refinement

to create an effective and valuable learning tool.

Related Studies

The study of Abdelmohsen (2020) aimed to develop and test the validity of a

module on enhancing students’ collaboration, critical thinking, and writing skills. To

determine the content validity of their developed module, there were 5 experts who were

asked to examine the validity of their developed module and 20 participants who studied

English at The General Foundation program at a private college in Oman to test the

developed module.

In their study, they used an adapted checklist to test the validity of the

module. The developed checklist consists of 36 items of five-point Likert scale. Content

validity index (CVI) was used to calculate the content validity of their developed module.

And an IELTS Academic Writing Task 2 rubrics to assess students’ writing ability. As a

result, the questionnaire items have an ICVI above .80 whereas the S-CVI is .987 which

exceeded the minimum I-CVI (.78) and S-CVI (.80) and obtained score between 1.0 and

9.0. based on the band calculated.

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In Woo et al. (2015) study, the focus of quality assurance for learning modules at

Open University Malaysia (OUM) has primarily been on content, language, and instructional

design. However, one crucial aspect of quality that has not been thoroughly examined is the

readability of the modules. Readability refers to how easily written texts can be understood.

Even if the content, language, and instructional design of the modules are of high quality,

they will be ineffective if they are written beyond the learners' reading level. This study aims

to address this gap by assessing the readability of selected modules and determining whether

they are written at independent or instructional levels. Additionally, the study will investigate

whether module readability is related to the performance of learners in the corresponding

courses. The hope is that this research will shed light on the extent to which readability

influences the quality of learning modules.

In the study of Olipas (2023), the purpose of his study was to assess the instructional

learning modules used in the Application Development and Emerging Technologies

course. The evaluation focused on various aspects, including content, teaching, and

learning methods, support and feedback, and assessment, from the perspective of the

students. Additionally, the study aimed to gather insights from the students regarding their

preferences and suggestions for improvement. A descriptive research design was employed

to quantitatively represent the trends, attitudes, and views of the student group. The

evaluation questionnaire used in this study was adapted from a university modules

evaluation questionnaire and consisted of variables such as content, teaching and learning

methods, support, feedback, and assessment. The instrument underwent face validity,

content validity, and reliability analysis. The data collected was analyzed using frequency

distribution and percentage calculations.

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The study of Dejarlo (2022) evaluated the content validity of a developed worktext

in Basic Calculus. The main purpose of the study was to develop and examine the level of

validity of the worktext in Basic Calculus in terms of lesson objective, inputs, application,

and enrichment. In addition, it also aims to determine the different comments suggested

for the revision of the worktext. A total of 40 experts in the field and 40 students who are

currently enrolled on the subject participated in the Mixed-Method study. The respondents

were asked to evaluate the worktext using a checklist adapted from the study of (Gayagay,

2018) and personally visited some school for pilot testing. The study utilized a descriptive-

evaluative method in determining the validity of the developed worktext. The result shows

that the two groups of respondents agreed that the developed worktext possess content

validity and it is in line with the course syllabus of Basic Calculus.

Similarly, the of Martin, Bolliger, and Flowers (2021) examine the development

and validation of an online course design element (OCDE). The process involved 222

online instructors and instructional designers in higher education through survey. The study

was carried out in two phases; one is developing the instrument and the other is reviewing

the developed instruments by the experts. 4 experts were provided with a digital copy to

assess the clarity of the instruments, make changes, and add or remove some items. Results

shows that the OCDE is a valid and reliable instrument. This indicates that the level of

expertise in online course design was significant predictor of the score.

Espinar and Ballado (2016) conducted a study in Basic Mathematics 2 that

examined the content validity and level of acceptability of a designed context. The

descriptive comparative approach was used to determine the validity and acceptability of

the created worktext, as well as the difference between expert or teacher evaluations and
 23

student responses. They also used a quasi-experimental design to see if the worktext was

effective in teaching the course, using Post-test for correlated samples and a T-test for

independent samples. The teacher and students evaluated the worktext's acceptability by

evaluating many elements such as clarity, usefulness, suitability, adequacy, timeliness,

language, style, format, illustrations, and presentation.

The results show that teachers and students had grand mean scores of 4.62 and 4.71,

respectively, with an overall grand mean of 4.67. This indicates that both groups of

respondents strongly agreed that the worktext met the criteria and was thus rated as "very

much acceptable." On the other hand, the post-test results of both groups were statistically

treated using the T-test for uncorrelated means to determine the effectiveness of the

worktext. The experimental group's post-test mean scores are much higher than the control

group's post-test mean scores. This means that the experimental group outperformed the

control group significantly.

Similarly, Roman (2013) study aimed to create and assess the validity of a statistical

module for educational research, with the goal of promoting sustainable quality research

among student-researchers at Laguna State Polytechnic University. The study hypothesized

that the subjects' evaluation of the developed module would be significantly correlated with

their performance. Additionally, it hypothesized that there would be a significant difference

in the evaluation of different groups of respondents regarding the characteristics of the

module. The results indicated that the developed module in Statistics had a high level of

validity in terms of specific objectives, content, language usage, and evaluation activities.

The utilization of this module resulted in highly satisfactory performance among students,

demonstrating their understanding of the subject's concepts and their ability to apply them.
 24

The study of Larawan (2013) determines the acceptability of teacher-designed

programmed modules in Production Management for classroom learning through the

evaluations of two groups of evaluators: expert jurors and student-users. The developed

module is given to the students after being oriented and to the jurors who are known experts

in the field to assess the module for its physical aspects, objectives, instructions, learning

activities, and evaluative measures using quantitative and qualitative inputs. Combining

the evaluation of the two groups, the findings show that the modules are very satisfactory

in terms of the five aspects. This points out that the instructional modules, subjected to the

combined evaluations, are acceptable.

Hamora, Rbaya, Pentang, Pizana, and Gamozo (2022) in their study revealed that

to ensure the quality of the pedagogical innovations employed during the pandemic which

is the modular teaching-learning, their study sought the student’s evaluation of the faculty

prepared instructional modules for the course they enrolled in the academic year of 2020-

2021. Through employing a descriptive-correlation research design, their study was

participated by 644 students from three colleges through online surveys that were analyzed

using descriptive statistics and Spearman’s rank correlation coefficient utilizing Jamovi

Software. The result shows that instructional materials prepared by the faculties were

acceptable and satisfactory to the students. Their study also recommends that faculties are

encouraged to review the phases involved in the design, development, and distribution of

the instructional modules to make them highly acceptable and very satisfactory to the

students while maintaining both the content and layout of the learning materials.

The objective of Gabor's (2020) study was to create and validate an electronic module

in physics for first-year college students in Iloilo. The study also aimed to determine if there
 25

would be a significant difference in the students' performance before and after using the

electronic module. The e-module focused on linear motion (kinematics) and consisted of one

topic with two sub-lessons. The participants were divided into three groups: Subject Matter

Experts, who were physics instructors involved in providing input on the content,

appearance, and limitations of the e-module; IT experts, who were actively engaged in

teaching and developing computer programs; and 28 students, divided into a pilot group of

15 and a final test group of 13. A researcher created a checklist form consisting of 30 items

to assess the difficulty of sample problems, comprehension, application, and definition of

terms. This checklist was validated by subject matter experts for data collection purposes.

Furthermore, Lau et al. (2019) conducted a study on the effectiveness of educational

modules in promoting physical activity (PA) among adolescents. The study focused on the

development and validation of a PA educational module for an obesity intervention program

called CEria Respek Gigih Aktif Sihat (CERGAS). The study was divided into three phases:

Phase I involved needs assessments through focus group discussions to gather adolescents'

opinions on module content and design. Phase II focused on the development of the PA

module, while Phase III involved content and face validation. Content validity was assessed

quantitatively using a content validity index (CVI), with a CVI score above 0.79 considered

appropriate. The needs assessments revealed that adolescents were interested in content

related to the benefits of exercise, exercise techniques, ways to increase PA, and how to stay

motivated.

Additionally, Villanueva (2022) conducted a study on the development and

validation of a module in fluid mechanics for pre-service science teachers. The module was

created to address the lack of references available for teacher education students studying
 26

this subject. The research aimed to assess the module's effectiveness based on its objectives,

content accuracy, originality, clarity, and appeal using a descriptive method. The readability

of the material and student engagement index were also measured. The validation results

showed high ratings across various criteria, with an average rating of 4.21 interpreted as very

high. Specifically, the module received very high ratings for the attainment of objectives,

accuracy of contents, clarity, and appeal. The results indicate that the module is effective and

well-received by students.

Table 2.1 below presents the Research Studies Matrix, a collection of studies that

centered around the development and validation of modules. Each study is presented with its

title and the names of the authors. The matrix serves as an overview guide, presenting how

the current research aligns with findings from other studies and how it discussed similar

topics and research methods from these research studies. The researchers utilized these

studies to gather insights on development and validation of module.

Related Studies
The Development and Validation
of a Module on Enhancing
Students’ Critical Thinking,
Collaboration, and Writing Skills
Readability of Modules and its
Relationship with Student
Performance
in Open and Distance Learning
(ODL)
Table 2.1
Related Studies Matrix
Author/s Relevance to the Study
Abdelmohsen (2020) In this study, the researchers adapted his
checklist which consist of 24 items that
was divided into five facets: 1) Unit
Objectives, 2) Unit Content, 3) Learning
Activities, 4) Unit Format and Language,
and 5) Unit Presentation to rate the
relevance on each unit of the developed
module for validation.
Weng, Ibrahim, Tek, Similar to the related study, the research
Ming, and Kwan also focused on the quality of the
(2015) developed module particularly in the
content, and the format and design. In this
study, the validators also addressed the
importance of readability because the
overall effectivity of the module lies on
the logical and structured manner of the
developed module such as the spacings,
wordings, and clarities to prevent

Students’ Evaluation of the
Instructional Learning Modules
for Application Development and
Emerging Technologies Course
Development and Validation of
Worktext in Basic Calculus
27
confusion and increasing the quality of the
learning module.
Olipas (2023) Olipas (2023) study assesses instructional
learning modules in the context of an
ADEMT course in which the study shared
focus on developing modules in an
educational context. Similarly, the study
also evaluates the developed modules in
terms of content, assessment, and learning
methods which inherently includes
evaluating the quality and effectiveness of
the module. Additionally, Olipas (2023)
also gathers insights from students
regarding their preferences and
suggestions for improvement. The
relevance of his study to the research is
mainly focused on the development
processes especially in the facets of the
module such as Learning Outcomes,
Learning Content, and Learning-Teaching
Effective which enhance the reliability of
the research findings. It also provides
relevant reference point and a source of
valuable insights for the research on the
development and validation of modules,
especially in the context of educational
settings.
Dejarlo (2022) The study evaluates content validity of the
development module. But in the case of
Dejarlo (2022) study, it evaluates the
content validity of a worktext. Despite the
difference, both focused on educational
material and also involve creating and
assessing educational resources. Dejarlo
(2022) study examines aspects such as
lesson objectives, inputs, application, and
enrichment. Content validity which is
used by his study to examine the worktext
is also the crucial component of the
developed module, as the researchers
ensured that the module's content aligns
with the desired learning objectives.
Similarly, the researchers also involved
validators and the target audience
(students) in the validation process of the
developed module. Dejarlo (2022) used a
mixed-method approach, which combines
quantitative and qualitative data. This
approach offer insights into how to gather
and analyze data effectively in the context
of content validity assessment, which is
applicable to module development and
validation process. Dejarlo (2022) study
provides a relevant reference point and
valuable insights for the research on the
development and validation modules,

Design Matters: Development and
Validation of the Online Course
Design Elements (OCDE)
Instrument
Development and Acceptability of
a Developed Worktext in Basic
Mathematics 2
Development and Validation of
Statistics Module for Quality
Educational Research
28
especially in terms of assessing content
validity, involving experts/validators and
students, and aligning materials with
curriculum requirements.
Martin, Bolliger, and Martin et al. (2021) study deals with the
Flowers (2021) development and validation of an online
course design element. While the study
focuses on module development, both
involve designing and validating module
resources, which share common elements.
Their study involves two phases, one for
instrument development and the other for
expert review. This phased approach to
validation aligns with best practices in the
development and validation of educational
resources, including modules. They also
involved experts in the field to assess the
clarity of the instruments, make changes,
and review the items. In the research,
involving experts or validators in the
validation process is also crucial for
ensuring the quality and validity of the
educational material. Their study found
that the OCDE is a valid and reliable
instrument, indicating that it measures
what it intends to measure consistently. In
the research, validation of the developed
module would similarly aim for content
validity to ensure that it serves its
intended purpose. Martin et al. (2021)
study provides a relevant reference point
and valuable insights for the research on
the development and validation of
modules, especially in terms of the
validation process, involving experts, and
ensuring validity.
Espinar and Ballado Espinar and Ballado (2016) study also
(2016) focuses on the development and
validation of educational materials. They
evaluated a worktext's content validity
and acceptability, while the study involves
on module development and validation.
The study involved both teachers
(experts) and students in evaluating the
acceptability of the worktext. In the
research, the researchers similarly involve
teachers and students to gather input on
the developed module's acceptability and
usability. Espinar and Ballado (2016)
study provides a relevant reference point
and valuable insights particularly in terms
of assessing content validity, acceptability,
and effectiveness.
Roman (2013) Roman (2013) study, similar to the study,
involves the development and validation
of an educational module. While Roman

Acceptability of Teacher-Made
Modules in Production
Management
Students’ Evaluation of Faculty-
Prepared Instructional Modules:
Inferences for Instructional
Materials Review and Revision
29
(2013) focused on a statistical module, the
fundamental processes of module
development and validation share
common principles. Roman (2013) also
assessed the validity of the developed
module, particularly regarding specific
objectives, content, language usage, and
evaluation activities. His study found that
the utilization of the module resulted in
highly satisfactory performance among
students, demonstrating their
understanding of the subject's concepts
and their ability to apply them. This is
relevant to the research in aiming to
measure the effectiveness of the
developed module in achieving learning
outcomes. His study provides a relevant
reference point and valuable insights
especially in terms of validity assessment,
performance evaluation, and module
development principles.
Larawan (2013) Larawan (2013) study, similarly, focused
on module development and its
acceptability. Both studies are concerned
with ensuring that the modules created are
acceptable and effective for their intended
purposes. Larawan (2013) involved two
groups of evaluators, expert/validators,
and student-users. This approach is
relevant to the research, as it highlights
the importance of involving both experts
and the target audience (students) in the
validation process of the developed
modules. The study employed both
quantitative and qualitative method in the
evaluation process. This approach can
inform the validation process, helping the
researchers understand not only what
works but also why it works.
Hamora, Rbaya, Hamora et al. (2022) study deals with
Pentang, Pizana, and instructional modules. They assessed the
Gamozo (2022) quality and acceptability of modules
prepared by faculty members during the
pandemic, while the research focused on
the development and validation of
module. Both studies involve student
evaluation of instructional modules.
Understanding how students perceive and
evaluate the modules is crucial in ensuring
their effectiveness and suitability for
learning. Hamora et al. (2022) study
recommends that faculty review the
phases involved in the design, and
development of instructional modules to
make them highly acceptable and very

Development and Validation of an
Electronic Module in Linear
Motion for First Year College
Students of Iloilo City
Development and Validation of a
Physical Activity Educational
Module for Overweight and
Obese Adolescents: CERGAS
Programme.
Development and Validation of a
Module in Fluid Mechanics for
Pre-Service Science Teachers
30
satisfactory to the students. This
recommendation aligns with the goal of
improving the quality and effectiveness of
instructional modules, which can be
relevant to the research.
Gabor's (2020) Gabor (2020) study, centers on the
development and validation of an
educational module. While Gabor focused
on physics for college students, the
principles of module development and
validation apply similarly. Gabor (2020)
involved subject matter experts/validators
(physics instructors) in providing input on
the content, appearance, and limitations of
the e-module. This aligns with best
practices in module development, where
experts/validators’ input is valuable for
ensuring content quality and alignment
with learning objectives.
Lau et al. (2019) Lau et al. (2019) used a quantitative
approach to assess content validity with a
CVI. The research requires a similar
approach to validate the content of the
developed module, and their use of a CVI
can serve as a reference for the study. The
study also adapted their recommendation
that there should be at least five validators
to validate the module for relevance,
enhancement, and credibility of the
developed module.
Villanueva (2022) Villanueva (2022) study, similarly, is
centered on the development and
validation of a module. Both studies aim
to ensure that the module created is
effective and appropriate for the target
audience. Villanueva (2022) study aimed
to address the lack of references available
for teacher education students in the
subject of fluid mechanics. Similarly, the
research is addressing a gap in educational
resources that is needed by the student-
users. Villanueva (2022) assessed the
effectiveness of the module based on
various criteria, including objectives,
content accuracy, originality, clarity, and
appeal. Her study is highly relevant
reference and valuable insights for the
study especially the developed module
seeks to be validated in terms of its
content, learning outcomes, design and
formatting, and learning activities.
 31

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter focused on the procedure and method of finding the research problem.

It consists of the following sections: research design, locale of the study, respondents of

the study, research instrument and its validity used, data gathering procedure, statistical

tools., and data analysis.

Research Design

The researchers utilized a mixed-method research design. This method is a

combination of two forms of data particularly quantitative research data and qualitative

research data (Creswell & Creswell, 2018). This approach allowed for gathering of both

numerical and qualitative types of data to provide better understanding of research problem

and alternative perspective in a study. These two forms of data involves in collecting of

both open-ended questions (Qualitative data) and closed-ended questions (Quantitative

data) in response to the research questions. Therefore, in the quantitative data, an adapted

checklists from Abdelmohsen (2020) which consist of 24 items was handed to the 6

validators to validate the developed module. For the qualitative data, an interview with 10

open-ended questions was conducted to find out the usefulness of the developed module

from the 30 student participants.

The selection of a mixed-method research design is highly suitable for the study, as

it offers a well-rounded and comprehensive approach to examining the content validity and

utility of the developed educational module. By combining quantitative and qualitative

 32

methods, a more complete and in-depth understanding of the research questions can be

obtained.

The quantitative process allows a rigorous evaluation of the module's content

validity by quantifying the data and relevance ratings of content validators. This yields a

clear and objective measure of how well the module aligns with the perspectives of these

validators. On the other hand, the qualitative process provides a deeper exploration of the

practical implications of the module. It uncovers the viewpoints of the students and delves

into the underlying factors forming their perceptions of the module's usefulness.

By integrating these methods, a more comprehensive understanding of how the

module operates in both theory (content validity) and practice (usefulness) is achieved.

This mixed-method design influence the strengths of both quantitative and qualitative

research, making it the optimal choice for the study, as it delivers a more thorough and well

validation of the developed module.

Locale of the Study

The study is conducted in Mindanao State University-Main Campus Marawi City

for the academic year 2022-2023. The Mindanao State University was established in

Marawi City on September 1, 1961, by R.A. 1387 as amended, whose author was former

Senator Ahmad Domocao Alonto, who was also elected as the first president of the

university and at the same time, first dean of the College of Education. It has been chosen

as the locale of the study due to two compelling reasons. First, the geographical proximity

of the university to the researchers facilitates easy access and logistical convenience,

allowing for efficient data collection and research procedures. Second, it is cost-effective
 33

for being not too distant for the researchers to conduct the study which eliminates the needs

for travel expenses. These reasons significantly contribute to the feasibility and reliability

of the study.

Respondents of the Study

The respondents of this study consist of two groups. The first group composed of 6

validators purposively selected for the significant roles in improving the quality of the

module. As stated by Auta et al. (2021), the quality of the experts involved in the conduct

study plays an important role in reducing all perceived prejudice and enhancing the overall

reliability of the results. The group validators eventually selected were a mix of one

professor in the History Department, one professor in the College of Education, three

instructors from MSU-Integrated Laboratory School (MSU-ILS) and one instructor in

MSU- University Training Center (MSU-UTC). As presented in table 3.1, the validators

profile are shown given their position, expertise, service length, course taught, and their

College/Department/School of service.

Table 3. 1
Validator's Profile
School/College,
Validator Experience
Position Expertise and Course Taught
Code (Year)
Department
Research
Methodology,
Teaching- College of
Chairperson
Learning Education-
V1 of Graduate 27 years Research Study
Process, Graduate
Department
General and Department
Professional
Education
Mindanao State
Araling University-
V2 Teacher I 9 years Araling Panlipunan
Panlipunan University
Training Center
 34

World History, College of Social

Bangsamoro Science and
Assistant Islamic History,
V3 History, Peace 5 years Humanities-
Professor IV World History
Study, and History
Islamic History Department
Mindanao State
University-
Integrated
Associate Araling Panlipunan
V4 World History 10 years Laboratory
Professor IV (Social Studies)
School-
Highschool
Department
Mindanao State
University-
Integrated
Araling Panlipunan
V5 Faculty World History 8 years Laboratory
(Social Studies)
School-
Highschool
Department
Mindanao State
University-
Mindanao and
Integrated
Assistant Philippine Araling Panlipunan
V6 3 years Laboratory
Professor IV Studies, and (Social Studies)
School-
Social Studies
Highschool
Department

According to Auta et al. (2021), to enhance the validity of the result, the participants

selection process complied with the criteria-knowledgeable on the subject with relevant

experience. This is because choosing an experts play significant roles in the quality of the

outcomes which also reduce perceived biases, and enhance the overall result. Considering

the recommendation of Polit & Beck (2006), the number of experts for content validation

should be at least 6 and does not exceed 10.

In this study, the selected six validators were a diverse mix teacher which follows

important criteria that the teacher must be at least with a bachelor’s degree related to history

and a masters’ degree. The following guidelines shows a structural frame based on their

School, College and Department, Position, Expertise, Course taught, and service length:
 35

1. School: Consider monitoring the effectiveness of the module and to determine the

standards that have not been met. Selecting validators from different school level

can identify the gap related to learning which can also help to ensure that the

implementation of the module is interconnected to the subject-matter experts of the

users, which is to concentrate in preparing students to teach at the high school level.

2. College and Department: The study consider validators from different college and

department to monitor the module in a logical way that both discipline and teaching

profession are interconnected. The validators have been recognized on their

respective subject which includes in-depth knowledge, skills, and expertise that can

be the guiding factor of students’ development.

3. Position: The study consider the ranking of the validators to indicate their

professional capacity and performance. The academic ranks includes instructor,

assistant professor, associate professor, and department chairperson. The

individuals’ ranking supplement rich experiences which could provide extra

support in the developed module.

4. Expertise: The study consider the expertise to carry out the role of validator.

Expertise can be both educational and practical experiences which shows the set of

skills that the selected validators have been recognized in their field. This is

essential to ensure that the validators can impart high level performance in

validating the module. Considering the individuals different expertise, they can

bridge the gap when two different disciplines overlapping each other such as the

contents, lesson application, etch.

 36

5. Course taught: The set of lesson taught by the validators which relates to the field

of discipline on the developed module. Their effective expertise on their specific

course are relevant to the validation of the module because it ensure that the module

met the course design and classroom teaching.

6. Service length: Validators who have been in service for many years have

considerable experiences and consequently understand what should be investigated

and modified in the developed module. In validating the module, they have a strong

knowledge base and keen understanding, which eventually improved the quality of

the module.

To further validate if the developed module is acceptable and useful, the second group

consist of 30 students from the College of Education taking up the course Bachelor of

Secondary Education Major in Social Studies who already finished the course SSE109

World History 2. Their evaluation provides data whether the module is acceptable by the

target learners. In table 3.2, the student participant’s profile is shown along with their

section and academic year enrolled when they take the course subject SSE109: World

History 2.

Table 3. 2
Student Participant's Profile
Current
Participants A.Y.
Section Grade Gender Grade Day/Time
Code Enrolled
Level
P1 2021-2022 Hh 4th Year Female 1.50 3 days
P2 2021-2022 Hh 4th Year Female 1.50 1 day
P3 2021-2022 Hh 4th Year Female 1.25 1 day
P4 2022-2023 Xx 4th Year Female 1.75 1 day
P5 2021-2022 Hh 4th Year Female 2.00 1 day
P6 2020-2021 Rr 4th Year Female 2.00 2 days
P7 2021-2022 Gg 4th Year Female 1.25 3 days
P8 2021-2022 Gg 4th Year Female 1.00 1 day
P9 2021-2022 Hh 4th Year Female 1.50 1 day
 37

P10 2021-2022 Gg 4th Year Male 1.25 3 days

P11 2022-2023 Xx 3rd Year Female 1.50 2 days
P12 2022-2023 Xx 3rd Year Female 1.25 2 days
P13 2022-2023 Xx 4th Year Female 1.25 3 days
P14 2020-2021 Rr 4th Year Female 2.75 1 day
P15 2021-2022 Hh 4th Year Female 2.50 1 day
P16 2020-2021 Rr 4th Year Male 2.75 2 days
P17 2021-2022 Hh Graduated Male 1.00 2 days
P18 2021-2022 Gg Graduated Female 1.50 2 days
P19 2020-2021 Rr 4th Year Female P 2 days
P20 2022-2023 Xx 4th Year Female 1.25 1 day
P21 2021-2022 Hh 4th Year Female 1.25 1 day
P22 2021-2022 Hh 4th Year Female 1.50 1 day
P23 2021-2022 Hh 4th Year Female 1.25 1 day
P24 2021-2022 Gg 4th Year Female 1.25 1 day
P25 2021-2022 Gg 4th Year Female 1.25 3 days
P26 2022-2023 Xx 4th Year Female 1.50 1 day
P27 2021-2022 Gg 4th Year Female 1.25 1 day
P28 2021-2022 Hh 4th Year Female 1.00 1 day
P29 2021-2022 Hh 4th Year Female 1.00 1 day
P30 2021-2022 Gg Graduated Female 1.25 2 days

The data provided in Table 3.2 presents the profiles of 30 participants involved in

a study aimed at assessing the acceptability and usefulness of a module developed for

students majoring in Bachelor of Secondary Education Major in Social Studies. These

students have already completed the course SSE109: World History 2. The dataset

encompasses a range of critical information, including the academic year of enrollment,

section, current grade level, gender, and academic performance, as denoted by their grades.

This data will serve as the foundation for evaluating the module's effectiveness and its

alignment with the needs and characteristics of the target learners. By considering the

diverse profiles of these participants, researchers can gain valuable insights into how the

module resonates with students from different academic backgrounds and performance

levels, ultimately informing potential improvements and enhancements.

 38

The process of selecting these participants involved a purposeful sampling

approach, where students who have completed the relevant course, SSE109, were invited

to participate. The dataset encompasses students who enrolled in the program over multiple

academic years, spanning various sections, grade levels, genders, and academic

performances. This diverse selection ensures a representative sample of the target learner

population, enabling researchers to make comprehensive assessments of the module's

acceptability and utility. By including students from different backgrounds and academic

statuses, the study aims to capture a diverse view of the module's effectiveness and its

ability to cater to the specific needs and preferences of the BSEd- Social Studies students.

The inclusion of the students' grades in the selection process for this study carries

significant importance. By involving participants with varying academic performances, the

research aims to comprehensively assess the effectiveness of the educational module. The

presence of students with a wide range of grades enables researchers to analyze whether

the module's content and delivery methods can bridge gaps in understanding and

performance. It also helps identify areas where the module may need improvement to

support students with different levels of academic preparedness. This approach ensures that

the module's development and revision processes are guided by the needs of all students,

not just those who excel academically. Moreover, the inclusion of both male and female

students in the sample recognizes the importance of gender diversity and ensures that the

module's design and content are evaluated from a gender-inclusive perspective.

Before conducting interviews with the selected participants, the researchers

introduced and provided the developed module to the students. This initial stage is essential

as it sets the stage for the evaluation process. During this introduction, the researchers have
 39

explained the purpose of the module, its content, and the specific learning objectives it

aims to address. They have given an overview of the module's structure, including the types

of materials, activities, and assessments it contains. Additionally, the researchers have

emphasized the importance of the participants' feedback in shaping the module's future

enhancements and its alignment with the BSEd- Social Studies curriculum.

Instruments and Its Validity

To gather the needed information, the following data gathering instruments were

utilized. These includes the developed module, adopted content validity, and interview

guide questions.

1. Developed Module

The researchers construct a developed module by utilizing instructional materials

recommended by professor, both course book and computerized material such as articles,

journals, website, and published works. The developed module were process through

different phases starting from planning phase, development phase, feedback phase,

remediation phase, validation phase and acceptability phase. The module contains five

parts which are: learning objectives, post-test, learning content, pre-test or activities,

reflection, and references. The selection of the module writing topics conforms with the

Prototype Syllabus Compendium provided by CHED. The syllabus aims to guide the pre-

service teachers to utilize appropriate historical material to display the qualities of an

innovative teachers. Furthermore, the content topics were selected on the basis of their

relevance to the student’s needs.

 40

Table 3.3
Development of Module
UNIT /S TOPIC/S REFERENCES

Introduction Ahmed, M. & Farooq, U. (2021). The French Revolution.

Retrieved from
https://www.researchgate.net/publicatin/357351684
History.com (2023). “Inquisition”. Retrieved March 27,
2023, from History website:
https://www.history.com/topics/religion/inquisition
Radford, J. (2005). Social Studies Highschool Series: World
History. Quezon City. Phoenix Publishing House. pp. 94-
176
Spacey, J. (2018). Modern vs. Contemporary. Retrieved
from Simplicable Web site:
Unit 1
https://simpicable.com/culture/modern-vs-contemporary
Spacey, J. (2019). 20 Characteristics of the Modern Era.
Retrieved from Simplicable Web site:
https://simpicable.com/history/modern-era
Wilkinson, F. (2022). “The Protestant Reformation”.
Retrieved June 2, 2022, from National Geographic website:
https://education.nationalgeographic.org/resource/protestant-
reformation/
Zaide, S. (1994). World History. Manila City: All-Nations
Publishing Co., Inc.
Absolutism to Beard, J. (2005). The Administration of Spain Under
Revolution Charles V, Spain’s New Charlemagne. Master’s Thesis,
University of North Texas
History.com (2023). “Louis XIV”. Retrieved August 3,
2022, from History website:
https://www.history.com/topics/european-history/louis-xiv
Unit 2 Eisenhuth, C. (n.d.). The Coercive (Intolerable) Act of 1774”
Retrieved August 14, 2023, from Mount
Vernon website: https://tinyurl.com/26ru6tvm
Kranz, N. (2005). “Martin Luther Stands in History as a
Leader of the Protestant Reformation”. Cornerstone
Minnesota State University Mankato: Vol. 5, Article 14
 41

Kunze, S. (n.d.). “Stamp Act of 1765” Retrieved August 14,

2023, from The First Amendment Encyclopedia website:
https://www.mtsu.edu/first-amendment/article/1035/stamp-
act-of-1765
Longley, R. (2022). What is Absolutism?. Retrieved from
Thoughtco Web site:
https://thoughtco.com/what-was-abslutism-1221593
Radford, J. (2005). Social Studies Highschool Series: World
History. Quezon City. Phoenix Publishing House. pp. 94-
176
Rust, R. (2023). “The Sugar Act of 1764” Retrieved August
14, 2023 from American History Central website:
https://www.americanhistorycentral.com/entries/sugar-act/
Sultana, Z. (2017). Napoleon Bonaparte: His Successes and
Failures. European Journal of Multidisciplinary Studies:
Vol. 2, Issue 7
Wallace, W. (2023). “American Revolution” Retrieved
August 4, 2023, from Britannica website:
https://www.britannica.com/event/American-Revolution
Zaide, S. (1994). World History. Manila City: All-Nations
Publishing Co., Inc.
Industrialism and Beck, E. (2022). 'Positives of the Industrial Revolution'.
the Race for Retrieved May 8, 2018, from History Crunch website:
Empire https://www.historycrunch.com/positives-of-the-industrial-
revolution.html#/
Cole, N. L. (2019). The Main Points of "The Communist
Manifesto". ThoughtCo., (The Communist Manifesto).
Unit 3 https://doi.org/4038797
McNeill, W. (1999). A World History. New York: Oxford
University Press, Inc.
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History. Quezon City. Phoenix Publishing House. pp. 94-
176
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Unit 4 23, 2023 from History Crunch website:
https://www.historycrunch.com/causes-of-the-cold-
war.html#/
 42

McNeill, W. (1999). A World History. New York: Oxford

University Press, Inc.
Mushtaq, S. (2022). Causes of Cold War- An Overview.
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Volume 10, Issue 9
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History. Quezon City. Phoenix Publishing House. pp. 94-
176
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Publishing Co., Inc.
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World Conflict Review. https://www.cfr.org/global-conflict-
tracker/conflict/israeli-palestinian-conflict
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Justifying the Unjustifiable?. South Asia Research, 41(1):
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Reasons Behind U.S. Invasion of Iraq. SciVerse Science
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gaza-conflict-50-daywar-bynumbers-9693310.html
Radford, J. (2005). Social Studies Highschool Series: World
History. Quezon City. Phoenix Publishing House. pp. 94-
176

2. Content Validity Checklist

 43

A checklist adapted from the study of Abdelmohsen (2020) is given to the

validators to test the validity of the developed module. The checklist contains 24-items

divided into five (5) facets such as Unit Objectives, Unit Content, Learning Activities, Unit

Format and Language, and Unit Presentation of the Module where the validators rated their

responses into a five scale (5=Highly Acceptable, 4=Moderately Acceptable, 3=Fairly

Acceptable, 2=Slightly Acceptable, and 1=Not Acceptable). To determine the content

validity, the researchers used Content Validity Index (CVI) as suggested by Yusoff (2019).

3. Interview Guide Questions

The researchers conducted and interview using guide questions that consist of 10

open-ended questions and allow the respondents to answer in their own dialect. The

information that are gathered is recorded using a cell phone or any recording device. Any

non-verbal interactions that could not be picked up by audio recordings such as facial

expressions and gestures is recorded in writing details as it relates to the transcribing of

interviews.

Data Gathering Procedure

1. The researchers sought permission first from the validators to give feedback on the

first draft of the developed module. As soon as permission is granted, the

researchers are personally providing the module to the experts and collect feedback,

comments, and suggestions for further improvement of the developed module.

2. After the modification of the module, the researchers personally administer the

validation checklist to the validators individually to attain the validity of the

module. The data that is collected after are analyzed and interpreted by the
 44

researchers to come up with a conclusion about the validity of the developed

module.

3. As for the students, the researchers oriented them first about the purpose of the

study and a follow-up interview question is conducted to get the student’s in-depth

responses on how useful the developed module is. Any language that are used by

the respondents are considered by the researchers. During the interview, an audio

recorded was used. The data collection process are recorded presented in Table 3.4.

Table 3.4
Data Collection Matrix
Date/Time/Location Task/Activities Remarks
Sent a letter of permission and
the 1st draft of the developed
module to the Chairperson of
February 6, 2023 Completed
the Secondary Department,
advisers, and validators for
feedback.
February 10, 16, 17, & March Received feedback from the
Completed
23, 2023 validators
April 24, & May 2, 4, 4, 11, 22, Administer and received the
Completed
2023 checklists to the validators.
Releasing modified module
May 11, 22, 23, 29, 2023 and interviewing the student Completed
respondents
Sent a letter requesting for
master lists under SSE109
May 29, 2023 starting for AY. 2021-2023 Completed
from the secondary department
chairperson
May 30, 2023 Master lists received Completed

Ethical Considerations

The researchers obtained permission to conduct this study. Participants in the study

were informed of the measures taken to protect their privacy through both informed consent

and verbal confirmation. It is ensured that individual or total data results cannot be traced
 45

back to a single participant. Upon the completion of the research, audio and records were

saved and will be kept secure indefinitely. All collected data were coded with a marker that

does not reveal the participant’s identity. Research participants were also informed of their

right to end the interview or withdraw at any time during the study.

Statistical Tools Used

The statistical tools that used in the study to analyze the data were the following:

1. Content Validity Index. This statistical tool is used to analyze the collected data

from the validators to determine the validity of the developed module. The

calculation was based on the number of relevance that are dimmed acceptable by

the validators. Thus, a higher CVI score indicates a stronger consensus on the

module’s content validity.

Data Analysis Procedure

A. Quantitative Data Analysis

The data collected from the survey would be sorted out based on the data

acquisition. The data obtained from the experts are analyzed using the I-CVI and S-CVI

based on the study of Yusoff (2019) to determine the content validity of the developed

module.

a. I-CVI (item-level content validity index): This quantitative analysis involves

assessing the relevance of each item in the developed module as judged by

content validators. To calculate the I-CVI for each item, the number of

validators who rated that item as relevant (with a score of 5, 4, or 3) is divided

 46

by the total number of experts. A high I-CVI score for an item indicates a strong

consensus among validators about its relevance to the module. Items with low

I-CVI scores may require further review or modification. A sample to analyze

the I-CVI is shown in Figure 3.1 (I-CVI and S-CVI Computation Sample)

below.

b. S-CVI (scale-level content validity index). The S-CVI measures the overall

content validity of the developed module. It is calculated in two ways: S-

CVI/Ave (the average of the I-CVI scores for all items) and the proportion of

items on the scale that achieved a relevance rating of 5-3 by all experts. The S-

CVI provides a comprehensive assessment of how well the module aligns with

the validators' opinions regarding content relevance. A higher S-CVI indicates

a greater level of content validity for the entire module. A sample to analyze the

S-CVI is shown in Figure 3.1 (I-CVI and S-CVI Computation Sample).

Table 3.5
The definition and Formula of I-CVI and S-CVI

The CVI Indices Definition Formula

I-CVI (item-level content The proportion of content
validity index) experts giving item a
relevance rating of 3 or 4
S-CVI/Ave (scale-level The average of the I-CVI
content validity index scores for all items on the
based on the average scale or the average of
method) proportion relevance judged
by all experts. The proportion
relevant is the average of
relevance rating by individual
expert.
I-CVI = (agreed item) /
(number of expert)
S-CVI/Ave = (sum of I-CVI
scores) / (number of item)
S-CVI/Ave = (sum of
proportion relevance rating) /
(number of expert)
 47

S-CVI/UA (scale-level The proportion of items on S-CVI/UA = (sum of UA

content validity index the scale that achieve a scores) / (number of item)
based on the universal relevance scale of 3 or 4 by all
agreement method) experts. Universal agreement
(UA) score is given as 1 when
the item achieved 100%
experts in agreement,
otherwise the UA score is
given as 0.

B. Qualitative Data Analysis

As for the data analysis for its usefulness, the data obtained begins with a set of

transcripts of the interviews. After transcribing, the researchers condensed the data to reach

some inferences or conclusions by using thematic analysis. Thematic Analysis is utilized

to analyze the students’ responses to determine the usefulness of the developed module.

This analysis helps researchers to identify themes or patterns in the obtained data that

address the research question on what students’ perceived usefulness about the developed

module. During the process, the researcher formulate a theme when three or more of the

student participants have similar or closely similar responses. The researchers follows the

phases framework for doing a thematic analysis based on following:

1.) Transcription: In the qualitative analysis, data are collected through interviews with

students who provide responses to open-ended questions about the usefulness of

the developed module. These interviews are transcribed to create a textual dataset.

2.) Familiarization: Researchers immerse themselves in the textual data by reading

and re-reading the transcripts. During this phase, the researchers make notes,

highlight key points, and get a comprehensive understanding of the students'

responses.
 48

3.) Review and Modification: The qualitative analysis involves reviewing and

modifying the data to identify themes or patterns. Researchers collect data that are

relevant to each theme to help organize and manage the data efficiently.

4.) Writing: Research findings are written to support each identified theme. These

documents may take the form of articles, and research papers that present the results

of the thematic analysis. Each theme is discussed in detail, supported by relevant

information from the interviews.

5.) Interpretation and Analysis: Researchers interpret and analyze the themes, drawing

connections between themes and providing explanations or insights based on the

data. The researchers aim to answer the research question regarding what students

perceive as useful about the developed module. This phase allows for a deep

exploration of students' perspectives, revealing not only what they find useful but

also the underlying reasons that form their perceptions.

 49

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of the result of

the study. The chapter is organized into three sections aligned with the statement of the

problems. The first section describes the feedback phase of the first draft of the developed

module. The second section reports the results of Content Validity Index (CVI) of the

validators on the revised module on each item statistics for the checklist. The last section

presents the analysis result of the usefulness of the module based on the participant’s

interview.

I. Feedback and Suggestions of the Validators

The first section presents the validator’s feedback on the first draft of the developed

module along with their suggestions that were needed for the revision. The feedback and

suggestions data obtained proved to be helpful in later version of the module. The first

phase made numerous feedback and suggestions. In this part, it presents the highlight of

the results along with its interpretation and discussion of its significant and implications in

the study. The data enabled the researchers to determine each validator’s impression of the

module which was analyzed to accomplish the target of a validated module. The

suggestions provided served as catalysts for further research and many changes. In

addition, the study took this important step to left assurance that validators were involved

in the validation process. The feedback play significant roles in improving the overall

quality of the outcomes which provides positive or negative criticism and allows to show

what can be change and get clear ideas of the things that need to be improve. The feedback
 50

are divided into four dimensions with the following: 1) Learning Outcome; 2) Content; 3)

Learning Activities and 4) Format and Design.

During the analysis, feedback found to be similar pattern was categorized which

allows the researchers to determine occurring similar problems that is necessary to be

revised. The suggestions are carefully analyzed to determine its relevance in improving the

overall quality of the developed module. The table below shows the feedback and

suggestions of the validators on the first draft of the developed module. Furthermore,

another table after the interpretation presents the revised version after applying the

feedback and suggestions of the validators.

A. Learning Objectives

Table 4.1.1
Validation Feedback on the Learning Outcome
Learning Outcome
Validator Page
Feedback Suggestion
number
p. 6, 11, 21,
You have too many learning outcomes. 28, 37, 49,
V2 Apply SMART
Make it concise and specific. 55, 63, 70,
76, & 80
Marks the capitalization of the learning
p. ii, 6, 11,
outcomes along with the course
Instead, change “Pre-service 21, 28, 37,
V4 outcomes. Remove the “Pre-service
teacher PST” to “students” 49, 55, 63,
teacher PST” part in your Learning
70, 76, & 80
outcomes.

There are too many learning outcomes.

Make sure to follow the p. 28, 37, &
V5 And check the arrange because some of
SMART. 55
them are not align properly.

Since the Learning Outcome are based Suggested that the learning p. 11, 21,
V6 on the compendium syllabus, you do not outcome must have its own 28, 37, 49,
have to change it thoroughly. activity. 55, & 63
 51

As shown in the table 4.1.1, four out of six validators commented on the learning

outcomes of the module. This reveals that two of the validators did not point out the

learning outcomes as problematic. V4 suggests focusing on proper capitalization for the

learning outcomes in alignment with the course outcomes. This feedback underscores the

importance of consistency and mindfulness in the presentation of the outcomes. V2 & V5

points out that there may be an excessive number of learning outcomes and advises

adhering to the SMART (Specific, Measurable, Achievable, Relevant, Time-bound)

criteria when formulating them. Additionally, the validator recommends checking the

arrangement of the outcomes to ensure proper alignment. This feedback highlights the need

for clarity, conciseness, and well-structured learning outcomes. V6 acknowledges that the

learning outcomes are based on the compendium syllabus and suggests that significant

changes may not be necessary. This feedback indicates that the existing learning outcomes

are aligned with the syllabus and do not require extensive modification. Additionally, V6

suggested for additional activities that aligned with the learning outcomes. This implies

that the feedback provided by the validators highlights areas where the learning outcomes

may benefit from a revision to ensure alignment, clarity, and conciseness, thereby

enhancing their effectiveness in the developed module.

V6 suggested due to some of the learning outcomes provided did not have

assessment that are aligned with it. This shows that the alignment between assessment and

learning outcomes are necessary to see what knowledge and skills was developed

throughout the lessons according to the expected skills in learning outcomes. This result

affirms by Roman (2013) in his finding which shows that the activities presented after the

lesson has connection to what is expected to achieve. This also means that the activities
 52

cover what competencies should be developed to the students. Additionally, he stated that

the activities are also congruent to the specific objectives of each lesson and measure not

only the lower order thinking skills (LOTS) but also the higher thinking skills (HOTS) of

the students.

Table 4.1.2
Validator’s Suggestions/Recommendations Incorporated in the Module
Suggestions/Recommendation Revision
Marks the capitalization of the learning The researchers had properly capitalized, and
outcomes along with the course outcomes. aligned them with the presentation of course
Marks the capitalization of the learning outcomes for consistency and clarity. The
outcomes along with the course outcomes. “Pre-service Teacher PST” was changed into
Remove the “Pre-service teacher PST” part in “students”.
your Learning outcomes. Instead, change it to
“students”
Addressing the concern about the number of
You have too many learning outcomes. Make it
concise and specific. learning outcomes, the researchers adhered
to the SMART criteria, making them
There are too many learning outcomes. Make Specific, Measurable, Achievable, Relevant,
sure to follow the SMART. And check the and Time-bound. The researchers also
arrange because some of them are not align reviewed the arrangement of outcomes to
properly.
ensure proper alignment.

Since the Learning Outcome are based on the A strong emphasis had placed on
compendium syllabus, you don’t have to change maintaining alignment with the compendium
it thoroughly. syllabus. Adjustments also had made as
necessary to ensure that the learning
outcomes effectively correspond to the
syllabus.

Suggested that the learning outcome must have The researchers explored the addition of
its own activity. specific activities to accompany each learning
outcome, enhancing the practical application
and understanding of the intended learning
outcomes.

The feedback and suggestions provided by the validators played a crucial role in

refining the developed module. They highlighted key areas for improvement, and the

researchers have taken significant steps to address these recommendations. The revised
 53

version of the module now reflects a thoughtful response to the suggestions, ensuring the

module's enhanced effectiveness and alignment with educational goals.

The researchers have meticulously attended to the feedback, particularly in terms

of capitalization, conciseness, alignment, and incorporation of activities within the learning

outcomes. By addressing these aspects, the revised module is more coherent and user-

friendly, making it easier for both instructors and students to comprehend and utilize.

Furthermore, the researchers have demonstrated a clear commitment to maintaining

alignment with the compendium syllabus, preserving the module's relevance to the broader

curriculum. Overall, the researchers have made a convincing effort to properly address the

suggestions and feedback provided by the validators.

B. Learning Content

Table 4.1.3
Validation Feedback on the Learning Content
Content
Validator

Feedback Suggestion Page Number

V1
Add more details in Preface
Pointed out a confusing
V2 detail/information in the content
particularly in Unit 1-Nationalist
Revolution Sweep the West
Accordingly, most of the issues
V3
provided by the syllabus are
Modern Issues.
Suggested a concise introduction
about the salient features of the
p. v & 7-8
developed module in World History:
Modern and Contemporary Era.
Remove the irrelevant lesson in the
module that are not highly required p. 52 & 24
to be studied for this course.
Suggested on adding a unit
specifically for introducing the
Main characteristics of Modern and
Contemporary Era.
p. 7-8, 71-71,
Suggested on adding the case of
& 77-89
Korea and Vietnam, and Cold War
in Unit 3.

Hence, he suggested to add

Contemporary Issues by adding
 54

another Unit or to be included in

Unit 3.

The content will be considered Suggested on adding other

since the reference book was
V4 suggested by one of the
validators.
Pointed out/Marked some topic
V5
that are not relevant to the
module.
Accordingly, some of the topics
are not relevant to our study.
V6
Additionally, give further
information.
reference, preferably from books.
p. 56
Give further information about
some highlighted words such as
“Enclosure”
Suggest putting the sources or
citation of the important paragraph
or inform. p. 12-18, 22-
25, 29-35, 38-
Similarly suggested to remove some 46, 50-52, 56-
irrelevant topics and instead use the 60, 64-67, 71-
necessary lesson that is relevant for 74, & 77-78
the LET examination given in each
unit.
Suggested to use APA format and
give at least 10 references or more
by using books, journals, articles, p. 3, 42
and published or unpublished
materials.

As can be seen in table 4.1.3, four out of six validators commented on the content

of the developed module. V2 and V6 indicate to remove the irrelevant lesson in the module

which is also aligned with suggestion of V5 of removing irrelevant topics and instead use

the necessary lesson that is relevant to LET examination. These feedback and suggestions

emphasizes the importance of considering content relevance, this is because making the

content more relevant to the students help them see their learning values, have a successful

learning experience, and have opportunities for students to apply what they have learn.

This is affirmed by Villanueva (2022) in her findings that the content of the module must

be appropriate to the level of the students. Furthermore, the discussion in the module must

be congruence with activities and evaluation. This result also affirmed by the statement of

Dejarlo (2022) explaining that to improve satisfactory learning experience regardless of

the subject, the input of the instructional materials should be selected with respect to
 55

relevance, meaningfulness, and feasibility to attain a specific goal. Aside from that, V4

considered the content since the references are suggested by one of the validators. Hence,

the contents of the developed module are reliable.

Furthermore, the overall content was agreed by the validators although citing their

own experiences, they suggested an additional content that are relevant to the students.

This includes the introduction, and salient or characteristics of modern and contemporary

era which will be separated by its own unit. This introduction is a critically important part

of the module which serves as a stage-setting in addressing the historical context of the

events that users are exploring. Similarly, the characteristics will provide dominant traits

of modern and contemporary era that the user will encounter. V3 also connotes that the

module lacked contemporary histories which didn’t meet the objective of the course.

Hence, V3 suggest adding contemporary histories such as Korean and Vietnam war.

Additionally, V4,5, & 6 suggest of adding more sources for at least 10 sources from

books, journals, articles, and published or unpublished materials. This is because using a

variety of sources can diminish possible preferences of one view over another. These biases

often leads to an incomplete representation of information that is if presented, the developer

must compensate it with viewpoints of other sources. These results indicate further

improvement of the module content particularly in adding new lessons and references, and

addressing lack of contemporary history related lesson. As such, prompted revision should

be based directly on recommendations from the validators.

 56

Table 4.1.4
Validator’s Suggestions/Recommendations Incorporated in the Module
Suggestions/Recommendation
Add more details in Preface.
Suggested a concise introduction about the
salient features of the developed module in
World History: Modern and Contemporary Era.
Remove the irrelevant lesson in the module that are
not highly required to be studied for this course.
Revision
Additional details in preface, & concise
introduction has been added, providing a
clear overview of the salient features of the
developed module in World History: Modern
and Contemporary Era.
Irrelevant lessons that were not highly
required for the course have been removed,
simplifying the module's content.

Suggested on adding a unit specifically for A new unit has been introduced to
introducing the Main characteristics of Modern and
specifically cover the main characteristics of
Contemporary Era. the Modern and Contemporary Era,
enhancing the module's comprehensiveness.
Suggested on adding the case of Korea and
The case of Korea, Vietnam, and the Cold
Vietnam, and Cold War in Unit 3.
War has been incorporated into Unit 4,
Accordingly, most of the issues provided by the providing in-depth coverage of these
syllabus are Modern Issues. Hence, he significant topics.
suggested to add Contemporary Issues by Contemporary Issues have been included in
adding another Unit or to be included in Unit 3. a separate unit and integrated into Unit 3,
aligning with the relevance of modern and
contemporary issues in the syllabus.

The content will be considered since the Topics deemed irrelevant have been omitted,
reference book was suggested by one of the and additional information has been provided
validators. where necessary to enhance clarity and
understanding.
Give further information about some
highlighted words such as “Enclosure”
Suggested on adding other reference, preferably The module now adheres to the APA format,
from books. and a minimum of 10 references, including
books, journals, articles, and published or
unpublished materials, have been
incorporated to support the module's content.
Suggest putting the sources or citation of the Citations and sources have been included for
important paragraph or inform. important paragraphs and information to
facilitate proper referencing.
Similarly suggested to remove some irrelevant
topics and instead use the necessary lesson that Any remaining irrelevant topics have been
is relevant for the LET examination given in removed, ensuring that the module focuses on
each unit. essential content relevant for the LET
examination.
Accordingly, some of the topics are not relevant The recommended reference book has been
to our study. Additionally, give further considered and integrated to enhance the
information. module's quality.
 57

Suggested to use APA format and give at least 10 Additional references, preferably from books,
references or more by using books, journals, have been added to broaden the module's
articles, and published or unpublished content.
materials.

The feedback and suggestions from the validators have significantly contributed to

the refinement of the developed module. The researchers have meticulously addressed each

suggestion, resulting in a well-rounded and strategically improved module that aligns with

the objectives and course requirements.

The introduction of a concise overview, the removal of redundant content, the addition

of a unit on main characteristics, and the integration of case studies and contemporary

issues have collectively enhanced the module's effectiveness and relevance. Furthermore,

the adherence to the APA format, the inclusion of ample references, and the incorporation

of citations and recommended reference materials have elevated the module's content.

Overall, the researchers' comprehensive response to the suggestions emphasized their

commitment to providing an enriched and highly effective learning resource, tailored to

meet the needs and expectations of both instructors and students.

C. Learning Activities

Table 4.1.5
Validation Feedback on the Learning Activities
Learning Activities
Validator
Feedback Suggestion Page Number

Suggested an activity suitable p. 28, 35,

for undergraduate students & 41
V1 about globalization. These
N/A
activities include research
paper, debate, group project,
and film analysis.
 58

Pointed out that one of the pre-tests

particularly in Unit 1, Pre-test #2 as
V2 quite hard because not all students
can be familiar with what being asked
such as the philosophers.
In assessment, add other types
p. 28
on some of your assessment.

V3 The activities are good since it Just add some other activities aside p.1, 7, 14, 25,
has a post-test and pre-test. from essays. 30, 37

Indicate to make other types of Suggested on transferring the

activities like identification, true “Exploration of the Test” after the
or false, etch. pre-test. p. 7, 12, 22,
V4 Mark the interchange of post-test 29, 38, 50, 56,
and pre-test. 64, 71, 77, &
The instruction of the activities 81
must be paraphrase properly. The
lines must also be aligned.
In assessment, the activities must
V5 be aligned to the Learning Add other activities to cover all the
Outcomes. learning outcomes.

Imply adding other types of Similarly suggest adding field p. 1, 7,

assessment like objective types study or Research type of 14, 25,
V6 including true or false, fill in the assessment. 28, 30,
lank, multiple choice, etch. This 35, 37, &
also include adding a reflection 41
section at the end of the lesson.

As shown in Table 4.1.5, 5 out of 6 validators emphasized that the activities should

have room for other types of assessment. Two of the validators suggested adding a

problem-based assessment that involved real-life situations and explore other information

that were not scope within the content. This affirmed by researchers Martin et al. (2021)

who pointed out that it is important to administer a variety of assessments throughout the

course so that students can observe their learning progress. Evidently, the comments and

suggestions that validators provided guide further revision of the developed module. In this

way, problem-based assessment should be added to incorporate changes to the module.

 59

Table 4.1.6
Validator’s Suggestions/Recommendations Incorporated in the Module
Suggestions/Recommendation Revision
Suggested an activity suitable for undergraduate A range of engaging activities, including
students about globalization. These activities research papers, debates, simulation exercises
include research paper, debate, group project, and with rubrics, group projects, and film analysis
film analysis. have been introduced to provide a well-
rounded learning experience that caters to
students' varied learning styles and
preferences.
In addition to essays, other types of
The activities are good since it has a post-test assessments, such as objective questions (true
and pre-test, just add some other activities aside or false, fill in the blank, multiple choice, etc.)
from essays. and reflection sections, have been included to
Imply adding other types of assessment like diversify the assessment methods and offer a
objective types including true or false, fill in the more comprehensive evaluation of student
lank, multiple choice, etch. This also include understanding.
adding a reflection section at the end of the
lesson.
Indicate to make other types of activities like Various question types, including
identification, true or false, etch. identification and true or false questions, have
been integrated to enhance the diversity of
In assessment, add other types on some of your assessment methods.
assessment.
Mark the interchange of post-test and pre-test.
The instructions for activities have been
The instruction of the activities must be paraphrased and aligned for clarity and ease
paraphrased properly. The lines must also be of understanding
aligned.
Suggested on transferring the “Exploration of the The suggestion to move the "Exploration of
Test” after the pre-test. the Test" after the pre-test has been
incorporated to enhance the logical flow of the
module
Similarly suggest adding field study or The incorporation of research-based
Research type of assessment. assessments adds practical and research-
oriented dimensions to the learning
experience.
In assessment, the activities must be aligned to The activities and assessments have been
the Learning Outcomes. Add other activities to carefully aligned with the module's learning
cover all the learning outcomes. outcomes, ensuring that each outcome is
effectively covered and assessed.
Pointed out that one of the pre-tests particularly in Various question types, including
Unit 1, Pre-test #2 as quite hard because not all identification and true or false questions, have
students can be familiar with what being asked such been integrated to enhance the diversity of
as the philosophers. assessment methods.
Indicate to make other types of activities like
identification, true or false, etch. The instructions for activities have been
paraphrased and aligned for clarity and ease
Mark the interchange of post-test and pre-test. of understanding
 60

The instruction of the activities must be

paraphrased properly. The lines must also be
aligned.

The suggestions and feedback offered by the validators have played a pivotal role

in refining the developed module's activities and assessments. The researchers have taken

a comprehensive approach to addressing each recommendation, resulting in a greatly

enhanced learning experience for BSEd- Social Studies students. The introduction of a

diverse array of activities, such as research papers, debates, and film analysis,

accommodates different learning styles and preferences, catering to the needs of the student

audience. Furthermore, the inclusion of various assessment types, including objective

questions and reflection sections, contributes to a more comprehensive and well-rounded

evaluation of student understanding. These assessments are carefully aligned with the

learning outcomes, ensuring that each educational objective is effectively addressed. The

revision optimizes the logical sequence of activities and assessments, marking a significant

improvement in the module's structure and clarity.

Overall, the researchers have effectively addressed the suggestions provided by the

validators. The thoughtful response to the suggestions emphasized the researchers'

dedication to delivering an educational module that caters to diverse learning styles,

promotes comprehensive understanding, and aligns with objectives, ensuring a more

enriching and effective learning experience for students.

 61

D. Format and Design

Table 4.1.7
Validation Feedback on the Format and Design
Format and Design
Validator
Feedback Suggestion Page Number

Instead of Assessments in your grading Add pictures for better Identification

system, change it to written works.
V2
In writing page numbers in your table of
contents, remove the numbers that
indicates the last page of each lesson.
such as Charles V, Philip I, etch. Also,
if there are paintings that is being p. 16, 22, 23,
mentioned, include the picture. 30, 31-33, 57-
58 & 87
Add Glossary/terms & Definitions for
those highlighted words.

Suggested a new format to be

V3
N/A
Pictures must be inserted to
V4
visualize the historical figures
and scientific inventions.
Point out some historical figures
that lacked visual picture such as
V5 John Locke and other.
Add more details/definition on
V6 terms that have different
meaning compared to the words
that are usually used.
followed by categorizing the p. iii-iv
subtopics into Lesson 1,2,3…
Suggested to input p. v, 16, 22,
introduction of the format of 23, 30, 31-33
the module in the preface. & 57-58
Pictures must be included
especially in Unit 2: Industrial
p. 16, 22, 23,
Revolution to show the significant
30, 31-33, 57-
inventions that are mentioned in
58 & 87
the Module. This also includes the
Historical Figures.
Suggested to Glossary or
Definition of terms of each
chapter or Unit to define or
p. 87
give some ideas about the
important words mentioned in
the chapter.

As can be seen in the table 4.1.7, three of six validators pointed out the insufficient

illustrations provided in the first draft. The validator’s feedback highlights the need for

more pictures throughout the module. This finding affirmed by Ibay (2012) & Dejarlo

(2022) who stated that the developed instructional materials are useful in helping learners

become interested on the concept presented which becomes easy to understand if presented

with illustrations. Additionally, rather than focusing to the format the researchers provided,

three of the validators recommended to consider adapting their suggested format.

 62

Furthermore, the validators stated that these changes will make the materials more student

guided.

Table 4.1.8
Validator’s Suggestions/Recommendations Incorporated in the Module
Suggestions/Recommendation Revision
The researchers have adapted the grading
system, replacing "Assessments" with
"Written Works" to offer a more precise and
descriptive representation of the evaluation
Instead of Assessments in your grading system,
criteria.
change it to written works.
The table of contents now presents page
In writing page numbers in your table of
numbers without including last-page
contents, remove the numbers that indicates the
indicators for each lesson, streamlining its
last page of each lesson.
presentation for improved clarity.
To aid in identification and comprehension,
Add pictures for better Identification such as
pictures have been thoughtfully
Charles V, Philip I, etch. Also, if there are
incorporated, featuring historical figures like
paintings that is being mentioned, include the
Charles V and Philip I, along with any
picture.
relevant paintings referenced in the module.
Add Glossary/terms & Definitions for those
Glossary terms and definitions have been
highlighted words.
added for highlighted words, enhancing the
understanding of essential terminology and
promoting a more comprehensive learning
experience.
Suggested a new format to be followed by The module now follows a new format that
categorizing the subtopics into Lesson 1,2,3… categorizes subtopics into distinct lessons,
promoting a more organized and structured
learning experience.
Suggested to input introduction of the format of The module now includes an introduction to
the module in the preface. its format within the preface, offering
students a clear overview of what to expect,
setting the stage for effective learning.
Add more details/definition on terms that have A glossary or definition of terms has been
different meaning compared to the words that incorporated, providing students with
are usually used. essential explanations and insights into
important words featured in the module.
Suggested to Glossary or Definition of terms of
each chapter or Unit to define or give some
ideas about the important words mentioned in
the chapter.
Pictures must be inserted to visualize the Pictures have been thoughtfully integrated
historical figures and scientific inventions. into Unit 2: Industrial Revolution to visually
represent significant inventions and
Point out some historical figures that lacked historical figures, making the content more
visual picture such as John Locke and other. engaging and comprehensible.
 63

Pictures must be included especially in Unit 2:

Industrial Revolution to show the significant
inventions that are mentioned in the Module.
This also includes the Historical Figures.

The suggestions and feedback received from the validators have led to a

comprehensive and meticulous revision of the developed module. The researchers have

taken a thoughtful and strategic approach to address each recommendation, resulting in a

module that is notably improved in terms of structure, clarity, and engagement.

The introduction of a new format that categorizes subtopics into distinct lessons

enhances the organization of the module, making it more accessible for students. Moreover,

the inclusion of a glossary of terms for each chapter or unit provides students with valuable

definitions and insights into key terminology. The integration of pictures to visualize

historical figures and scientific inventions, particularly in Unit 2, greatly enhances the

module's engagement and comprehensibility. Lastly, the addition of an introduction to the

module's format in the preface sets clear expectations and ensures a well-rounded learning

experience. The researchers have demonstrated their commitment to providing a highly

effective and engaging learning resource that aligns with students' needs and preferences,

ultimately enhancing the educational experience.

Overall, the researchers have effectively addressed the suggestions provided by the

validators. The thoughtful response to the suggestions emphasized the researchers'

dedication to delivering an educational module that caters to diverse learning styles,

promotes comprehensive understanding, and aligns with educational objectives, ensuring

a more enriching and effective learning experience for students.

 64

Table 4.1.9
Unique Suggestions/Recommendations of the Validators
Unique Suggestions/Recommendations incorporated in the developed
Validators
module
 Suggested a concise introduction about the salient features of the
developed module in World History: Modern and Contemporary Era.
V1  Suggested an activity suitable for undergraduate students about
globalization. These activities includes research paper, debate, group
project, and film analysis.
 In writing page numbers in your table of contents, remove the numbers
that indicates the last page of each lesson.
 In assessment, other types on some of your pre-test because not all
students can be familiar with what being asked such as the
V2
philosophers.
 Instead of Assessments in your grading system, change it to written
works.

 Suggested a new format to be followed by categorizing the subtopics into

Lesson 1, 2, 3.
 Suggested to add a unit specifically for introducing the Main characteristics
of Modern and Contemporary Era, and European Renaissance and
Reformation.
V3  Suggested on adding the case of Korea and Vietnam, and Cold War in Unit 3.
 Accordingly, most of the issues provided by the syllabus are Modern Issues.
Hence, he suggested to add Contemporary Issues by adding another Unit or to
be included in Unit 3.

 The instruction of the activities must be paraphrase properly. The lines

must also be aligned.
 Suggested to input introduction of the format of the module in the
V4 preface.
 Mark the interchange of post-test and pre-test.
 Suggested on transferring the “Exploration of the Test” after the pre-
test.
 Pictures must be included especially in Unit 2: Industrial Revolution to show
V5 the significant inventions that are mentioned in the Module. This also
includes the Historical Figures.
 Include Reflection at the end of each lesson.
 Suggested to add Glossary or Definition of terms of each chapter or
Unit to define or give some ideas about the important words
V6 mentioned in the chapter.
 In References, she suggested using APA format and give at least 10 references
or more by using books, journals, articles, and published or unpublished
materials.

The unique feedback and suggestions provided by each validator have significantly

contributed to the refinement and enhancement of the developed module. Each validator
 65

brought a distinct perspective and expertise to the evaluation process, resulting in a well-

rounded set of recommendations that collectively benefit the module.

These individual contributions have played a vital role in ensuring that the module

caters to diverse learning styles, provides clarity, and engages students effectively. The

validators' unique feedback has collectively transformed the developed module into a more

comprehensive, engaging, and student-centered resource, aligning it more closely with the

educational goals and expectations. In conclusion, the diverse perspectives and

recommendations of the validators have greatly enriched the developed module, making it

a more effective and valuable learning resource for students.

II. Content Validity Index

The second section presents the analyzed data that was obtained to determine the

content validity index (CVI) of the developed module in SSE109. This process entails

validation by a specific number of validators, indicating that the entire developed module

have content validity. For this purpose, validators are appointed. Considering the

recommendation of Polit & Beck (2006), the number of experts for content validation

should be at least 6 and does not exceed 10. The six (6) validators who participated in

providing feedback of the first draft of the module were invited to participate in this second

phase.

After revising the first draft based directly on the feedback and recommendations

from the validators, the revised module is sent back to validators along with the checklist

that was adapted from Abdelmohsin (2021) which consist of 24 items that was divided into

five facets: 1) Unit Objectives, 2) Unit Content, 3) Learning Activities, 4) Unit Format and

Language, and 5) Unit Presentation on each unit to rate its relevance. In this phase, the data
 66

obtained was analyzed using Item-Content Validity Index (I-CVI) of total rates obtained

for every item under each facet of each unit. Only items chosen by according to cut-off

score of CVI by Polit & Beck (2006) which is 0.83 or above of the validators in each

category was selected. The validators rated their responses into a five scale (5=Highly

Acceptable, 4=Moderately Acceptable, 3=Fairly Acceptable, 2=Slightly Acceptable, and

1=Not Acceptable).

Table 4.2.1. Below shows the number of constructs and items, and facets in the

instruments. The data was analyzed using the Content Validity Index (CVI) as suggested

by Yusoff (2019).

Table 4.2.1
Facets and Items in the Instruments
Number Facets Number of Items
1 Unit Objectives 5
2 Unit Content 5
3 Learning Activities 5
4 Unit Format and Language 4
5 Unit Presentation 5

a. Unit I.

In Unit I, the learners will be introduced to the introduction and characteristics of

modern and contemporary era to arouse their interest in the historical event that will be

covered up for the following units. The introduction will provide stage-setting to give a

clear and informative description and differentiation of modern and contemporary history.

This provides gradual lead-in to the module itself and condense information into a few

clear summary sentences. Throughout the unit, learners will also be able to explore

different dominant characteristics of the two era such as enlightenment, industrialization,

revolution, and war. As they explore the unit, the learners will be able to interconnect
 67

history to the impact of today’s society and to interpret the past in a fair-minded manner.

Along with this unit, renaissance and reformation are also introduced which present the

beginning of modern history. Furthermore, they will also be able to learn about the rivalry

between church and state, and reformation and protestant which spark countless fight that

cause to war or alleviate plague-related suffering.

By the end of Unit I, learners will have a better understanding and awareness of

past events that starts a new era that will also be aid in improving the quality of life. These

lessons will constantly remind the students that past is different from the present and that

historical events must not be evaluated in isolation from environment it took place.

b. Unit II

In unit II, it will bring in an entirely different lesson about political revolution which

made an important change in the methods of government under absolute monarch in

Europe. The learners will be able to explore three revolutions that change the lives of

practically all the people in Europe namely: French Revolution, Scientific Revolution or

Enlightenment, and American Revolution.

By the end of the unit, learners will have comprehension of the absolutist monarchial

rule which summarize the mentioned revolutions. They can explain critically how Europe

changed dramatically and the power struggles that led to the emergence of absolute

monarchy. They will also understand the great discoveries and the belief of nationalism

which impacts the society today.

c. Unit III

In this unit, the lesson bring a discussion about the important change in the methods of

producing goods in such that these goods which were formerly made by hand now made
 68

by machine in factories. The learners will explore the sharp changes from predominantly

agricultural pursuits to machine industries. This change is known as the Industrial

Revolution.

By the end of this unit, learners will be able to appraise the beneficial and harmful

effects of the industrial revolution which will make them have better understanding of the

global overview and become a decision-maker on a topic of controversies and issues of

economics, society, and moral interest.

d. Unit 4

In this unit, it shows the relevant contemporary events starting from World War I up to

Cold War and how these events shaped today’s issues and problems. The lessons brings

about wars that had been waged on various continent which involves various nations and

cost so much in men, money, and technology. The learners will encounter various

conflicting ideologies, democracy, and communism which lead to world war and what will

be the effect of these wars in today’s issues and controversies.

By the end of this unit, learners will have background information for recent social and

political catastrophes such as wars, repressive regimes, occupation, etc.

Table 4.2.1 below presents the computed data essential for establishing the content

validity index (CVI) of the developed SSE109 module. The validation process involved a

group of validators who assessed the module's content across various facets. The table

compiles a total of 24 items, presenting both the count of Relevant (number of validators

who agree) and Not Relevant (number of validators who did not agree) responses. These

responses serve as crucial indicators for the interpretation of the data, helping to determine

whether the module is accepted in its current form or if revisions are deemed necessary
 69

based on the validators' evaluation. The table serves as a comprehensive overview of the

validators’ opinions, providing valuable insights into the content validity of the SSE109

module.

Table 4.2.1
Unit I-4. Content Validity Index

Table 4.2.1 shows the value of I-CVI and S-CVI by six validators for Unit I.
Unit I-4 Items Relevant Not I-CVIs Interpretation
Facets Relevant
1. The objectives are clearly stated. 6 0 1.00 Accepted
2. The objectives are well-planned, 6 0 1.00 Accepted
formulated, and organized.
3. The objectives stated are specific, 6 0 1.00 Accepted
measurable, and attainable.
Unit
4. The objectives are relevant to the 6 0 1.00 Accepted
Objectives
topics of each part of the unit.
5. The objectives take into account the 6 0 1.00 Accepted
learners’ needs.
6. The content of the unit is directly 6 0 1.00 Accepted
relevant to the defined unit objectives.
7. The content of the unit is clear and 6 0 1.00 Accepted
easy to understand.
Unit 8. The topics of the unit are fully 6 0 1.00 Accepted
Content discussed.
9. The topics are supported with 6 0 1.00 Accepted
illustrative examples, and the writing
activities conform to the level of the
learners.
10. Each topic is given equal emphasis in 6 0 1.00 Accepted
the unit.
11. Simple and easy to understand. 6 0 1.00 Accepted
12. Appropriate to the ability of the 6 0 1.00 Accepted
learners.
13. Present clear instructions. 6 0 1.00 Accepted
Learning 14. Post-tests aligned with the Unit 6 0 1.00 Accepted
Activities
Objectives.
15. Pre-test gives the learners a preview 6 0 1.00 Accepted
of what to expect from the developed
unit.
16. The format/layout is well-organized 6 0 1.00 Accepted
which makes the unit interesting.
17. The language used is easy to 6 0 1.00 Accepted
Unit understand.
Format and 18. The language used is clear, concise, 6 0 1.00 Accepted
Language and motivating.
19. The instructions in the unit are 6 0 1.00 Accepted
concise and easy to follow.
20. The unit is systematic in its content 6 0 1.00 Accepted
presentation.
21. The unit is presented in a unique and 6 0 1.00 Accepted
original order.
 70

22. The writing activities are presented 6 0 1.00 Accepted

Unit clearly.
Presentation 23. The presentation of the unit is 6 0 1.00 Accepted
interesting and attractive to the
learners.
24. The unit is provided with sufficient 6 0 1.00 Accepted
examples and writing activities.
S-CVI/Ave=1.00

Table 4.2.1 shows the value of I-CVI based on the proportion of content validators giving

item a relevance rating and the S-CVI based on the average of the I-CVI scores for all items on the

average proportion relevance judged by all validators. As shown in the table, the overall value of

S-CVI is 0.98, which is interpreted as acceptable based on the acceptable value of S-CVI= 0.83

according to Polit & Beck (2006). In Unit 1-4 facet unit objective, it received a total of 5 relevant

out of 6 validators which results to I-CV of 0.83. Similarly, facet content received a total of 5

relevant which also obtained an I-CVI of 0.83. These are interpreted as accepted according to the

appropriate value of I-CVI recommended by Polit & Beck (2006). Facet activities, format and

language, and presentation received a total relevant number of 6 which shows that all validators

unanimously agreed. This result reveals a total S-CVI of 1.00 which implies that each facet are

accepted.

Therefore, the unit objectives, content, learning activities, format and language, and

presentation of Unit I-IV in the developed module are considered relevant and acceptable by the

validators.

e. Unit 5

In this unit, learners will delve in contemporary wars which are mainly because of

occupation and country displacement. This unit will arouse conspiracies and definitive

questions in spite of the evidence related to each of the lessons. These historical issues will

let the learners be interested to know more about the period in question, the human

behavior, and will let them seek other sources to reinforce the information from the module.
 71

This due to the fact that the unit leaves the student to inference deductions because the

lessons is a mixture of speculative things that needs to be probe.

Table 4.2.2
Unit V. Content Validity Index

Table 4.2.5 shows the value of I-CVI and S-CVI by six validators for Unit V.
Unit V Items Relevant Not I-CVIs Interpretation
Facets Relevant
1. The objectives are clearly stated. 6 0 1.00 Accepted
2. The objectives are well-planned, 6 0 1.00 Accepted
formulated, and organized.
3. The objectives stated are specific, 6 0 1.00 Accepted
measurable, and attainable.
Unit
4. The objectives are relevant to the 6 0 1.00 Accepted
Objectives
topics of each part of the unit.
5. The objectives take into account the 6 0 1.00 Accepted
learners’ needs.
6. The content of the unit is directly 6 0 1.00 Accepted
relevant to the defined unit objectives.
7. The content of the unit is clear and 6 0 1.00 Accepted
easy to understand.
Unit 8. The topics of the unit are fully 6 0 1.00 Accepted
Content discussed.
9. The topics are supported with 6 0 1.00 Accepted
illustrative examples, and the writing
activities conform to the level of the
learners.
10. Each topic is given equal emphasis in 6 0 1.00 Accepted
the unit.
11. Simple and easy to understand. 6 0 1.00 Accepted
12. Appropriate to the ability of the 6 0 1.00 Accepted
learners.
13. Present clear instructions. 6 0 1.00 Accepted
Learning 14. Post-tests aligned with the Unit 6 0 1.00 Accepted
Activities
Objectives.
15. Pre-test gives the learners a preview 6 0 1.00 Accepted
of what to expect from the developed
unit.
16. The format/layout is well-organized 6 0 1.00 Accepted
which makes the unit interesting.
17. The language used is easy to 6 0 1.00 Accepted
Unit understand.
Format and 18. The language used is clear, concise, 6 0 1.00 Accepted
Language and motivating.
19. The instructions in the unit are 6 0 1.00 Accepted
concise and easy to follow.
20. The unit is systematic in its content 6 0 1.00 Accepted
presentation.
21. The unit is presented in a unique and 5 0.83 1.00 Accepted
original order.
 72

22. The writing activities are presented 6 0 1.00 Accepted

Unit clearly.
Presentation 23. The presentation of the unit is 6 0 1.00 Accepted
interesting and attractive to the
learners.
24. The unit is provided with sufficient 6 0 1.00 Accepted
examples and writing activities.
S-CVI/Ave=0.99

Table 4.2.2 shows the value of I-CVI based on the proportion of content validators

giving item a relevance rating and the S-CVI based on the average of the I-CVI scores for

all items on the average proportion relevance judged by all validators. As shown in the

table, the overall value of S-CVI is 0.99, which is interpreted as acceptable based on the

acceptable value of S-CVI= 0.83 according to Polit & Beck (2006). In Unit 5 facet unit

presentation, it received a total of 5 relevant out of 6 validators which results to I-CV of

0.83. These are interpreted as accepted according to the appropriate value of I-CVI

recommended by Polit & Beck (2006). Facet objective, content, activities, and format and

language received a total relevant number of 6 which shows that all validators unanimously

agreed. This result reveals a total I-CVI of 1.00 which implies that each facet are accepted.

Therefore, the unit objectives, content, learning activities, format and language, and

presentation of Unit V in the developed module are considered relevant and acceptable by

the validators.

Overall Content Validity Result

In the process to refine the first draft of the developed module, "World History:

Modern and Contemporary Era," the researchers undertook a comprehensive review of the

content guided by feedback and suggestions from a panel of validators. The validators

offered valuable insights spanning all five units of the module, emphasizing the critical
 73

aspects of clarity, alignment with course objectives, engagement, and the need for diverse

learning activities to accommodate various learning styles. The evaluation process also

included a validation of Item-Content Validity Index (I-CVI) scores, particularly focusing

on the Scale-Level Content Validity Index (S-CVI) to ensure the content's validity and

relevance.

Table 4.2.3 below reflects a comprehensive and careful revision process based on

feedback from six validators. he collected data, encapsulating the Relevant and Not

Relevant responses from the validators for each item, guided the determination of the

Content Validity Index (CVI). The incorporation of unique suggestions from validators,

spanning learning outcomes refinement, content enrichment, formatting improvements,

and learning activity revisions, emphasized to the thoroughness of the revision process.

The comprehensive revision process ensures that the SSE109 module is well-positioned to

deliver an effective learning experience.

Overall Content Validity Result and Revision Process
Overall Feedback/Suggestions
from Unit 1-5
Validator 1:
 Suggested a concise
introduction about the salient
features of the developed
module in World History:
Modern and Contemporary
Era.
 Suggested an activity suitable
for undergraduate students
about globalization. These
activities includes research
paper, debate, case study,
simulation exercise with
rubric, group project, film
analysis, and a lecture
workshop.
Table 4.2.3
S-CVI Result Process of Revision
UNIT 1- 4 The first draft of the developed module
S-CVI= 1 in World History: Modern and
Contemporary Era underwent a thorough
evaluation by a panel of validators, each
providing valuable feedback and
suggestions.
Previously, the module contained 3 units
which are:
Unit 1. Absolutism to Revolution
Unit 2. Industrialism and the Race for
Empire
Unit 3. The World at War
The revision process of the initial draft
of the developed module was approached
with meticulous attention to the diverse

Validator 2:
 Instead of Assessments in your
grading system, change it to
written works.
 Remove the irrelevant lessons
in the module that are not
highly required to be studied
for this course since these
may be covered in the course
prior to these.
 In writing page numbers in
your table of contents, remove
the numbers that indicates the
last page of each lesson.
 You have too many learning
outcomes. Also make it
concise and specific.
 Add pictures for better
Identification such as Charles
V, Philip I, etch. Also, if there
are paintings that is being
mentioned, include the
picture.
 Add Glossary/terms &
Definitions for those
highlighted words.
 In assessment, add multiple
choices on some of your pre-
tests because not all students
can be familiar with what
being asked such as the
philosophers.
Validator 3:
 Suggested on adding a unit
specifically for introducing the
Main characteristics of Modern
and Contemporary Era.
 The activities are good since it
has a post-test and pre-test,
just add some other activities
aside from essays.
 Suggested a new format to be
followed by categorizing the
subtopics into Lesson 1,2,3…
 Suggested on adding the case of
Korea and Vietnam, and Cold
War in Unit 3.
Validator 4:
74
feedback and suggestions provided by
the validators. Through addressing each
set of recommendations, the module is
now contained 5 Units which are:
Unit 1. Introduction
Unit 2. Absolutism to Revolution
Unit 3. Industrialism and the Race for
Empire
Unit 4. The World at War
Unit 5. Contemporary World
The process of revising the developed
module based on the feedback and
suggestions from the validators yielded
several notable findings. First and
foremost, the revisions significantly
enhanced the clarity and relevance of the
module. The introduction of a concise
overview and the categorization of
subtopics into lessons provided students
with a more structured and
comprehensible learning path.
Previously, the module are outline only
by units and the subtopics are not
categorized. Therefore, Validator 3
pointed out these lacking and suggested
to categorize the subtopics into
“Lesson”. The module is now contained
11 Lessons.
2 lessons in Unit 1, 4 lessons in Unit 2, 1
lesson in Unit 3, 3 lessons in Unit 4, and
2 lessons in Unit 5.
The removal of irrelevant lessons and the
simplifying of learning outcomes made
the module more directly aligned with
the course's objectives. Previously, each
topic contained at least 3-4 learning
outcomes. As commented by Validator 2
and 5, there are too many learning
outcomes and the learning outcomes
were not specific and measurable, and
activities were not closely tied to these
objectives. This is strong emphasized by
Validators 6 suggesting that each
Learning Outcomes must have its own

 Marks the capitalization of the
learning outcomes along with
the course outcomes. Remove
the “Pre-service teacher
PST” part in your Learning
outcomes. Instead, change it
to “students”
 The content will be considered
since the reference book was
suggested by one of the
validators.
 Suggested on adding other
reference, preferably from
books.
 Indicate to make other types of
activities like identification, true
or false, etch.
 Mark the interchange of post-test
and pre-test.
 The instruction of the activities
must be paraphrased properly.
The lines must also be aligned.
 Suggested on transferring the
“Exploration of the Test”
after the pre-test.
 Pictures must be inserted to
visualize the historical figures
and scientific inventions
 Suggested to input
introduction of the format of
the module in the preface.
Validator 5:
 There are too many learning
outcomes. Make sure to follow
the SMART. And check the
arrangement because some of
them are not align properly.
 Suggest putting the sources or
citation of the important
paragraph or inform.
 Similarly suggested to remove
some irrelevant topics and
instead use the necessary
lesson that is relevant for the
LET examination given in
each unit.
 In assessment, the activities
must be aligned to the
Learning Outcomes. Add
75
activity. This is affirmed by Roman
(2013) in his finding which shows that
the activities presented after the lesson
has a connection to what is expected to
achieve.
Due to this, the researchers addressed
the challenge of numerous learning
outcomes, and made careful revision to
ensure they were aligned with the
SMART criteria, promoting clear
objectives. Additionally, the learning
outcomes, based on the compendium
syllabus, were retained as suggested by
Validator 6. However, adjustments also
had made as necessary to ensure that the
learning outcomes effectively correspond
to the syllabus.
In terms of activities, the initial draft
offered limited engagement for the
students. It primarily relied on traditional
assessment such as essays and lacked
diverse activities, hindering its appeal to
a broader range of students with different
learning styles. Martin et al. (2021)
pointed out that it is important to
administer a variety of assessments
throughout the course so that students
can observe their learning progress.
Hence, the revision process enriched the
learning experience for students. The
inclusion of a variety of activities, such
as debates, and research, not only
diversified the assessment methods but
also catered to different learning styles,
making the module more engaging and
appealing.
The initial version lacked visual
elements, such as images, and pictures.
These elements are crucial for improving
student comprehension and making the
content more accessible. These
comments affirmed by Ibay (2012) &
Dejarlo (2022) who stated that the
developed instructional materials are
useful in helping learners become
interested on the concept presented

other activities to cover all the
learning outcomes.
 Pictures must be included
especially in Unit 2:
Industrial Revolution to show
the significant inventions that
are mentioned in the Module.
This also includes the
Historical Figures.
Validator 6:
 Since the Learning Outcome
are based on the compendium
syllabus, you do not have to
change it thoroughly.
 Suggested that the learning
outcome must have its own
activity.
 Accordingly, some of the
topics are not relevant to our
study. Additionally, give
further information.
 Suggested to use APA format
and give at least 10 references
or more by using books,
journals, articles, and
published or unpublished
materials.
 Imply adding other types of
assessment like objective
types including true or false,
fill in the lank, multiple
choice, etch. This also include
adding a reflection section at
the end of the lesson.
 Similarly suggest adding field
study or Research type of
assessment.
 Suggested to Glossary or
Definition of terms of each
chapter or Unit to define or
give some ideas about the
important words mentioned in
the chapter.
76
which becomes easy to understand if
presented with illustrations.
The module's formatting also was
somehow unclear, with last-page
indicators causing confusion. The initial
organization of post-tests and pre-tests
was not marked clearly, making it
difficult for students to navigate the
content effectively. Therefore, the
researchers address the addition of
images, and pictures enhanced the visual
appeal and comprehension of the
module, facilitating a better
understanding of key concepts and
historical figures. Other side, the
elimination of last-page indicators, the
introduction of an introductory format in
the preface, and the careful marking of
the interchange between post-tests and
pre-tests improved the module's overall
structure and clarity.
In the initial draft, validators 4 and 6
suggested adding a Glossary of
Definition of terms at the end of each
unit or at the end of the moule. In this
case, the researchers add Glossary and
definitions for highlighted words at the
of the module to facilitate better
understanding of the content.
The first draft lacked a clear and concise
introduction, making it challenging for
students to grasp the module's salient
features and objectives. The absence of
this introductory overview left students
without a solid foundation for their
learning experience.
The absence of specific units for
essential topics, such as the
characteristics of the Modern and
Contemporary Era and key historical
cases like Korea, Vietnam, and the Cold
War, created gaps in the module's
coverage. Therefore, Validators 1 and 3
suggested adding a concise introduction
and a historical background about the
Cold War and Korean & Vietnam War.
Hence, the researchers thoughtfully
incorporated these suggestions into the
revised module to provide students with
a clear overview of the module's salient

Validator 3:
 Accordingly, most of the
issues provided by the
syllabus are Modern Issues.
Hence, he suggested adding
Contemporary Issues by
adding another Unit or to be
included in Unit 3.
77
features. The case of Korea, Vietnam,
and the Cold War was also included in
Unit 3, enriching the module with a more
comprehensive perspective.
The introduction of the APA format and
the inclusion of a minimum of 10
references from various sources added to
the module's academic rigor and research
skills. The content was enriched with
additional references, predominantly
from books, enhancing the module's
academic rigor. Irrelevant topics were
removed to make space for essential
lessons relevant to the LET examination.
Dejarlo (2022) affirmed that to improve
satisfactory learning experience
regardless of the subject, the input of the
instructional materials should be selected
with respect to relevance.
In conclusion, the revision process
successfully incorporated the validators'
recommendations, resulting in a student-
centric, engaging, and comprehensive
learning resource that aligns with course
objectives and enhances the educational
experience for students.
UNIT 5
S-CVI= 0.99 In response to Validator 3's feedback, the
revision of the module incorporates a
new unit dedicated to addressing
contemporary issues, complementing the
existing focus on modern historical
topics. This addition aims to ensure a
more comprehensive coverage of both
modern and contemporary subject
matter. Therefore, contemporary issues
such as “US Invasion: Iraq and
Afghanistan”
“Israeli-Palestinian War” will be
integrated in Unit 5. This modification
enhances the module's relevance and
academic value by acknowledging the
significance of understanding historical
events and trends in the modern and
contemporary eras.
 78

III. Students’ response on how useful the developed instructional module

The data used in this phase is an extract from the respondents involving 30 BSEd-

Social Studies student who already take the course SSE109. After gathering the data

through interview, the researchers transcribed the responses which focused on what

students perceived usefulness of the developed instructional module. The researchers

utilized thematic analysis to identify themes in the data that address each research questions

to have clear interpretation and findings. The following presents the tables under the

research question along with their generated themes and the main ideas where it was

extracted.

Question 1: Does the module have clear and concise learning outcomes?
Table 4.3.1
Main Ideas Theme
Yes, …it is very detailed, (P1, DU2) Affirmation to Clarity and Conciseness

Yes, …it does have clear and concise learning

objectives. (P2, DU22)

It has clear and concise learning objectives.

(P3, DU42)

Yes, it does have clear and concise learning

objectives. (P6, DU102)

You have concise learning objectives. (P8,

DU142)

… it is very clear and concise. (P9, DU162)

learning objective is clear and concise. (P11,

DU202)

Yes, it has a clear and concise learning

objective. (P13, DU242)

Yes, …it has clear and concise learning

objectives. (P14, DU262)

Yes it has..(P15, DU282)

 79

Yes …it has clear and concise objectives. (P16,

DU302)

… was clear and concise. (P17, DU322)

… module has clear and concise objective.

(P18, DU342)

It has clear and concise learning objectives.

(P19, DU362)

Yes…, it is very clear and concise. (P20,

DU382)

Yes …it has clear and concise learning

objectives. (P23, DU442)

Yes, it has a clear and concise objective. (P24,

DU462)

Yes, the learning objective is aligned. (P26,

DU502)

…provided a clear, understandable and concise

learning objective. (P27, DU522)

Yes…the module is concise and clear. (P28,

DU542)

Yes the module has clear and concise. (P29,

DU562)

Yes,… it means you have a clear and concise

learning outcomes. (P30, DU582)
Yes ma'am. It is clear and aligned. (P4, DU62) Alignment with Content and Assessment

…Connected to the content. (P5, DU82)

learning outcomes are clear and aligned. (P7,

DU122)

…in line with the pre-test and the post-test.

(P10, DU182)

Yes, … it align on the content of the modules.

(P12, DU222)

Yes, and it's aligned with content. (P21, 402)

 80

yes, …it is connected to the content and

assessment, (P22, DU422)

Yes …the content is aligned with the objectives.

(P25, DU482)

In Table 4.3.1, the data presents the transcribed answers from the interview

question, “Does the module have clear and concise learning outcomes?” Thus, a generated

them are extracted to address the research question which are affirmation to clarity and

conciseness, and alignment with content and assessment.

Affirmation to Clarity and Conciseness

Based on the responses from the interview, it is evident that the participants

perceive the module to have clear and concise learning objectives. Firstly, the participants

mentioned that the learning objectives were detailed and specific, allowing students to have

a clear understanding of what they will learn in the module. This specificity helps set clear

expectations for both the students and the instructors. These findings aligned with the

principle of Constructive Alignment discussed by (Biggs, 2003; p. 7) who said that “It is

important to define learning outcomes, to determine learning and teaching outcomes that

lead to the successful realization of appropriately assessed student outcomes.”

Secondly, the participants noted that the content of the module aligns well with the

learning objectives. They emphasized that the objectives are attainable and measurable,

indicating that the module provides a structured and focused approach to learning. Dejarlo

(2022) stated that the lesson objectives should be content valid, and the objectives followed

the principle of SMART and relevant to the course topics. The validity of the module’s

learning outcomes is supported by the I-CVI 1.00 result under the facet of Module Learning
 81

Outcome which is deemed as highly accepted by the validators. Additionally, some

participants remarked that the module addresses multiple domains of learning, such as

cognitive, affective, and psychomotor. These participants recognized the importance of

incorporating these domains into learning objectives, making the module comprehensive

and well-rounded.

Moreover, the participants appreciated the validation process that the module

underwent. They believed that the involvement of six validators ensured that the learning

objectives were thoroughly checked and met the necessary criteria for clarity and

conciseness.

Alignment with Content and Assessment

Based on the responses from the interview, the participants evidently perceived that

the learning outcomes in the module are not only clear but also meticulously aligned with

the instructional content and assessment methods. The repetitive expressions such as "clear

and aligned," "connected to the content," and "aligned with the objectives" emphasize a

shared consensus among respondents regarding the alignment between the learning

outcomes and the content and assessment. Furthermore, some participants specifically

highlight the positive connection between learning outcomes and both pre-test and post-

test activities, indicating a comprehensive alignment that extends to evaluative

components. This consistent affirmation of clarity and alignment emphasized the module's

effectiveness in providing a unified and purposeful learning experience, where the

objectives integrated with the module content and assessment tools.

 82

Overall, based on the participants' feedback, it can be concluded that the module is

perceived to have clear and concise learning objectives. The detailed and specific nature of

the objectives, alignment with the module's content, incorporation of different domains of

learning, and involvement of validators contributed to the participants' evaluation.

Question 2: Does the module have accurate content?

Table 4.3.2
Main Ideas Theme

…accurate because it undergoes to Validators. Reliable Module Content

(P1, DU4)

Yes…It was rich in info. (P2, DU24)

Yes, …module are all set. (P3, DU44)

…explained very clearly (P4, DU64)

Yes, …it has accurate content. (P5, DU84)

Yes, …it does have an accurate content. (P6,

DU102)

Of course, …everything you put is fact. (P7,

DU124)

Yes it has been validated... Thus, your content is

accurate. (P8, DU144)

Yes, …use a relevant reference for the content.

(P9, DU164)

… yes. Their content is really well thought,

(P10, DU184)

Yes, …topics are usually content in our

SSE109. (P11, DU204)

Yes, it was indicated on the content. (P12,

DU224)

…yes, the content is indicated in compendium.

(P13, DU244)
 83

Yes, took the contents from reliable resources.

(P14, DU264)

…yes…the contents are very interesting. (P15,

DU284)

Yes…your content …came from valid resources.

(P16, DU304)

Your module is reliable…there are sources.

(P17, DU324)

Yes this module…has all important

information. (P18, DU344)

…it is from books. (P19, DU364)

Yes, …it is also based in compendium. (P20,

DU384)

Yes, very informative content. (P21, DU404)

Yes…cite a reference. (P22, DU424)

yes… followed certain syllabus. (P23, DU444)

Yes, it has an accurate content. (P24, DU464)

Yes…it is validated by the experts. (P25,

DU484)

Yes…It is brief but precise. (P26, DU504)

…provided a clear or accurate content. (P27,

DU524)

Yes, put the references… (P28, DU544)

…it was validated by validators. (P29, DU564)

I find it very accurate. (P30, DU584)

In Table 4.3.2, the data presents the transcribed answers from the interview

question, “Does the module have accurate content?” Thus, a generated them are extracted

to address the research question which is reliable module content.

 84

Reliable Module Content

Based on the responses from the interview, it is evident that the participants

perceive the module to have accurate content. The participants provided various reasons

for their assessment of the module's content accuracy: Firstly, the participants noted that

the content in the module is well-researched and aligned with the syllabus. They

appreciated the use of relevant references and sources, indicating that the authors took care

to ensure the accuracy of the information provided. Olipas (2023) state that the contents of

learning modules are significantly relevant for the effective acquisition of knowledge and

the development of new skills among learners. Without reliable content, learning is not

effective.

Secondly, some participants mentioned that the module's content is based on

historical facts, which require a high level of accuracy. To achieve this, the researchers use

more than single sources of history books other than textbooks and variety of historical

documents that present interpretations or perspectives on the past. The participants shows

that they give importance of factual information and appropriate references in a history

module during the interview session.

Additionally, the participants commended the module creators for providing

explanations and clear explanations for each unit. They found the content to be well-

defined and well-explained, making it easier for students to understand. This is supported

by S-CVI of 0.9 results in the overall facet of the module content which deemed to have

acceptable of content validity among the validators. Moreover, the involvement of

validators in the creation of the module was seen as an assurance of its accuracy.

Participants believed that the expertise and validation process ensured that the content met
 85

high standards of accuracy. As stated by Auta et al. (2021) the quality of the experts

involved in the conduct study plays an important role in reducing all perceived prejudice,

and enhancing the overall reliability of the results.

Overall, based on the participants' feedback, it can be concluded that the module is

perceived to have accurate content. The emphasis on research, alignment with syllabus

requirements, use of relevant references, provision of clear explanations, and validation

process contributed to the participants' evaluation.

Question 3: Is it detailed enough for a student to progress through the lesson without
instruction?
Table 4.3.3
Main Ideas Theme
It still needs instruction. (P2, DU26) Instruction Dependence and Individual
Variability
…better if the teacher still has instruction. (P4,
DU66)

…module requires the instruction of a teacher.

(P5, DU86)

it depends. (P7, DU126)

still needs a guidance or support. (P10,

DU186)

…the teacher's help is really needed. (P11,

DU206)

…depends on the capability of student. (P15,

DU286)

…depend on the learning capacity of the

students. (P16, DU306)

… should have teach them. (P17, DU326)

it depends on students (P20, DU386)

… still needs instructions of the teachers. (P21,

DU406)
 86

…better if there are guide. (P22, DU426)

The teacher's instruction is also needed to

guide. (P24, DU466)

…need the guidance from our teacher. (P25,

DU486)

…it depends on the student. (P26, DU506)

…it depends on the students. (P29, DU566)

Yes… detailed enough for a student like me. Self-Sufficient Learning

(P1, DU6)

…the instruction here is set.(P3, DU46)

Yes, it is detailed enough. (P6, DU106)

… it is not really necessary to be guided by a

teacher. (P8, DU146)

there are pre-tests here and contents. (P9,

DU166)

…I can search what I don't get anyway. (P12,

DU226)

…they have a glossary for students. (P13,

DU246)

but it is based on assessment that the children

can really learn without instruction. (P14,
DU266)

…easily understood if the instruction is clear.

(P18, DU346)

Yes, …it is detailed enough (P19, DU366)

There is an interaction between this book and

the readers. (P23, DU446)

without any instructor I could understand their

module. (P27, DU526)

it is explained properly (P28, DU546)

…as a college student, we could understand

that. (P30, DU586)
 87

In Table 4.3.3, the data presents the transcribed answers from the interview

question, “Is it detailed enough for a student to progress through the lesson without

instruction?” Thus, a generated them are extracted to address the research question which

is the Instruction dependence and individual variability and Self-sufficient learning.

Instruction Dependence and Individual Variability

This theme represents the feedback from respondents who acknowledged that the

level of detail in the lesson materials might vary in its sufficiency for a student to progress

without additional instruction. Based on the findings and interpretations from the interview,

majority of participants agree that while the modules are detailed enough for students to

progress through the lesson without direct instruction, they still believe that teacher

guidance and discussion are necessary in order to deepen understanding and provide

support to students. Participants mention that the instructions in the module are clear and

easy to understand, with words that are not too difficult. However, some argue that modules

alone are not sufficient and emphasize the importance of teacher instruction and discussion

to help students grasp and emphasize key concepts. Some participants acknowledge that

for students who are good at understanding topics, they may be able to comprehend the

module without additional instruction. However, others state that the depth of the subject,

like history, requires the help of a teacher.

Many participants highlight the importance of considering the different learning

capacities of students, as some may require more guidance and instruction to fully

understand the lessons. Participants also share personal experiences, stating that guidance

from the teacher is necessary, especially for students who are not inclined towards reading.
 88

The role of teachers, the most important resource in educational quality

development and were tasked with providing and developing education so that students

obtained knowledge and competency with complete potentiality. According to Sirisuthi et

al. (2021), the learning module emphasized on being student-centered, the students must

interact and participate as a student as well as to be a teacher in their classroom in order to

be capable of applying the gained knowledge. By the learning process, they could develop

new knowledge and also their innovative thinking through self-learning processes and

through their teamwork.

In summary, the findings suggest that although the modules provide a good level

of detail, participants generally agree that teacher instruction and discussion are still needed

in order to enhance understanding, address difficulties, and cater to different learning

capacities of students.

Self Sufficient Learning

This theme represents the feedback from respondents who expressed that the lesson

materials are sufficiently detailed to enable students to progress through the lesson

independently, without the need for teacher guidance.

The majority of participants expressed that the lesson materials are detailed enough

to enable self-sufficient learning without the need for teacher guidance. They cited various

reasons for their confidence in the comprehensiveness of the materials, including clear

objectives, well-explained content, and the presence of pre-tests and glossaries.

Participants highlighted that the module's user-friendly design and language made it easy

to understand. They acknowledged the potential for different types of learners, including
 89

those with slower learning capacities, to acquire knowledge independently through the

provided materials.

Basically, the student approach for being able to study without instructions is called

Self-directed Learning (SDL). Timpau (2015) defined SDL as the individual who takes the

initiative and responsibility for what happens. They select, organize, and evaluate their own

activities, which may be followed in any place and at any time by any means and at any

age. Although self-direct learning is one of the rising approaches today, it is evidently

problematic. This is contracted by Reyes (2019) as she stated that the students often have

difficulties to organize the study and their duties, and show an erroneous concept of what

it is to study, sometimes they do not achieve academically satisfactory results, and this is

because they do not have organization or do not know techniques and resources that can

help them improve their academic performance.

These findings suggest that the module's instructional design and content clarity

have the potential to support a diverse range of learners in progressing through lessons

independently, aligning with the concept of self-sufficient learning. Overall, participants'

responses reflect a positive perception of the module's effectiveness in fostering learning.

The detailed and accessibility of the materials was a key factor contributing to their

confidence in self-directed learning within the module.

Question 4: Does the module have an assessment that reinforces the content?

Table 4.3.4
Main Ideas Theme
Yes, I noticed your assessment…is aligned in Assessment-Reinforced Content
learning objectives. (P1, DU8)
 90

aligned to what you provide in assessment. (P2,

DU28)

Assessment is being reinforced based on your

content. (P3, DU48)

it is in line with its content. (P4, DU68)

The assessment is aligned with the content. (P5,

DU88)

assessment can reinforce the content. (P6, DU108)

…the assessment and the content you put in are

aligned. (P7, DU128)

…visible in the assessment. (P8, DU148)

…questions are really based on the content. (P9,

DU168)

assessment is the tool to measure our prior

knowledge. (P10, DU188)

it could be related to the content. (P11, DU208)

…there is an assessment at the end of each lesson.

(P12, DU228)

Yes, it is well aligned to the assessment. (P13,

DU248)

Yes…reinforced the content of your modules. (P14,

DU268)

Yes the assessment are not difficult to answer and

understand. (P15, DU288)

it is integrated to the content. (P16, DU308)

…every unit has assessments like pretest and

posttest. (P17, DU328)

…assessment is important. (P18, DU348)

Yes… assessment is connected to the content. (P19,

DU368)

…put the assessment that it is reinforced from the

content. (P20, DU388)

…it is aligned with the content and the learning

objective. (P21, DU408)
 91

…connected to all assessment in the content. (P22,

DU428)

…have pretest and posttest that can reinforce the

content. (P23, DU448)

Yes, it is aligned to it. (P24, DU468)

Yes, it reinforces the content. (P25, DU488)

…the assessment is reinforcing to the content. (P26,

DU508)

…have provided assessment. (P27, DU528)

…reinforcing the content and the assessment. (P28,

DU548)

…have assessment that reinforce the content (P29,

DU568)

assessment is very well designed. (P30, DU588)

In Table 4.3.4, the data presents the transcribed answers from the interview

question, “Does the module have an assessment that reinforces the content?” Thus, a

generated them are extracted to address the research question which is the assessment-

reinforced content.

Assessment-Reinforced Content

This theme represents the unanimous agreement among respondents that the

module includes assessments that effectively reinforce the content. It reflects the positive

consensus that the assessments within the module are well-aligned with the instructional

material and serve to enhance the learning experience.

Based on the interviews conducted, the participants unanimously agreed that the

module's assessment is aligned with and reinforces the content. Participants appreciate that

the assessment provided is in line with the learning objectives and the content covered in
 92

the module. They also highlight the presence of a variety of assessments used in the

module's development. Martin et al. (2021) pointed out that it is important to administer a

variety of assessments throughout the course so that students can observe their learning

progress. Some participants specifically mention that the assessments are challenging and

suitable for college students. They find that the questions in the assessment directly relate

to the content covered in each lesson, reinforcing their understanding of the material.

Participants also appreciate that the assessments are integrated into the module's

learning activities and learning objectives. Olipas (2022) emphasized that assessment play

an essential role in measuring the amount of learning among the students. Learning

modules must provide different ways to assess the learners. Authentic assessments are

necessary. Also, formative, and summative assessments must be included to holistically

measure the knowledge of the students.

Overall, participants express satisfaction with the module's assessments, stating that

they effectively reinforce the content covered and are well-designed. They believe that by

reading the module, students will be able to find answers to the assessments provided.

Participants appreciate that the modules are comprehensive, understandable, and effective

in helping students learn and assess their knowledge.

Question 5: Is it very efficient that one can learn a lot in a short period of time?

Table 4.3.5
Main Ideas Theme
it needs an intensive or thorough discussion. Learning Pace Variation
(P2, DU30)

No …when they are the only one who read and

answer the activities, then that will be hard.
(P4, DU70)
 93

…cannot be understood in a short period of

time. (P5, DU90)

depends on the interest. (P7, DU130)

intend to finish. (P8, DU150)

…should spend a lot of time (P9, DU170)

class participation is very important to learn a

lot. (P10, DU190)

… needs to be analyzed in a very detailed way.

(P11, DU210)

…We have different views on learning. (P12,

DU230)

it depends on the student’s learning or

participative. (P14, DU270)

…depend on the learning capacity of the

students. (P16, DU310)

Students can’t learn this module in a short

period of time. (P17, DU330)

it needs long discussion. (P19, DU370)

it depends on the students. (P20, DU390)

This depends on the student. (P21, DU410)

it would depend on the students that will use

this. (P23, DU450)

…student has different characteristics. (P24,

DU470)

learning needs time. (P25, DU490)

…students need time to understand the topic.

(P26, DU510)

…not fast learners knowing that time is short.

(P27, DU530)

…still depends on the students (P29, DU570)

no one can learn a lot in a very short period of

time. (P30, DU590)
 94

Yes, …it is very detailed. (P1, DU10) Efficiency Through Accessibility

Yes, you will gain a lot of information. (P3,

DU50)

…It is very efficient for them to learn in a short

period of time. (P6, DU110)

…wordings used are easier for students to

understand. (P13, DU250)

already familiar with this topic. (P15, DU290)

…as long as the module is in a clear and concise

content (P18, DU350)

…module is very direct to the point. (P22,

DU430)

The module is efficient. (P28, DU550)

In Table 4.3.5, the data presents the transcribed answers from the interview

question, “Is it very efficient that one can learn a lot in a short period of time?” Thus, a

generated them are extracted to address the research question which about efficiency

through accessibility and learning pace variation.

Learning Pace Variation

This theme signifies respondents who acknowledged that the efficiency of learning

varies among individuals due to differences in learning paces. It highlights the notion that

some students may require more time to absorb and retain information. As shown in the

table, some participants indicated that due to the difficult content of the module, it requires

intensive and thorough discussion, taking a significant amount of time to understand. On

the other hand, some believed that reading the module in one sitting can provide a

substantial amount of information on the subject. Contrarily, others disagreed, stating that
 95

learning without the guidance of a teacher would be challenging, indicating that it is not

efficient. According to Olipas (2023), it is important to pay attention to the delivery of

effective teaching and learning through learning modules as it significantly contributes to

students' overall learning experiences. Similarly, Sadiq and Zamir (2014) suggest that the

modular approach to teaching and learning is effective because it encourages active student

participation while also allowing students to learn at their own pace. Therefore, it is

essential for learning modules to have engaging teaching and learning features that enhance

students' overall learning experience. Additionally, having a support mechanism in the

learning modules enables students to easily reach out to teachers for assistance. This

support feature is crucial to ensure that learning takes place even when students are not in

the usual face-to-face learning environment.

In these responses, it can be concluded that there is no unanimous agreement on the

efficiency of learning a lot in a short period of time using the module. While some

participants believe that it is possible, especially for fast learners or those with a strong

interest in the subject, others argue that it requires a longer duration for thorough

understanding and meaningful engagement. The varying perspectives highlight the need to

consider individual learning capacities, interests, and the guidance of teachers in

determining the efficiency of learning in a short period of time using the module.

Efficiency Through Accessibility

This theme represents respondents who recognized that the accessibility of detailed

materials is key to their efficient learning in a short period. They emphasized that easy

access to comprehensive content simplify the learning process.

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9 out of 30 participants expressed a consensus that the module is highly efficient

for learning in a short period of time. They emphasized that the content is detailed, easy to

understand, and direct to the point. This efficiency is attributed to various factors, such as

the clarity of content, concise wording, and alignment of assessments with the topic.

Overall, the participants' responses indicate that the module is highly efficient for

learning in a short period of time. They appreciate the module's detailed yet easy-to-

understand content and its alignment with assessments. This accessibility allows a wide

range of learners, including fast learners and those already familiar with the topic, to benefit

from the module's efficiency.

Question 6: What did you like LEAST about the module?

Table 4.3.6
Main Ideas Theme
Pictures had no references. (P3, DU52) Module’s Graphic Color and
Illustration
Pictures are black & white. (P6, DU112)

I didn't see too many pictures. (P8, DU152)

Lacks some color (P10, DU192)

The font size of the text (P12, DU232)

Colored font. (P14, DU272)

The module is old style and lack of colors. (P17,

DU332)

Some of the pictures must be changed. (P18,

DU352)

I would say much better if you put colorful like this.

(P19, DU372)

Put some color on the pictures. (P21, DU412)

I think the spacing that’s all. (P23, DU452)

One color design. (P24, DU472)

 97

First is the colors, it’s so dark. (P28, DU552)

Nothing so far. (P1, DU12) Lack of Specific Areas for

Improvement
I don’t have any comments. (P2, DU32)

None so far…The format and design is fine. (P5,

DU92)

So far there is none. (P7, DU132)

For me, there’s nothing. (P9, DU172)

So far I haven't seen anything. (P11, DU212)

Nothing. I like them. (P13, DU252)

I think nothing, (P15, DU292)

Module is well-constructed…I don’t have any least

prefer. (P16, DU312)

For me none so far. (P20, DU392)

So far none. (P22, DU432)

So, I don’t have. (P25, DU492)

So far, none. (P26, DU512)

So far I don’t have any least like (P27, DU532)

Nothing so far. (P29, DU572)

The learning objectives and assessment. (P4, DU Content-Outcome Alignment
72)

The parts of unit are not consistent with others.

(P30, DU592)

In Table 4.3.6, the data presents the transcribed answers from the interview

question, “What did you like least about the module?” As shown, the participants' feedback

highlights the need for more pictures, the desire for colorful illustrations, and the

suggestion to enhance the design by using different colors throughout the module.

Therefore, a generated theme about the module's graphic color and illustration is extracted

to provide valuable insights into improving the overall design to enhance its visual appeal
 98

and facilitate better understanding for students. There are also generated theme which

shows the lack of specific areas for improvement and a unique response about the content-

outcome alignment.

Module Graphic Color and Illustration

In this study, some participants expressed the importance of color in the module’s

overall design especially in the illustrations as it would make the module more visually

appealing, engaging, and livelier. This is in accordance with Prastowo (2011) which he

states that images can support and clarify the content of the materials so that it creates

attraction and reduces boredom for the reader.

Pictures can serve to convey information to the learner directly or facilitate the

learner's understanding of related textual information within the instruction. This is

supported by Clark and Mayer (2016) as they stated that when learners mentally connect

words and pictures, they are engaged in meaningful learning that is more likely to support

understanding. Learners can use these visual elements to supplement their comprehension

of the material through these representations or confirm their understanding of the text by

reviewing the pictures provided. On the other hand, the color graphic is an important aspect

in visual communication in which it helps provide focus, connect information, and create

psychological impact. This aspect is important in designing learning materials in order for

the students to process visual information and use it to coordinate. Therefore, by providing

illustrations and proper graphic color can enhance the module’s readability and its visual

appeal to facilitate better understanding for students.

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Lack of Specific Areas for Improvement

15 participants indicated that they could not identify any specific areas that they

liked least or areas that required improvement. They found the module well-constructed

and free from any major flaws or shortcomings. The majority of respondents expressed a

high degree of satisfaction with the module. They praised various aspects such as the

content, design, format, and accuracy of the module. Several participants specifically

appreciated the cleanliness and simplicity of the content, as well as the clear and reliable

references. Multiple participants commended the format and design of the module,

highlighting that it was minimalist, and visually pleasing. This suggests that the module's

aesthetics were well-received.

Overall, the participants' responses reflect a high level of satisfaction with the

module. The lack of specific areas for improvement mentioned by all participants suggests

that the module was well-received in terms of content, design, and overall quality.

Content-Outcome Alignment

P4 expressed concerns about the alignment between learning objectives and assessment

within the module. They specifically pointed out that some units had long learning objectives and

activities, which might be challenging for student to comprehend. Additionally, P30 mentioned an

issue related to the consistency of the module's units. The lack of consistency in unit parts can

create confusion and disrupt the overall flow of the module, making it less effective for learners.

This suggests a need for a more standardized structure across units to enhance the coherence and

clarity of the content.

Overall, these findings emphasized the importance of aligning learning objectives and

assessments with the target audience's capabilities and the need for consistency in unit design
 100

within the module. This affirmed by Villanueva (2022) in her finding that the content of the module

must be appropriate to the level of the students, and they must be well-organized. Furthermore, the

discussion in the module must be congruence with the activities and evaluation. Addressing these

issues can lead to an improved educational experience and better learning outcomes for the intended

audience.

Question 7: What did you like MOST about the module?

Table 4.3.7
Main Ideas Theme
I was amazed at the design. (P2, DU34) Module Design & Formatting
I like the cover page, the content, the format, and the
assessment. (P3, DU54)

Pictures and also the design. (P4, DU74)

The format and design. (P5, DU94)

In the module, the construction is good. (P7,

DU134)

The work and writing is clean. (P9, DU174)

The cover page and the chronological order of the

content. (P10, DU175)

Topic is clear and very arranged (P11, DU214)

The creativity and the content as well. (P12, DU234)

The cover page, the format, or the front page for

each unit. (P14, DU274)

What I like the most is the format. (P15, DU294)

What I like the most about your module is the cover

page. (P16, DU314)

The cover page. (P18, DU354)

The exploration text. (P19, DU374)

The module itself. (P20, DU394)

The uniform of font size and clean output. (P21,

DU414)

The format and the design. (P22, DU434)

 101

The design is unique. (P23, DU454)

The layout of every unit and also the cover page.

(P24, DU474)

The design and also the content. (P25, DU494)

Format and the front page. (P27, DU534)

The cover page (P29, DU574)

The cover is consistent with the design, and font style.

(P30, DU594)
You gave an explanation in a short paragraph. You Module Content and Assessment
don’t need to read many books. (P1, DU14)

The content itself. (P6, DU114)

I like your assessment. (P8, 154)

Module is detailed and understandable (P13,

DU254)

The content and assessment is in line. (P26,

DU514)

The content was summarized and explained well.

(P28, DU554)

In Table 4.3.7, the data presents the transcribed answers from the interview

question, “What did you like least about the module?” Thus, a two generated them are

extracted to address the research question which are the: Module Design and Formatting,

and Module Content and Assessment.

Module Design and Formatting

From the interviews, it can be observed that the participants appreciate the format

and design of the module, particularly the cover page and front page for each unit. The

participants find the module visually appealing due to its aesthetic design and attractive

colors. They also appreciate the use of relevant images and pictures, as it emphasizes the
 102

content of the module. This confirms the findings of Ibay (2012) & Dejarlo (2022) who

stated that the developed instructional materials are useful in helping learners become

interested on the concept presented which becomes easy to understand if presented with

illustrations. Similarly, Clark and Mayer (2016) states that students who received a

multimedia lesson consisting of words and pictures performed better than students who

received the same information in words alone.

In terms of readability and organization, participants appreciate the clean and neat

construction of the module. They find the spacing and writing to be clear, which prevents

confusion and allows for easy comprehension. The uniform font size throughout the

module is also commended, as it contributes to a consistent and visually pleasing output.

This indicates that the module effectively presents information in a logical and structured

manner, enhancing the learning experience for the students. As stated by Woo et al. (2015),

the readability of the modules is an essential quality factor that has yet to be investigated.

The readability of a text refers to how easy it is to comprehend it. As a result, no matter

how good the content, language, or instructional design of the modules are, they will be

useless if they are written at a level beyond the readability of the learners.

Overall, the participants highlight their appreciation for the format, design, and flow

of the module. They find it aesthetically pleasing, easy to navigate, and engaging. This

positive feedback affirmed that the module's design and formatting effectively contribute

to a positive learning experience for the students.

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Module Content and Assessment

For the second generated them as shown in the interview responses, it is evident

that the participants had positive views regarding the developed module in terms of its

content and assessment. The majority of the participants liked the detailed and concise

nature of the module's content. They appreciated how important details were emphasized,

while subtopics were described in a short yet engaging manner. According to Clark and

Mayer (2026), they suggested that in making instructional material, the content should be

break down into small topic chunks that can be accessed at the learner’s preferred rate. This

is evident by the respondent’s suggestion for which it prevented them from getting bored

while reading.

Additionally, the participants praised the assessment methods used in the module.

They found the assessments to be well-designed and effective. One participant specifically

mentioned that they liked how the assessments were connected to both the pre-test and

post-test. The pre-test was seen as a helpful preparation for students using the module prior

to starting the lesson, while the post-test served as a review. This connection between the

assessments and the module content was perceived as beneficial by the participants.

Furthermore, one participant highlighted that they liked the alignment between the content

and the topic of the module. They found it commendable that the module's content was

directly related to the specific topic being taught. This is supported by Espinar and Ballado

(2016) as they stated that in developing instructional material or worktext, the activities

must be relevant, interesting, self-motivating, and are adaptable to classes with large

number of students. Additionally, it should cover all topics in the course syllabus and

presents adequate and sufficient activities and information.

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Overall, the findings of this interview suggest that the participants appreciated the

detailed and understandable content of the module. They also valued the well-designed

assessments that were connected to the pre-test and post-test, as well as the alignment

between the module's content and the topic being taught. These positive aspects seemed to

have contributed to the participants' overall satisfaction with the developed module.

Question 8: What changes would you recommend in making this module more
effective?
Table 4.3.8
Main Ideas Theme

References of the pictures. (P3, DU56) Illustrations and Formatting

Include more pictures. (P6, DU116)

Should have appropriate graphics. (P7, DU136)

Recommended adding pictures and references. (P8,

DU156)

Adding more illustration. (P10, DU196)

Put the definitions or synonyms of some difficult

terms. (P11, DU216)

Information of each images. (P12, DU236)

Intext citation, and pictures. (P13, DU256)

Color the keywords. (P14, DU276)

Put more colors and pictures to the topics (P17,

DU336)

Give some color. (P19, DU376)

More pictures. (P20, DU396)

The cover page. (P22, DU436)

Add more colors. (P24, DU476)

Need to add more illustrations. (P25, DU496)

First is the color, and then put pictures. (P28,

DU556)
 105

Provid color particularly in maps. (P29, DU576)

In large the font size. (P30, DU596)

Nothing. It undergoes from validators. (P1, DU16) Validation Affirmation

It undergoes through the validators. (P2, DU36)

Believe it went through six validators. (P5, DU96)

It went through the validators. (P9, DU176)

None because it is already validated by some

validators. (P16, DU316)

The module is based on six validators. Their

feedback are enough. (P26, DU516)
I can't recommend anything. (P4, DU76) No Areas of Concern
I think it's none. (P15, DU296)

None, for me. (P18, DU356)

For me, none. (P21, DU416)

None so far. (P23, DU456)

I don't want any changes. (P27, DU536)

In Table 4.3.8, the data presents the transcribed answers from the interview

question, “What changes would you recommend in making this module more effective?”

Thus, a generated them are extracted to address the research question which is about the

illustration and formatting of the developed module, Validation Affirmation and No Areas

of Concern.

Illustrations and Formatting

From the interviews, it shows that the respondents recommended making several

changes to the graphics and formatting of the module in order to enhance its effectiveness.

These recommendations primarily focus on incorporating more illustrations, adding color,

 106

including definitions or synonyms of difficult terms, and providing more detailed

information about each image.

The respondents note the importance of including more illustrations, especially in

a history module, to help readers easily understand and visualize the content. They believe

that the addition of pictures would enhance comprehension and engagement with the

module. This affirmed by Lau et al. (2019) in their study that illustrations should be used

to improve understanding of essential information because students frequently reported

valuing illustrations as they make the materials more attractive, and therefore, more likely

to be read.

Another recommendation is to include definitions of difficult terms at the bottom

or at the end of the module and this is likely referring to glossary. According to UNESCO

(2013), the glossary is very useful in helping curriculum developers and education

stakeholders have a common understanding of terms that are often used in curriculum

development, implementation, and assessment but with varied meanings. Therefore,

adding glossary would facilitate better understanding of complex concepts and improve the

overall learning experience.

Overall, the respondents’ recommendations focus on enhancing the visual appeal,

clarity, and comprehensibility of the module by incorporating more illustrations, adding

color, providing definitions, and improving information related to images. These suggested

changes aim to make the module more engaging, informative, and effective in facilitating

student learning.
 107

Validation Affirmation

This theme represents the feedback from respondents who did not provide

recommendations for changes, as the module had already undergone a validation process.

It reflects a consensus among these respondents that the validation process affirmed the

effectiveness of the module and that no further adjustments are deemed necessary.

According to Auta et al. (2021), to enhance the validity of the result, the participants

selection process complied with the criteria-knowledgeable on the subject with relevant

experience. This is because choosing an experts play significant roles in the quality of the

outcomes which also reduce perceived biases, and enhance the overall result.

Among 30 participants, 6 participants express a high level of confidence in the

validation process the module underwent. They consistently mention that the module has

already been reviewed and validated by six validators, and they believe that this thorough

validation process ensures the module's effectiveness. As a result of their confidence in the

validation process, participants indicate that they do not feel the need to recommend any

changes or improvements to the module. They express reluctance to provide suggestions

because they trust that the feedback and validation from experts are sufficient to make the

module effective.

Overall, the participants' responses reflect a strong affirmation of the validation

process the module has undergone. They believe that the input from validators is

comprehensive and reliable, leading to the conclusion that the module is already well-

constructed and effective. As a result, they do not see a need for further recommendations

for improvement.
 108

No Areas of Concerns

This theme represents respondents who conveyed that they had no areas of concern

or specific recommendations for enhancing the module's effectiveness. 6 participants out

of 30 express a satisfaction and confidence in the module. They consistently indicate that

they do not have any recommendations for changes because they believe the module is

already well-constructed and effective. Participants provide positive feedback on various

aspects of the module, such as the completeness of assessments and objectives, the quality

of pictures within the units, and the overall design. They mention that the content is

accurate, and the module's design is visually appealing, resembling a well-structured

educational resource. Participants explicitly state that they do not want any changes to be

made to the module because they perceive it as already excellent, beautiful, and accurate.

Their reluctance to suggest changes is indicative of their high level of satisfaction with the

module.

Overall, the participants' responses reflect a unanimous sentiment of contentment

and confidence in the module, leading to the conclusion that they do not see any areas of

concern or need for improvement. They consider the module to be effective, well-designed,

and accurate in its content.

Question 9: Would you use this module as a learning tool?

Table 4.3.9
Main Ideas Theme
Yes,…it undergoes from validators. (P1, DU18) Favorable Adoption of the Module

Yes, definitely. (P2, DU38)

Yes, I would use this. (P3, DU58)

Yes of course. (P4, DU78)

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Yes, I will use it as a learning tool. (P5, DU98)

Definitely. (P6, DU118)

Of course, …this module was not done lightly. (P7,

DU138)

Yes … forces of our six validators come together.

(P8, DU158)

Yes, very. (P9, DU178)

Yes, as it will be our instructional reference or

material. (P10, DU198)

As a main tool...this is good as a learning tool. (P11,

DU218)

Yes of course. (P12, DU238)

Yes if given a chance. (P13, DU258)

Yes. I would really use this as a learning tool. (P14,

DU278)

Yes, …the contents are very detailed and have

supporting references. (P15, DU298)

Yes. The content and the activity are very well-

constructed. (P16, DU318)

It is effective. (P17, DU338)

Yes, this module has a lot of information. (P18,

DU358)

Yes definitely because it’s very concise. (P19,

DU378)

Yes, the content or the module itself has accurate

content. (P20, DU398)

Module is summarized and detail. (P21, DU418)

Yes …it is validated from the 6 experts (P22,

DU438)

Definitely I would use the module SSE109 as a

learning tools. (P23, DU458)

…it was validated by the experts. (P24, DU478)

Yes definitely. (P25, DU498)

Yes, It is very helpful. (P26, DU518)

 110

Yes,…this learning tool is really needed. (P27,

DU538)

…will use this module as a learning tool. (P28,

DU558)

Of course, I would use this module as learning tools.

(P29, DU578)

Exactly, definitely I would use this (P30, DU598)

In Table 4.3.9, the data presents the transcribed answers from the interview

question, “Would you use this module as a learning tool?” Thus, a generated them are

extracted to address the research question which is favorable adoption of the module.

Favorable Adoption of the Module

Based on the responses from the interview, it is evident that the respondents would

be willing to use the developed module as a learning tool. The respondents expressed

various reasons for their positive inclination towards using the module for their learning

purposes.

Firstly, the respondents appreciated the level of detail present within the module.

They believed that the module provided sufficient and comprehensive information that was

easy for students to understand. One respondent stated that the module was preferable

because it encompassed enough detail, eliminating the need to search for additional

resources. Another respondent specifically mentioned that every unit definition in the

module was detailed, which they found to be beneficial. This is supported by S-CVI of 0.9

in the overall facet of the module content which deemed to have acceptable of content

validity among the validators.

 111

Secondly, the respondents acknowledged the credibility of the module, as it went

through a validation process with experts or validators. As stated by Auta et al. (2021), the

quality of the experts involved in the conduct study plays an important role in reducing all

perceived prejudice, and enhancing the overall reliability of the results. This is noted by

the respondents as they recognized the importance of having the module reviewed and

revised by these professionals, indicating that this added to their confidence in using it as

a learning tool.

Furthermore, some respondents highlighted the uniqueness and usefulness of the

module. They mentioned that such a comprehensive and well-structured learning tool was

not available to them before. They expressed a desire for previous students to have access

to a similar resource and emphasized the value in using the module to learn about the

subject. In the study Gabor (2020), his findings shows that the fact that modular instruction

helps supplement conventional classroom instruction and deserves greater consideration in

the field of education to improve the teaching-learning process. Additionally, respondents

appreciated the detailed content, supporting references, layouts, and images within the

module. They recognized these elements as important for their future reference and saw

them as contributing to the effectiveness of the module as a learning tool.

Overall, the findings of this interview suggest that the respondents would be willing

to use the developed module as a learning tool. Hence, the detailed content, validation

process, comprehensiveness, and unique qualities of the module were key factors that

influenced their positive inclination.

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Question 10: Would you recommend this module as an effective teaching tool?

Table 4.3.10
Main Ideas Theme
Yes (P1, DU20) Recognition of Module’s Pedagogical
Value
Yes, … because this undergoes through careful
process. (P2, DU40)

For me, yes. (P3, DU60)

Yes, … college students can understand it. (P4,

DU80)

…recommend this as an effective teaching tool. (P5,

DU100)

Yes, I will definitely recommend this one. (P6,

DU120)

Yes, I will recommend this. (P7, DU140)

Yes because it has been validated.. (P8, DU160)

Yes, I will really recommend it. (P9, DU180)

Yes, I would recommend this module as an effective

teaching tool. (P10, DU200)

Yes, as we have seen in this book, there are

reinforcements. (P11, DU220)

Yes definitely. (P12, DU240)

Yes …I will recommend this module. (P13, DU260)

For me yes, …I would highly recommend this. (P14,

DU280)

Yes since the validators have already evaluated it.

(P15, DU300)

Yes because the content is from valid and reliable

sources. (P16, DU320)

highly recommended …it is valid because the

validators checked it. (P17, DU360)

Yes, I will recommend this to others. (P18, DU360)

Yes, since it was validated by the validators. (P19,

DU380)
 113

Yes, …I would love to use this in the future. (P20,

DU400)

Yes, I would recommend this module as an effective

teaching tool. (P21, DU420)

Yes, it can be used as an effective learning tools.

(P22, DU440)

Yes I would recommend your module as an effective

teaching tool. (P23, DU460)

Yes, I would recommend it.. (P24, DU480)

Yes … this module undergoes evaluation. (P25,

DU500)

Yes, specially it is validated by the 6 validators.

(P26, DU520)

Yes I would highly recommend this module. (P27,

DU540)

yes …it will make the learning more effective. (P28,

DU560)

Yes I would recommend this module as an effective

too. (P29, DU580)

Yes definitely. (P30, DU600)

In Table 4.3.10, the data presents the transcribed answers from the interview

question, “Would you recommend this module as an effective teaching tool?” Thus, a

generated them are extracted to address the research question which is recognition of

module’s pedagogical value..

Recognition of Module’s Pedagogical Value

Based on the responses from the interview, it is evident that the participants would

recommend the developed module as an effective tool. The participants provided several

reasons for their positive recommendation of the module.

 114

Firstly, the respondents highlighted the validation process that the module went

through. They mentioned that the module was reviewed by multiple experts or validators

who provided feedback on areas that needed to be changed or included. This validation

process increased the participants' confidence in the module's effectiveness and led them

to recommend it as a reliable learning tool. This is supported by Auta et al. (2021) as they

stated that the quality of the experts involved in the conduct study plays an important role

in reducing all perceived prejudice, and enhancing the overall reliability of the results.

Secondly, the participants appreciated the quality and content of the module. They

acknowledged that the module was well-made and contained the exact information that

students needed to know. Some participants also mentioned that the topics important to

students were appropriately highlighted, making the learning experience less stressful. The

clear and concise presentation of information, without confusing bullet points, contributed

to their positive assessment of the module's effectiveness.

Furthermore, the participants considered the module's comprehensiveness and

suitability for college students. They believed that the module was easy for college students

to understand and that it contained detailed and reliable information from valid sources.

These qualities made the participants view the module as an effective teaching tool and

influenced their recommendation.

Additionally, some participants expressed their personal desire to have had access

to such a comprehensive learning tool in the past. They emphasized the usefulness of the

module and hoped that it would be utilized by students and teachers alike. In the study

Gabor (2020), his findings shows that the modular instruction helps supplement

conventional classroom instruction and deserves greater consideration in the field of

 115

education to improve the teaching-learning process. Similarly, Olipas (2023) stated that

having engaging teaching and learning features in a learning module is essential to

contribute to the overall learning experience of students.

Overall, the findings of this interview suggest that the participants would

recommend the developed module as an effective tool. The validation process, quality and

content of the module, suitability for college students, and personal experiences influenced

their positive recommendation.

Overall Result of Themes

The overall findings from the various themes highlight the developed module's high

degree of usefulness and effectiveness, both for students and as a teaching tool. The module

appears to have been well-received by the participants. First, the clarity and conciseness of

the learning outcomes have been commended. This indicates that students find the

module's objectives easily comprehensible, which is crucial for guiding their learning

experience. The reliability of module content adds to its value as students can trust the

information provided. The themes of self-sufficient learning and assessment-reinforced

content suggested that the module empowers students to take charge of their learning and

aligns assessments effectively with the content, promoting a deeper understanding of the

subject matter. The recognition of learning pace variation emphasizes the flexibility of the

module in accommodating students' individual learning styles.

Efficiency through accessibility highlights the module's ability to facilitate efficient

learning within a short time frame, further emphasizing its usefulness. The inclusion of

graphics, colors, and illustrations contributes to the module's visual appeal, potentially
 116

enhancing its effectiveness. The lack of specific areas for improvement and validation

affirmation indicate the high level of confidence in the module's quality. The absence of

areas of concern strengthens this perception.

Furthermore, participants not only recommend utilizing the module as a learning

tool but also see it as an effective teaching tool. These two themes suggests that the module

has the potential to benefit both students and educators, making it a valuable and useful.
 117

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the findings and conclusions derived from

the said findings. It likewise discusses the implication of the findings and recommendations

based on the gathered data.

Summary

This study aimed to determine the feedback of the validators towards the

development of instructional modules in SSE109 World History 2 Modern and

Contemporary Era and to determine its usefulness. This study sought to find the answer to

the following questions: (1) What is the feedback of the validators on the first draft of the

developed module in SSE109 World History 2 Modern and Contemporary Era? (2) What

is the Content Validity Index of the developed module in SSE109 World History 2 Modern

and Contemporary Era? (3) Based on the student participants’ interview responses, how

useful is the developed module in SSE109 World History 2 Modern and Contemporary

Era?

Students from the College of Education major in social studies and Six validators from

various Colleges of Mindanao State University, including the College of Education, the

College of Social Science and Humanities, and Mindanao State University- Integrated

Laboratory School make up the two main groups of respondents in this study. Mixed

method research was utilized to gather the data needed. The data was transcribed by the

researchers and analyzed using thematic analysis. Based on the gathered data, the following

findings were established:

 118

1. The chosen six validators have educational knowledge in the subject of the
developed instructional material in SSE109-World History 2 Modern and

Contemporary Era that they utilized as they provided sufficient remarks and made

some suggested changes for the module's improvement. With the validators'

feedback, the developed module becomes more reliable to use.

2. As for the content validity of the instructional materials, the majority of the

validators approved the developed instructional material. According to the result,

Unit I, Unit II, Unit III and Unit IV has a S-CVI of 1.00 while Unit V has 0.99

which is above the average of acceptability of 0.83 according to Polit & Beck

(2006).

3. As for the perceived usefulness of the developed instructional materials- the student

participants would recommend the produced module as an effective tool. The

validation process, quality and content of the module, suitability for college

students, and personal experiences influenced their positive recommendation.

Conclusions

According to the findings that the module received overwhelmingly positive results

and feedback from the users, the researchers concluded that the developed instructional

material is valid and accepted upon validation of the six validators. The process, quality

and content of the module, suitability for college students, and personal experiences

influenced their positive recommendation. It is useful and reliable to use as a learning tool

and the module can enhance their skills to easily understand the lesson through advanced

reading.
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The validation process involving validators in the field of World History

serves to enhance the quality and effectiveness of these materials. Feedback and

suggestions from these validators help to refine the clarity, relevance, and appropriateness

of the materials for the intended users. Additionally, piloting the materials with

representative learners provides valuable insight into their usability and effectiveness,

allowing for necessary revisions and improvements.

The value of developed and validated instructional materials in World History 2

lies in their ability to engage students in critical thinking, analysis, and interpretation of

historical sources. These materials foster an understanding of past events' significance and

impact on the present, encouraging students to develop empathy, cultural awareness, and a

broader global perspective.

Through careful content selection, organization, and a careful validation process,

these materials provide students with a comprehensive understanding of historical events,

cultures, and societies. Developed instructional materials in World History 2 are designed

to align with curriculum standards and guidelines, presenting relevant and accurate content

that reflects the diversity of global perspectives. They are organized in a logical manner

that allows for the cohesive comprehension and progression of historical concepts and

themes.

Overall, the results of this study demonstrate that the developed instructional

material is highly accepted and holds significant value for both validators and student

participants. Its strong content validity, coupled with its ability to generate students’

interest, promote independent learning, and improve their academic performance, makes it

a valuable tool for supporting effective teaching and learning in the given course.
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Recommendation

Based on the findings and Implications of the study, the following recommendations are

hereby offered:

1. Students. The MSU College of Education students and those students who will use

this are advised to read this paper since it will inspire them to perform well on their

studies and they will realize how their performance will affect the standard of

education offered by their college and the university as a whole. Students

themselves must use this research as a basis for effective learning in order to get

prepared to enter their careers in the future and understand their responsibility that

seeking knowledge should be optimized.

2. College of Education Faculty Members. The faculty Members of the said College

should actively engage in the development of their students by creating and

validating instructional modules which are needed by the students.

3. College Administration. The findings of the study should be considered by the

college administrator by reflecting on the significant findings of the study for the

development of the performance of the students.

4. MSU History Department. The said department should be engaged in this

material because they can use it for their teaching in SSE109-World History 2

Modern and Contemporary Era subject and also, they can use it as a reference for

other subject or lesson that can relate to it.

5. Future Researchers. Those who want to conduct their own study in relation to this

research can make the findings of this study as a basis, which can help them define

other problems not included in the investigation of this study. Through this study,
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other significant research in terms of developing effective modules can be made

not only in the field of Social Studies, but also other courses relevant to other

stakeholders.

The following are some recommended areas for future studies related to the

development of effective instructional modules:

a. Conduct a comparative analysis of instructional materials across different

subjects or disciplines to explore the factors that contribute to their

effectiveness.

b. Investigate the long-term impact of using instructional materials on student

learning outcomes and academic performance.

c. Explore the role of instructional materials in fostering student engagement

and motivation.

d. Examine the effectiveness of teacher training programs that focus on

utilizing instructional materials in the classroom.

e. Investigate the influence of instructional materials on students with

different learning styles.

f. Explore the integration of emerging technologies, such as virtual reality,

gamification, or mobile learning, within instructional materials.

g. Conduct studies that examine the effectiveness of instructional materials in

different cultural and educational contexts.

h. Investigate the design and development of instructional materials that are

accessible and inclusive for students with disabilities or special educational

needs.