1

Chapter I

INTRODUCTION

The learning environment consists of many factors such as teaching

and learning materials such as textbooks and charts and physical facilities such as

classrooms, libraries, resting rooms, and playgrounds among others. According to

Janet, (2018), an effective classroom is attributed to its physical appearance or

layout which encourages the social and emotional needs of the students therefore for

a primary school teacher to protect the coherence of her social studies lessons there

should be a provision of a conducive environment with the provision of enough

instructional teaching learning materials of their learners. Instructional materials are

essential and significant tools needed for teaching and learning in order to promote

teachers‟ efficiency and improve students’ performance.

Omabe (2016) asserts that instructional materials are central to the teaching

and learning of the English language because they are used to complement the

efficiency of a teacher and effectiveness in lesson delivery. Moreover, instructional

materials help to increase active participation in the learning process while saving

teacher’s energy, reducing the teacher-centeredness in teaching. In the same vein,

he further states that the use of instructional materials makes teaching effective as it

enables learners to participate actively in classroom instruction. All these views

suggest that the use of instructional materials can improve students‟ performance.

Olumorin, Yusuf, Ajidagba and Jekayinfa (2018) also observe that instructional

materials help teachers to teach conveniently and the learners to learn easily without

stress. They assert that instructional materials have direct contact with all the sense

organs of the students. Kochhar (2017) supports this view by saying that,

instructional materials are very significant learning and teaching tools. He adds that

there is a need for teachers to find necessary and relevant instructional materials to
 2

complement classroom interaction and textbooks in order to broaden and arouse

students’ interests in the subject.

Teaching English, being one of the core subjects taught in school, requires an

effective transfer of knowledge; thus, it requires an aid for effective delivery. The use

of instructional media, therefore, in the teaching of reading and writing (literacy) plays

a vital role in effective learning and attainment of the objectives stated by curriculum

developers. Being an international language, English is used as a major vehicle of

communication in the modern world (Shahid, 2016). The status of English these days

could be judged by the fact that even before the 1960s, more than 85 percent of

international organizations officially made use of the English language for

communication in Asia and the Pacific, and now almost every international

organization, including Europe use English as communication language ( Trudgill &

Hannah, 2017).

English language is a study connected with all other subjects and all aspects

of human life to enable people live a fulfilled, free interaction and achievement in life.

It involves a study of people in relation to the social, academic, economic, cultural,

physical and psychological lives. It has to do with all round development of human

beings to enable them become useful citizens in the society. Kochhar (2017) saw

Economics as a portion of the Social Sciences selected for instructional purposes

applied to include anything pertinent to the immediate purpose of learning and

adapted to the level of comprehension of the students. Therefore, the importance of

instructional materials cannot be underestimated in developing students‟ skills in

English as a second language. Since instructional materials are the devices

developed to assist teachers in transmitting, organized knowledge and attitudes

toward learners within an instructional situation (Nwachukwu, 2016). Instructional

materials are essential and significant tools needed for teaching and learning in order

to promote teachers’ efficiency and improve students’ performance.

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In Tanzania, like many other countries in the world, seems to face challenges

on the use of various instructional media in the teaching and learning process.

However, it is not clearly understood whether selected instructional media are

available and used in learning of Kiswahili reading and writing among public primary

schools in Kinondoni District. While there is a range of studies conducted in Tanzania

on factors influencing acquisition and underachievement in Kiswahili reading and

writing skills (Anney et al., 2006), none focused on the influence of the use of

instructional media on learners’ mastery of reading and writing in Kiswahili language.

It is this background that informed the study to investigate the influence of

instructional media use on learners’ mastery of Reading and Writing in Kiswahili

language among public primary schools in Kinondoni District.

In education it is evident that the learner’s performance is not purely a result

of merely teaching-learning delivery it is a combination of the execution of the plan

and the instructional materials used as aid in instruction. In the research done by

Dadzie, (2018) in Ghana explained that uneven sharing of resources in schools and

poor educational infrastructures negatively affect the quality of education. Makori

(2020) points out that there was overcrowding and congested classrooms due to

Free Primary Education in Kenya which also brought about a shortage of teachers

and teaching learning materials. The Trends in International Mathematics and

Science Studies reported that one of the reason on the poor performance of the

Philippines in the national Achievement test was due to the lack of module used in

instruction. To solve the challenges of science education in the Philippines and carry

out the effective implementation of the K to 12 Curriculum, the Department of

Education (DepEd) mandated the allocation, delivery, and distribution of modules

used by teachers and learners (DepEd Order No. 31, s. 2012). However, the learning

modules used at the start of the K to 12 Program implementations have received

much feedback, both positive and negative. As background, there is a report of the

results of some local studies like that of Sañosa (2020) which disclosed that despite
 4

the training conducted by DepEd on the K to 12 Curriculum, some teachers

commented that the Grade 7 Biology Modules were complicated regarding required

teaching competencies. Furthermore, students became discouraged with the subject

because of complex vocabulary that needed to be memorized to understand the

topic.

Therefore, it is important that the preparation of instructional materials needed

in instruction must be along the grasp understanding among those who will be using

the material.

Pushed by the above situation the researcher would like to come-up with an

instructional material in reading English to be utilized by Grade 5 pupils in the District

of Quinapondan.

Objectives of the study

This study focuses the development and validation of instructional materials

in reading. Specifically, this will respond to the following objectives:

1. Develop instructional materials in reading.

2. Validate the instructional materials in reading.

3. Determine the acceptability of instructional materials in reading.

Significance of the Study

The study is significant to the following:

To the Learners. The study will help much in social learning development of

this group of learners as this crucial stage needs important attention in which learning

materials to be used must be catering to their special needs and short attention span.

To the Teachers. Teachers handling this group of learners will be guided on

how to come-up instructional material that would best fit to the type of learners they

have in consideration with the level of learning ability of their learners.

To the Future Researchers. This proposal will serve as an inspiration to the

future researchers and will give them the courage to pursue further studies.

Especially that kindergarten education is already incorporated in the k-12 curriculum.

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Scope and Delimitation of the Study

This paper focuses on Grade Five (5) Pupils in the Quinapondan District

enrolled for the school year 2023-2024. Instructional material is developed and

validated to determine its level of acceptability among this level of learners.

Definition of Terms

The following terms are theoretically defined in order to facilitate an easier

understanding of the study.

Acceptability. This term refers to the level of acceptance of the instructional

materials that will be developed in this research.

Assessment. Range of approaches the included in the module to determine

improvement in the skills of the learners.

Competency Gap. Refers to the least learned competency in the Grade 5

Curriculum

Content. In this study, it refers to the subject matter or detailed lesson in

English that develop the critical thinking skills included in the module.

Development. The making of the module which requires all the procedural

steps from outlining the contents, testing the acceptability of the module based on the

specified criteria and testing its usefulness based on the performance of the students

exposed to it.

Educational Attainment. This means the degree obtained by the teacher-

respondents. This may vary from college undergraduate for some volunteers and

College graduate, Master’s degrees earned by the respondents.

Instructional Materials. This pertains to the aid in teaching that will be used

to help sustain attention of Grade 5 learners.

Grade 5 Pupils. This refers to the respondents of this study to whom the

instructional materials are addressed into.

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Language. Refers to clarify, simplicity, and level of usage of the words

utilized in the module.

Module. A self-paced learning material that contains the topic to learn and

answer to the question given in the materials.

Presentation. This refers to the structure and arrangement of the lessons in

the module. Arrangement of topics follows an orderly sequencing of objectives,

lessons, activities and evaluations that harness student’s mastery.

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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Although teachers use different instructional materials to motivate learning by

using textbooks, charts, models, graphics, real objects as well as improvised

materials (Awotua-Efebo, 2021). The success of achieving what they are met to

achieve in an instructional situation depend on the suitability of the instructional

materials, adequacy and effective utilization of the materials. The effectiveness of

instructional materials in promoting students‟ academic performance in teaching and

learning is indisputable. It provides the much-needed sensory experiences needed

by the learners for an effective and meaningful behavioural change. Instructional

materials are meant to improve the quality of education for effective academic

performance of students in schools. The performance of the students on the intended

learning outcomes provide the validation – loop on the success of the interaction and

instruction. Omabe (2016) asserts that instructional materials are central in the

teaching and learning of English language because they are used to compliment

efficiency of a teacher, and effectiveness in lesson delivery. Esu, Enukoha and

Umoren (2018) affirmed that instructional materials facilitate learning of abstract

concepts by helping to concretize ideas and stimulate learners‟ imagination.

Moreover, instructional materials help to increase active participation in the learning

process while saving teacher‟s energy, reducing the teacher centeredness in

teaching.

A range of literature has explained instructional media use and mastery of

reading and writing in different countries. Spaull (2021), for instance, explains that

there is an alarmingly high percentage of functionally illiterate Primary school pupils

in South Africa where the numbers ranges from approximately one in three students.
 8

Thus, in the current situation where primary school pupils are experiencing

challenges in mastery of Reading and Writing Skills across the world, the use of

various instructional media is very crucial in the teaching and learning process. In

Nigeria, Amosa and Ogunlade (2018) investigated the differences in the achievement

of pupils taught using audio instructional package on basic school pupils’

performance in English pronunciation and those taught using the expository method.

The findings indicate that the pupils taught using the audio instructional package

performed significantly better than those taught using expository method. In Kenya,

Achola et al.(2018) found that teaching using various instructional materials improved

the performance of learners in various learning activities including ability to write

dictated words. The study concluded that mandatory use of instructional media

should be established while teaching to enhance English language subject because

instructional media are an integral part of English language teaching. In Tanzania,

the use of instructional media in primary schools is a problem since in most Primary

Schools there is inadequate use of such for enhancing learners’ mastery of reading

and writing skills. Shirima (2018). It was further discovered that instructional media

are not used frequently because of large number of pupils in classrooms and

shortage of recommended resources in school context, and as a result pupils

graduate with insufficient knowledge and skills to undertake real world tasks. In the

similar vein, Mtitu (2019) concluded that large classes of up to 100 pupils limit the

use of instructional resources particularly text and reference books, computer

assisted facilities and resources made from the school surroundings. The current

situation in Tanzania where many primary school pupils graduate without grasping

basic literacy skills is an indicator that instructional media that might help to reduce

the number of illiterates are rarely used. Findings from Annual Learning Assessment

Report indicated that Reading skills that are expected to get improved in learners are

still below where they should be (Uwezo, 2020). For instance, only 3 in 10 Standard

Three pupils can read a standard two Kiswahili story effectively. In connection to that,
 9

even many standard seven pupils still were not able to read or pronounce words and

recognize syllables. The problem of primary schools learners’ mastery of reading and

writing skills in Tanzania is further reported in the media. In a Baragumu Television

Broadcast, (2013) as cited in Muneja,( 2015) students join secondary school without

having grasped the basics of reading, writing and arithmetic (3 Rs).

In today’s information society, the ability to read and write is crucial for

maximizing success in the endeavors of daily life, continuing intellectual growth and

realizing personal potential. It is the ground of almost all processes of learning and

acquisition of basic literacy skills to become a means of engaging with diverse forms

of knowledge, understanding and communication.

A range of literature explains how learners’ mastery of reading and writing is

experienced in different parts of the world, including Tanzania. In England, report

presented by Great Britain Parliament, House of Commons Education and Skills

Committee (2005) indicated that there is a very wide spread of ability and a large

proportion of children around 20% leaving Primary School without the reading and

writing skills expected of their age. This can highly endanger pupils’ progress in

secondary school and damages their prospects for further learning and employment.

In India literacy rates are exceedingly low in many parts. The reading situation is not

good because in many cases, the ability to read has decreased over time to the point

where the students cannot read even at levels substantially lower than their grade

level (Nakamura and de Hoop, 2019). For example, the proportion of children in

Standard 5 who could read a Standard 2- level text has decreased each year since

2009 to only 47% in 2013. The proportion drops even lower, to 41.1%, in government

schools. For example, in Standard 3 in Andhra Pradesh, about 31% of children

cannot read a single word and 48% cannot read a Standard 1- level text. In Standard

3 in Karnataka, about 37% of children cannot read a single word and 62% cannot

read a Standard 1-level text.

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In the context of the Curriculum for Basic Education, particularly Standard I

and II, Tanzania Institute of Education (2016) suggests the instructional media for

teaching and learning 3Rs as follows: chalkboard, bulletin board, small pieces of

wood (slates) for learners practice, learning corner, tool kits, text books and teacher’s

guide, supplementary books, supportive materials for learners with special needs

such as voice recorders, hearing aids and Braille machines.

Related Studies

Instructional media applicable for reading and writing are not different from

instructional media used in other learning aspects. Dale (1969) as cited in Naumy,

2022) categorizes instructional media into three groups namely: Visual, Audio and

Audio –Visual. Visual media are those whose content is received through the sense

of sight, Examples of these include books, pictures, photographs, charts, diagrams,

maps, posters, drawings, real objects, chalkboard, cartoons and the like. Audio

media on the other hand are those that involve hearing. Examples of audio media are

radio, tapes, telephone, disc recordings, telephone and sound distribution systems.

Audio- visual media include films, television, video tapes, demonstrations and motion

pictures.

Ali (2020) On the Effectiveness of Modular Teaching in Biology at Secondary

Level at Asian Social Science, the major purpose of the study was to explore the

impact of modular teaching on the achievements of students. The results of the study

were in the favor of modular teaching approach and Findings reported significant

gender difference in general comprehension of male and female learners where male

learners performed significantly better than female learners on general

comprehension based test therefore, it is suggested that this approach should be

widely used in conventional classroom at various levels of education. He further

conclude that most learning packages are entirely individualized but group

experiences can be built in it. The main driving force behind the introduction of

modules in teaching learning process lies in the fact that they have roles that can
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help to solve key educational problems. This is largely because they satisfy the basic

condition for promoting effective learning and are extremely flexible in

implementation. The use of such packages takes into account individual differences

and permits students to work at their own pace.

Furthermore, Highland (2018) on her study about Self-Paced Individualized

Learning, she point out that students do not learn at the same rate or with the same

methods as their peers. She propose a solution to this by developing a self-paced,

individualized classroom. A classroom in which students are allowed to learn at their

own pace and take control of their learning. In this study she analyzed data taken

from my classroom of 7th and 8th grade mathematics students. She studied how

taking control of their learning affected their attitude and understanding of

mathematics. The results showed increases in students’ abilities to learn

independently. Mathematics learning increased. The study showed an increase of

between 11 -55% more math standards attained during the school year. Besides the

mathematical knowledge gained, her students learned how to use an informational

text to gain understanding and clarity about a topic. They learned how to take

initiative and ask for help when needed. Students learned to trust one another and

seek help and lessons from peers.

Samonte (2018) in her study evaluated and tried out environmental education

module for the use of students of St. Scholastica College. She found out that the

majority of the students’ comments and responses to the guide questions and

personal insights were positive. The remarks and suggestions were sufficient

reasons for considering the modules suitable and purposeful. She concluded that the

module was able to a great extent to meet the criteria set in terms of content,

instructional characteristics and effectiveness. The study arrived in a conclusion that

the current instructional materials used at the college for are inadequate and are not

designed for self-instruction, and the instruction through self-instructional materials is

as ineffective as the prevailing teaching method of instruction; and students as well

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as teachers generally have a negative attitude toward the use of individualized, self-

instructional materials.

Moreover, another research conducted in South Africa by Phajane (2022)

examined teachers’ perspective on the methods used for reading instruction in Grade

1 of rural schools. The findings indicated learners’ mastery of reading skills ability

was influenced by limited resources and space within the programs which affected

teaching of reading as well as inadequate training and in-service workshops. It was

suggested that teachers and local administrators in schools need to keep abreast

with new development in the field of language and literacy development. Another

study in the same country was undertaken by Makhubele (2018) who aimed to

explore the challenges faced by grade 4 teachers in the implementation of effective

reading practices. Findings revealed overcrowded classes, lack of parental

involvement and lack of support from the responsible department as factors hindering

the mastery. In Kenya, Nyamu (2018) assessed factors influencing achievement of

basic reading literacy outcome in Public Primary Schools in Nyeri County. The

findings indicated that underachievement is influenced by inadequate teaching and

learning resources, mother tongue, lack of school library and lack of parental support.

Gathumbi (2019) indicated that in Kenya there is a lot that both teachers and learners

will need to do to get the Desired Competence Level (DCL) of operational in English

reading and writing skills because majority of the learners failed to attain the DCL.

Gathumbi (2019) considers reading and writing as the two crucial skills mostly used

to retrieve information from various sources and to pass the same to others.

Finally, Mathew (2017) in his research stated that the use of instructional

materials make teaching effective as it enables learners to participate actively in

classroom instruction. All these views suggest that the use of instructional materials

can improved students‟ performance. Olumorin, Yusuf, Ajidagba and Jekayinfa

(2020) also observe that instructional materials help teachers to teach conveniently

and the learners to learn easily without stress. They assert that instructional materials
 13

have direct contact with all the sense organs of the students. Kochhar (2017)

supports this view by saying that, instructional materials are very significant learning

and teaching tools. He adds that there is need for teachers to find necessary and

relevant instructional materials to complement classroom interaction and textbooks in

order to broaden and arouse students‟ interests in the subject.

Theoretical Framework

The theory highlighted below will give the framework and shape of the study

of the study. Richard Mayer’s cognitive theory of multimedia learning which

advocates that people learn more deeply from words and picture than from words

alone (Levie and Lentz, 1982; Levin et al., 1987 as cited in Schnotz, 2018). Cognitive

theory of multimedia learning insists on the combinations of instructional media in the

teaching and learning process so as to increase improvements in terms of academic

performance. This is supported by Sweller’s theory of cognitive load which suggest

that effective instructional materials facilitate learning by directing cognitive resources

toward activities that are relevant to learning rather than preliminaries to learning

(Chandler and Sweller, 1991). The cognitive theory of multimedia learning (CTML) is

firmed on three assumptions provided below (Mayer, 2021) Dual-Channels: This is

the first assumption where humans possess separate channels for processing visual

and auditory information. Limited capacity: This is the second assumption which

affirms that humans are limited in the amount of information that can be possessed in

each channel at one time. Active processing: This is the third assumption which

states that humans engage in active learning by attending to relevant incoming

information, organizing selected information into coherent mental representations

and integrating mental representations with other knowledge.

Furthermore, the theory of Constructivism as cited by Fosnot (2018)

emphasize the active role of learner in building understanding and making sense of

the information. The constructivist teaching is learner centered where students are
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actively involved in knowledge construction rather than passive learners.

A major theme in the theoretical framework of Bruner is that learning is an

active process in which learners construct new ideas or concepts based upon their

current and previous knowledge. The learner selects and transforms information,

constructs hypotheses, makes decisions, and rely on their own understanding.

Cognitive structure (schema) provides meaning and organization to experiences and

allows the individual to go beyond the information given.

In other words, the teacher should try and encourage learners to discover

principles by themselves. With the use of this reading material the learners will be

able to process new ideas and may gain more vocabularies from constant reading of

the different reading text compiled in the material. From there they can depend on

their own understanding and develop their critical thinking skills.

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Conceptual Framework

INPUT Level of Acceptability of the Instructional materials

 Contents
 Language
 Presentation
 Assessment

Pretest and Posttest

PROCESS

Instructional Materials Construction

Evaluation of the instructional Materials

Pretest Administration and, Posttest Administration of the Reading

Materials

Tallying and Tabulation of the Pre-Test and Post-Test

Rating Sheet for the Instructional Material Validation
FEEDBACK
Analysis and Interpretation of data

OUTPUT

Developed and Validated Instructional Material For Reading

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Figure 1. The Conceptual Framework of the Study

Chapter III

METHODOLOGY

This chapter presents the research design, respondents of the study,

sampling design, materials, data gathering procedure and analysis of data.

Research Design

The researcher design uses in the present study will be descriptive method of

research the focuses only in the validation of the prepared reading material in

English.

According to Calmorin (2007), as cited by Vergara (2017) the descriptive

research includes present facts or current conditions concerning the nature or

persons, several subjects or class of events, classification of events, classification or

measurement. Descriptive research is characterized as fact-finding with adequate

interpretations.

The descriptive research design was suitable in the study especially in

describing the level of acceptability of the developed module. The reading material

will undergo a series of Benchmark, pilot and final testing for the validation.

Research Locale

This study is conducted on selected Quinapondan Elementary Teachers and

Grade 5 Pupils in Quinapondan District during the School Year 2023-2024.

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Respondents of the study

The respondents of this study are the Reading Coordinators and Selected

Grade 5 pupils in the District of Quinapondan.There are 330 total population of this

learners in the study. To cut down this number the researcher will use Slovin’s

Formula to get the samples that will represent the population of this study. Therefore,

there will be 181 pupil samples and 22 reading coordinators where the instructional

material will be tested.

Schools Number of Respondents

Bagte Elementary School 18

Buenavista Elementary School 17

QCES 97

San-Pedro Elementary School 17

Sta. Cruz Elementary School 19

Sto. Niño Elementary School 19

Total 181

Sampling Procedure

To get the samples of this study, the researcher will use convenience

sampling. Convenience sampling is a non-probability sampling method where units

are selected for inclusion in the sample because they are the easiest for the

researcher to access. In this process considering the geographical location of

Quinapondan where some of the schools are difficult to access due to challenging

modes of transportation, the researcher will select the samples from the elementary

schools along the roads. These includes the schools listed below:
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Research Instrument

The researcher developed an instructional material in reading as

supplemental reading material for English 5 pupils. The material will be based on the

curriculum guide which will undergo a series of evaluation before it will be officially

used.

The evaluators of the materials are designated school heads and master

teachers in the district based on the following dimensions:

The content of learning materials: The content of materials refers to the

lessons and learning competencies and skills needed to be acquired by the learner in

the subject (Macarandang, 2019). Teachers should take note that in selecting a

material for instruction, one must be guided by the following questions: (1) Is this

material usable to the teaching curricular unit, specific learning experience or

problem-solving activity?, (2) Do the learning instructional materials (IMs) contribute

meaningful content and learning experience?, (3) What is the degree of relationship

between curricular content of the learning material and subject matter to be learned?,

and (4) Is the content of the material sufficiently rich with number of examples to

warrant sound conclusion? (Abolade, 2015).

Presentation and organization: This implies that the sequence of topics in

the curriculum guide is consistent with the topics in the reading material. Salandanan

(2011) defined presentation and organization as the logical and smooth flow of ideas,

in which it followed pattern of experiences to provide the learner with accumulative

understanding and skills.

Learning activities: This refers to the activities in the module that provide

opportunities and experiences for students to develop integrated science process

skills or higher-order thinking skills.

Evaluation activities/Assessment: The Grade 5 learning materials

assessment of activities and concepts in the form of a pre-test and post-test following

principles of test construction congruent to learning competencies and specific

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objectives (Macarandang, 2019).

Accuracy and up-to-datedness of information: This refers to all errors in

the modules such as conceptual, grammatical, factual, computational, typographical

and other minor errors (for example: inappropriate or unclear illustrations, missing

labels, wrong captions, and other) and obsolete information (DepEd Regional

HandBook in the Context Evaluation of Supplementary Materials, IMCS, 2008).

Format: DepEd Regional HandBook (2008) identified the following criteria

to evaluate the format of the learning material which include/s: a) prints in term of

size of letters and space between letter and words, b) illustrations, c) designs and

layout, d) paper and binding, and e) size and weight of module

Sufficiency on availability of modules: This refers to the manner of

establishing the number of copies of the said materials vis-à-vis the number of

students who are using the materials and the teachers involved in Grade 5 English.

Data Gathering Procedure

Data gathering will do the following procedures:

Planning Phase: Before the administering of the study, the researcher must

seek permission from the principals and school heads of the selected schools in

Quinapondan District. This will be conducted during the school year 2023-2024. This

study will employ the descriptive-development design since it aims to develop

instructional materials for Grade 5 learners.

Designing and Developing Phase: This research design particularly

employed Strickland’s (2016) ADDIE model. This is a generic and simplified

instructional systems design model which stands for Analyze, Design, Develop,

Implement and Evaluate.

Validation and Try-out Phase: These phases include the testing of the

instructional material with the targeted audience, putting the product in full

production, and training learners and teachers on how to use these tools.
 20

Evaluation and Finalization Phase: The evaluation and finalization phase

include both formative and summative which provide opportunities for feedback from

the users (Strickland, 2016).

Analysis of Data

The researchers will employ the following statistical tools in this study: the

frequency counts, the percentage, and the weighted mean.

According to Manikandan (2021), frequency counts allow the researcher to

have a glance at the entire data conveniently. It shows whether the observations are

high or low and whether they are concentrated in one area or spread out across the

entire scale. On the other hand, percentage is reported when the responses have

discrete categories, which means that the responses fall in different categories (Korb,

2020).

The mean scores will be utilized to tell the level of acceptability of the reading

materials based the validation from the pilot testing, benchmarking and final testing.

Measurement of Variables

To facilitate the computation of data, the following scale will be used and its

corresponding interpretation.

The checklist questionnaire was evaluated using the following scale:

Scale Range Verbal

Interpretation

5 4.50-5.00 Highly Acceptable

4 3.50-4.49 Acceptable

3 2.50-3.49 Moderately
Acceptable
2 1.50-2.49 Less Acceptable

1 1.00-1.49 Not Acceptable

A checklist questionnaire will be given to experts in the field such as

 21

the master teachers and school heads who are district LR validators to determine the

acceptability of the developed module. The questionnaire checklist is composed of

five items per aspect for a total of 20 items.

Chapter IV
RESULTS AND DISCUSSION
This chapter presents the findings as well as the tables on the study on the

development and validation of instructional material in reading.

Benchmark Test

For the Benchmark test done, it was evident in the table that Presentation has

the highest mean of 5.0 interpreted as highly acceptable, this means the validators

highly agree that the reading material is presented in a way that it will serve its

purpose to the readers, it is followed by language and Assessment and Evaluation

with both mean of 4.6 interpreted as highly acceptable. This implies that the

language used in the reading material as well as the evaluation and assessment

prepared is easy to comprehend and can be easily understood. Lastly with a mean

value of 4.4 and has and interpretation of acceptable is the content. The rating shows

that the validators who benchmarked the reading material less agrees on the some of

the content of the evaluated reading material, thus it is still acceptable to the end

user of the same.

Table 2: Benchmark Test Result

CRITERIA MEAN INTERPRETATION

Content 4.4 Acceptable

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Language 4.6 Highly Acceptable

Presentation 5.0 Highly Acceptable

Assessment and 4.6 Highly Acceptable

Evaluation

Overall Weighted Mean 4.7 Highly Acceptable

Table 2 presents the result of the Benchmark Test conducted for the validation

of the reading material, from the test, presentation has the highest mean of 5.0

interpreted as highly acceptable, while content obtained the lowest mean of 4.4

which was interpreted as acceptable. The rest of the criteria such as language and

assessment and evaluation had the mean values of 4.6 which was interpreted as

highly acceptable. The overall computed mean based on the four criteria was 4.7

interpreted as highly acceptable.

Result for Benchmark Test

98%
94% 92.00%
90%
100.00%
86% 88.00%
82% 92.00%
t
en e
nt g n
o ua io n
C
ng tat io
La e n u at
res val
P E
a nd
e nt
sm
ses
As

Figure 2: Result of Benchmark Test

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The figure is the result on the benchmark test for 2 respondents. The result of

the test is highly acceptable.

Pilot Test

For the pilot testing conducted, presentation has the highest mean of 4.9

interpreted as highly acceptable, this implies that the content presentation and

organization have the logical and smooth flow of ideas, in which it followed pattern of

experiences to provide the learner with accumulative understanding and skills where

most of those who validated the reading materials agreed. Content and Assessment

and Evaluation has the second highest mean of both 4.8 interpreted as highly

acceptable the validators agreed that the content of the reading material can be of

big help in the development of reading skills of grade V pupils, and thus assessment

and evaluation was aligned with the content, language has the lowest mean 4.6 but

still has interpretation of highly acceptable, this means that the language used in the

compiled reading material is within the level of the pupils understanding.

Table 3: Pilot Test Result

CRITERIA MEAN INTERPRETATION

Content 4.8 Highly Acceptable

Language 4.6 Highly Acceptable

Presentation 4.9 Highly Acceptable

Assessment and 4.8 Highly Acceptable

Evaluation

Overall Weighted Mean 4.8 Highly Acceptable

 24

Table 3 shows the data on the result of pilot testing, from the result it is

evident that the different criteria, which was content, language, presentation, and

assessment and evaluation obtained a means of 4.8, 4.6, 4.9 and 4.8 respectively

which was interpreted as highly acceptable. Thus, the Overall computed mean was

4.8 which was likewise interpreted as highly acceptable.

Pilot Test
98.00%

97.00%

96.00%

95.00%
Presentation;
Assessment and
94.00% 97.09%
Evaluation;
96.18%
93.00%
Content; 95.64%
92.00%

91.00%
Language; 92.36%
90.00%

89.00%

Figure 3. Result of the Pilot Test

This figure shows the result of the pilot test to the 22 respondents. Based on

the result, the test was interpreted as highly acceptable.

Final Test

In the final test validation, presentation still has the highest mean of 4.7 which

was interpreted as highly acceptable this means that the validators appreciate the

way the reading material was prepared and presented, this was followed by the

content having a mean of 4.6 interpreted as highly acceptable which implies that the
 25

content of the reading material was within the level of learning of the end users,

moreover same mean was obtained for language with a mean of 4.6 also interpreted

as highly acceptable, meaning the language used are comprehensive and within the

level of understanding of the validators, lastly obtaining the same mean value was

the assessment and evaluation yielding 4.6 as well and interpreted as highly

acceptable, this also implies that this area measures what was intended to measure

based on the content of the reading material. Hence the overall mean was 4.6

interpreted as highly acceptable, which generally means that the material was highly

accepted by the validators.

Table 4: Post Test Result

CRITERIA MEAN INTERPRETATION

Content 4.6 Highly Acceptable

Language 4.6 Highly Acceptable

Presentation 4.7 Highly Acceptable

Assessment and 4.6 Highly Acceptable

Evaluation

Overall Weighted Mean 4.6 Highly Acceptable

Table 4 tells the data on the post test result. It can be seen that content has a

mean of 4.6 which is highly acceptable, language has also a mean of 4.6 interpreted

as highly acceptable and presentation with a mean of 4.7 interpreted as highly

acceptable and lastly was the assessment and evaluation with a mean of 4.6 also

which is highly acceptable as well. The overall mean was 4.6 which gives an

interpretation of highly acceptable.

 26

100% FINAL TEST

90%
80%
70%
60%
50% 92.46% 92.86% 93.95% 93.39%
40%
30%
20%
10%
0%

Figure 4: Result of the Post test

The figure reflects the result of the final test for 181, pupil respondents. As

shown by the data the result interpreted as highly acceptable.

Summary for Benchmark, Pilot Test and Final Test

Table 5, Summary for Benchmark, Pilot Test and Final Test

CRITERIA MEAN INTERPRETATION

BENCHMARK TEST 4.7 Highly Acceptable

PILOT TEST 4.8 Highly Acceptable

FINAL TEST 4.6 Highly Acceptable

OVERALL MEAN VALUES 4.7 Highly Acceptable

Table 4, reveals the rate of the users on the series of evaluation conducted

for the reading materials. From the data it can be observed that during the

Benchmark testing the obtained mean was 4.7 interpreted as highly acceptable,

while in the Pilo test the obtained mean was 4.8 interpreted as highly acceptable and

during the final test the computed mean based on the evaluation was 4.6 with high

acceptable interpretation. The overall mean values is 4.7, interpreted as highly

acceptable.
 27

Result for Benchmark, Pilot and Final Test

96%

94%
95.32%

92%
93.00%
93.17%
90%
Benchmark
Test Pilot Test
Final Test

Figure 5: Summary for Benchmark, Pilot Test and Final Test

The figure shows the summary of the Benchmark, Pilot and final test of the

evaluation of the reading material from the series of test the ratings obtained was

93%, 95.32% and 93.17 % respectively all these obtained rating is interpreted as

highly acceptable. Hence, the total average rating is 93.83 which also has an

equivalent interpretation of highly acceptable.

Table 6: Level of Acceptability of the Learning Materials

Criteria Frequency Percentage

Highly Acceptable 153 75.00%

Acceptable 51 25%%

Moderately Acceptable 0 0

Less Acceptable 0 0

Not Acceptable 0 0

Total 204 100%

The table shows the level of acceptability of the reading material submitted for

evaluation. It is evident in the data that out of 204 respondents 153 or 75% rated the

reading material as highly acceptable, 51 or 25% rated it as acceptable, none of the

 28

evaluators give a rating of moderately, less and not acceptable. This implies the

reading material passed the evaluation of the evaluators based on the criteria.

Highly Acceptable
25%
Acceptable

Moderately Acceptable
75%
Less Acceptable

Not Acceptable

Figure 6: Percentage of Benchmark, Pilot and Final Test

SUMMARY CONCLUSIONS AND RECOMMENDATIONS

 29

This chapter summarizes the results of the study; this also includes the
conclusion and the proposed recommendations.

Summary

This study focuses on the development and validation of instructional

materials in reading. Specifically, this will respond to the following objectives:

1. Develop instructional materials in reading.

2. Validate the instructional materials in reading.

3. Determine the acceptability of instructional materials in reading.

A descriptive research design is employed in this study, using standardized

checklist of instructional material was used

Twenty-two (22) experts consisted of five (5) master Teachers, eleven (11)

Head Teachers and six (6) reading coordinators were the respondents during the

pilot test phase. One hundred eighty-one (181) grade five pupils were selected

during the final phase and one (1) in the benchmark phase whom is the

researcher.

The data collected are statistically treated using frequency, percentage and

mean.

The results of the of the benchmark, pilot and final testing tells that the

instructional material is a highly acceptable, this is justified by a total mean score

of 4.52.

The several testing done for the validation of the prepared instructional

material for reading yields the following results. From the different criteria set for

the validation Presentation got the highest mean of 4.9 which is interpreted as

highly acceptable, this is followed by both assessment and evaluation with a total

computed mean of 4.7 interpreted as highly acceptable. Furthermore content and

language obtained the lowest of both has a computed total mean of 4.6 but still

interpreted as highly acceptable.

Conclusions
 30

Based on the findings of the study the following conclusions are

drawn:

1. During the benchmark testing validated by the researcher content obtained

the lowest mean.

2. In the pilot validation where 22 respondents consisted of five (5) master

Teachers, eleven (11) Head Teachers and six ( 6) reading coordinators

tested the material, it is concluded that presentation was rated poorly.

3. In the final validation, where the selected 181 grade 5 pupil respondents

tested and used the material during reading activity language scored the

highest mean.

Recommendations

Based on the findings and conclusion derive. The researcher would like to

recommend the following:

1. English teachers must develop supplemental reading materials in order to

improve the reading and literacy level of their pupils.

2. Use additional contextualized reading materials that learners can utilize during

class hours and on their vacant periods in order to develop the reading skill and

consequently improve the vocabulary and critical thinking skills of the learners.

3. Encourage teachers to develop add-on learning materials that learners may

utilize as additional learning resources.

 31

Chapter VI

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APPENDICES
34
35
 36

QUESTIONNAIRE ON THE ACCEPTABILITY OF READING MATERIALS IN

READING

Name: (Optional)_________________________________________

Part I: Questionnaire on the acceptability of Instructional Materials in Reading

Instructions:

Please answer each statement below by checking the columns that best

reflects your degree of agreement or disagreement with each statement. There are

no wrong or right answers, answer them honestly and carefully. Please refer to the

legend below on your state of agreement or disagreement.

5- Strongly Agree

4- Agree

3- Undecided

2- Disagree

1- Strongly Disagree

Statements 5 4 3 2 1

Content

1. The topics are clear and easy to understand.

2. The contents are sensitive to the culture of the learner.

3. Topics are relevant to the daily activities of the learner.

4. The contents match the learning competencies of Grade 5

English subject.

5. The content of each lesson is simple and easy to

 37

understand.

Language

6. The words use matches to the language of the learner.

7. The use of words are arranged to prevent

misinterpretation.

8. The jargon and terminology use are familiar to the learner.

9. The language promotes culture sensitivity and good

values.

10. Sentences are easy to understand.

Presentation

11. The learning activities are presented clearly.

12. Pictures and drawings are both familiar to the learner.

13. The pictures and drawing used matches the topics in the

workbook.

14. The contents are presented in logical manner.

15. The font size are readable specially to learner.

Assessments and Evaluation

16. The assessment develop higher order thinking skills.

17. Questions are easy to understand.

18. Evaluation matched the content of the topic.

19. Key answer for the assessment are clear and easy to

understand.

20. The number of questions is adequate from the topic.

38