CHAPTER I

INTRODUCTION

This chapter provides general explanations of what the researcher will discuss in

this research. The introductory part contains subheadings such as background of the

study, statement of the problem, objectives of the study, significance of the study, scope

and delimitation of the study and definition of key terms.

1.1 Background to the Study

In the 21st century, education has undergone significant transformations due

to advancements in technology. In this connection, it is crucial for educational institutions

to adapt their curriculum and instructional materials to meet the evolving needs of

students.

One of the emerging trends in teaching is the use of Computer-Based Learning

Materials (CBLM) to enhance student engagement and learning outcomes According to

Parmar J. (2013), Computer-based learning material (CBLM) is totally an individualized

instructional material. It provides a lot of flexibility to the students. These materials

utilize various ICT tools to create interactive and engaging learning experiences for

students.

There are a lot of ICT tools such as Adobe Flash, which allows for the creation of

animations and simulations that can enhance students' understanding of complex

concepts. Other ICT tools like Prezi and Canva can be used to design visually appealing

presentations and infographics that capture students' attention and facilitate

comprehension. Among the various ICT tools, PowerPoint presentations are commonly

1
used in teaching but have not been fully explored in the development of CBLM.

PowerPoint presentations offer a versatile platform for incorporating multimedia

elements, such as images, videos, and audio, to enhance the learning experience. They

also provide opportunities for interactivity through hyperlinks, animations, and quizzes.

There are many advantages associated with computer-based learning. Smith (2018)

found that the use of CBLM has a positive impact on student engagement and

understanding of complex concepts. It provides more learning opportunity for people

from disadvantaged environments. People can learn at a pace comfortable for them,

unlike in a traditional classroom. Users need to spend only the required time to learn the

subject in the case of computer-based learning, and it is also available all the time.

Computer-based learning is cost effective in many ways, as it reduces travel time and

also the same application can be used to teach new students or users. The learning also

offers safety and flexibility as well as helps learners to track their progress. Another big

advantage is in the reduction of overall training time. PowerPoint allows users to create

media-rich presentations constituted by a series of slides. Since it’s fully integrated with

the other tools of the Microsoft Office suite, the user can import content created with

Excel or Word into PowerPoint, as well as other media such as pictures, audio, and video

clips. To create slides, a series of templates are used to provide the user with pre-defined

layouts for different purposes. Once the theme that will be used in the presentation is set

by defining a standard font, background color, and layout, that slide is saved as “master

slide.” The user can either change each other slide accordingly, or edit the master slide to

propagate the change to all the other slides uniformly. During a PowerPoint presentation,

the presenter has the liberty to define the pace by controlling the flow manually or having

2
the slide swap at preset intervals, which may also be different for each slide. Individual

elements on a slide may also appear after a certain command is issued, such as bullet

points or videos (Rouse, 2020).

The relevance of utilizing PowerPoint presentations and other ICT tools lies in their

ability to cater to the needs and preferences of 21st-century learners. These tools offer a

visually appealing and engaging learning experience that can capture students' attention

and promote active participation. The use of multimedia elements and interactivity in

CBLM can enhance students' critical thinking, problem-solving, and digital literacy

skills.

However, despite its widespread used in teaching but has not been fully explored

in the development of CBLM. To respond to such gap, there is need to develop a

computer-based learning material by utilizing PowerPoint presentation.

1.2 Statement of Problem

This study attempts to develop a computer-based instructional material in Trends,

Networks, and Critical Thinking in the 21 st Century. It seeks to answer the Following

questions:

1. What are the resources needed to develop a computer-based learning materials in

Trends, Networks and Critical Thinking in the 21st Century in Context in terms of

a. Contents;

b. Technologies?

2. How to package the computer-based learning materials in Trends, Networks, and

Critical Thinking in the 21st Century in Context?

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1.3 Objective of the Study

The main objective of this study is to develop a computer-based learning

material for the Grade 12 subject of Trends, Networks, and Critical Thinking in

the 21st Century at Ave Maria College. The study aims to:

1. Identify the resources needed in developing a Computer-Based Learning

Material for Trends, Networks, and Critical Thinking in the 21st Century in terms

of:

a. Content;

b. Technology.

2. Determine how to package instructional material for Trends, Networks, and

Critical Thinking in the 21st Century.

1.4 Significance of the Study

The study aims to develop a Computer-Based Learning Material Trends,

Networks, and Critical Thinking in the 21 st Century Subject of the Grade 12 HUMSS at

Ave Maria College for the school year 2023-2024.

Related cites needed for the expected importance to the individuals as follow:

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 Students. It can provide students with a more engaging and interactive learning

experience, allowing them to develop essentials skills and knowledge required in the

modern world. This study can contribute in enhancing their understanding of current

trends, networking skills and critical thinking abilities, preparing them for future

challenges and opportunities

Teachers. This study can be significant to teachers as it can provide them with

the valuable resource to enhance their teaching methods and strategies. It can also help

teachers stay updated with the latest, trends and developments in the subject, enabling

them to provide relevant and up-to-date information to their students.

School Administrators. This study is significant to the school administrators for

the to gain insights about the use of CBLM in a classroom setting to implement it to

teachers to help provide a high-quality learning environment and educational experience

for students.

Schools. The development of CBLM can have a positive impact on schools. It can

enhance the overall quality of education by incorporating technology into the curriculum.

Also, the study can contribute to the reputation of the school by showcasing its

commitment to innovation and preparing students for the demands of the 21st century.

Future Researchers. The study can be significant for future researchers as it can

serve as a reference or foundation for further research. It can provide insights into the

development process, challenges faced, and potential improvements in creating effective

learning materials specifically in the Trends, Networks and Critical Thinking in the 21 st

Century subject.

5
1.5 Scope and Delimitation of the Study

This study aims to develop Computer-Based Learning Material (CBLM) for the

Grade 12 HUMSS at Ave Maria College, focusing on Trends, Networks, and Critical

Thinking in the 21st Century subject. The primary tool used will be Interactive

PowerPoint. The study will focus on creating interactive and engaging content that aligns

with the curriculum objectives and enhances students’ understanding of the subject

matter. The study will be limited to Ave Maria College for the academic year 2023-

2024. The study does not include the development of learning materials for other subjects

or grade levels. Additionally, the research will not only delve into technical aspects of

developing computer-based learning materials primarily using PowerPoint presentation,

but rather focus on their effectiveness and impact on students’ learning outcomes. The

study will also not cover the training or professional development of a teachers in

utilizing the computer-based learning material.

The study has several limitations that need to be acknowledged. Firstly, the

findings of this study may have limited generalizability as they are specific to the Grade

12 HUMSS students at Ave Maria College and the chosen subject area. The unique

characteristics and context of the college may not be representative of other educational

institutions or subjects, which restricts the applicability of the findings to a broader

6
population. Secondly, the study is constrained by time, resources, and financial

limitations. The allotted time frame for the study may limit the depth and breadth of the

research and development process. Additionally, the availability of resources, including

technology infrastructure, software, and expertise, may impact the extent to which the

study can access information from the internet and cover a wide range of samples.

Furthermore, the study solely focuses on the development of Computer-Based

Learning Material (CBLM) and does not include implementation or evaluation in a

classroom setting. This limitation prevents the assessment of the effectiveness and impact

of the developed materials on student learning outcomes and engagement in a real-world

educational environment.

1.7 Definition of Key Terms

The following terms have been defined conceptually and operationally for the

purpose of clarifying their use in the study:

Developing. According to Merriam Webster dictionary, "developing" refers to the

process of creating or constructing new instructional materials specifically tailored to

address the concepts of trends, network, and critical thinking in the 21st-century subject

of the Grade 12 curriculum at Ave Maria College. This process involves designing,

organizing, and structuring the learning materials using interactive PowerPoint as the

primary tool.

Computer. According to dictionary, computer is a device, usually electronic,

that processes data according to a set of instruction. In this context, computer is the use of

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interactive PowerPoint wherein it is a software program used for creating multimedia

presentations that allow for interactive and engaging learning experiences. It enables the

incorporation of various media elements such as text, images, videos, and interactive

features to enhance the delivery and understanding of the instructional content.

Computer-Based. According to Law Insider (2023), computer-based refers to

any application or program that is developed for the use of any electronic device. In the

context of this study, it signifies that the learning materials and instructional activities are

delivered and facilitated through the use of computers or computerized systems,

specifically utilizing interactive PowerPoint.

Computer-Based Learning. According to Rouse (2022), Computer-based

learning (CBL) is a term used for any kind of learning with the help of computers. In this

study, computer-based learning specifically refers to the utilization of interactive

PowerPoint as the primary tool for developing the learning materials.

Learning Material. According to Wikipedia (year), instructional materials, also

known as teaching/learning materials, are any collection and human and non-human

resources that a teacher may use in teaching and learning situations to help achieve

desired learning objectives. In this study, learning materials refer to the instructional

resources, lessons and activities developed using interactive PowerPoint, focusing on the

concepts of Trends, Network, and Critical Thinking in the 21st Century.

Computer-Based Learning Material. According to Parmar J. (2013), Computer-

based learning material (CBLM) is totally an individualized instructional material. It

provides a lot of flexibility to the students. In this study, it is the finished product wherein

8
it contains lessons and activities about Trends, Networks and Critical Thinking in the 21 st

Century allowing students to practice lesson materials and study at their own pace.

Trends, Networks and Critical Thinking in the 21 st Century. According to the

HUMSS Exhibition (2021), the course provides opportunities for students to discover

patterns and extract meaning from emerging trends. It aids in developing their critical and

creative thinking skills—essential tools for decision-making and understanding “ethics of

care." Global trends in the 21st century is examined and are either accepted or rejected

based on a sound set of criteria. Trends, Networks, and Critical Thinking in the 21st

Century is a subject in senior high school that will be the basis for the content in

developing a CBLM.

9
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the researchers delve into various literature reviews and studies related to

learning materials in teaching and learning. The purpose of this literature review is to gain a

comprehensive understanding of computer-based learning, examine the effectiveness of various

teaching methods, and understand how they influence the teacher-student relationship in the

classroom. In addition, this part also contains theoretical and conceptual framework.

2.1 Review of Related Literatures

2.1.1 Computer- Based Learning

Computer-based learning (CBL) is the term used for any kind of learning with the

help of computers. Computer-based learning makes use of the interactive elements of

the computer applications and software and the ability to present any type of media to

the users. Computer-based learning has many benefits, including the advantage of users

learning at their own pace and also learning without the need for an instructor to be

physically present (Rouse, 2022).

2.1.2 Computer-Based Learning Materials (CBLM)

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 Several studies have investigated the effectiveness of Computer-Based Learning

Materials (CBLM) in enhancing student learning outcomes. For example, Liem and

McInerney (2018) emphasized the importance of integrating technology in education

and highlighted that CBLM can provide interactive and engaging learning experiences

for students. Smith et al. (2018) found that the use of CBLM significantly improved

students' understanding and retention of subject matter. Additionally, Chen et al. (2019)

reported that CBLM enhanced students' critical thinking skills and engagement in the

learning process. (Rouse, 2022)

2.1.3 Computer-Based Teaching

Research on computer-based teaching has shown its potential in improving

student learning outcomes. The study by Johnson et al. (2017) examined the impact of

computer-based teaching on student achievement and found that it positively influenced

students' academic performance across various subjects. Furthermore, Wang et al.

(2020) explored the effects of computer-based learning on student motivation and

revealed that it significantly increased students' intrinsic motivation and engagement in

the learning process (Rouse, 2022).

Advantages

There are many advantages associated with computer-based learning. It provides

more learning opportunity for people from disadvantaged environments. People can learn

at a pace comfortable for them, unlike in a traditional classroom. Users need to spend

only the required time to learn the subject in the case of computer-based learning, and it

11
is also available all the time. Computer-based learning is cost effective in many ways, as

it reduces travel time and also the same application can be use

3.d to teach new students or users. The learning also offers safety and flexibility

as well as helps learners to track their progress. Another big advantage is in the reduction

of overall training time.

There are, however, some drawbacks associated with computer-based learning.

Students do not have the opportunity for physical interaction with the instructors.

Development of computer-based learning can be time consuming. The software or the

hardware required for learning can be expensive. Furthermore, not all subjects or fields

can be supported or assisted by computer-based learnings. (Rouse, 2022)

Criticism

A criticism frequently aimed at computer aided instruction (CAI) and CBL

models is that it is nothing more than an “electronic text book” [14,15]. So, in order to

ensure that this is not the case we must evaluate CBL and its benefits. This evaluation

involves three parts: (i)understanding the product’s teaching and learning objectives

and its target audience [16]; (ii)gathering evidence regarding its use and effectiveness

[14]; and (iii) judgment of the end product based on the evidence [17]. CBL may allow

through combining the pictures, animations, and videos with words we will be able to

breed a deeper fundamental understanding in students. There is an increasing school of

thought that students learn more efficiently from comprehensively designed multimedia

presentations than from current.

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 Verbal-only instruction [10, 18-20]. This may be due to the fact that humans learn

through a “dual channel” of thought where means that animations and videos are

processed in the visual/pictorial channel of the mind and spoken words are processed in a

separate auditory/verbal channel [10]. Further on from this is the question of whether or

not using pictures with text is as effective as using a computer with an animation over

which a narration is heard. These effects were studied in much greater detail in by Rowe

and Gregor [10]. They suggested that there are four main types of instruction: (i) the

multimedia effect; (ii) the coherence effect; (iii) the spatial contiguity effect; and (iv) the

personalization effect. In each of these multimedia instruction techniques there was a

clear indication of more comprehensive learning and deeper understanding of the topics

taught. In one particular example, there was a 116% increase in more creative solutions to

a problem by a CBL group compared with the number of solutions offered by that of a

group taught by conventional means. In each problem the information supplied to each

group was the same but the medium in which it was conveyed that was different. (Smyth,

Brabazon, Mc Loughlin, 2005)

2.1.4 Uses of computer in education

It’s hard to deny that computers have taken a prominent role in modern society.

From the smartphones in our pockets to the smart devices controlling our appliances at

home and everything in between, computer technology is everywhere. It should come

as no surprise that the use of computers in education has been steadily increasing in

many ways has revolutionized traditional education. Computers in the classroom have

multiple benefits for both students and their teachers.

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Purpose of Computers in Education

Computers are one of the most valuable resources in a classroom because they

serve so many useful functions. With computers and the internet, students today have a

wealth of information at their fingertips that can help them develop their research and

communication skills while preparing them for a future career in a workforce that is

increasingly reliant on computer technology.

One of the most common applications of computers in education today involves the

ongoing use of educational software and programs that facilitate personalized online

instruction for students. Programs like iReady use computers to assess students in

reading and math. Students then work on interactive reading and math lessons that are

designed to target the specific academic needs identified during diagnostic testing.

Educational software like this makes it easier to differentiate instruction so that lessons

meet each student’s unique learning needs. These tools also provide a wealth of useful

data and resources that teachers can use to work with their students in the classroom

and maximize learning. Online assessments are more efficient than traditional paper

testing because it allows for more immediate feedback and data.

Computers also have an important role beyond primary and secondary education

classrooms. Thanks to computers and technological advancements, higher education is

now more accessible than ever. Many colleges and universities offer online classes, and

some even offer degree programs that can be completed exclusively online. Online

classes and online degree programs make it easier for single parents or students with

14
 heavy workloads to continue their education from the comfort of their own home and at

their own pace. (Barroso, 2019)

Teacher Use of Computers in the Classroom

Computers have revolutionized the teaching profession in multiple ways.

Teachers use computers to record grades, calculate averages, manage attendance and

access data on student performance in online programs and assessments. Computers

have also made it easier for teachers to vary their instructional delivery. Instead of

lecturing at the front of the room for an entire class period, teachers can incorporate

technology into their lessons to keep students engaged while appealing to a variety of

learning styles. From using computers to create presentations on a topic to showing

video clips that complement the lesson at hand, technology helps teachers make the

content easier for students to understand (Barroso, 2019).

Disadvantages of Computers in the Education Field

While the benefits of using computers in education are plentiful, it also has some

disadvantages. Some worry that computers are distracting because they provide

students with temptations like games, videos or chats that can take them off task. It’s

true that some students might be lured off task by these tempting features, but luckily

there are settings available that can help teachers and parents set restrictions to help

minimize distractions.

Another disadvantage of computers in the classroom is over-reliance on

technology. Critics argue that spell check and other computer features that automatically

correct errors in spelling and punctuation make students too lazy to learn and apply the

15
rules themselves. These features, however, help point out where students went wrong and

offer valuable learning opportunities that can help students enhance their understanding

of appropriate spelling and punctuation. The benefits of using computers in the classroom

outweigh any disadvantages that may accompany it.

One of the biggest buzzwords in education right now is “engagement.” When you

think of the traditional classroom setting, a group of engaged and alert pupils might not

come to mind. You might imagine desks arranged in rows facing the chalkboard. The

students might take notes while the teacher lectures, but other than the teacher’s voice,

the most striking aspect of the traditional classroom is its silence.

Even if you have only ever taught one class in a real classroom, you know that the

classroom described above is a fantasy. When students are forced to sit and take notes,

the tactic imposed by newbie teachers, those teachers often find that their pristine

fantasy is quickly broken by the unruly bunch of human beings in front of them who

are just doing what humans are programmed to do: interact with each other (Barroso,

2019).

What Is Interactive Learning?

Although interactive learning sounds like something that might require advanced

technology, it’s actually a pedagogical technique with a fairly simple definition. The

interactive approach to any given lesson plan encourages students to interact with each

other and with the subject matter. Rather than sitting at their desks like passive sponges

ready to absorb the material, with the interactive approach, students are part of the lesson.

Interactive education involves a variety of techniques that range from lessons that require

16
conversational skills to extensive project-based learning units that can cover an entire

grading period

While traditional classrooms rely on the myth of the permanently engaged perfect

student, smart teachers who implement interactive learning harness the kind of

interpersonal interaction that we social animals do best. One of the biggest benefits of

interactive education is that it’s easy. Most students want to interact with each other on

some level, and telling them to be quiet and pay attention will force them to go against

their natural desires. However, by using lesson plans that encourage talk and teamwork,

smart teachers can make learning fun while letting students interact with the material in

a variety of different learning styles (Barroso, 2019).

What Is Interactive Technology in Classrooms?

Interactive technology is any technology that helps students interact with each

other and with the material. One common example is the use of electronic remotes to

answer questions on a projector. Another common piece of interactive classroom

technology is a SMART Board, which is a large touchscreen that can replace both a

teacher’s projector and chalkboard. (Barroso, 2019)

2.1.5 Using PowerPoint Presentation in Student Learning

The use of PowerPoint presentations as a teaching tool has been widely studied.

Research by Liu et al. (2016) demonstrated that PowerPoint presentations can enhance

students' comprehension and retention of information. Chen and Lin (2018) conducted

17
 a meta-analysis and found that using PowerPoint in teaching can improve students'

learning outcomes. Additionally, Fateme Samiei highlighted the effectiveness of

PowerPoint presentations in promoting student motivation and learning in English

classes. (Barroso, 2019)

2.2 Review of Related Studies

Local Studies

A study conducted by Schindler, L.A., et al. (2017) titled "Digital education tools

for critical thinking development" explores the use of digital tools for the development of

critical thinking through active learning methods. The research design of the study relies

on a stepwise approach, where researchers defined materials and methods to investigate

the effectiveness of digital tools in fostering critical thinking skills.

The study emphasizes the importance of the project-based method, which

involves joint activities between teachers and students aimed at finding solutions through

discussions, brainstorming, project-based learning, and case studies. These active

18
learning methods, facilitated by digital education tools, provide opportunities for students

to engage in critical thinking and problem-solving.

The findings of the study suggest that digital tools, such as digital role-playing

games, graphical presentations, and real-time collaboration platforms, can be effective in

developing critical thinking skills among students. The use of these tools allows for

interactive and engaging learning experiences, enhancing students' ability to analyze,

evaluate, and apply knowledge.

Foreign Studies

2.2.1 CBLM in Academic Performance

Several studies have examined the impact of Computer-Based Learning Materials

(CBLM) on academic performance. Smith et al. (2018) conducted a study to investigate

the effects of CBLM on students' understanding and retention of subject matter. The

findings revealed significant improvements in students' academic performance, as they

demonstrated enhanced understanding and retention of the content when using CBLM.

Additionally, Chen et al. (2019) explored the impact of CBLM on students' critical

thinking skills. Their study indicated that CBLM not only improved academic

19
performance but also enhanced students' critical thinking abilities, which can contribute

to overall improved academic performance.

A. Computer-Based Teaching and Learning

Research on computer-based teaching and learning has consistently shown

positive effects on student learning outcomes. Johnson et al. (2017) conducted a

comprehensive investigation into the impact of computer-based teaching across various

subjects. The study revealed that computer-based teaching positively influenced students'

academic performance, leading to improved learning outcomes. Furthermore, Wang et al.

(2020) focused on the effects of computer-based learning on student motivation. Their

research demonstrated that computer-based learning increased students' intrinsic

motivation and engagement in the learning process. This heightened motivation and

engagement ultimately contributed to improved academic performance.

2.2.2 Using PowerPoint Presentation in Student Learning

Several studies have explored the use of PowerPoint presentations as a teaching

tool and its impact on student learning. Liu et al. (2016) conducted a study to investigate

the effects of PowerPoint presentations on students' comprehension and retention of

information. The findings indicated that PowerPoint presentations can enhance students'

understanding and retention of the presented content. Additionally, Chen and Lin (2018)

conducted a meta-analysis to examine the overall impact of using PowerPoint in

teaching. Their analysis concluded that utilizing PowerPoint in instructional practices can

20
improve students' learning outcomes. The visual and organized nature of PowerPoint

presentations aids in conveying information effectively, leading to improved

understanding and retention of the material.

A. Concept of computer-based learning material of the trend, network and

critical thinking

In an effort to establish a clear definition of computer-based content focusing on

21st-century trends in networking and critical thinking in which educational content and

resources that are designed for digital delivery and use technology to facilitate the

acquisition and development of knowledge and skills related to contemporary trends,

networking, and critical thinking in the 21st century.

With the large increase in online instruction, including remote instruction with

online materials, there also was an increase in the use of instructional materials that were

made to be displayed online or were digitized for online use. However, teachers have not

had access to guidance about how to select and evaluate online instructional materials for

classroom use. The lack of guidance has the potential to harm historically excluded

populations of students and could frustrate teachers as they learn to teach with digital

materials.

According to (Choppin & Borys, 2017) Instructional materials that are developed

for and hosted in online spaces are distinct from traditional materials. Digital

instructional materials have the potential for increased individual interactivity (Choppin

& Borys, 2017). Also, digital instructional materials contain a broader array of adaptivity

and personalization features, and they have more potential to be accessible to students

21
with disabilities (Choppin & Borys, 2017). Finally, digital instructional materials have a

greater occurrence of built-in assessment programs (Choppin & Borys, 2017).

The mere fact of being a digital material does not guarantee these perceived

benefits (Greer et al., 2014; Rice, 2018). Even so, teachers are expected to use these

digital materials in teaching, even when most instruction occurs in person (Kalolo, 2019;

Selwyn, 2007; United States, Department of Education, 2016). With the increased

pressure to acquire and use them, digital and digitized instructional materials are a rapidly

expanding market within the educational technologies sector. This market is expected to

grow from $85.5 billion (USD) in 2020 to $181.3 billion in 2025 (Markets Insider, 2020).

Examples of digital instructional materials include videos, content presentations,

animations, educational games, online articles, and educational materials from traditional

print texts that have been scanned and uploaded. During this time, remote online learning

replaced in-person learning in many schools. Many cases, teachers made decisions about

digital materials for online teaching with little to no guidance from initial teacher

preparation programs or professional learning (Crouse et al., 2018; Gallagher et al.,

2019). Teachers in these studies described the stress involved in not knowing how to find

digital instructional materials or make them (Kundu & Rice, 2019; Kundu et al., 2021). In

such contexts, teachers made decisions based on a few factors such as compatibility with

current software, the perceived technological simplicity of the materials, or faith in a

recommendation from a colleague (Fang et al., 2010). While none of those reasons are

inherently problematic, teachers deserve stronger guidance for informing their decision-

making about the quality of instructional materials. Moreover, this guidance should be

efficacious without being too complex to remember and apply (Cheon & Grant, 2008;

22
Chiu & Churchill, 2015; Kim et al., 2017) In response to the need for practical guidance

about choosing instructional materials, the authors of this paper developed a conceptual

tool based on implications from research and policy guidance for high quality digital

instructional materials in K-12 settings.

B. Justification

Students cannot learn from materials that they cannot open, use, view, and

interact with (Rose, 2018). To ensure students can access digital materials, specific

design features and supports must be present (Rose, 2014). The purpose of supports is to

ensure that all students, regardless of disability status, can access the same information

and have the same interactions with similar amounts of effort (Dear Colleague Letter

from the Office of Civil Rights, 2011). In many countries, students have the right to equal

opportunities to benefit from using school-adopted technologies and digital materials

(Wisdom et al., 2007).

C. Common Legal Complaints about Accessibility

According to Rose (2018), most legal complaints about accessibility claim that

digital instructional materials: (1) lack alternative text (short descriptions embedded into

images), (2) have been posted in formats that are inaccessible, (3) lack captions for video

materials, (4) include improperly structured data tables, (5) use improper formatting and

23
labeling of information, and (6) use improper contrast between background and

foreground.

D. Access Points as an Element of Accessibility

In addition, most digital instructional materials require many steps to access them

(Behling, 2017). For example, a student who needs to do a simple math worksheet online

might have to (1) enter a learning management system, (2) locate the correct folder, (3)

open the document, (4) print the document, (5) do the math problems, (6) scan the

document with their answers, (7) upload the document, and (8) attach the document in a

place where it might be graded. The more steps there are, the less accessible the materials

are.

E. Text Complexity and Access.

Some materials might not be accessible because the text is too linguistically

complex for students. Text in online instructional materials can shift from low

complexity to high complexity without notice to the student. These shifts in complexity

can occur between lessons or web pages (Rice, 2017). Support for navigating text

complexity, such as vocabulary support, is often unavailable or inaccessible (Rice &

Deshler, 2018). Thus, much of the text in instructional materials can be too difficult for

students to comprehend.

F. Supports for Improving Accessibility

Supports to increase accessibility in digital instructional materials include text-to-

speech/speech-to-text software or features, display change options (e.g., changing the

background color, font type, or size), and alternative text (i.e., explanatory information

24
added to describe embedded images) (Edyburn, 2004; Rose & Meyer, 2006). Students

should not be required to sign in multiple times or engage in many successive tasks (e.g.,

downloading, filling in, re-uploading). Students do need multiple options for file types

when they are required to upload or download materials. Screen readers cannot read

portable document files (PDFs) unless they have been saved to support screen reading.

When teachers make images containing text, such as a.png or possibly a.jpg file from a

screenshot of a presentation slide or word processing document, the text will not be

readable with screen-reading technologies, either. Alternative text must be added in these

cases. Also, some learning management systems block parts of uploaded images on the

screen with items like menus or virtual pens and pencils. Students are impeded from

working efficiently when they must maneuver around menus and virtual writing

instruments to add responses. Ambient sounds from their peers’ devices or offline sounds

where they work at school or home may also be distracting and limit access to the

materials.

Assistive technologies, including larger computer monitors, special keyboards and

mouse, and audio equipment (e.g., headphones or microphones), will help students access

materials. Sometimes professional captioners or sign language interpreters are required.

Teachers cannot assume students already have access to assistive technologies when they

are choosing digital instructional materials. Gathering information about what students

already have, what they need, and collaborating with special educators is important for

achieving accessibility (de Witte et al., 2018). The example below illustrates accessibility

issues that teachers might encounter and how they might begin to address these issues.

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2.3 THEORITICAL FRAMEWORK

Technological Pedagogical Content Knowledge (TPACK): TPACK is a

theoretical framework that focuses on the integration of technology, pedagogy, and

content knowledge in educational settings. It emphasizes the importance of teachers'

understanding of how to effectively use technology to enhance teaching and learning. In

the context of developing computer-based learning material, TPACK suggests that

educators should possess the knowledge and skills to integrate technology tools and

resources into the curriculum to facilitate students' learning of trends, network, and

critical thinking. By combining constructivism and TPACK, the theoretical framework

for developing computer-based learning material of trends, network, and critical thinking

would involve designing interactive and student-centered learning experiences that

leverage technology tools and resources. This framework would emphasize the active

construction of knowledge by students, allowing them to explore and analyze trends,

network with others, and develop critical thinking skills through authentic and

meaningful tasks facilitated by technology. The integration of constructivism and

TPACK would ensure that the learning material aligns with students' needs, the

curriculum objectives, and the effective use of technology in the classroom.

2.4 Conceptual Framework of the Study

26
 As shown in the Conceptual Framework of the Study, the Input-Process-Output

(IPO) is a structured methodology for capturing and visualizing all the inputs, output, and

process steps that are required to transform inputs into outputs.

INPUT PROCESS OUTPUT

Designing and CBLM:

Packaging the
Content: Trends, Networks
Content:
and Critical
 SHS  PowerPoint Thinking in the
Curriculum Presentation 21st Century
Guide  GIFs
 Course  Templates
Outline: from
Trends, Slidesmania
Networks and Canva
and Critical  Hyperlink
Thinking in  Lesson/Title
the 21st page
century  Objectives
 Textbooks:  Motivation
Trends,  Discussion
Networks  Evaluation
and Critical
 Assignment
Thinking in
the 21st
century
Figure 1. The Conceptual Framework of the Study

Input-Process-Output Model refers to the presentation of all the factors that make

up a process. In the IPO diagram, it includes all of the materials and the information that

27
are requires in the process, the specific details of the process itself, and the description of

the product anchored on the process that took place.

The input consists of the research instruments that the researchers used upon

developing a CBLM such as the curriculum guide, course outline offered by the

assigned teacher in the subject as well as the textbooks present in the school library as

reference.

The process refers to ways on how the development of the CBLM is being done.

It covers all the things done from the very beginning of gathering the information or

data needed. It involves PowerPoint presentation as a CBLM tool. It utilizes

hyperlinked, GIFs and PowerPoint templates from Canva and Slidesmania. The

inclusion of the PowerPoint presentation, hyperlink, GIFs and templates are the lessons,

objectives, motivations, discussions, evaluations, and assignments regarding on the

assigned subject.

The output refers to the action taken after the input and process. The end result

here is the developed Computer-Based Learning Material (CBLM) for Trends,

Networks and Critical Thinking in the 21st Century.

Among the reviewed studies this research stands out due to its specific focus on

developing computer-based learning materials for the Grade 12 HUMSS students at Ave

Maria College. While previous studies have explored the integration of technology in

education and the development of 21st-century skills, this study delves into the use of

PowerPoint presentations as a computer-based learning material tool. By utilizing

PowerPoint presentations, the researchers aim to enhance student engagement, promote

28
critical thinking, and provide a unique and effective learning experience for the Grade 12

students at AMC. This focus on a specific tool adds a practical and hands-on approach to

the development of computer-based learning materials, catering to the unique needs and

requirements of the students at AMC.

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 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the overall design and methodology utilized in the conduct

of this research. This includes the following: research design, locale, respondents of the

study, data gathering procedure, research instrument, and validity and reliability of

research instrument.

3.1 Research Design

Research design, as defined by Green and Tull (1978), is the specification of

techniques and processes for obtaining the information required, and the over-all

operational pattern or framework of the project which states what data is to be gathered,

from which source and by what process.

In this regard, the researchers anchored action research, which is according to

Thomas Gilmore (1987), action research aims to contribute both the practical concerns

of people in an immediate problematic situation and to further the goals of social

science simultaneously.

The researchers will use this type of design because it aligns with the study.

Specifically, this study focuses on developing a Computer-Based Learning Material and

through this, researchers will be able to make necessary adjustments in specific

practices.

The researchers will use this design through planning on what are the resources

needed to develop a CBLM in terms of its content and technologies and on how to

package the CBLM, Secondly, by observing whether the developed CBLM will

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 encourage students’ engagement, participation and understanding regarding on the

subject matter presented. Also, the researchers will observe the challenges experienced

by the respondents.

Lastly, by reflecting on what they have observed to find the strengths and weaknesses

of the CBLM.

3.2 Research Locale

This research focuses on developing a computer-based learning material in

teaching the subject Trends, Networks and Critical Thinking in the 21st Century to

Grade 12students of Ave Maria College.

Ave Maria College is a private Catholic school located at Vallesville-Fatima,

Liloy, Zamboanga del Norte. It was founded in 2009 which brand is the holistic

formation of its students, particularly in the academic, spiritual, and apostolic parts of

their lives.

Since 2009, its population has been increasing most especially for Senior High

School students. Currently, the school is offering both academic and Technical-

Vocational Livelihood (TVL) tracks for Senior High School. For the academic track,

they offer the following strands: Science, Technology, Engineering, and Mathematics

(STEM), Accountancy, Business, and Management (ABM), and Humanities and Social

Sciences (HUMSS). And for the Technical-Vocational Livelihood (TVL) track, they

offer the strands Home Economics and Information and Communications Technology.

The school also offers four undergraduate programs: (1) Bachelor of

Elementary Education, (2) Bachelor in Secondary Education Major in English, (3)

31
Bachelor of Secondary Education Major in Mathematics, and (4) Bachelor of Science

in Information Technology. In addition, the school is also offering technical-vocational

programs.

The reason why the researchers uses AMC because aside from its perfect

location it is also convenient to them given the fact that the researchers are from AMC

as well and they already knew the staffs here that will be essential in gathering data

for research-study purposes.

Figure 2. Perspective of Ave Maria College

3.3 Respondents of the Study

The respondents of the study are the following:

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  Assigned teacher- The assigned teacher in the subject Trends, Networks and

Critical Thinking in the 21st Century will be the second respondent for this

study since they will be the one to handle this subject. Also, because given the

fact that they already have in-depth understanding in this subject then, it will

now be easy for his/her to determine the lacked contents present and needed in

the CBLM.

 Grade 12 HUMSS students at Ave Maria College - They will be the respondents

of the study because this subject is more commonly associated with HUMSS.

However, this subject is not exclusive for them but the researchers wanted to

focus on them.

The researchers selected the respondents through Purposive sampling technique.

According to Fraenkel and Wallen (2009), purposive sampling is used when the

researchers use personal judgment to select a sampling depending upon the researcher’s

previous knowledge of the population and the purpose of the study.

3.5 Data Gathering Procedure

3.5.1 Collection of Documents

To gather data for this study on developing computer-based learning materials,

the first step is to collect relevant documents. In this case, the researchers will utilize

the following documents:

Curriculum guide. The prescribed curriculum for K-12 education will be

referred to, ensuring that the learning materials align with educational standards.

33
 Course outline. The researchers will consult with the subject adviser of Trends,

Networks and Critical Thinking in the 21st Century to use the course outline. This will

help ensure the proper breakdown of topics and the intended time for each lesson,

guiding the development of the learning materials.

Trends, Networks, and Critical Thinking in the 21 st Century Culture

Textbook. Textbooks will be used to complement primary sources and recent research,

ensuring a comprehensive and up-to-date understanding of the subject matter.

3.5.2 Content Analysis

The second data gathering procedure involves determining the content to be

included in the computer-based learning materials. This will be based on the various

topics and lessons covered in the subject. The researchers will assign specific topics or

lessons for each week, ensuring a structured and organized approach to the learning

materials.

3.5.3 Thematic Coding/ Lessons Coding

Thematic analysis will be used to make sense of seemingly unrelated material. It

can be used to analyse qualitative information and to systematically gained knowledge

thus, the following scheme will be adopted:

Process

1. Collected data. Data were gathered from the answers of the respondents

specifically to the assigned teacher as well as the Grade 12 HUMSS

students.

34
 2. Coding Data. The researchers will code the data by hand or through a

software program. Coding is an explicit and iterative process in which the

researchers altered and modified the analysis as reflected by the data and

ideas emerge.

3. Code Validation. To ensure the integrity of the codes, that they have not

been misinterpreted and are free of researcher’s bias, the ideas developed

were reviewed by more than one person. The researchers will read and re-

read the data, double checking the codes for consistency and validation.

The integration of the codes from the data will become a codebook from

which themes emerge.

4. Themes/Frameworks Identification. From the codebook, the researchers

will identify themes and sub-themes: patterns that have emerged from the

coded data, Themes can emerge from patterns, such as conversation topics

and vocabulary.

5. Information Consolidation, finalize theme names. The researchers will

finalize the name of each theme, write its description and illustrate it with

a few quotations from the original text to help communicate its meaning to

the reader.

3.5.4CBLM Designing

The final data gathering procedure focuses on designing the computer-based

learning materials. The researchers will provide engaging learning experiences by

35
 incorporating multimedia elements such as videos and interactive simulations. The

designed materials will include the following components:

Interactive presentations with hyperlinks using PowerPoint. PowerPoint

presentations will be utilized to allow students to navigate through the content easily.

Clearly defined objectives for each lesson. Each lesson will have specific

objectives to guide students' learning.

Motivational elements. Elements that engage and motivate students' interest to

learn will be included.

Discussion points. Discussion points will be incorporated to encourage critical

thinking and active participation from students.

Application activities. Activities that allow students to apply the concepts they

have learned will be included to reinforce learning.

Generalization of key takeaways. Questions will be put at the end of the

discussions in the PowerPoint to summarize the main points and key takeaways from

each lesson, helping students understand and remember the important concepts.

Evaluation methods. Evaluation methods will be included to assess students'

understanding and progress.

Assignments. Assignments will be provided to extend learning beyond the

classroom, allowing students to further practice and explore the subject.

3.6 Research Instrument

36
 In developing a Computer-Based Learning Material (CBLM) on the Trends,

Networks, and Critical Thinking in the 21st century for Grade 12 students at Ave Maria

College, the researchers rely on the following instruments:

3.6.1. Documentary Analysis

a. Senior High School Curriculum Guides from DepEd. Senior High

School Curriculum Guides provides a framework for the course, outlining the

learning objectives, content, and assessment methods. It serves as a roadmap for

researchers to develop a CBLM effectively.

b. Course Outline. The assigned teacher provides a detailed course

outline that breaks down the topics to be covered the sequence of lessons, and the

estimated time for each topic. The course outline ensures that the CBLM is

comprehensive, organized and aligned with the desired learning outcomes.

c. Textbooks. Researchers refer to textbooks available in the library that

cover Trends, Networks and Critical Thinking in the 21st Century that can be

used to gather relevant content for the CBLM d. PowerPoint. Researchers utilized

PowerPoint presentation as a tool in developing a CBLM. The researchers will

create slides with key concepts, examples and visuals to enhance understanding

and engagement among Grade 12 learners.

37
 3.7 Validity and Reliability of Research Instrument

Validity is the extent to which an instrument measures what it is supposed to

measure and performs as it is designed to perform. Although as pointed out Biddix

(2018), it is rare, if nearly impossible, that an instrument be 100% valid, so validity is

generally measured in degrees. Reliability on the other hand, refers to the consistency of

the instrument to measure what it is intended to measure.

In this study, validity and reliability of the identified research instruments were

ensured by a careful review and approval from the panel of experts. To ensure the

reliability and validity of the documents through securing a copy of the Senior High

School Curriculum Guide from DepEd, following the competencies presented. In terms

of the sequence and number of hours and days to be utilized in each lesson, the

researchers will use the provided course outline by the assigned teacher to serve as

guide. Lastly, by exploring the school library to obtained the textbooks assigned to

Grade 12 Trends, Networks and Critical Thinking in the 21st Century to serve as a

valuable resource to effectively develop a CBLM that has a reliable and valid contents

To determine the validity and reliability of the research instrument, the gathered

data from the analysis serves as the final data. That data gathered from the documentary

analysis of the resource materials are all objective.

3.8 Statistical Treatment and Analysis

In this study, the researchers will not employ any statistical treatment. Data will

be collected through qualitative interviews, and analysis will involve thematic coding and

content analysis to identify patterns and themes.

38
 In this sense, content analysis is a research method for the subjective

interpretation of the content of text data through the systematic classification process of

coding and identifying themes or patterns” (Hsieh & Shannon, 2005, p.1278). In this

context, the researchers will analyse the obtained data such as the observations and

responses of the respondents from the interviews provided by the researchers.

Additionally, thematic coding will also be applied. Thematic coding is a form of

qualitative analysis that involves recording or identifying passages of text or images that

are linked by a common theme or idea allowing you to index the text into categories and

therefore establish a “framework of thematic ideas about it” (Gibbs 2007). In the study,

the themes will include all the competencies, lessons, objectives of the lessons,

motivations, discussions, applications, generalizations, evaluations and assignments.

39
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 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

PERMISSION LETTER

December 19, 2023

Dear ma’am,
We hope this letter finds you well. We are students of Ave Maria College third-
year Bachelor of Secondary Education Major in English. We are writing this letter to ask
for your permission to obtain a course outline of the subject “Trends, Networks and
Critical Thinking in the 21st Century” for research purposes.

We researchers are currently involved in a research project that aims to develop

computer-based learning materials specifically tailored on Trends, Networks and Critical
Thinking in the 21st Century subject. In order to ensure that our materials align with the
curriculum guide and learning objectives of the subject, it would be immensely helpful to
have access to the course outline. We assure you that the information obtained will be
used solely for research purposes and will be treated with utmost confidentiality. Your
kind and support will greatly contribute to the success of our research.

Thank you for considering our request.

Researcher’s Signature:

MARK A. BLANCO JUNAVYLLA FATIMA C. PLONTERAS

HAPPY F. BOLAY-OG JUSTINE C. RETOME
KAREN FRANCINE C. LUBANDINA MERRY ANN L. SANGGUPAN
ANNA LIEZLE C. MONTIMOR MIRIAM P. TURNO

NOTED BY:

ROMER B. VERGARA, MEE ____________________________

Research Adviser School Librarian

45