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DIANA: THE DEVELOPED INSTRUCTIONAL AUDIO-VISUALS FOR ENHANCING

ARALING PANLIPUNAN COMPETENCIES
Thesis · June 2023

DOI: 10.13140/RG.2.2.31680.51200
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LAGUNA COLLEGE OF BUSINESS AND ARTS
DEPARTMENT OF TEACHER EDUCATION i
DIANA: THE DEVELOPED INSTRUCTIONAL AUDIO-VISUALS FOR

ENHANCING ARALING PANLIPUNAN COMPETENCIES
_____________________
A Master’s Thesis
presented to the
Faculty of the School of Graduate Studies
City of Calamba
_____________________
In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Social Studies
_____________________
By
DIANA N. CARIAGA
June 2023
DEPARTMENT OF TEACHER EDUCATION ii
APPROVAL SHEET
This thesis hereto entitled:

prepared and submitted by DIANA N. CARIAGA, in partial fulfillment of the

requirements for the degree, Master of Arts in Education, Major in Social Studies, has been
examined and recommended for acceptance and approval for PUBLICATION.
MARK CHRISTOPHER D. MALALUAN, LPT, MAEd

Adviser
Approved by the Committee on Oral Examination with a grade of _____.
CINCY MERLY B. GECOLEA, EdD

Chairman
MA. LORENA M. TAGALA, EdD ALFREDO G. PEREZ JR., PhD (CAR)

Member Member
Accepted in partial fulfillment of the requirements for the degree, Master of Arts in
Education, Major in Social Studies.
ALFREDO G. PEREZ, PhD (CAR)

Dean, School of Graduate Studies
DEPARTMENT OF TEACHER EDUCATION iii
LCBA RESEARCH ETHICS AND INTEGRITY COUNCIL CLEARANCE
The LCBA Research Ethics and Integrity Council (LCBA-REIC) has recently
reviewed your responses to the condition placed upon the ethical approval for the project
outlined below. Your Research Project is now deemed to meet the requirements stipulated
in the LCBA Research Manual and full ethical approval has been granted.
Project Title DIANA: THE DEVELOPED INSTRUCTIONAL

AUDIO-VISUALS FOR ENHANCING ARALING
PANLIPUNAN COMPETENCIES
Researcher DIANA N. CARIAGA
Turnitin Similarity 11%
Index
LCBA- REIC Decision CLEARED AND APPROVED
Approval Date June 30, 2023
The standard conditions of this approval are:
(a) The research project has been strictly conducted in accordance with the
proposal submitted.
(b) The research project has been subjected to anti-plagiarism checker and has
complied with the required 20% similarity index.
(c) The research project has strictly observed ethical considerations stipulated in
the paper.
Please note that failure to comply with the conditions of approval may result in
withdrawal of approval for the research project.
GIRLIE S. SONORON, LPT, MAEd

Chair, LCBA Research Ethics and Integrity Council
ALFREDO G. PEREZ JR., PhD (CAR)

Dean, School of Graduate Studies
DEPARTMENT OF TEACHER EDUCATION iv
CERTIFICATE OF QUANTITATIVE DATA TREATMENT
This certifies that the Master’s thesis entitled, DIANA: THE DEVELOPED
INSTRUCTIONAL AUDIO-VISUALS FOR ENHANCING ARALING
PANLIPUNAN COMPETENCIES, conducted by DIANA N. CARIAGA, whose
research design was quantitative, had been subjected to Quantitative Data Treatment
utilizing Statistical Package for Social Sciences (SPSS) at Laguna College of Business and
Arts by the undersigned.
EULALIA M. JAVIER, EdD

Quantitative Data Analyst
DEPARTMENT OF TEACHER EDUCATION v
CERTIFICATE OF GRAMMAR EDITING
This certifies that the Master’s thesis entitled, DIANA: THE DEVELOPED
INSTRUCTIONAL AUDIO-VISUALS FOR ENHANCING ARALING
PANLIPUNAN COMPETENCIES, conducted by DIANA N. CARIAGA, whose
research design was quantitative, had been subjected to Grammar Editing at Laguna
College of Business and Arts.
GIRLIE S. SONORON, LPT, MAEd

Grammarian
DEPARTMENT OF TEACHER EDUCATION vi
ACKNOWLEDGMENT
The researcher wants to offer her sincerest thanks to the people who added to the
progress of this research endeavor. With adoration, regard, and honor, she would like to
recognize the help given to her.
Mr. Mark Christopher Malaluan, her research adviser, for his determination in
giving an adequate number of thoughts on how she would carry out the study. For the
persistence in each discussion and giving sufficient opportunity to oblige her and for really
looking at the research study. For the help with making all the communication letters, and
for the ethical help for her abilities in finishing and completing the thesis paper;
Dr. Eulalia M. Javier, for being the research statistician;
Dean Alfredo G. Perez Jr., present dean of LCBA School of Graduate Studies,
and Dr. Ma. Lorena M. Tagala, Research Director for the constant assistance and
guidance;
Dr. Cincy Merly B. Gecolea, Dr. Ma. Lorena M. Tagala, and Mr. Alfredo G.
Perez Jr., as the panelists during the thesis defense and who assisted her in improving the
study;
Dr. Gerlie Ilagan, SDS of Division of Calamba City, for her permission to carry
out the study;
Secondary School Heads of Calamba City, for their help and approval in
conducting the research;
The Validators, for validating the research instruments;

DEPARTMENT OF TEACHER EDUCATION vii
Mr. Vidal B. Nuque and Mrs. Florentina J. Nuque, her beloved parents, Editha
N. Capunitan, Cristine N. Mabale and Cesar J. Nuque, her siblings, Antonio C.
Cariaga, her husband, and Kyle Andrei N. Cariaga, her son for always giving assistance,
love, faithfulness, and advice that encourage her to make every effort and build self-esteem
and confidence, and heartfelt support before, during and until this study is finished;
Her all classmates in MAEd, colleagues at Calamba Integrated School
especially AP Department for the continuous support and encouragement to fulfill this
research study;
Those individuals who were not mentioned, for playing a big role in achieving and
fulfilling this research;
And above all loving and source of all wisdom and strength, Jesus God, for the
boundless guidance, blessings, and better health and mind, she humbly, and gratefully
dedicates to him this study of knowledge.
DNC
DEPARTMENT OF TEACHER EDUCATION viii
ABSTRACT
Title : DIANA: THE DEVELOPED INSTRUCTIONAL AUDIO-

VISUALS FOR ENHANCING ARALING PANLIPUNAN
COMPETENCIES
Author : DIANA N. CARIAGA
Degree : Master of Arts in Education
Major in Social Studies
Year : 2022-2023
School : Laguna College of Business and Arts
Adviser : Mark Christopher D. Malaluan, LPT, MAEd
Key Words : instructional materials, audio-visual materials
The main thrust of this study was to develop audio-visual materials in Araling the
Panlipunan 8. This Design and Development Research Method was used in this research
endeavor. Through a simple random sampling technique, the respondents of the study were
50 Grade 8 learners and 20 Araling Panlipunan teachers from secondary public high
schools in different clusters in the Division of Calamba City. The researcher used the
standardized evaluation checklist in validating the audio-visual material. This research
instrument was composed of two parts for experts’ evaluation. Part 1 assessed content
validity of the audio-visual materials for Araling Panlipunan 8 based on objectives, topics,
direction, and practical exercise and Part 2 assessed the acceptability of the instructional
materials for Araling Panlipunan 8 in terms of clarity, usefulness, presentation, and
suitability. To interpret the assessment of the respondents, the four-point Likert scale was
applied and interpreted. Frequency, percentage, Likert scale, and simple means were used
to determine the level of validity and acceptability of the developed localized audio-visual
materials for Araling Panlipunan 8 and T-test was used to identify the significant difference
in the performance of Araling Panlipunan 8 learners in their pretest and posttest.
Findings revealed that the developed audio-visual materials in Araling Panlipunan

8 assessed by Araling Panlipunan teachers in terms of objectives, directions, topics, and
practical exercises were all highly valid. Meanwhile, the level of acceptability of the
developed audio-visual materials in Araling Panlipunan 8 were all very acceptable based
on the assessment of the Araling Panlipunan teachers in terms of clarity, usefulness,
presentation, and suitability. There was a significant difference in academic performance
level of the learners comparing the mean scores of the learners during the pretest and
posttest. The developed audio-visual materials in Araling Panlipunan 8 increased the
acquisition of learning of Grade 8 learners based on the difference in their performance in
the pretest and posttest.
DEPARTMENT OF TEACHER EDUCATION ix
TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL SHEET ii
LCBA RESEARCH ETHICS AND INTEGRITY COUNCIL
iii
CLEARANCE
CERTIFICATE OF QUANTITATIVE DATA TREATMENT iv
CERTIFICATE OF GRAMMAR EDITING v
ACKNOWLEDGMENT vi
ABSTRACT viii
TABLE OF CONTENTS ix
LIST OF FIGURE xi
LIST OF TABLES xii
LIST OF APPENDICES xiii
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND
Introduction 1
Theoretical/Conceptual Framework 5
Purpose Statements 8
Scope and Delimitations 8
Significance of the Study 9
Definition of Terms 10
2 REVIEW OF RELATED LITERATURE
Review of Related Literature and Studies 13
Synthesis 24
3 METHODOLOGY
Research Design 28
Research Locale 29
Population and Sampling 29
DEPARTMENT OF TEACHER EDUCATION x
Respondents of the Study 30

Research Instrument 30
Validation of the Instrument 32
Data Gathering Procedure 32
Ethical Considerations 33
Treatment of Quantitative Data 33
4 PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA 34
5 DIANA: THE DEVELOPED INSTRUCTIONAL

AUDIO-VISUALS FOR ENHANCING ARALING
PANLIPUNAN COMPETENCIES 48
REFERENCES 109
APPENDICES 115
CURRICULUM VITAE 130
DEPARTMENT OF TEACHER EDUCATION xi
LIST OF FIGURE
FIGURE PAGE
1 Research Paradigm 5
DEPARTMENT OF TEACHER EDUCATION xii
LIST OF TABLES
TABLE PAGE
A Distribution of Respondents 30
1.1.1 Content Validity of Developed Instructional Audio-

visual Materials in Araling Panlipunan 8 in terms of
Objectives 35

visual in Araling Panlipunan 8 in terms of Directions 36

Topics 37

visual Materials 8 in terms of Practical Exercises 38
1.2.1 Acceptability of Developed Instructional Audio-visual

Materials in Araling Panlipunan 8 in terms of Clarity 40

Materials in Araling Panlipunan 8 in terms of
Usefulness 41
1.2.3 Acceptability of Developed Instructional Audio-

Presentation 42

Materials in Araling Panlipunan 8 in terms of
Suitability 44
2.1 Pretest Scores of Grade 8 Students 45
2.2 Posttest Scores of the Grade 8 Students 46
2.3 Evaluation of Developed Instructional Audio-visual

Materials in Araling Panlipunan 8 using the Pretest and
Posttest 47
DEPARTMENT OF TEACHER EDUCATION xiii
LIST OF APPENDICES
APPENDIX PAGE
A Letters 116
B Validation Sheet 122
C Pretest & Posttest Questionnaires 125
D Turnitin Similarity Index 129

DEPARTMENT OF TEACHER EDUCATION 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
In this globalized world where change is constant, being aware and ready to face
these changes is important. Having a state of mind that makes sense of what is happening
around and why it matters to human beings and the environment. Evolution is unstoppable,
adoption must come next. Teaching and learning are always a swiftly changing reality.
Accessible materials advance much faster than teachers’ readiness and gameness to
distinguish and use these tools.
Education is the constant target of transformation. The Philippine Education has
gone with evolutions in its curriculum, with these changes and the sudden turbulence
brought by COVID-19 Pandemic shoves people into an uncertain future and the fast
popularity of technology makes it tolerable. The Department of Education is obliged to
make the best of these developing technologies, it may have difficulties in learning and is
too daunting to implement.
Regardless, a shifting mindset about education is needed. Experiencing and
embracing Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) is now
compulsory. Mindtools (2023) described the situation of constant, unpredictable change
that was now the norm not only in industries and the business world but also in the
academic and education world. It demanded the avoidance of traditional, outdated
approaches to educational management and leadership, and daily lives. In the academic
world, the teaching and learning activities must become more interesting. Major
improvements in effectiveness to provide a relevant, flexible educational experience in the
academic society existed. Learning materials became more significant and the creation of
bolder learning materials took place, one of the interesting learning materials is audio-
visual materials.
Audio-visual materials used commendably and effectively in a classroom-teaching
is vital. It arouses and sustains student’s interests, helping make learning more permanent,
easy and fun. It also gives all students in a class the chance to share experiences necessary
for new learning.
Students in the Philippines were observed exhibiting undesirable behaviors during
a Class of Araling Panlipunan. Inattentiveness and drowsiness in the discussions are some
of them; failure to complete duties given by the teacher, inability to complete homework
assignments, and lack of drive to study everything there is to know. Although there are
other reasons why pupils do not like Araling Panlipunan class is having trouble
remembering people's names, dates, and events in the events in history, the locations in
geography, the complex ideas in economics, and problems brought by the methods of
instruction.
The desire to achieve greatness in academics, the researcher created and utilized
audio visual materials as tools to reach the students and make their learning process as
smooth as possible and help the students have fun in learning. In this technologically driven
environment, the integration of technology and constant innovation in the teaching-
learning process provides teachers with great opportunities to enrich the skills of 21st-
century learners.
The innovation of technology has given new scope to teaching and learning. It
expands beyond classrooms and the conservative chalk and talk method. The utilization of
audio-visual materials encourages understanding the ideas, creating lessons to become
more realistic and practical. Though, there are still some subject areas that are viewed as
tough to understand or not stimulating. Teachers acquire abilities and make themselves
capable of continuing to give the best for the learners. Developing instructional materials
plays a fundamental part in the teaching-learning process and it has a strong relationship
with academic performance of the students as Dahar (2011, as cited in Laylo, 2018).
Educators ought to also consider the socio-cultural background of learners to be able to
provide solutions for the diverse needs of learners.
Instructional materials (IMs) like audio visual materials are imperative in the
teaching and educational experience. Consequently, localizing IMs may increase the
academic performance of cited learners. Press Readers: “Making the Teaching of Araling
Panlipunan Interesting” also that content is highly objective and that it should be taught in
a precise and thorough manner.
Teaching Social Studies is a challenge for teachers in the present day knowing that
most learners declare this subject as tedious, uninteresting, and boring because it is purely
discussion and memorization of important dates and persons. For this reason, teaching
Social Studies will be more interactive and productive when there are available, sufficient,
and strategically designed audio-visual materials suited for diverse learners.
One of the finest places to find images that are pertinent to language instruction is
in the textbook. Ashaver and Igyuve (2013, as cited in Sering & Khan, 2022) said that the
use of audio-visual materials has replaced textbooks. It still employed pertinent images that
enhance technology innovation and expand the horizons of instruction learning. Materials
containing both audio and visual presentation were known as audio-visual aids enhancing
retention and comprehension in learning and teaching.
This study intended to determine the effectiveness of using audio-visual resources
in this regard, when discussing reproduction in lower secondary school and when
estimating the students' perceptions on how audiovisual materials were used in the
classroom. As a result, it sought to offer a fundamental framework for expanding the use
of audiovisual materials in secondary school teaching and learning.
In Calamba Integrated School, as an Araling Panlipunan teacher, the common
observation is that students are willing to learn, and participate in classroom discussion,
but once the assessment takes place, the scores are low, and students have difficulties in
answering quizzes. It seems like the learning materials used are not enough. Learning
materials are considered as one reason that students do not understand the lesson, what is
written in the activity sheets and sadly some have difficulties in reading and
comprehension. Having a face-to-face class makes it easier to identify learners who cannot
read and comprehend. With these, the researcher created DIANA: The Developed
Instructional Audio-Visuals for Enhancing Araling Panlipunan Competencies to assist the
teachers in guiding and teaching students in a platform that the learners nowadays
appreciate most. The Audio-Visual Materials utilized colorful and attractive designs,
interactive activities, and informative voice over that will help learners who have
difficulties in reading.
Theoretical/Conceptual Framework
It has been shown that audio-visual resources are beneficial to due to the human
brain's audio-visual processing mechanisms, which cause the sensory memory to store
images, words, and sounds. The Cognitive Model of Multimedia Learning developed by
Richard E. Constructivism, behaviorism, and Mayer. Additionally, it was based on the
Analysis, Design, Model of development, application, and evaluation (ADDIE).
First, Mayer (2019) emphasized Cognitive Model of Multimedia Learning. Images
and text entering the eyes based on the model and ears were stored in the short-term
memory's visual and auditory modalities. As Consolidation of learning occurred as mental
translation between the verbal and picture models was the integration stage in the cognitive
paradigm, which combined the verbal and long-term memory and prior information stored
in visual representations. With the proper students in rural schools may benefit from a
greater perspective on their learning due to the circumstances.
Behaviorism Theory, a branch of psychology research that focused on examining
how behavior is impacted by controlled environmental changes. The objective of
behaviorist teaching techniques was to alter a subject's surroundings, whether it be a person
or to alter the subject's discernible behavior as described by Brau et al. (2018).
Third was the Constructivism Theory. It was a method of learning that held that
people actively hypothesized or made their own knowledge, and that reality was
determined by the experiences of the learner according to Elliott et al. (2000, as cited in
McLeod, 2019).
Finally, it was based on the Analysis, Design, Development, Implementation, and
a model for evaluation. The accepted procedure is currently being utilized by creators of
training materials and instructional design. The ADDIE Model steps applied in this study
are visually presented in Figure 1.
Figure 1
Research Paradigm
Feedback
The current study on the development and validation of Audio-Visual Materials in
Araling Panlipunan 8 was anchored on the Analysis, Design, Development,

Implementation, and Evaluation Model. The ADDIE model is the generic process
traditionally used by instructional designers and training developers. ADDIE paradigm is
shown in Figure 1. This study adapted the ADDIE paradigm and is described as follows:
The paradigm has five connected boxes that represent the stages and steps the
researcher will undergo from preparation, data collection, and interpretation to validation,
revision, pilot testing, etc. of the developed audio-visual materials in Araling Panlipunan
8.
The analysis phase box includes all the preliminaries in making audio visual
materials such as the checking of the learning outcomes and competencies, scopes, and
sequence, choosing instructional settings such as schedule of classes, etc., and estimating
the cost for crafting localized audio-visual materials.
The design phase box consists of determining the design of the audio-visual
materials, formulation of objectives, and exercises under the learning competencies of
Araling Panlipunan 8. The development phase includes the preparation of the pre-test and
post-test for each lesson as well as soliciting comments and suggestions of Araling
Panlipunan 8 teachers and experts on the first draft of audio-visual materials. At this phase
of the development of the audio-visual materials for Araling Panlipunan 8 will be
done. Revision of the audio-visual materials based on the solicited suggestions and
recommendations of Araling Panlipunan teachers and experts also happened at this phase.
After the revision, writing of the final form of audio-visual materials for pilot testing was
done.
Implementation phase box comprises the orientation of Araling Panlipunan 8
learners for pilot testing. Try-out or pilot testing also happened at this phase. After the pilot
testing, the pretest and posttest scores are recorded. The last box is the evaluation phase
box that deals with the interpretation of the data gathered and finalization of the audio-
visual materials including all results and responses gathered from the beginning of the
process until the end. Feedback for each interconnected box for the revisions and other
factors that will help develop and improve the audio-visual materials is also provided.
Purpose Statements
This study developed audio-visual materials in Araling Panlipunan 8. Specifically,
the research had the following purposes:
1. Design audio visual materials in Araling Panlipunan 8.
2. Establish the content validity and acceptability of the designed audio-visual
materials in Araling Panlipunan 8.
3. Identify if there is a significant difference between the pretest and posttest scores
of the Araling Panlipunan 8 students.
Scope and Delimitations
The main objective of this study was to design and develop audio-visual materials
in Araling Panlipunan 8 for the third quarter. The basis for the development of the audio-
visual materials is limited to third quarter learning competencies in Araling Panlipunan 8.
The study is limited to one section, Section Amber of Grade 8 learner respondents of
Calamba Integrated School Gitnang Bukid, Brgy. Bañadero, Calamba City, City Schools
Division of Calamba.
The audio-visual materials were created with care and goal to provide learning,
reading with comprehension and appreciate the men and women of history, their
contributions and worth. The video used slides with attractive designs and readable words.
The video utilized images and pictures that strengthen the claims and lessons. Also, use
voice over for further explanation and to maximize the learning process. Every slide shares
valuable information that the learners need. The slides and their unique designs help the
students to read, understand and appreciate Philippines’ bountiful past.
Significance of the Study
The result of the study is advantageous to the following:
Grade 8 Learners. This will help the learners to be more interested and well-
engaged in the learning process and be able to promote their cultural icons.
The Teachers and Key Teachers of Araling Panlipunan. The findings of the
study and the developed and validated audio-visual materials will improve teaching
effectiveness and efficiency.
The Aralin Panlipunan Coordinators. The developed and validated audio-visual
materials may be used for instruction in Araling Panlipunan 8.
The Education Program Supervisor in Araling Panlipunan. The findings of the
study may help them to encourage DepEd to support the development of Audio-Visual
Materials.
The School Administrators. The developed and validated audio-visual materials
may be used for instruction in Araling Panlipunan 8. The findings of the study may help
them to encourage other teachers to develop contextualized audio-visual materials.

Researcher. The developed and validated audio-visual materials may help the
researcher in the teaching and learning process. This will make it easier for her to convey
the lesson and need not rely on other organizations or people.
Future Researchers. This result is helpful in their research; furthermore, it can
provide needed information for future research.
Definition of Terms
For clarity and understanding, the following terminology are operationally and
conceptually defined:
Academics. It is based on formal education, particularly at a higher education
institution, and is related to or associated with an academy or school, particularly one of
higher learning. It is used to describe work or a college or university that prioritizes
academics and critical thinking over practical or technical skills.
ADDIE. This is the study’s paradigm, which stands for Analysis, Design, and
Development, application, and assessment. An instructional systems designer is ADDIE.
Several instructional designers and training creators employ courses.
Araling Panlipunan. It refers to a subject or a study that is involved in the analysis
of community and society. Araling Panlipunan or Social Studies dealt with tackling human
relationships and how society operates such as civics, history, and geography. The goal of
social studies is to create civic competency or a practical grasp of how to engage in public
life correctly and successfully. It is frequently considered in terms of preserving and
growing democracy and global citizenship. In addition, this subject emphasized the
importance of improvement of learners’ literacy and their active involvement in becoming
responsible citizens of the community.
Audio Visual Materials. Materials that combine sight and sound are usually found
in slideshows or videos, speeches that have been recorded, songs, or background music. It
will benefit the teacher to improve the effectiveness and efficiency of the teaching and
learning process.
Development. The creation of module or teaching materials that needs every part
of the steps, from checking the learning competencies, identifying objectives, determining
the design, preparing and developing the module, pretest and posttest, revision of the
instructional material according to the suggestions of validators and assessing the
acceptability of the instructional materials using the stated criteria and trying out its
helpfulness in which the performance of the students who underwent to it became the
basis.
Instructional Materials. Educational materials that help the teaching and learning
process to be more effective and efficient. Instructional materials refer to those various
channels of communication which a classroom teacher can use.
Nurture. The process of caring for and encouraging the growth or development of
someone. It is something to help somebody/something to develop and be successful
synonym foster.
Validation. Developed modules and instructional materials are being evaluated
based on criteria such as topics, directions as well as their usefulness, and suitability. Valid
and accurate learning assessment tools are also assessed to guarantee that the goals were
met. The assessment should correspond to the established goals or objectives.

Chapter 2
REVIEW OF RELATED LITERATURE
This chapter considered related materials from the internet, the journal, and the
abstracts that the researcher considered supportive in achieving a thorough analysis of the
study. Likewise, prior studies would give her understanding of how to interpret the results
of the current investigation.
Learning Competencies in Araling Panlipunan
As educational leaders, it is important to search for instructional design that can be
used in a traditional learning environment to enhance teaching and learning. Instructional
design, which contains organized progress of instructional materials like audio-visual
materials and various activities that guarantees that students accomplish learning goals
revealed in the education program and provide appropriate and easy to comprehend
instructions that is right for a varied range of learning atmosphere.
To effectively teach and learn, instructional materials were crucial. They might be
utilized to complement and supplement a lesson's content, aid students in understanding
new ideas, These present possibilities for practice (Saikat, 2022). The significance of
Instructional Materials was to develop students’ knowledge, abilities, and skills, to monitor
their absorption of information, and to contribute to their progress.
As stated in the study by Unico (2020), Educational materials gave the core
information that learners will have insight, learn, and apply these insights during the class.
Hence, such materials should be meticulously arranged, chosen, coordinated, refined, and
utilized in a course for most extreme impact. In the preparation and choice of informative
materials both the broadness and profundity of content should be considered, so students’
learning will be upgraded.
According to Medina (2018), visuals provide concrete information since the brains
were wired to remember pictures. When presented with a visual, information was
remembered 65% better than when presented with a vocabulary word alone. Consequently,
the educational use of audio-visuals to engage students may be beneficial in the society,
which is currently becoming more media centered.
According to Wardhana (2010, as cited in Hastuti, 2019), materials referred to the
media to achieve the learning objectives. Therefore, it can be said that teaching materials
were a set of equipment to teach learners through fun and enjoyable atmosphere to gain the
learning objectives. Inocencio and Calimlim (2021) said teaching in 21st century society
was a challenge but with the aid of effective and appropriate instructional materials, student
learning was enhanced. Rogayan Jr. and Dollete (2021) stated that teachers were
challenged to develop relevant, research-based, and responsive instructional materials.
Without useful instructional resources, teaching was essentially difficult to help and
increase the generation of new ideas in contemporary sectors like science and technology,
among others. Additionally, IMs were employed to aid earners in understanding concepts,
in addition to ensuring long-term memory of the concepts and subjects presented to
students (Sale, 2016 as cited in Dimarucot, 2021).
Advancement of technology had formed a break amongst the learning processes
and the learner. It was tough to attract and hold the student's attention in the lesson by
means of classical tools. Teachers’ audio-visual materials were broadly used to catch the
attention of students and keep it for long. Learner’s skills were developed through the use
of instructional materials which helped students range of experiences and to achieving their
learning target. In addition, Dantic (2023) stated that the level of competency of the
students changed when the developed instructional material as resources and references in
teaching were used.
The progression of technology has given new heights to teaching and learning. It
expanded outside classrooms and the conventional chalk and talk method. The introduction
of the K to 12 curriculums steered to the massive shifts in the education pedagogy
especially in the Philippine Social Studies, also known as Araling Panlipunan in Filipino
was a subject that initiated the establishment of instilling patriotism, nationalism, and
accountability amongst learners, according to Corpuz and Salandanan (2015, as cited in
Lorbis, 2019).
Araling Panlipunan aimed to give impact to the advancement of holistically
informed individuals who knew and were proficient in and seriously analyzed recent social
events and issues locally and globally. It is indeed a challenge to teach Araling Panlipunan
for educators, since most learners found the subject uninteresting because it focused on
history, financial aspects or the economics, legislative issues, the constitution, and society.
This information bored the learners, and they just took the subject as part of the curriculum
and did not give much importance. Teachers struggled to motivate learners and must make
information relevant to the experiences of the learners (Press Reader, 2020).
The study of Herrero (2022) entitled “The Developed Self-Learning Modules in
Araling Panlipunan 8” highlighted the positive impact of learning materials such as self-
learning modules in Araling Panlipunan 8 with significant difference in the academic
performance level of the learners. According to Unico (2022), the primary aim of teaching
was to provide effective instruction to learners, thus teachers did need to devise and prepare
appropriate instructional materials before presenting their topic to the class. Instructional
materials were primary tools teachers used to achieve desired learning objectives, these
also helped learners concretize the learning experience, making learning more enjoyable,
meaningful, interesting, and interactive.
The Republic Act 10533 or the Enhanced Basic Education Act of 2013, the
Department of Education (DepEd) should hold on to the standards and guidelines in
developing better fundamental training educational programs. The instructional programs
might be student-focused, inclusive, developmentally appropriate, significant, responsive,
and research-based.
Most Essential Learning Competencies or MELC, according to DepEd, cited in
guroph.com (2020) are defined as “what the students need, considered indispensable, in
the teaching-learning process to build skills to equip learners for subsequent grade levels
and subsequently, for lifelong learning.” On the other hand, desirable learning
competencies were defined as “what may enhance education but may not be necessary in
building foundational skills.”
Moreover, they added, “The MELC’s will enable the Department to focus
instruction to the most essential and indispensable competencies that our learners must
acquire, as we anticipate challenges in learning delivery.”

The Araling Panlupunan Grade 8, third quarter MELCs, focused on “Nasusuri ang
mahahalagang pagbabagong politikal, ekonomiko at sosyo-kultural sa panahon
Renaissance; Nasusuri ang dahilan, pangyayari at epekto ng unang Yugto ng
Kolonyalismo; Nasusuri ang dahilan, kaganapan at epekto ng Rebolusyong Siyentipiko,
Enlightenment at Industriyal; Naipapaliwanag ang kaugnayan ng Rebolusyong
Pangkaisipan sa Rebolusyong Amerikano at Pranses; Nasusuri ang dahilan, pangyayari
at epekto ng Ikalawang Yugto ng Kolonyalismo;” and “Naipapahayag ang pagpapahalaga
sa pag -usbong ng Nasyonalismo sa Europa at iba’t ibang bahagi ng daigdig.”
Teachers can adjust in educational aid as well as students learning material so the
learners could adapt and learn the significance of local community, this was given priority
in the DepEd Order 35 s.2016 or “The Learning Action Cell as a K to 12 Basic Education
Program School-Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning.”
Apostol (2021) developed mediated alternative materials greatly added to the
enhancement of the academic performance of students; this was effective and acceptable
for use especially as an intervention material because it helped in mastering the most
essential learning competencies.
According to Gaspard (2018) in her study Development and Validation of E-Drills
for Grade 7 English as a Second Language confirmed that the designed E-Drills for Grade
7 English as a Second Language was able to significantly improve the ability of Grade 7
learners towards the selected language learning competencies. It also validated the idea
that the use of instructional materials were effective and suitable in enriching the students’
knowledge and academic capability.
Bumgarner (2017, as cited in Wiradika & Retnawati, 2021) “Contextual Learning
in Elementary School: A Meta Analysis” presented that Contextualized Teaching and
Learning (CTL) Approach rooted in the constructivist approach to teaching and learning.
Jean Piaget was known for developing the constructivist theory, which held that children
made sense of their surroundings and developed conceptual understanding via interaction
and interpretation. However, John Dewey first proposed the CTL Approach in Learning by
Doing. Herrero (2022) also stated that learning materials increased the acquisition of
learning of Grade 8 learners based on the difference in their performance in the pretest and
posttest. Therefore, the change in the academic performance level of the learners is visible.
The Official Gazette’s column on R.A. 10533 or the Enhanced Basic Education Act
(2013) stated that an effective system of basic education must strive to produce functional
basic education system, should adhere to develop a creative, productive, and accountable
people who were prepared with necessary skills, abilities, and moral values for lifelong
knowledge and employment.
Aniciete (2022) pointed out that offline learning was not a new concept in the
academe. In fact, it was something that had been in practice for a long time already. To
practice online learning, utilization of learning materials like eBooks and audio-visual
materials were vital in this academic platform. The researcher came to this study to help
learners who had difficulty in reading with comprehension. As a result of the human brain's
audio-visual processing pathways, which record images, words, and sounds in the sensory
memory, audio-visual materials were beneficial for learning. This was encouraged by the
Mayer cognitive model of multimedia learning, which McGraw Hills Canada (2019)
highlighted. According to Chenwei (2015, as cited in Dimarucot, 2021), instructional
materials were essential because they helped the teacher and students avoided placing an
excessive emphasis on memorization and rote learning, which can quickly take over a
session.
The use of audio-visual aids in the classroom considerably aided the pupils in
grasping difficult ideas. These tools helped the kids understand these ideas fast and simply.
The most recent technological developments gave teachers a lot of possibilities to simplify
their tasks. For this reason, educators everywhere were beginning to include the usage of
audio-visual aids in their lesson plans (Prajapati, 2020).
Audio Visual Materials as Instructional Materials
Different types of instructional resources, such as textbooks, modules, guides,
worksheets, or audiovisual resources that aided teachers in developing pupils' scholarly
knowledge and development.
One best example of Instructional Materials was the audio-visual materials, the aid
they provided in the forms of radio broadcast and television programs broke through
geographical constraints and, coupled with recording devices, enabled educational
programs to be recorded, stored and replicated for trainings and educational used said
DeBernardes and Olsen (1948, as cited in Tang, 2018).
Audio-visual materials were powerful teaching and learning tools that had lately
gained substantial fame. These materials integrated both sound and visual mechanisms to
deliver a message or information to the audience. In facilitating the lesson effectively and
livelier, audio-visual materials were the support used by the teachers. Teachers were able
to discuss concepts and ideas and make the teaching-learning process become more
interesting, adaptable, and understandable.
The use of audio-visual materials had numerous benefits. One of the primary
advantages was that they made teaching and learning more engaging and enjoyable. People
tended to retain information better when presented entertainingly and interactively. Audio-
visual materials had the power to keep learners engaged by providing them with a multi-
sensory experience (Lisbdnetwork, 2023).
Audio-visual is a vital part of education nowadays because it serviced students in a
better way. That was one reason the use of audio-visual materials was aids in teaching,
learning, and research had been growing over the years. The rapidity at which students can
access information immediately and share it with others had greatly upgraded. What is
more, students can now understand concepts and ideas better and faster (qnextech.com,
2023).
Learning materials like Audio visual materials described by Lewis (2018) were the
spectrum of educational materials that teachers used to attain learning goals and objectives.
It enhanced the learning of the pupils because the teaching-learning process employs
different learning materials to focus on the interaction among the pupils to learn new
concepts.
Audio-visual resources were seen as crucial in all learning circles, from the lowest
to the highest, including informal education that began at home and moved on to the
nursery. These learning circles include primary, secondary, tertiary, and university levels.
They were recognized as being essential for enhancing the effectiveness of instruction,
learning, and research.
In Library and Information Science Network (2022) highlighted Dike’s definition
of “Audio-Visual Resources as materials which did not depend solely upon reading to
convey meaning and present information through the sense of hearing as audio resources
or through a combination of both senses”.
Likewise, Apostol (2021) expressed that the developed mediated alternative
material contributed to the improvement of the academic performance of learners, thus,
this was effective and acceptable for use as an intervention material to help master the most
essential learning competencies.
Similarly, Marbas (2018) pointed out the importance of Instructional Materials or
Educational resources such as audio-visual materials helped to improve students’
knowledge, abilities, and skills, to monitor their assimilation of information, and to
contribute to their overall development and upbringing.
Antofina (2016, as cited in in Lorbis, 2019) also believed that fostering learning
Materials free the instructor from dependence on other institutions or individuals. Making
certain that the learning resources were up to date was a better technique to recognize new
facts in keeping with the needs of the kids.
According to Anzaku (2011, as cited in Ojobor et al. 2020), “the term audio-visual
materials are commonly used to refer to those instructional materials that may be used to
convey meaning without complete dependence upon verbal symbols or language”.

Audio-visual resources were non-print educational aids that captivated both senses
at once to enhance the effectiveness of teaching and learning. Adebowale and Adekanye
(2013, as cited in Babarinde et al., 2020) were the result of cutting-edge technology, some
of which typically required specialized equipment to operate.
While audio-visual materials were effective, there were several obstacles in their
use, according to Shamsideen (2016, as cited in Alabi et al., 2021). He emphasized that
when the usage of audio-visual materials was strengthened, there may be a high demand
for the materials, which might lead to producers investing more time and effort in their
creation and even developing more applications for them in teaching and learning. It was
advantageous because children may be exposed to independent thought rather than relying
solely on teachers as a result.
According to Morelos’ (2021) study, language teachers should give their students
the tools they needed to develop to their full potential in accordance with their reading
skills. In a sequential reading program created to strengthen the skills and enjoyment of
previously acquired skills as well as to develop new skills that are needed, teachers should
assist students in building basic comprehension skills and techniques.
Ibe and Abanuche (2019) in their effects of audio-visual technological aids on
student's achievement and interest in secondary school biology in Nigeria revealed that
group exposed to lessons with audio visual technological contents integrated, achieved
higher in test scores than the group not exposed to studies on the above subject matter
in Ilorin Metropolis.
Following directions helped students to avoid avoidable and costly mistakes. To be
good in following directions and finishing tasks; simple and clear, easy to follow, properly
sequenced and can be done independently. One of the most helpful skills in life is the skill
of following directions. The ability to accurately follow direction will help students become
more successful at any given task (Jenkins, 2023).
Development and Validation of Instructional Materials
Learning aids like instructional films were used by teachers to streamline classes
and aid in the organization and expression of ideas and concepts. These instructional videos
and audio-visual tools were intended to support students according to their requirements as
well as to impart new knowledge and reinforce existing knowledge. It was crucial that
instructional materials went through validation to guarantee quality to give better
education.
The development of technology gave an impact to the learning environment. A
variety of modern learning tools and education facilities contributed to the optimization of
the learning process, both at school and daily life and offered many ranges of facilities in
learning (Flores, 2018).
The social, cultural, and educational aspects of materials were some characteristics
that should be considered in the growth of materials, according to Troncoso (2010, as cited
in Hastuti, 2019). According to the research by Perlini et al. (2019), "Development and
Validation of Audiovisual Educational Technology for Families and People with
Colostomy by Cancer," educational technology that had been assembled, analyzed, and
validated by skilled judges and target audience was a useful and efficient substitute for
health promotion activities.
The development and validation of Instructional Materials (IMs) helped both
teachers and students participate actively and effectively in the lesson sessions. These
materials were observed as relevant tools in the academic side which teachers and students
learned effectively (Dimarucot, 2021). Pardo and Tellez (2009, as cited in Hastuti, 2019),
state that material development was mostly appropriate due to its inclusivity including
adoption, creation of learning and teaching exercises, a task, an activity, a lesson, a unit, or
a module which was composed of several units.
As stated in the study by Hasibuan (2019, as cited in Unico, 2020), development
and validation of learning materials should be practical and effective to improve the
problem-solving skills and learning independence of the learners. To assess the
acceptability of the developed audio-visual instructional material, it included the following
parts: clarity, usefulness, presentation, and suitability. The researcher ensured that the
information in the developed audio-visual instructional material was clear and simple.
Furthermore, the language used in developed audio-visual instructional material was clear
and easy to understand. The developed instructional material activities were appropriate to
the subject matter.
Synthesis
The related literature review has helped the researcher provide insights and ideas
that guided the researcher in developing localized instructional materials.

In this globalized world education is the constant target of transformation. The
Philippine Education has gone with evolutions in its curriculum, with these changes and
the COVID-19 Pandemic, it pushed into an ambiguous future and the fast popularity of
technology made it bearable. The Department of Education made the best of these
developing technologies, it may have difficulties in learning and was too daunting to
implement.
Several studies were conducted in relation to instructional materials, Herrero
(2022), Unico (2022), Apostol (2021), Gaspard (2018), Aniciete (2022), Anzaku (2011, as
cited in Ojobor et al., 2020) and Dantic (2023) highlighted the positive impact of learning
materials in Araling Panlipunan 8 and other subjects and the significant difference in the
academic performance level of the learners reached positive change.
DeBernardes and Olsen (1948, as cited in Tang, 2018), Marbas (2018), Lewis
(2018), Lisbdnetwork (2023), and qnextech.com (2023), identified that one best example
of Instructional Materials was the audio-visual materials, the aid they provided in the forms
of radio broadcast and television programs broke through geographical constraints and,
coupled with recording devices, enabled educational programs to be recorded, stored and
replicated for trainings and educational uses.
In Library and Information Science Network (2022) highlighted Dike’s, Mayer’s
McGraw Hills Canada (2019), Chenwei (2015, as cited in Dimarucot, 2021), and
Bumgarner (2017, as cited in Wiradika & Retnawati, 2021) presented that the audio-visual
materials were beneficial to learning due to the audio-visual processing channels of the
human mind which registered pictures, words and sounds in the sensory memory.
In addition, Antofina (2015, as cited in Lorbis 2019), Shamsideen (2016, as cited
in Alabi, et al., 2021), Ibe and Abanuche (2019), Adebowale and Adekanye (2013, as cited
in Babarinde et al., 2020) and Rogayan Jr. and Dollete (2021) believed that making learning
materials meant that the teacher did not have to depend on the other organization or people.
Teachers were challenged to develop and create responsive audio-visual materials that
were relevant, research-based, and a better way to discover new information to ensure that
the learning materials were relevant to the needs of the students.
The studies of Morelos (2021), Ibe and Abanuche (2019) and Inocencio and
Calimlim (2021) recommends that effective and appropriate instructional materials made
students learning enhanced, as teachers provide the students the means like audio-visual
materials and other technological aids towards maximum growth.
In addition, Troncoso (2010, as cited in Hastuti, 2019), Pardo and Tellez (2019),
as cited in Hastuti, 2019), Dimarucot (2021), Perlini et al. (2019) identified that
development and validation of Instructional Materials (IMs) helped both teachers and
students. The content Development was generally acceptable because it included
adaptation and the formation of a task, an activity, a lesson, a unit, or a module which
served as an educational exercise consisting of several parts.
Meanwhile a major significant difference of this study, DIANA: The Developed
Instructional Audio-Visuals for Enhancing Araling Panlipunan Competencies from other
studies was that the developed audio-visual materials focused mainly on the Most Essential
Learning Competencies (MELCs). The study exposed learners who found it difficult to
learn the traditional way but enjoyed and learned using the audio-visual materials.
Compared to other learning materials like books and ebooks, audio-visual materials were
well loved by the learners because they were easy to watch, listen to and learn. They can
just watch and sit tight without doing anything, also audio-visual materials can cater to a
group of learners at the same time. The video aimed to make every learning experience of
the learners easy, interactive and have a continuous learning, uninterrupted lesson even if
the teacher is absent.

Chapter 3
METHODOLOGY
The details of the research technique in this chapter cover the research design,
research location, sample size, study participants, research instrument, data collection
process, ethical issues, handling of quantitative data, and validation of quantitative data.
Research Design
Design and Development Research Method was used in this research endeavor.
Design and Development Research Method was defined by Richey and Klein (2014, as
cited in Gaspard, 2018) as the methodical investigation of plan, advancement, and
assessment processes that were expected to lay out an exact reason for the formation of
informative and non-educational items and instruments or upgraded models.
Design and Development Research, Best and Kahn (2008, as cited in Catuday,
2019) stressed that the development of “good” material or instrument usually took a fair
amount of time and effort, not to mention a considerable amount of skill. It likewise dealt
with the effectiveness and usefulness of developed instructional materials that were
subjected to a continuous method used in this study for the purpose of improving the things
that were being used and developed. Furthermore, it was also a method for the creation
or development of new materials as well as validating the existing ones which aided
student learning.
Widyastuti and Susiana (2018) claimed that ADDIE was one of the approaches for
systematic learning design used while creating educational resources. The model was
chosen because of its well-defined stages and orderly flow of tasks that were appropriate
for developing educational content that may address issues with learning resources, needs,
and student characteristics. Analysis, Design, Development, Implementation, and
Evaluation are the first five stages of the ADDIE methodology.
Research Locale
This research was conducted at Calamba Integrated School Gitnang Bukid, Brgy.
Bañadero, Calamba City. The respondents were enrolled learners from different barangays
in Calamba City. Hence, sections were mostly heterogeneous classes. Furthermore, the
researcher chose Calamba Integrated School since it will be advantageous to both students
and teachers. In the modern world, where teaching techniques frequently change due to
unanticipated events, the possibility for learners to learn will not stop if there are ready-
made instructional materials. Due to the lack of such learning resources in Grade 8 Araling
Panlipunan, the researcher believed that this was a big benefit.
Population and Sampling
The researcher used the simple stratified random sampling technique for Araling
Panlipunan teachers in the Schools Division of Calamba City. For the teacher-respondents,
it was utilized. Only those who are teaching Araling Panlipunan were chosen. The
researcher considered 50 student respondents from one section in Grade 8 at Calamba
Integrated School. The researcher chose this one section out of thirteen sections because
she is the class adviser and subject teacher and has information, contact, and access.
Respondents of the Study
Table A
Distribution of Respondents according to Schools
Number of AP Number of
Name of School Percent
Teacher Per School Respondents
Calamba Bayside Integrated School 7 3 43%
Calamba Integrated School 8 6 75%
Lecheria National High School 8 3 38%
Looc Integrated School 8 3 38%
Makiling Integrated School 8 5 63%
TOTAL 39 20 51%
The respondents of the study were twenty (20) Araling Panlipunan teachers in the
Division of Calamba City, all from secondary public high schools in different clusters. As
well as 50 Grade 8 learners in Calamba Integrated selected from one section in which the
researcher was the class adviser as well the subject teacher in Araling Panlipunan 8. The
table presents the distribution of the respondents of the study according to school. All in
all, the study had a total of 70 respondents.
Research Instrument
The researcher sought permission to adopt the instrument from the Unico (2022)
research study, Standardized Evaluation Checklist in Validating the Instructional Material
of Mariano. This research instrument was composed of two parts for experts’ evaluation.
Part 1 assessed content validity of the instructional materials for Araling Panlipunan 8
based on objectives, topics, direction, and practical exercise. Part 2 assessed the
acceptability of the instructional materials for Araling Panlipunan 8 in terms of clarity,

usefulness, presentation, and suitability. To interpret the assessment of the respondents, the
four-point Likert scale was applied and interpreted as follows:
Four-point Likert Scale
Scale Level of Validity Level of Acceptability
4 3.25-4.00 Highly Valid (HV) Very Acceptable (VA)
3 2.50-3.24 Valid (V) Acceptable (A)
2 1.75-2.49 Slightly Valid (SV) Slightly Acceptable (SA)
1 1.00-1.74 Not Valid (NV) Not Acceptable (NA)
Moreover, pretest and posttest for the third quarter were administered to the
student-respondents to determine the significant difference between the pretest and
posttest. The results of the performance were interpreted using the levels of proficiency.
Levels of Proficiency
Source: DepEd Order No. 8, S. 2015
(Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program)
Level of Proficiency Percentage Descriptive Interpretation
5 90-100 Outstanding
4 85-89 Very Satisfactory
3 80-84 Satisfactory
2 75-79 Fairly Satisfactory
1 Below 75 Did not meet Expectations

Validation of the Instrument
This study utilized an adopted survey questionnaire to validate the audio-visual
materials in Araling Panlipunan 8. The questionnaires were validated and used, the
researcher sought the assistance of a statistician, and the questionnaire had a Reliability
Test through Cronbach’s Alpha. The Cronbach’s Alpha coefficient result of
the instrument was 0.940 for validity and 0.884 for acceptability.
The study also utilized a pretest and posttest created by the researcher. The pretest–
posttest design is a form of pre-experimental design that does not have control or
comparison groups as explained by Shek and Zhu (2018) had helped the researcher finalize
the vitality of the audio-visual.
Data Gathering Procedure
A letter of request was sent to the Office of the Schools Division Superintendent in
the City Schools Division of Calamba for the division’s permission for the researcher to
collect required data from the respondents and the permission to conduct the survey was
granted. The endorsement letter from the office of the superintendent was accommodated;
the researcher also sought permission from the school heads and was also granted.
The needed data from the respondents were gathered by distributing the soft copy
of the development and validation sheet, Araling Panlipunan 8 Third Quarter Audio-Video
Materials, pretest and posttest to the school heads’ official email address or messenger
account. With the expertise of the statistician, the collected data were tabulated, analyzed,
and interpreted. When the statistical treatments were done, the researcher created and
finalized the final version of the manuscript of this research.

Ethical Considerations
The researcher adhered to the ethical standards outlined in the school’s Research
Manual and took the adviser’s advice into account while making decisions. This was done
throughout the entire study. The students freely responded to the questionnaire. The
researcher described the importance/significance of the study and its goals to the
respondents before requesting their agreement. The information and data collected were
kept private. Additionally, no private or personal questions were asked of the respondents
as the questionnaire was made to simply capture the data that was necessary for the study.
The contributions of various writers and scholars were duly acknowledged.
Treatment of Quantitative Data
The following were the statistical treatments applied to the study using Statistical
Package for Social Sciences (SPSS).
1. Frequency, percentage, Likert scale, and simple means were used to determine
the level of validity and acceptability of the developed localized instructional materials for
Araling Panlipunan 8.
2. T-test was used to identify if there would be a significant difference in the
performance of Araling Panlipunan 8 learners in their pretest and posttest.

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter includes the presentation, analysis and interpretation of the data
gathered in this study. The summarized data are in tabular form in line with the purposes
of the study.
Purpose Statement 1. Design Audio-visual Materials in Araling Panlipunan 8.
The information and activities in the third quarter's audio-visual materials for
Araling Panlipunan were in line with the department of education's Most Essential
Learning Competencies (MELCS). The creation of audiovisual materials adhered to the
ADDIE Model, a research paradigm that involves five phases. Evaluation, Analysis,
Design, Development, and Implementation.
According to Medina (2018), visuals provide concrete information since the brains
were wired to remember pictures. When presented with a visual, information was
remembered 65% better than when presented with a vocabulary word alone. Consequently,
the educational use of audio-visuals to engage students may be beneficial in the society,
which is currently becoming more media centered.
The audio-visual materials featured colorful and interactive presentations of the
information, also used images and pictures of prominent historical men and women and
their relevant contributions and backgrounds. The utilization of voice over enhances the
learning process because it adds more to the learning consumptions of the students. Each
part of the video screams additional knowledge for learners. They will learn by watching
every second and every slide of the audio-visual materials.

Purpose Statement 2. Establish the Content Validity and Acceptability of the
Designed Audio-Visual Materials in Araling Panlipunan 8.
Table 1.1.1
Content Validity of Developed Instructional Audio-visual Materials in Araling

Panlipunan 8 in terms of Objectives
Indicators ̅
𝑿 VI
1. Relevant to the topics in Grade 8 3.70 HV
2. Specific and clearly stated 3.70 HV
3. Measurable, attainable, and result-oriented 3.60 HV
4. Well-planned, formulated, and organized 3.55 HV
5. Time bound 3.55 HV
General Assessment 3.62 HV
Legend: 3.25-4.00 Highly Valid (HV) 2.50-3.24 Valid (V) 1.75-2.49 Slightly Valid (SV) 1.00-1.74 Not Valid (NV)
The content validity of developed instructional audio-visual materials in Araling
Panlipunan 8 in terms of Objectives had the general assessment of 3.62 interpreted as
Highly Valid as shown in Table 1.1.1. The indicator “The objectives relevant to the topics
in Grade 8” and “specific and clearly stated” had the highest mean of 3.70 interpreted as
Highly Valid. On the other hand, “the objective is well planned, formulated and organize
and time bound” had the least mean of 3.55 interpreted as Highly Valid.
It implies that the teachers from public schools view objectives with high validity
and relevant to the topic and are aligned with the most essential learning
competencies. Learning object progresses the learners as they go through the lesson, and
to assess their learning progress. In addition, clearly stated objectives help teachers to stay
focused on what and how they teach and make the learners more interested in the process
of their learning.
The use of audio-visual aids in the classroom considerably aided the pupils in
grasping difficult ideas. These tools helped the kids understand these ideas fast and simply.
The most recent technological developments gave teachers a lot of possibilities to simplify
their tasks. For this reason, educators everywhere were beginning to include the usage of
audio-visual aids in their lesson plans (Prajapati, 2020).
The development of technology gave an impact to the learning environment. A
variety of modern learning tools and education facilities contributed to the optimization of
the learning process, both at school and daily life and offered many ranges of facilities in
learning (Flores, 2018).
Table 1.1.2
Content Validity of Developed Instructional Audio-visual in Araling Panlipunan 8 in

terms of Directions
Indicators ̅
𝑿 VI
1. Simple and clear 3.55 HV
2. Easy to follow 3.65 HV
3. Properly sequenced 3.70 HV
4. Can be done independently 3.55 HV
Panlipunan 8 in terms of Directions is Highly Valid with a general assessment of 3.61 as
shown in Table 1.1.2. In addition, indicator “Properly sequenced” had the highest
computed mean of 3.70, while the indicators “Simple and clear” and “Can be done
independently” had the least computed mean of 3.55 verbally interpreted as Highly Valid.
It can be concluded that the teachers from public schools believe that the directions
in using audio-visual material in Araling Panlipunan 8 must be highly valid. The researcher
considers that the lesson is aligned to most learning competencies.
Giving someone instructions on how to accomplish something or in what sequence
to perform something is essential. Students were provided instructions for many of their
assignments and assessments. It was critical to comprehend the motivation behind the
instructions. Before starting anything, it was also a good idea to carefully read all of the
instructions (Forestet, 2019).
Following directions helped students to avoid avoidable and costly mistakes. To be
good in following directions and finishing tasks; simple and clear, easy to follow, properly
sequenced and can be done independently. One of the most helpful skills in life is the skill
of following directions. The ability to accurately follow direction will help students become
more successful at any given task (Jenkins, 2023).
Table 1.1.3
Content Validity of Developed Instructional Audio-visual Materials in Araling

Panlipunan 8 in terms of Topics
Indicators ̅
𝑿 VI
1. Sequenced according to Curriculum Guide 3.65 HV
2. Logically presented 3.70 HV
3. Address the learners’ needs 3.80 HV
4. With background and concepts 3.50 HV
Composite 3.66 HV
Panlipunan 8 in terms of Topics had a general assessment of 3.66 verbally interpreted as

Highly Valid as shown in Table 1.1.3. All indicators were verbally interpreted as Highly
Valid. Furthermore, the indicator “Address the learners’ needs” had the highest computed
mean of 3.80 while the indicator “With background and concepts” had the lowest computed
mean of 3.50.
It implies that the developed audio-visual material in Araling Panlipunan 8 has high
Validity in terms of Topic. The topics included are aligned with the most essential learning
competencies.
As stated in the study by Unico (2020), Educational materials gave the core
information that learners will have insight, learn, and apply these insights during the class.
Hence, such materials should be meticulously arranged, chosen, coordinated, refined, and
utilized in a course for most extreme impact. In the preparation and choice of informative
materials both the broadness and profundity of content should be considered, so students’
learning will be upgraded.
Table 1.1.4
Content Validity of Developed Instructional Audio-visual Materials 8 in terms of

Practical Exercises
Indicators ̅
𝑿 VI
1. In consonance with the objectives. 3.70 HV
2. Appropriate to learners’ abilities. 3.65 HV
3. Adequate to enhance learners’ comprehension and reading skills 3.70 HV
4. Sufficient to determine the mastery level of learners 3.45 HV
5. Stimulate higher order thinking skills 3.65 HV
The content validity of developed instructional audio-visual materials in
Araling Panlipunan in terms of Practical Exercises had a general assessment of 3.63
interpreted as Highly Valid as shown in Table 1.1.4. The indicators “In consonance with
the objectives” and “Adequate to enhance learners’ comprehension and reading skills” had
the highest computed mean of 3.70 while the indicator “Sufficient to determine the mastery
level of learners” had the lowest computed mean of 3.45.
It can be concluded that the developed audio-visual material in Araling Panlipunan
8 has high validity in terms of Practical Exercises. Audio-visual materials engage learners,
offer different learning styles, simplify complex concepts, and are convenient and
accessible.
As stated in the study by Hasibuan (2019, as cited in Unico, 2020), development
and validation of learning materials should be practical and effective to improve the
problem-solving skills and learning independence of the learners. To assess the
acceptability of the developed audio-visual instructional material, it included the following
parts: clarity, usefulness, presentation, and suitability. The researcher ensured that the
information in the developed audio-visual instructional material was clear and simple.
Furthermore, the language used in developed audio-visual instructional material was clear
and easy to understand. The developed instructional material activities were appropriate to
the subject matter.

Table 1.2.1
Acceptability of Developed Instructional Audio-visual Materials in Araling Panlipunan 8

in terms of Clarity
Indicators ̅
𝑿 VI
1. Information is clear and simple 3.70 VA
2. Language used is clear and easy to understand 3.75 VA
3. The concepts for each activity are re-arranged logically and ensure
that there is no duplication 3.60 VA
4. Sufficient to determine the mastery level of learners 3.60 VA
5. Information suits learners’ interest 3.65 VA
General Assessment 3.66 VA
Legend: 3.25-4.00 Very Acceptable (VA) 2.50-3.24 Acceptable (A)
1.75-2.49 Slightly Acceptable (SA) 1.00-1.74 Not Acceptable (NA)
The developed audio-visual materials in Grade 8 Araling Panlipunan in terms of
Clarity had a general assessment of 3.66 interpreted as Very Acceptable as shown in Table
1.2.1. All indicators were verbally interpreted as Very Acceptable. Furthermore, the
indicator “Language used is clear and easy to understand” had the highest computed mean
of 3.75 while the indicators “The concept for each activity is re-arranged logically and
ensure that there is no duplication” and “Sufficient to determine the mastery level of
learners” had the lowest computed mean of 3.60.
It implies that the developed instructional Audio-visual material in Grade 8 Araling
Panlipunan in terms of Clarity is very acceptable based on the assessment of teachers
teaching the same subject. The audio-visual instructional material is clear, simple and can
be easily understood by the learners. Moreover, audio-visual materials allow learners to
actively engage with the content, such as through quizzes, simulations, or games. These
components are essential in promoting retention and understanding of the material being
presented.
According to Wardhana (2010, as cited in Hastuti, 2019) materials referred to the
media to achieve the learning objectives. Therefore, it can be said that teaching materials
are a set of equipment to teach learners through fun and enjoyable atmosphere to gain the
learning objectives. Inocencio and Calimlim (2021) said teaching in 21st century society
was a challenge but with the aid of effective and appropriate instructional materials, student
learning was enhanced. Rogayan Jr. and Dollete (2021) stated that teachers were
challenged to develop relevant, research-based, and responsive instructional materials.
Table 1.2.2

in terms of Usefulness
Indicators ̅
𝑿 VI
1. The material prepares the learners to think logically and critically. 3.70 VA
2. The concepts in the material are simple and
comprehensible. 3.65 VA
3. The material helps the students master the topics at their own pace. 3.70 VA
4. The material provides opportunities for development. 3.65 VA
5. The learning contents provide adequate information on the topics
presented. 3.65 VA
6. The material motivates learners to become actively involved in the
learning activities. 3.70 VA
7. The material stimulates the learners to intellectual activities which
help them master the least learned competencies. 3.55 VA
8. The activities seek to relate new concepts from previous learning 3.60 VA
The developed instructional audio-visual materials in Grade 8 Araling Panlipunan
in terms of Usefulness had a general assessment of 3.65 interpreted as Very Acceptable
as shown in Table 1.2.2. The Indicators “The material prepares the learners to think
logically and critically”; “The material helps the students master the topics at their own
pace”; and “The material motivates learners to become actively involved in the learning
activities” had the highest computed mean of 3.70 which verbally interpreted as Very
Acceptable.
It can be concluded that developed instructional audio-visual material can increase
student engagement in learning. Audio-visual materials have the power to capture
students’ attention, making learning more interactive and engaging. With the use of videos,
images, and animations, teachers can create a dynamic and immersive learning
environment that accelerates the senses and encourages students to participate actively in
the learning process.
To effectively teach and learn, instructional materials were crucial. They might
utilize to complement and supplement a lesson's content, aid students in understanding new
ideas, These presented possibilities for practice (Saikat, 2022).
Table 1.2.3
Acceptability of Developed Instructional Audio-visual Materials in Araling Panlipunan

8 in terms of Presentation
Indicators ̅
𝑿 VI
1. Topics are presented in logical and sequential order. 3.70 VA
2. The direction is concise, readable, and easy to follow. 3.70 VA
3. The topics fit the learners’ needs. 3.65 VA
4. The presentation of each lesson is attractive and interesting 3.75 VA
in terms of Presentation had a general assessment of 3.70 interpreted as Very

Acceptable as shown in Table 1.2.3. All indicators were verbally interpreted as Very
Acceptable. Furthermore, the indicator “The presentation of each lesson is attractive and
interesting” had the highest computed mean of 3.75 while the indicator “The topics fit the
learners’ needs” had the lowest computed mean of 3.65 interpreted as Very Acceptable.
It implies that the developed audio-visual material in Grade 8 Araling Panlipunan
in terms of presentation is very acceptable based on the assessment of teachers teaching
the same subject. Audio-visual instructional material is an excellent tool for presenting
lessons to the student with instruction, it is also great for creating effective teaching and
developing an existing teaching process. This helps guide the lecture and also emphasizes
key points for students to focus on.
According to Elif Akay's (2021) study, one of the key elements affecting the
concretization and retention of concepts as well as facilitating the creation of an active
learning environment and the acquisition of new experiences was the use of instructional
materials in the process. The pupils' grasp of the explanations and questions was supported
by visual and multimedia elements that provided hints.
in terms of Suitability ha a general assessment of 3.67 interpreted as Very Acceptable. As
shown in Table 1.2.4. All indicators were verbally interpreted as Very
Acceptable. Moreover, the indicator “Activities are appropriate to the subject matter” had
the highest computed mean of 3.75 while the indicators “Language of the program is within
the vocabulary range of the learners” had the lowest computed mean of 3.55.
Table 1.2.4

in terms of Suitability
Indicators ̅
𝑿 VI
1. Activities consider the varying attitudes and capabilities of the
learners. 3.65 VA
2. Activities are appropriate to the subject matter 3.75 VA
3. Activities are relevant, interesting, and self-motivating to the
learners. 3.70 VA
4. Activities are relevant, interesting, and self-motivating to the
learners. 3.70 VA
5. Enrichment activities cater the different learning needs of
learners. 3.65 VA
6. Language of the program is within the vocabulary range of the
learners. 3.55 VA
It can be concluded that the developed instructional audio-visual material in Grade
8 Araling Panlipunan in terms of Suitability is very acceptable. The developed audio-visual
materials have activities that are appropriate to the subject matter, and also appropriate for
the learner’s capacity or levels of learning.
According to Tang (2018) study, audio-visual aids were successful at enhancing
learners' understanding. When audio-visual aids were played, it was noticed that students
were paying closer attention. The majority of students believed that using audio-visual aids
made learning more interesting and improved their capacity to learn and retain information.
According to Javier (2020), who conducted the study, instructional materials must be
appropriate for the subject matter in order for there to be clear instruction and effective
program and activity execution.

Purpose Statement 3. Identify if there is Significant Difference between the Pretest
and Posttest Scores of the Grade 8 Students.
Table 2.1
Pretest Scores of Grade 8 Students
Indicators frequency Percent

Outstanding 12 24
Very Satisfactory 14 28
Satisfactory 6 12
Fairly Satisfactory 8 16
Did not meet Expectations 10 20
Total 50 100
Legend: 90 - 100 Outstanding 85- 89 Very Satisfactory 80 - 84 Satisfactory
75 - 79 Fairly Satisfactory 74 - below Did not meet expectations
The pretest scores of Grade 8 in Araling Panlipunan in revealed that there were 12
(24.00%) Outstanding, 14 (28.00%) Very Satisfactory, six (12.00%) Satisfactory, eight
(16.00 %) Fairly Satisfactory, and 10 (20.00%) Did not meet expectations.
It implies that many of the students fell under the Very Satisfactory level of
expectation set by the Department of Education. Therefore, there is a need for better
instruction material that could improve their performance and reach an outstanding level.
A pretest needed to be administered first on the participants. This was followed by
the treatment. A posttest will be conducted after the treatment. An analysis of pretest and
posttest data needed to be completed by measuring the dependent variable before and after
exposure to the treatment. A pretest was given to students at the beginning of a course to
determine their initial understanding of the measures stated in the learning objectives, and
a posttest was conducted just after completion of the course to determine what the students
have learned (Shek & Zhu, 2018).

Pretests and Posttests were intended to determine the learners’ development in
knowledge of a particular topic. A pre/post-test by design covered all of the topics which
a student will be studying during a semester. While taking the pre-test at the beginning of
a semester, students were not expected to know the answers to all of the questions;
however, they should be expected to utilize previous knowledge to predict rational answers
(Kuehn, 2021).
A pre/posttest measured the growth in terms of knowledge acquisition of the
students in a certain topic or specific subject. To do this, questions relating to the topics
included during a period must appear on the test. Numerical scores to both the pretest and
the posttest were utilized to assess the development of the students. To demonstrate growth
and progress of the students, the post-test score should be higher than the pretest score.
Table 2.2
Posttest Scores of the Grade 8 Students
Indicators frequency Percent

Outstanding 21 42
Very Satisfactory 12 24
Satisfactory 8 16
Fairly Satisfactory 3 6
Did not meet Expectation 6 12
Total 50 100
Legend: 90 - 100 Outstanding 85- 89 Very Satisfactory 80 - 84 Satisfactory
75 - 79 Fairly Satisfactory 74 - below Did not meet expectations
The posttest scores of Grade 8 students revealed that there were 21 (42.00%)
Outstanding, 12 (24.00%) Very Satisfactory, eight (16.00%) Satisfactory, three (6.00 %)
Fairly Satisfactory, and six (12.00%) Did not meet expectations as shown in Table 2.2.
According to Nava and Bongcay (2019), audio-visual resources encouraged
students to pay attention and take an active interest in class discussions. By enhancing
learning competencies, audiovisual tools help pupils did better academically. The children
were drawn in to listen and learn about the subject. It was also noted how teachers may
discuss their lessons more quickly and simply with the use of audio-visual classroom
education. The pupils became engaged in the class conversation and will not become bored
when their mentors present the subject. As a result, using audiovisual materials in the
classroom to support teaching and learning was beneficial.
Table 2.3
Evaluation of Developed Instructional Audio-visual Materials in Araling Panlipunan 8

using the Pretest and Posttest
Test Paired Differences Remarks Decision

Mean SD T P value
Pre &
-5.2599 6.8333 -5.403 .000 Significant Reject Ho
Post
There was a significant difference in the performance of Grade 8 students in the
pretest and posttests shown in Table 2.3. The probability value was .000 which was less
than the level of significance at .05.
It implies that the use of audio-visual materials in the delivery of their lessons
resulted positively. The learners were able to learn more and enhance their grades. This
shows that the teachers and schools must appreciate and use audio-visual materials
particularly in Araling Panlipunan 8 because they are effective instructional materials. In
this study, the results imply the effectiveness of the utilization of audio-video materials as part of
the learning process of the students. Students showed significant development.

Chapter 5

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APPENDICES
Appendix A
LETTERS
Appendix B
VALIDATION SHEET
Name of Validator : _____________________________________
Highest Educational Attainment : _____________________________________
Position Held : _____________________________________
Field of Specialization : _____________________________________
Signature : _____________________________________
Directions:
1. Refer to the research title, attached research paradigm, Statement of the Problem, and research
instrument for validation.
2. Please use the rating scale below and encircle the number that corresponds to the evaluation of
each value item.
1- Not covered
2- Inadequate value item
3- Adequate value item
4- Very adequate value item
STANDARDIZED EVALUATION CHECKLIST IN VALIDATING THE INSTRUCTIONAL

MATERIAL IN ARALING PANLIPUNAN 8
Part 1. Validity of the Instructional Audio-visual Material in Grade 8. This part assesses the validity of the
contextualized instructional material based on the most essential learning competencies in the Third
Grading in terms of objectives, directions, practical exercises, and topics.
Direction: Please put a check mark (√) on the column that corresponds to the column that corresponds to
your assessment of the validity of the Instructional Audio-visual Material using the scale as follows:
4- Highly Valid (HV) 3- Valid (V)

2- Moderately/ Slightly Valid (MSV) 1- Not Valid (NV)
A. Objectives
1. Relevant to the topics in Grade 8 1 2 3 4
2. Specific and clearly stated 1 2 3 4
3.Measurable, attainable, and result-oriented 1 2 3 4
4. Well-planned, formulated, and organized 1 2 3 4
5. Time bound 1 2 3 4
B. Directions
1. Simple and clear 1 2 3 4
2. Easy to follow 1 2 3 4
3. Properly sequenced 1 2 3 4
4.Can be done independently 1 2 3 4
C. Topics
1. Sequenced according to Curriculum Guide 1 2 3 4
2. Logically presented 1 2 3 4
3. Address the learners’ needs 1 2 3 4
4.With background and concepts 1 2 3 4
D. Practical Exercises
1. In consonance with the objectives 1 2 3 4
2. Appropriate to learners’ abilities 1 2 3 4

3. Adequate to enhance learners’ comprehension
and reading skills 1 2 3 4
4. Sufficient to determine the mastery level of learners 1 2 3 4
5. Stimulate higher order thinking skills 1 2 3 4
Part 2. Acceptability of Instructional Audio-visual Material. This part assesses the acceptability of the
instructional audio-visual material in Grade 8 Araling Panlipunan in terms of clarity, usefulness,
presentations, and suitability.
Direction: Please put a check mark (√) on the column that corresponds to your assessment of the
acceptability of the Contextualized Instructional Material using the scale as follows:
4- Very Acceptable (VA) 3- Acceptable (A)
2- Moderately Acceptable (MA) 1- Not Acceptable (NA)
A. Clarity
1. Information is clear and simple 1 2 3 4
2. Language used is clear and easy to understand 1 2 3 4
3. The concepts for each activity are re-arranged logically and ensure that there
is no duplication 1 2 3 4
4.Information suits learners’ interest 1 2 3 4
B. Usefulness 1 2 3 4
1. The material prepares the learners to think logically and critically.
2.The concepts in the material are simple and comprehensible. 1 2 3 4
3. The material helps the students master the topics at their own pace 1 2 3 4
4. The material provides opportunity for the development. 1 2 3 4
5. The learning contents provide adequate information on the topics presented. 1 2 3 4
6. The material motivates learners to become actively involved in the learning 1 2 3 4
activities.
7. The material stimulates the learners to intellectual activities which help them master 1 2 3 4
the least learned competencies.
8. The activities seek to relate new concepts from previous learning. 1 2 3 4
C. Presentation
1. Topics are presented in logical and sequential order. 1 2 3 4
2. The direction is concise, readable, and easy to follow. 1 2 3 4
3. The topics fit the learners’ needs. 1 2 3 4
4.The presentation of each lesson is attractive and interesting 1 2 3 4
D. Suitability
1. Activities consider the varying attitudes and capabilities of the learner 1 2 3 4
2. Activities are appropriate to the subject matter 1 2 3 4
3. Activities are relevant, interesting, and self-motivating to the learners 1 2 3 4
4. Enrichment activities cater the different learning needs of learners. 1 2 3 4
5. Language of the program is within the vocabulary range of the learners 1 2 3 4
Remarks/Recommendation:
Overall Rating:
Please check (/) appropriate rating.

Approved to be used as presented
Approved to be used with revisions as indicated.
Disapproved, the researcher must make another questionnaire
Appendix C
PRETEST & POSTEST QUESTIONNAIRE
Pangalan : ____________________________________________ Petsa: _____________

Baitang : ____________________________________________ Ikatlong Markahan
ARALING PANLIPUNAN 8 PRE-TEST
Panuto: Basahin ang bawat tanong. Piliin at itiman ang bilog sa tabi ng letra ng tamang sagot.
1. Aling pangungusap ang pinaka angkop na kahulugan ng Renaissance?
O A. Panibagong kaalaman sa sining
O B. Muling pagsibol ng kulturang Helenistiko
O C. Muling pagsilang ng kaalamang Griyego at Romano
O D. Panibagong kaalaman sa mga sinaunang kabihasnan
2. Sa anong bansa unang sumibol ang Renaissance?

O A. Italya O B. Espanya O C. Inglatera O D. Portugal
3. Alin sa mga sumusunod na pahayag ang hindi dahilan kung bakit sa Italya unang
umusbong ang Renaissance?
O A. Bunsod ng mayaman nitong kasaysayan at likas na yaman
O B. Ito ang pinagmulan ng kadakilaan ng sinaunang Roma
O C. Pagtataguyod ng mga maharlikang angkan dito
O D. Dahil sa Heograpikal na lokasyon nito
4. Ang Renaissance ay nangangahulugan ng _________

O A. Rethink O B. Rebirth O C. Revive O D. Rejoice
5. Maharlikang angkan na naging mahalaga ang papel sap ag-usbong ng Renaissance sa Italya.
O A. Medina O B. Mellano O C. Mendiola O D. Medicci
6. Ang Renaissance ay kilusang intelektuwal o kultural na ang hangarin ay ibalik ang

klasikal na kultura ng mga anong kabihasnan?
O A. Athens at Greece O C. Greece at Rome
O B. Sumer at Indus O D. Shang at Athens
7. Isang kilusan sa panahon ng Renaissance na kumikilala sa kahalagahan ng tao.
O A. Krusada O B. Enlightenment O C. Guild O D. Humanismo
8. Teoryang nagpapaliwanag na ang araw ang sentro ng sanlibutan.

O A. Theory of Gravitational Force O C. Big Bang Theory
O B. Geocentric Theory O D. Heliocentric Theory
9. Siya ang tinaguriang “Ama ng Humanismo”. Pinakamahalang sinulat niya sa Italyano

ang “Songbook”.
O A. Francesco Petrarch O C. William Shakespeare
O B. Giovanni Boccacio O D. Desiderious Erasmus
10. Siya ang may likha ng “Huling Hapunan”, na nagpakita ng huling hapunan ni Kristo
kasama ang kaniyang labindalawang disipulo.
O A. Michaelangelo Bounarotti O C. Raphael Santi

O B. Leonardo da Vinci O D. Miguel de Cervantes
11. Ang higante ng siyentipikong Renaissance. Sang-ayon sa kaniyang “Batas ng Universal Gravitation,”
ang bawat planeta ay may kani-kaniyang lakas ng grabitasyon at siyang dahilan kung bakit nasa wastong
lugar ang kanilang pag-inog.
O A. Albert Einstein O C. Galileo Galilei
O B. Sir Isaac Newton O D. Nicolas Copernicus
12. Lahat ng nasa ibaba ay katangian ng Bourgeoisie noong Gitnang Panahon MALIBAN sa anong aytem?
O A. mayayaman at kabilang sila sa uring nobilidad at kaparian
O B. tinagurian silang middle class o panggitnang uri.
O C. nagmula sila sa mga banker at mangangalakal sa mga bayan at lungsod.
O D. nagamit ang kanilang propesyon at panulat sa pagbubunsod ng rebolusyong
pampulitika at pang-ekonomiya.
13. Ang mga Humanista ay nag-aaral tungkol sa_____________.

O A. Sangkatauhan O C. Mga Unang Tao
O B. Kalakasan ng Tao O D. Mga Lahi ng Tao
14. Isang Kilusan sa Panahon ng Renaissance na kumikilala sa kahalagahan ng tao.

O A. Krusada O C. Guild
O B. Enlightenment O D. Humanismo
15. Ang aklat na ito ni Nicollo Machiavelli ay nagbigay daan sa makabagong ideyang politikal ng kanyang
panahon.
O A. Songbook O B. The Prince
O C. In Praise of Folly O D. Decameron
16. Salitang Italian na nangangahulugan ng “Guro ng Humanidades”.

O A. Humanismo O C. Maestro
O B. Pilosopo O D. Humanista
17. Alin sa mga sumusunod na pahayag ang hindi nagging epekto ng Renaissance?
O A. Nagpaunlad ng Pilosopiya, literature, at Edukasyon
O B. Nagbigay daan sa Repormasyon
O C. Nakatulong sa pagtuklas ng heograpiya at eksplorasyong maritana.
O D. Nagpabagsak sa Relihiyong Kristiyanismo.
18. Ang Renaissance ay nagmula sa Italya, alin sa mga sumusunod ang hindi nagpapaliwanag kung bakit
ito nagsimula sa Italya.
O. A. Ang lokasyon ng Italya ay nagbibigay sa mga lungsod ng pagkakataon upang
yumaman at magkaroon ng pagkakataon sa paglikha ng sining.
O B. Ang Italya ay mas malapit sa mga sinaunang Romano sa dugo at wika kaysa
sa ibang bansa.
O C. Ang Italya ay kontrolado ng Papa sa Roma
O. D. Wala sa nabanggit
19. Sa paanong paraan pinangunahan ni Lorenzo de Medici ang pag-usbong ng Renaissance sa Italya.
O A. Nagpatayo ng mga pampublikong paaralan
O B. Pagpapadala sa mga Eksplorasyon
O C. Pinag-aral nya ang mga Humanista
O D. Pagpapatayo ng Museo
20. Ang Intellectual Revolution ay tumutukoy sa ___________.

O A. Pag-usbong ng Siyensiya
O B. Paglakas ng Humanismo
O C. Pagtuligsa sa simbahan
O D. Pag-uusisa at hilig sa kaisipang klasikal
21. Ang unang aklat na nailimbag ni Johann Gutenberg ay kopya ng _____.

O A. Bibliya O C. The Prince
O B. Songbook O D. Decameron
22. Alin ang HINDI naging ambag ng Renaissance?

O A. Politika O C. Panitikan
O B. Sining O. D. Palakasan
23. Isang Bagong uri ng mga mamamayan na bumuo ng panggitnang pangkat sa lipunan.
O A. Maharlika O B. Alipin O C. Bourgeoisie O D. Clergy
24. Itinuring siyang pinakadakilang manunulat sa wikang Ingles. Tinagurian din siyang
“Makata ng mga Makata”.
O A. Niccolo Machiavelli
O B. William Shakespeare
O C. Desiderius Erasmus
O D. Francesco Petrarch
25. In the Praise of Folly: Desiderius Erasmus; Decameron: _______________.

O A. Willianm Shaekespeare
O B. Miguel de Cervantes
O C. Giovanni Boccacio
O D. Niccolo Machiavelli
26. Last Supper: Leonardo da Vinci; Raphael Santi: __________________.

O A. Creation of Adam
O B. Mona Lisa
O C. Madonna and Child
O D. The Last Judgement
27. La Pieta: Michelangelo; Mona Lisa: _________________.

O A. Leonardo da Vinci
O B. Miguel de Cervantes
O C. Raphael Santi
O D. Niccolo Machiavell
28. Mga tanyag na kababaihan sa Panahon ng Renaissance MALIBAN kay _______.

O A. Isota Nogarola
O B. Veronica Franco
O C. Mona Lisa
O D. Vittoria Colonna
29. Makikita sa kanyang mga gawa kahusayan sa pag-unawa sa mga isyung teolohikal.
Nakikita ito sa kanyang obra na “Dialogue on Adam and Eve”.
O A. Vittoria Colonna
O B. Isota Nogarola
O C. Laura Creta
O D. Veronica Franco
30. May likha ng Judith and Her Maidservant with the Head of Holofernes.
O A. Artemisia Gentileschi
O B. Isota Nogarola
O C. Laura Creta
O D. Veronica Franco
ARALING PANLIPUNAN 8
Pretest
Susi sa Pagwawasto
1. C 16. D
2. A 17. D
3. A 18. D
4. B 19. A
5. D 20. D
6. C 21. A
7. D 22. D
8. D 23. C
9. A 24. B
10. B 25. C
11. B 26. C
12. A 27. A
13. B 28. C
14. D 29. B
15. B 30. A
Appendix D
TURNITIN SIMILARITY INDEX

CURRICULUM VITAE
DIANA N. CARIAGA
Institution : Department of Education-Schools Division of

Calamba City
Address : Block 14, Lot 8 Montana Heights

Brgy. Bucal, Calamba City
Mobile No. : 0922 -813 -2050
Email address : diana.cariaga@deped.gov.ph
SUMMARY
Currently teaching Araling Panlipunan in a secondary public school.
EXPERIENCE HIGHLIGHTS
Nature of Work/
Inclusive Years Company
Position
Department of Education-
Teacher I June 2019-Present Schools Division of
Calamba City
EDUCATION
• Master of Arts in Education Major in Social Studies Laguna College of

Business and Arts, Calamba City Laguna, Philippines (2020- present)
• Bachelor of Science in Education – Unit Earner

Laguna College of Business and Arts, Calamba City Laguna, Philippines (2017-
2018)
• Bachelor of Science in Accountancy

Laguna College of Business and Arts, Calamba City Laguna, Philippines (1997)
DIANA N. CARIAGA
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DIANA: THE DEVELOPED INSTRUCTIONAL AUDIO-VISUALS FOR ENHANCING

Thesis · June 2023

The user has requested enhancement of the downloaded file.

DIANA: THE DEVELOPED INSTRUCTIONAL AUDIO-VISUALS FOR

This thesis hereto entitled:

DIANA: THE DEVELOPED INSTRUCTIONAL AUDIO-VISUALS FOR

prepared and submitted by DIANA N. CARIAGA, in partial fulfillment of the

MARK CHRISTOPHER D. MALALUAN, LPT, MAEd

Approved by the Committee on Oral Examination with a grade of _____.

CINCY MERLY B. GECOLEA, EdD

MA. LORENA M. TAGALA, EdD ALFREDO G. PEREZ JR., PhD (CAR)

ALFREDO G. PEREZ, PhD (CAR)

LCBA RESEARCH ETHICS AND INTEGRITY COUNCIL CLEARANCE

Project Title DIANA: THE DEVELOPED INSTRUCTIONAL

The standard conditions of this approval are:

GIRLIE S. SONORON, LPT, MAEd

ALFREDO G. PEREZ JR., PhD (CAR)

CERTIFICATE OF QUANTITATIVE DATA TREATMENT

INSTRUCTIONAL AUDIO-VISUALS FOR ENHANCING ARALING

PANLIPUNAN COMPETENCIES, conducted by DIANA N. CARIAGA, whose

Arts by the undersigned.

EULALIA M. JAVIER, EdD

CERTIFICATE OF GRAMMAR EDITING

INSTRUCTIONAL AUDIO-VISUALS FOR ENHANCING ARALING

PANLIPUNAN COMPETENCIES, conducted by DIANA N. CARIAGA, whose

College of Business and Arts.

GIRLIE S. SONORON, LPT, MAEd

recognize the help given to her.

Dr. Eulalia M. Javier, for being the research statistician;

out the study;

conducting the research;

The Validators, for validating the research instruments;

N. Capunitan, Cristine N. Mabale and Cesar J. Nuque, her siblings, Antonio C.

Her all classmates in MAEd, colleagues at Calamba Integrated School

fulfilling this research;

dedicates to him this study of knowledge.

Title : DIANA: THE DEVELOPED INSTRUCTIONAL AUDIO-

Findings revealed that the developed audio-visual materials in Araling Panlipunan

Respondents of the Study 30

5 DIANA: THE DEVELOPED INSTRUCTIONAL

1.1.1 Content Validity of Developed Instructional Audio-

1.1.2 Content Validity of Developed Instructional Audio-

1.1.3 Content Validity of Developed Instructional Audio-

1.1.4 Content Validity of Developed Instructional Audio-

1.2.1 Acceptability of Developed Instructional Audio-visual

1.2.2 Acceptability of Developed Instructional Audio-visual

1.2.3 Acceptability of Developed Instructional Audio-

1.2.4 Acceptability of Developed Instructional Audio-visual

2.1 Pretest Scores of Grade 8 Students 45

2.2 Posttest Scores of the Grade 8 Students 46

2.3 Evaluation of Developed Instructional Audio-visual

B Validation Sheet 122

C Pretest & Posttest Questionnaires 125

D Turnitin Similarity Index 129

THE PROBLEM AND ITS BACKGROUND

distinguish and use these tools.

Education is the constant target of transformation. The Philippine Education has

popularity of technology makes it tolerable. The Department of Education is obliged to

too daunting to implement.

Regardless, a shifting mindset about education is needed. Experiencing and

embracing Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) is now

compulsory. Mindtools (2023) described the situation of constant, unpredictable change