Research Design Requirement

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Chapter I

The Problem and Its Setting

Introduction

Instruction in Mathematics emphasizes the formation of relationship between the

knowledge of students about the concrete structure and theoretical nature of mathematics.

Because mathematics is abstract in nature, it is a subject that is a difficulty rather than

enjoyed by those who not are not mathematically inclined. (Torrefranca, 2017)

As educators, it is very important to discover how an instructional design can be

utilized in a traditional learning environment to improve and enhanced teaching.

Instructional design, which involves systematic development of instructional materials

and activities guarantees that learners can attain specific learning goals that is being

mirrored in the educational curriculum and provides relevant applicable instruction and

information appropriate for a variety of learning environment.

One of the important innovations in education in instructional design that can

complement the traditional teaching approach is programmed instruction in module form.

The modular approach consists of self – directed learning activity packages that are self –

instructional, self – paced, student directed, and placed the responsibility of learning on

the students. Essentially, modular approach includes dividing the curriculum in different

modules which are then evaluated at the end of the unit, being the student given the credit

of being learning from the module. Through this method, the teacher transitioned from

the role of a presenter, demonstrator, driller, and questioner to being a facilitator,

initiator, monitor, coach and coordinator. Moreover, it provides students opportunities to


do self – learning while they construct meaning experiences about the lessons and

concepts being taught

Statement of the Problem

This study aims to answer the following questions:

1. What is the Level of Acceptability of the Printed Instructional Material?

2. Is there a significant difference in the scores of the students before and

after the intervention?

Hypothesis

Null Hypothesis (H0)

There is no significant difference in the scores of the students before and after the

intervention.

Alternative Hypothesis (H1)

There is a significant difference in the scores of the students before and after the

intervention.

Scope and Delimitation

The study will focus on the development and validation of a printed instructional

in Probability. A pre – test will be given to students, then an intervention will be given

with the help of the printed instructional material. After the intervention, a post – test will

be given to see if there is a significant increase in their scores. The topic will be limited to

Probability (Simple and Compound Probabilities). The participants are Grade 10 students

who are taking up Probability at the time of the study.


For a deeper analysis of the main problem, a significant difference between the

scores of the students before and after the intervention will be computed and analyzed

using T – Test for paired samples. Moreover, a survey – questionnaire will be used to

gather the rating from the experts who will be examining the printed instructional

material. The said data will be treated statistically using Mean and Standard Deviation.

Significance of the Study

The findings of the aforementioned study are helpful in the improvement of the

teaching – learning process using a Printed Instructional Material.

The researcher believes that this study is beneficial to the following:

School Administrator. For he/she will be able to instruct the Mathematics

Teachers to implement the use of such instructional material in the class and that it will

help students in their mathematics classes.

Mathematics Teacher. For he/she will be able to use the printed instructional

material in teaching Probability and engage and motivate the students more. This will

also help teachers explain abstract concepts in a concrete way so that students will not

have a hard time understanding the lessons.

Students. The pupils will be able to benefit from this study in improving their

Mathematics performance as a result of the action done by both the School

Administrators and Mathematics Teachers.


Definition of Terms

For clearer understanding of the terms used in the study, the following are defined

operationally.

Printed Instructional Material. These are materials used to help students

understand basic and complex concepts in Probability.

Probability. The topic that will be discussed wherein the printed instructional

material will be used.

Self – Directed Learning. It is a learning strategy which allows learners take

charge of their own learning process in Advanced Algebra specifically in Probability.

Self – Learning Module.


Chapter II
Review of Related Literature

This chapter presents the relevant literature and studies that the researcher

considered in strengthening the claim and importance of the study.

Self – Directed Learning

The need for learners to be self – reliant, self – disciplined and be confident in

their ability to self – learn is becoming more gradually important in today’s society. Self

– directed learning, as defined by (Szufang Chuang, Cindy L. Crowder, 2019) is a

learning strategy which allows learners take charge of their own learning process

(diagnosis learning needs, identify learning goals, select learning strategies, and evaluate

learning performances and outcomes. SDL contextualizes the process in which learners

have the responsibility for setting his/her goals, identifying resources, selecting and

carrying out learning strategies and evaluating his/her own learning (Loyens et al., 2008).

She also added that SDL makes the learners take the initiative, with or without the help

from others in identifying their learning needs, formulating goals and choosing suitable

strategies for learning, and evaluating learning outcomes. Furthermore, Guglielmo (2008)

stated that self – directed learning (SDL) is effective tool for learning individuals to

possess in the information age because it highlights the capacity to cope with constant

changes. Given the high speed of information changes in the community, people must

learn how to direct themselves in getting/gaining information and knowledge to be able

to survive against others.


Self – Learning Module

Torrefranca (2017) presented a set of strategies that may help readiness of self –

directed learning: a supportive environment for learning, constructive feedback,

reassuring self – assessment, engaging in their own learning process, and developing goal

orientation values. These techniques may be accommodating for instructors and teachers

who consider taking a step towards cultivating students’ self-directed learning and

making a difference to students to survive and flourish in this data age.

One example is the Self – Learning Module. (Dhamija, N., Ph.D., Kanchan, M.,

2014) defined Self – Learning Module as “self-instructional, self - explanatory, self -

contained, self - directed, self - motivating and self - evaluating material to assess the

achievement of the students.” These self-instructional materials, which may be in module

form, comprised of self -contained, independent unit of instruction arranged for the

reason of achieving characterized instructional objectives. Two particular highlights of

self-instructional modules are the taking after: advances self-paced learning and its

accessibility at any time and at any place. (Torrefranca 2017).


Chapter III
Research Methodology

Research Design

The present study utilized the development research design to establish an

empirical basis for the creation of instructional products, which are self – instructional

modules. Well-conceived developmental research can offer a direct response to the many

demands for research that is prescriptive and meets the pressing needs of practitioners

(Richey, 1997).

In particular, the researcher utilized the ADDIE (Analysis, Design, Development,

Implement, Evaluate) Model in developing the instructional modules. (McGriff, 2000)

Analysis. The Analyze phase is the foundation for all other phases of instructional

design. During this phase, you must define the problem, identify the source of the

problem and determine possible solutions.

Design. The Design phase involves using the outputs from the Analyze phase to

plan a strategy for developing the instruction. During this phase, you must outline how to

reach the instructional goals determined during the Analyze phase and expand the

instructional foundation.

Development. The Develop phase builds on both the Analyze and Design phases.

The purpose of this phase is to generate the lesson plans and lesson materials. During this

phase you will develop the instruction, all media that will be used in the instruction, and

any supporting documentation.


Implementation. The Implementation phase refers to the actual delivery of the

instruction, whether it's classroom-based, lab-based, or computer-based. The purpose of

this phase is the effective and efficient delivery of instruction. This phase must promote

the students' understanding of material, support the students' mastery of objectives, and

ensure the students' transfer of knowledge from the instructional setting to the job.

Evaluation. This phase measures the effectiveness and efficiency of the

instruction. Evaluation should actually occur throughout the entire instructional design

process - within phases, between phases, and after implementation. Evaluation may be

Formative or Summative.

Research Locale

The study will be conducted at St. Lorenzo School of Polomolok, Inc located at

Purok San Agustin, Poblacion, Polomolok, South Cotabato during the year 2019. St.

Lorenzo School of Polomolok, Inc. is conscious of the commitment to every learner to a

culture of excellence in public service, with a profound faith in God, inspired by the

caring leaders of the Department of Education, guided by the untiring, highly committed

and competent school administrators and teachers, with close partnership and unwavering

support of the parents, community and public sectors, set in a child centered and value

driven learning and teaching ambiance, frequently avows as agent of change in the realm

of intellectual enrichment and desirable character formation of young Filipinos, intend to

provide quality elementary education in the area, for the purpose of preparing them to

become responsible citizens and enlightened leaders who love their country and are proud

to be Filipino thereby inventing their destiny in a highly competitive global community.


St. Lorenzo School of Polomolok, Inc., staff provides equitable access to quality

basic education to every student that would develop creative and rational thinking who

are functionally literate, productive, socially and morally responsible and nationalistic yet

receptive and contributory to positive global influence.

Respondents of the Research

The respondents of the research are the Grade 10 students of St. Lorenzo School

of Polomolok, Inc. Specifically, the grade 10 students of who were taking Probability at

the time included.

Sections Frequency Percentage


St. John 50 27.47
St. Matthew 49 26.92
St. Mark 43 23.62
St. Luke 40 21.97
Total 182 100

There will also be 15 experts consisting of 10 mathematics teacher and 5

mathematics master teachers who will rate the instructional material.

Sampling Procedure

From a population of 182 students, 126 sample was identified using Slovin’s

Formula. Then, the researcher determined the number of samples per section using

Stratified Random Sampling.

Population Sample per


per Section Section
St. John 50 35
St. Matthew 49 34
St. Mark 43 30
St. Luke 40 28
Population (N) 182 126
The researcher purposively chose 15 mathematics teachers to rate the printed

instructional material. The panel consist of seven mathematics teachers, three master

teachers, one head teacher, three mathematics university instructors, and one test

specialist.

Research Instrument

In gathering data relevant in this study, the researcher employed the following: (1)

Experts’ Evaluation Checklist of the Instructional Modules and (2) Pretest and Posttest

for each instructional module.

1. Experts’ Evaluation Checklist of the Instructional Modules. In order to

have a basis for determining the acceptability of the developed instructional

modules, a five-point Likert. Some modifications on the item format were

made to better align them with the purpose of the study.

2. Pretest/Posttest. This achievement test will be administered as a pretest to

gather baseline information on what the students know prior to their exposure

to the instructional module and as a posttest to measure the students’

achievement after learning the content of the module. In developing the

achievement test, the researcher will adhere to the standard procedures in

developing and validating a test, beginning with the development of test

specifications up to gathering evidence that would support the validity and

estimate the reliability of the test.

Data Gathering Procedure


Data collection activities that will be done in the present study are described as

follows:

Phase 1 – Planning Phase

The researcher will be examining books and related materials in Probability,

which are the domains of Advanced Algebra. The researcher will also refer and check the

Desired Learning Competencies and scope and sequence prescribed by the Department of

Education for Grade 10 junior high school students. The goal of the researcher at this

stage will be to create a matrix that will show the essential competencies that must be

demonstrated in Probability. Deciding and determining the specific competencies to be

captured in the instructional module was done in Phase 2. Choosing of instructional

setting, estimating the cost, and allocating the budget for the module printout were also

considered in this phase.

Phase 2 – Designing/Developing Phase

After determining the target learners and the topics to be modularized, the writer

will structure the modules. In the process of developing the modules, outlined procedures

will be adopted to achieve the purpose of this study. These are:

Stage 1. Determining the design of the module. The researcher will identify the basic

parts of the module, and the topics will be laid out in the form of a curriculum grid.

Basically, each lesson of the modules will have the following components:

(1) Overview. This gives the students a bird’s eye view of the module, and this

motivates them to study each lesson in each module. It consists of the target
population, prerequisite, objectives, and basic instructions on how to use the

module that include the teacher’s and learner’s guides.

(2) Objectives. These are the specific competencies that the students should

acquire for each lesson.

(3) Pretest. It is designed to determine learners’ baseline knowledge about the

concept.

(4) Learning Activities. These include the specific lessons that are aligned with

the learning objectives of the module.

(5) Practice Tasks. These consist of exercises for all students to apply and review

concepts or procedures.

(6) Posttest. It is designed to measure learners’ understanding of the concept and

their retention of the information gained from the module.

Stage 2. Specifying the objectives and subtopics under Probability objectives for

each lesson were taken from the Desired Learning Competencies for Grade 10

mathematics. In this stage, the researcher will decide to make specific objectives based

on the topics included in each module.

Stage 3. Determining the instructional activities. In preparing the instructional

activities for each lesson, the researcher will ensure that they are written in clear and

appropriate language suitable to the level of the target respondents who are Grade 10 high

school students.
Stage 4. Preparing the pretest and posttest for each lesson of the modules. The items

in the pretest and posttest will be based on the specified objectives as identified in Stage

2.

Phase 3 – Validation and Tryout Phase

In order to gather evidence that will support the adequacy of objectives, content,

format and language, presentation, and usefulness of the instructional modules to its

intended users, expert judgments will be sought by the researcher. In doing this, the first

drafts of the instructional modules will be printed and be presented by the researcher to

his advisers and an expert on the development of instructional modules in mathematics.

Then, the researcher will revise the said modules based on the comments and suggestions

of the advisers and expert who are requested to read and evaluate the modules.

Afterwards, the revised instructional modules will be validated by 15 experts. This panel

of experts consisted of seven mathematics teachers, three master teachers, one head

teacher, three mathematics university instructors, and one test specialist. They will

examine the modules based on five indicators which include: (1) objectives; (2) content;

(3) format and language; (4) presentation; and (5) usefulness of the instructional modules.

Phase 4 – Evaluation and Finalization Phase

In evaluating the developed instructional modules in Probability, the following

sources of information will be used by the researcher: (1) feedback of the experts on the

instructional module administered to them in terms of content and format; and (2) results

of the comparison of the student-respondents’ performance in the pretest (administered

before they were given the module) and the posttest (administered after they finished the
module). Finally, the instructional modules will be finalized based on the outputs yielded

in the evaluation stage.

Statistical Treatment

The researcher utilized descriptive statistics such as percentages, means, and

standard deviations in analyzing the evaluation ratings of experts as well as the pretest

and posttest scores obtained by the student-respondents. To ascertain the effectiveness of

instructional modules, the pretest results were also compared statistically with the posttest

results using paired t-test set at 0.05 level of significance.


References
Dhamija, N., Ph.D., Kanchan, M. (2014, February). Retrieved from
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Guglielmino, L. M. (2008). Why self-directed learning? International Journal of Self-
Directed Learning, 5(1), 1-14.

Loyens, Sofie & Magda, Joshua & Rikers, Remy. (2008). Self-Directed Learning in
Problem-Based Learning and its Relationships with Self-Regulated Learning.
Educational Psychology Review. 20. 411-427. 10.1007/s10648-008-9082-7.

Szufang Chuang, Cindy L. Crowder. (2019). IGI GLOBAL DISSEMINATOR OF


KNOWLEDGE. Retrieved on May 24, 2019 from
www.igi.global.com:https://www.igi.global.com/chapter/gender-
characteristics/226516

Torrefranca, E. C. (2017). DEVELOPMENT AND VALIDATION OF


INSTRUCTIONAL MODULES ON RATIONAL EXPRESSIONS AND
VARIATIONS. The Normal Lights: Journal on Teacher Education. Retrieved
from http://po.pnuresearchportal.org.

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