Research Design Requirement
Research Design Requirement
Research Design Requirement
Introduction
knowledge of students about the concrete structure and theoretical nature of mathematics.
enjoyed by those who not are not mathematically inclined. (Torrefranca, 2017)
and activities guarantees that learners can attain specific learning goals that is being
mirrored in the educational curriculum and provides relevant applicable instruction and
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
Hypothesis
There is no significant difference in the scores of the students before and after the
intervention.
There is a significant difference in the scores of the students before and after the
intervention.
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
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.
The findings of the aforementioned study are helpful in the improvement of the
Teachers to implement the use of such instructional material in the class and that it will
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
Students. The pupils will be able to benefit from this study in improving their
For clearer understanding of the terms used in the study, the following are defined
operationally.
Probability. The topic that will be discussed wherein the printed instructional
This chapter presents the relevant literature and studies that the researcher
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
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
Torrefranca (2017) presented a set of strategies that may help readiness of self –
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
One example is the Self – Learning Module. (Dhamija, N., Ph.D., Kanchan, M.,
contained, self - directed, self - motivating and self - evaluating material to assess the
form, comprised of self -contained, independent unit of instruction arranged for the
self-instructional modules are the taking after: advances self-paced learning and its
Research Design
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).
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
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
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.
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.
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
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
basic education to every student that would develop creative and rational thinking who
are functionally literate, productive, socially and morally responsible and nationalistic yet
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
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
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
gather baseline information on what the students know prior to their exposure
follows:
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
setting, estimating the cost, and allocating the budget for the module printout were also
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
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
(2) Objectives. These are the specific competencies that the students should
concept.
(4) Learning Activities. These include the specific lessons that are aligned with
(5) Practice Tasks. These consist of exercises for all students to apply and review
concepts or procedures.
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
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.
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
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.
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
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
Statistical Treatment
standard deviations in analyzing the evaluation ratings of experts as well as the pretest
instructional modules, the pretest results were also compared statistically with the posttest
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.