Advance Research - Chapter1-3

MARINDUQUE STATE COLLEGE Page
SCHOOL OF ADVANCED EDUCATION
School of Advanced Education
“LEVEL OF IMPLEMENTATION OF THE KINDERGARTEN TEACHERS IN

THE UTILIZATION OF SELF LEARNING MODULES IN THE DIVISION OF
QUEZON”
A thesis Presented to the Faculty of
School of Graduate Education and Professional Studies
Marinduque State College
Boac, Marinduque
Extension of Graduate Programs to
Quezonian Educational College, Inc
Atimonan, Quezon
In partial Fulfilment of the Requirements
in Advanced Research in Education
ARRA MAY G. ESTOCADO
October 10, 2021

TABLE OF CONTENTS
Title Page Page No.
Approval Sheet
Acknowledgement
Dedication
Abstract
Table of Contents
Chapter 1 THE PROBLEM AND ITS BACKGROUND
Introduction
Statement of the Problem
Significance of the Study
Scope and Limitation of the Study
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature and Studies
Disaster Risk Reduction Management
Level of capabilities
Level of Implementation
Challenges Encountered
Theoretical Framework
Conceptual Framework
Definition of Terms
Chapter 3 RESEARCH METHODOLOGY
Research Design
Research Locale
Research Population and Sample
Research Instrument
Date Gathering Procedure
Statistical Treatment of Data

Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter contains the introduction, the statement of the problem, significance of the
study, and scope and limitation.
Introduction
The Department of Education (DepEd) will provide Self-Learning Modules (SLMs) with
the alternative learning delivery modalities to be offered for various types of learners across the
Philippines.
The integration of SLMs with the alternative learning delivery modalities (modular,
television-based, radio-based instruction, blended, and online) will help DepEd ensure that all
learners have access to quality basic education for SY 2020-2021 with face-to-face classes still
prohibited due to the public health situation.
According to DepEd Secretary Leonor Briones “The SLMs and the other alternative
learning delivery modalities are in place to address the needs, situations, and resources of each
and every learner and will cover all the bases in ensuring that basic education will be accessible
amid the present crisis posed by COVID-19,”
According to DepEd Region II Director Dr. Estela Carino “The activities we placed in
the SLMs will be appropriate for learners with special needs, too. We still have to give these
learners the same kind of care that we gave them while we were doing face-to-face classes. Most
of them would be using video-taped lessons aside from the modules,”
Self Learning Modules create an effective learning environment for the learners to learn.
These contain the answers of all possible queries, confusions and questions that may come in the
mind of the learner at the time of learning. These also provide immediate feedback on the
performance of the students.
This study focuses on the level of implementation of the kindergarten teachers in the
utilization of self-learning modules in the Division of Quezon.
Statement of the Problem
This research aims to know the level of implementation of the kindergarten teachers in
the utilization of self-learning modules in the Division of Quezon. It also sought to answer the
following problems:
1. What is the demographic profile of the respondents in terms of;
1.1 Age
1.2 Sex
1.3 Length of Service
1.4 Teaching Position
1.5 Seminar and Trainings in Early Childhood Education Attended
1.6 Distance learning
2. What is the level of implementation of the kindergarten teachers in the utilization of self-
learning modules along with;
2.1. Distribution
2.2 Retrieval
2.3 Instructional Activities

2.4 Assessment
3. What are the challenges encountered in the implementation of utilization of the self-learning
modules by the kindergarten teachers in the division of Quezon?
4. What is the implementation program in the utilization of the self-learning modules can be
crafted based on the findings of the study?
Significance of the Study
This study was conducted for the benefits of the following:
Department of Education the study may serve as a basis for policymakers and other
government officials on the aspects of:
Opportunity to improve access to education. Distance or remote learning does not
require learners to attend physical schools. Therefore, they can study at home or anywhere else
on their own. Learners under difficult circumstances can study under remote and distance
learning hence, reducing dropout and Out-of-School children and adolescents. Learners living in
distant locations, remote islands, mountains were going to school is the problem, distance or
remote learning is the solution.
District Supervisor can use this research study to monitor the needs of the teachers, so
that they can request to the Division office to conduct a trainings and seminars to enhance the
skills of teachers.
Teachers this study will help teachers succeed in utilization of self-learning modules
since this is the first time that public schools nationwide will implement distance learning of this
magnitude. Preparation is the key element in the success of utilization of self-learning modules,
thus learning what matters and what will work takes time if taken to practice one at a time. This
study will help teachers determine best practices and preparations made by others that work
thereby eliminating trial and error in the implementation.
Future Researchers can use this as their reference if they wish to study the same area of
concern provided that will give proper citation to this work.
Scope and Limitations of the Study
This study was conducted in the third congressional district of Quezon wherein selected
public elementary schools that was identified by the researchers as respondents. This
congressional district is composed of twelve towns and seventeen school districts named;
Agdangan, Buenavista, Catanauan, Gen. Luna, Macalelon, Mulanay, Padre Burgos, Pitogo, San
Andres, San Francisco, San Narciso and Unisan. Seven municipalities had only one district while
Buenavista, Catanauan, Mulanay, San Francisco and San Narciso were divided into district 1 and
2 that is why there were seventeen (17) districts in Third Congressional District of Quezon. More
so, this study was based on the level of implementation of the kindergarten teachers in the
utilization of self-learning modules for school year 2021- 2020 wherein we are facing global
pandemic.
This specific congressional district was chosen by the researcher as her research locale
because she is part of this community and she wanted to explore the experiences of her co –
kindergarten teachers all throughout the congressional district and came up with the program that
will help them to became more ready in attending to their duties and responsibilities.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter is composed of related literature and studies that was related to the current
study. This includes published and unpublished thesis and dissertations, articles on journals and
magazines and those that came from online sources. There were also gathered from libraries or
through internet surfing in which all of these help in providing deeper understanding of the topic.
According to DepEd Secretary Leonor Briones “The SLMs and the other alternative
learning delivery modalities are in place to address the needs, situations, and resources of each
and every learner and will cover all the bases in ensuring that basic education will be accessible
amid the present crisis posed by COVID-19,”
According to DepEd Region II Director Dr. Estela Carino “The activities we placed in
the SLMs will be appropriate for learners with special needs, too. We still have to give these
learners the same kind of care that we gave them while we were doing face-to-face classes. Most
of them would be using video-taped lessons aside from the modules,”
According to A.H. Sequeira (March 2018 - March 2020) Self-learning modules are
designed where the learner is free to choose what to learn, how to learn, when to learn and where
to learn. This flexibility is an importance characteristic in open learning process. With the advent
of information technology for communication, the other modes of instructions are slowly
disappearing. The learner is getting accustomed more and more to non-formal mode of education
thereby shifting the preference to self-learning methods. Even most of the print materials that
come into the market are meant for self-learning. The learner is at an advantage to use this form
of non-formal mode of education using self-paced learning materials. The teaching-learning-
evaluation all happens without face-to-face interaction. There is no fixed time and no fixed
number of classes. To make this learning process effective, it is essential for a Trainer to have
the conceptual knowledge of self-learning approach and also the design of self-learning modules
and materials. The Trainer should also look at the three domains of learning viz., cognitive,
affective and psychomotor and the emphasis required while designing the learning resource
material. This paper discusses the features of self-learning approach and design of self-learning
modules and material which could be used effectively in non-formal mode of education. The
paper also highlights the use of Computer Assisted Learning (CAL) packages used for self-
learning purpose.
According to Purushothaman (1986) a teaching/learning module should have four
criteria.
• Present or define a set of learning situations
• have its own carefully specified function and be directed at clearly defined objectives.
• Include tests designed to guide the learner or teacher and provide them with feedback.
• be capable of fitting into a variety of learning paths, methods and situations.
A module consists of the following components.
 Statement of purpose
 Desirable pre-requisite skills.
 Instructional objectives.
 Entry behavior test.
 Transaction of instruments.
 Criterion test
 Pretest Post test
Self-learning module allows the learner to learn at their pace, learner can acquire
knowledge, skills and attitude in the absence of a teacher.
In the APEID report (1976) a module was defined as a set of learning opportunities
organized around a well-defined topic which contains the elements of instruction, specific
objectives, teaching learning activities and evaluation. The following studies envisage the
efficacy of learning modules.
Dishner (1975) conducted an experimental study to investigate the effectiveness of the
modules, by comparing students who were taught by proficiency modules, with students taught
by traditional approach. There were fifty seven students in the two control groups and sixty
students in the two experimental groups. In the four of the five units and in the total tests the
students taught by the proficiency module performed significantly better than the students taught
by the conventional method.
Kryspin (1974) reported that self-instructional module can be used as an effective
teaching learning device in educational psychology course.
Windell (1975) from his study with self-instructional teacher training module revealed
that the modules are effective to produce reliable changes in trainee’s knowledge and skill in the
use of techniques for determining the reading level of the exceptional children.
Lampe (1984) developed and evaluated five self-instructional modules to provide basic
knowledge on the identification and correction of reading difficulties. The modules were used for
diagnostic prescriptive reading instruction, word recognition skills, and the informal assessment
of reading difficulties and the correction of reading difficulties. Results from the evaluation
showed that the modules were suitable for the intended purpose.
Kumar (1990) conducted a study on the Effect of Teacher assisted Modular Approach in
learning Physics in Secondary schools of Kerala State. The study concluded that the Teacher
Assisted Modular approach is more effective than Textbook approach in teaching physics.
According to Mark Twain, “The Best Education Happens outside the Classroom” which means
that self learning that takes place outside the formal channels can be both informative as well as
educational. To explain, self-learning ensures that learners learn outside the formal systems thereby
giving them more flexibility and freedom to explore new avenues of learning.
Theoretical Framework
Theories were needed in order to provide a reliable background of the study. So for
research, there were found theories that the researcher consider to explain the level of
implementation of the kindergarten teachers in the utilization of self-learning modules in
education system.
Conceptual Framework
Definition of Terms
For better understanding of this study, the following terms were defined operationally:
Implementation – is an act or instance of implementing something: the process of
making something active or effective
Learning Modules – are printed or non-printed materials that guide both teachers and
learners through the content of and learning activities for a subject matte
Self - Learning Modules (SLM’s) - create an effective learning environment for the
learners to learn. It is the alternative learning delivery modalities to be offered for various
types of learners.
Utilization – the action of making practical and effective use of something

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, research locale, population and sample,
research instrument and data gathering procedure used in the study. It also includes statistical
treatment of data that will lead to the interpretation of the results of the study.
Research Design
The methods of research utilized in this study is descriptive- analytical method. This
method is used to gather information such as from the respondents like their opinions,
perceptions, judgement and interest about a certain phenomenon or issue that is within their
experiences.
Gathered data here are extensively examined, organized and interpreted without any bias
in the part of the researcher. Soliven (2001) as cited by Navarro and Santos (2011) stated that
descriptive method as describing situations or events, accumulating data that explain
relationships, testing hypothesis, making meanings, and drawing. He conducted survey first to
come up with the list of vocabulary words to be included in the questionnaire and then
administer the test to the intended respondents..
Accordingly, descriptive research tells research’s primary objectives, processes and
significance. It gives attention to the conditions or relationship that exists, opinion given and the
processes undertake that are present in the current study. With this, the researcher decided to use
this kind of design to accomplished his study because he wanted to gather data without any bias
and come up with a relevant and reliable results so that output of this study will really be useful.
Research Locale
Figure 3. Location map of the Division of Quezon

Figu
re 4: Map of the Province of Quezon.
The study focused on the School Division of Quezon which was represented by third
congressional district. Figure 3 shows the map of Province of Quezon in which School Division
of Quezon was located and figure 4 was the map of Quezon highlighting the third congressional
district which was the center of the research.
Population and Sample
The respondents of this study were the kindergarten teacher of public elementary schools
in third congressional district of Quezon. They had the total number of ______. Upon knowing
this number, sampling was carried out to find out the exact number of respondents for each
district. However, sampling was done based on the population of the whole third congressional
district and percentage was considered to find the exact number of respondents for each district.
Then random sampling was done to avoid any bias on the responses of the respondents.
More so, number of the respondents of the study was derived using Slovin’s Formula as
shown below:
n = N / (1+Ne2).
whereas:
n = no. of samples
N = total population
e = error margin / margin of error

Table 1
Distribution of Respondents of the Study
No. of
Municipality/ No. of
Name of School Kindergarte Percentage
District Respondents
n Teachers
Agdangan Agdangan District
Buenavista Buenavista 1 District
Buenavista 2 District
Catanauan Catanauan 1 District
Catanauan 2 District
Gen. Luna Gen. Luna District
Macalelon Macalelon District
Mulanay 1 Mulanay 1 District
Mulanay 2 District
Padre Burgos Padre Burgos District
Pitogo Pitogo District
San Andres San Andres District
San Francisco San Francisco 1 District
San Francisco 2 District
San Narciso San Narciso 1 District
San Narciso 2 District
Unisan Unisan Central District

Total
Research Instrument
The instrument utilized on this study was composed of three parts. The first part was
about the level of implementation kindergarten teachers of the public elementary school in
utilization of self learning modules which was classified into five areas. Each of the had their
own indicators wherein respondents had to rate them using five scale where 5- highly capable, 4-
capable, 3- somehow capable, 2- less capable and 1- not capable.
More so part two and three will be interpreted using the scale given below:
Scale Weight Range Descriptive Rating
5 4.50-5.00 Highly Capable (HC)
4 3.50-4.49 Capable (C)
3 2.50-3.49 Somehow Capable (SC)
2 1.50-2.49 Less Capable (LC)
1 1.00-1.49 Not Capable (NC)
The second part was about the level of implementation of the kindergarten teachers. This
was divided into four categories namely Distribution, Retrieval, Instructional Activities
and Assessment.In this portion, respondents had to rate each indicator using five scale-
rating wherein 5- Fully Implemented, 4- Implemented, 3- Somehow Implemented, 2-
Rarely Implemented and 1 Never Implemented. More so part two and three will be
interpreted using the scale given below:

5 4.50-5.00 Fully Implemented (FI)
4 3.50-4.49 Implemented (I)
3 2.50-3.49 Somehow Implemented (SI)
2 1.50-2.49 Rarely Implemented (RI)
1 1.00-1.49 Never Implemented (NI)
The last part of the research instrument was the challenges encountered by the challenges
encountered in the implementation of utilization of the self-learning modules by the kindergarten
teachers in the division of Quezon. More so, it was rated using five scale rating wherein 5-
Always Encountered, 4- Encountered, 3- Fairly Encountered, 2- Rarely Encountered and 1-
Never Encountered. This portion will be graded based on what is stated below:
5 4.50-5.00 Always Encountered (AE)
4 3.50-4.49 Encountered (E)
3 2.50-3.49 Fairly Encountered (FE)
2 1.50-2.49 Rarely Encountered (RE)
1 1.00-1.49 Never Encountered (NE)
The instrument will be distributed directly to the administrator and faculty of school-
respondents and will be keep secure and confidentially.

Data Gathering Procedure
To gather the required data, the researcher has to follow series of steps. At first, she wrote
a letter addressed to schools’ division superintendent to ask for his permission in conducting the
study. Then she made a survey- questionnaire and asked for the assistance of person in authority
to check the relevance of the content and grammar. She finalized the research instrument then
prepared for the distribution, administration and retrieval of questionnaires.
After that, the gathered data had been tallied and undergone statistical treatment. She did
this with the assistance of the school’s statistician to make sure that the tool or the formula that
she used was appropriate to the study. Then he tabulated and interpreted the results of his study.
She used tables in presenting the results of his study.
Statistical Treatment of Data
Certain statistical tools were used by the researcher to facilitate analysis and interpretation
of the data provided by the respondents.
Percentage was utilized in finding the exact number of respondents for each school in
third congressional district.
Weighted Mean. For part 1, 2 and 3 weighted mean were utilized. Level of capabilities,
level of implementation and the challenges encountered by the respondents in relation to disaster
management programs. It is obtained using the following formula:
Weighted Mean= (w1f1 + w2f2 + w3f3 …wnfn)/NR
Where:
w- given weight/ rate
f- frequency
NR- total number of respondents.
General Weighted mean was also utilzed for sub problem 1, 2 and 3. This was used to
find the general weighted mean for each of the variables in this study. It has the following
formula;
GWM= (wm1 + wm2 + wm3 …wmn)/ N
Where:
wm- weighted mean for each of the indicator
N- total number of indicator for each of the variables.

Bibliography
Appendix A.
“LEVEL OF IMPLEMENTATION OF THE KINDERGARTEN TEACHERS IN

THE UTILIZATION OF SELF LEARNING MODULES IN THE DIVISION OF
QUEZON”
Dear Respondents,
Very truly yours,
ARRA MAY G. ESTOCADO

Researcher
Noted:
WALTER F. GALAROSA, Ph. D.

Research Adviser
Appendix B. RESEARCH INSTRUMENT

Appendix C: Curriculum Vitae

PERSONAL DATA
Name: Arra May G. Estocado
Address: Brgy. Sapaan Atimonan, Quezon
Birthdate: February 13, 1994
Civil Status: Single
Religion: Roman Catholic
Parents: Simeon E. Estocado
Aster G. Estocado
EDUCATIONAL BACKGROUND
Level School Year Graduated
Elementary Sapaan Elementary School March 2006
Secondary Atimonan National Comprehensive High April 2010
School
Tertiary Quezonian Educational College Inc. March 2014
ELIGIBILITY
Licensure Examination for Teachers Passed
EMPLOYMENT RECORD
Classroom Teacher DepEd Unisan, Quezon September 2017 to Present

Advance Research - Chapter1-3

Uploaded by

Copyright:

Available Formats

Advance Research - Chapter1-3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Advance Research - Chapter1-3

Uploaded by

Copyright:

Available Formats

MARINDUQUE STATE COLLEGE Page

SCHOOL OF ADVANCED EDUCATION

School of Advanced Education

“LEVEL OF IMPLEMENTATION OF THE KINDERGARTEN TEACHERS IN

A thesis Presented to the Faculty of

School of Graduate Education and Professional Studies

Marinduque State College

Extension of Graduate Programs to

Quezonian Educational College, Inc

In partial Fulfilment of the Requirements

in Advanced Research in Education

ARRA MAY G. ESTOCADO

October 10, 2021

School of Advanced Education

Title Page Page No.

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Statement of the Problem

Significance of the Study

Scope and Limitation of the Study

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies

Disaster Risk Reduction Management

School of Advanced Education

Chapter 3 RESEARCH METHODOLOGY

Research Population and Sample

Date Gathering Procedure

Statistical Treatment of Data

School of Advanced Education

THE PROBLEM AND ITS BACKGROUND

study, and scope and limitation.

prohibited due to the public health situation.

amid the present crisis posed by COVID-19,”

of them would be using video-taped lessons aside from the modules,”

School of Advanced Education

performance of the students.

utilization of self-learning modules in the Division of Quezon.

Statement of the Problem

1. What is the demographic profile of the respondents in terms of;

1.3 Length of Service

1.4 Teaching Position

1.5 Seminar and Trainings in Early Childhood Education Attended

1.6 Distance learning

learning modules along with;

2.3 Instructional Activities

School of Advanced Education

modules by the kindergarten teachers in the division of Quezon?

crafted based on the findings of the study?

Significance of the Study

This study was conducted for the benefits of the following:

government officials on the aspects of:

Opportunity to improve access to education. Distance or remote learning does not

remote learning is the solution.

School of Advanced Education

thereby eliminating trial and error in the implementation.

concern provided that will give proper citation to this work.

Scope and Limitations of the Study

School of Advanced Education

School of Advanced Education

REVIEW OF RELATED LITERATURE AND STUDIES