TECHNOLOGY BASED INSTRUCTIONAL MATERIALS IN ARALING

PANLIPUNAN: ITS ACCEPTABILITY

A Thesis Proposal

Presented to the

Faculty of the Graduate School

Eulogio “Amang” Rodriguez Institute of

Science and Technology

In Partial Fulfillment

Of the Requirements for the

Methodology of Research (F.S. 102)

by:

JOCELYN E. GARCIA

2016

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The evolution of Technology has an impact on the way we

work, Teach and Learn. According to Kor Annan, SecretaryGeneral

of the United Nations. Information and Communication

Technology has transformed Education.

Indeed, what are witnessing is a revolution of Education.

Many schools are attempting to achieve functionality and

excellence along the stand.

Teachers in public or private education are under pressure

to provide more effective and efficient learning environments

and educational experiments to their students.

According to Santos (2008) as a teacher there are some of

the things that can be done to enhance the use of other

instructional materials for the mastery of the subject matter.

First, read newspapers daily, subscribe to broadsheet or spend

time to read in the library, or listen to any news program on

radio or television.

The role of the teacher is changing from one being the

supplier of knowledge to the facilitator of communications

between the learners, interaction between the teacher and

learners is critical to the success of learning as well as

pupil motivation. With technology-based learning increasing.

It is necessary to determine how to make the best use of the

tools that are becoming available to enhance learnings.

In traditional classrooms, the teacher has been at the

center of knowledge and considered the content authority. It

is still the responsibility of the teacher to be authority in

the classroom, but there is a need to shift from a content

authority, to a learning authority.

Technology Based Instructional Material in Araling

Panlipunan: Its acceptability which aimed to harness

Technology as a powerful tools that can improve motivation and

engagement in learning process. Develop multiple-intelligence

through multimedia presentation of materials.

The DepEd is Five-Year Information and Communications

Technology for Education Strategic Plan has an overall vision

“21st Century Education: For All Filipinos, Anytime, Anywhere”.

Theoretical Framework

The study is based on the theory advocated by Nate Jorgensen

(2005) in which he stated that a theory of instruction

demonstrated a comprehensive approach to instruction, with a

slight focus on learner collaboration toward understanding.

The 4 instructional methods – gain attention, present

information, provide practice materials, provide feedback –

point toward effective and efficient instructional approaches,

regardless of content or context. He further stressed that

this theory is recommended for use in most instructional

situations, and should be especially useful in instructional

situations with more than one learner. Even though the theory

leans toward cooperative learning, the comprehensive nature of

this theory even allows it to be used for situations that do

not appear to accommodate cooperative learning.

The purpose of this theory is to provide direction in helping

people to learn, understand and/or apply a predetermined set

of principles, concepts and/or procedures. The theory is

designed to be prescriptive and to promote effective, efficient

and appealing instruction. While many instructional theories

are focused to a particular field or learning context, this

theory is designed to be comprehensive; this theory can be

used for most instructional situations.

Conceptual Framework

In order to guide and to conceptualize the flow of the study

the input-process-output (IPO) model was adopted.

Figure 1 reflects the Conceptual Framework Model in ICTBased

Instructional Materials for Araling Panlipunan. The conceptual

paradigm of the study was formulated as shown in figure 1. The

paradigm used an Input-Process-Output (IPO) Model in the

research process.

The Input for the improvement of the ICT-Based Instructional

Materials for Araling Panlipunan: Its Acceptability consists

of textbooks, syllabus, and other sources such as the Internet,

available ICT-Base instructional materials for Araling

Panlipunan, questionnaires and the respondents.

The process includes the assessment of the available ICTBased

instructional materials for Araling Panlipunan, assessment of

the respondents on the acceptability of instructional

materials, administered the pre-test and posttest, and

statistical analysis and interpretation of data.

The output block is the acceptable ICT-Bases

instructional materials for Araling Panlipunan. These were

obtained by comparing the difference of the results between

the pre-test and post-test mean scores and the assessment made

by the experts and faculty.

 INPUT PROCESS OUTPUT

Books, journals, magazine

and internet
Gathering of Data
Utilization of the IM through:
Assessment on the Survey
acceptability as to Questionnaire Technology Based
Instructional Materials in
Objective Statistical Treatment of Araling Panlipunan
Contents Data
Language
Analysis and
Style
Interpretation of Data
Usefulness
organization

Feedback

Fig. 1 Conceptual Paradigm of the Study

Statement of the Problem

The main concern of this study is to determine the

acceptability of the available ICT-Based instructional

materials in teaching Araling Panlipunan.

Specifically, this study sought to answer the following

questions:

1. What is the extent of utilization of the instructional

materials in Araling Panlipunan?

2. Based on the results, what ICT-Based instructional

material may be developed?

3. How acceptable is the ICT-Based instructional materials

in Araling Panlipunan in terms of:

3.1 objectives;

3.2 content;

3.3 usefulness;

3.4 oragnization

3.5 application and

3.6 evaluation
 4. How do the students perform in the pretest and posttest

after using the ICT-Based instructional materials in

Araling Panlipunan?
5. Is there significant difference in their performance?

Hypothesis

There is no significant difference in the performance of the

students who were subjected in the use of Technology-Based

instructional materials in Araling Panlipunan. Its

Acceptabilty.

Scope and Limitation of the Study

This research will be conducted in the three selected

elementary schools in San Juan namely, Pinaglabanan Elem.

School, San Juan Elem. School and Kabayanan Elem. School for

school year 2015-2016. These three schools are recipients of

the school DepEd computerization program.

The first group of respondents were the faculty and the

experts while the second group were composed of

administrators.
Significance of the Study

The result of this study would be beneficial to the

following:

Researchers. The study will benefit future researchers who

are conducting studies on Outcomes-Based Instructional

Materials in other subjects and also a useful source of related

study for similar researchers in the future.

School Administrators. The demands of the students and

teachers for attaining the academic excellence by developing

ICT-Based instructional materials will be given more time and

effort to be materialize and implemented. They will also

understand the needs of the Araling Pnlipunan Teachers to be

provided with more comprehensive trainings and programs.

Faculty. The findings of this study will help them identify

the skills or aspects of the problem-solving that need to be

emphasized or strengthened. They will be more effective in

teaching Araling Panlipunan by using ICT-Based instructional

materials which are especially designed for the needs of their

students in understanding the subject. The teachers can assess

the progress of the students’ learning in the subject of

Araling Panlipunan. They can use their evaluation and

assessment results to develop other ICT-Based instructional

materials in teaching Araling Panlipunan.

Future Researcher. The findings of this study may

encourage the interest of other researchers to conduct similar

studies in other schools aiming for the purpose of providing

assessment of the existing ICT-Based Instructional Materials

for Araling Panlipunan which lead them in achieving the goals

of education such as quality, excellence and dynamic lifelong

learning.

Students. These materials may help them better understand

difficulties met since they will be given illustrative examples

and provide them many opportunities to participate and respond

to Araling Panlipunan. They will discover their strengths and

capabilities to develop their own techniques in understanding

Araling Panlipunan through the use of ICT-Based instructional

materials. They will be trained to be flexible and to cope

easily on different Araling Panlipunan learning process an

experience.
Definition of Terms

The following terminologies were defined operationally and

conceptually:

Assessment is an evaluation of the faculty and experts of the

quality or worth of the available ICT-Based instructional

materials.

Content is the collection of competencies provided by the

syllabus in Araling Panlipunan.

Evaluation is the last part of the lesson proper where the

faculty gives the assessment such as experiences and quizzes

to students to measure the degree of what they have learned.

Experts are the Araling Panlipunan teachers with Master’s

degree who have at least ten years of teaching experience.

Faculty are Araling Panlipunan teachers who have less than

ten years of teaching experience.

ICT-Based Instructional Materials are the instructional

materials, with clearly defined objectives, learning

activities as well as feedback and evaluation with the use of

digital technologies and communication tools.

Objectives are purpose, goal of the ICT-Based

Instructional Materials.

Oraganization is the manner of sequencing of topics in Araling

Panlipunan.

Pretest is the multiple choice test covering the lessons in

lessons in Araling Panlipunan which the learner took before

the instructional materials were administered. This test was

given to students to determine whether they are sufficiently

prepared for a course study.

Post-test is the test administered after the utilization of

the ICT-Based Instructional Materials for Araling Panlipunan

and this is the same test administered in the pretest.

 CHAPTER 2

Review and Related Literature and Studies

Local Literature

Caliva (2010). Stated that with the integration of computer

in the classroom, students’ world of technology and the quality

of education and also the chances for authentic communication

worldwide with be enhanced. The teacher can further utilize

their educational tools by computer based tools, because change

in educational paradigm does not occur overnight some

educators, researchers have discovered a common ground

integrating combining the traditional and virtual classroom.

Philippine Daily Inquirer (2010). Media with the advent

of information technology, have involved during the last

decade, The one dominant traditional which are Radio, TV, and

print have been challenged by the so called non-traditional

media which now have also been aggressively trying to reach

the mass audience. Like the traditional media which meet the

challenges of the changing times the advertising Board of the

Philippines ADBoard is also confronted with the same

challenges. Faced with some old as well as new issues.

Foreign Literature

The guidelines in the use of instructional materials

emphasizes that they should be based on the fundamental

concepts and principle involved in the specific subject or

course that is taught. The purpose of this is to align the

students understanding of the topic with current knowledge. It

also teaches them to control and monitor their thought

processed to facilitate learning. Hooser ( 2010) The method of

instructional materials. The teaching method can be-divided

into mass instruction techniques, individualized learning

technologies and group learning technologies.

Today’s world considered as the age of communication that

phrase brings a vision of what communication’s scholar Mchihan

(2009) called the “Global Village”, a myriad of societies with

every degree of sophistication linked by communications. The

age of communications is made in large party by the radical

revolution in communication technologies.

With marconi’s development of wireless radio in the 19th

century came the possibility of new limitless communications

between people. The cathode ray tube and the computer chip
increased the speed and complexity of transmitted messages and

the satellite provides every culture.

The world became a global village because of these

technological advances often overlooked in that phrase,

however, is the noun “village: Mcluhan emphasized not only the

technology of communications but also the high degree to

hightech communication that affair. The age of involved in

other affair. The age of communication has brought not only

new technologies but also increase responsibilities.

Local Studies

Arcilla (2008) entitled “E-Sci” An Intelligent Computer Aided

Instruction” she tried to develop a software that can be used

as a teaching tool in teaching Earth Science. It is an

intelligent system in a way that it gives the evaluation test

in random from an examination database of questions that can

be expanded. In this study the researcher decided to create a

web-based instructional system for the subject and made a

comparison between the traditional way of teaching and using

the proposed system. For one grading period, the subject was

taught to two groups, the control and experimental group who

used the proposed system have better results in the post-test

administered to them at the end of the grading period.

Acuna (2010) entitled: Interactive Multimedia

Instructional Materials: A Guidance Intervention Model in the

Teaching of Mathematics for Grade II concluded that the

developed interactive multimedia device helped a lot to

increase the level of performance. The materials were also

highly accepted by the administrator and teacher respondents

and the t-test result showed that the findings of the study

were significantly different from each school.

Foreign Studies

William, (2010). Teaching oral expression calls for a

classroom environment and instructional calls for a classroom

environment and instructional procedure that we essentially

different from those who use teaching writters’ expression.

They give their suggestion and guided conversation should be

based on the current interest of the student, less teacher

direction and more avail responsibility in desirable

Bagasala (2012) a researcher from India conducted a study

entitled “Role of Teachers in Enhancing Learning Achievement

of Child and Emphasis on Teacher skill development, Knowledge

on Building ICT” Based on his findings the recommended points

is designing content as well as the process of Education are

as follows: First, training and orientation of teachers and

administrators and students to the new learning technologies

is an immediate requirement. Second, teachers already in the

professional development to acquire and maintain. ICT skills

and third, teachers should have adequate time to plan the

introduction of ICT into their pedagogical practice to ensure

high quality and appropriate learning.

Synthesis of Related Literature and Studies

From the above mentioned literature and studies, the use of

Technology Based Instructional Materials in Araling

Panlipunan: Its Acceptabilty are gaining more acceptance among

modern professionals. In the Philippines, as reflected in the

study of Caliva (2010) stated that with the integration of

computer in the classroom, students world of technology and

the quality of education and also the chances for authentic

communication worldwide with be enhanced.The teacher can

further utilize their educational tools by computer based

tools. According to Acuna (2010) Interactive multi-media

device helped a lot to increase the level of performance.

CHAPTER 3
 Methodology

Research Design

The study used the descriptive design of research which is

according to Jacobs (2007), is an ongoing process based on

many taken together, lead to generalization about problems and

the development of theories. Furthermore, it is the systematic

application of a family of methods employed to provide

trustworthy information about problems which involves

collecting data in order to test hypothesis or to answer

questions about the opinions of people on some topic or issues.

Population and Sampling

A purposive sampling was used in this study. Purposive since

only experts and faculty members teaching Araling Panlipunan

were utilized to ensure a wide and in-depth assessment of the

ICT-Based instuructional materials used in teaching Araling

Panlipunan in Elem Grade.

There were three groups of respondents namely, the faculty,

experts and the students. Table 1 presents the respondents of

the study

Table 1

Respondents of the Study

Respondents Frequency Percentage

Faculty
Experts
Students
Total

Respondents of the Study

Table 2 shows the distribution of respondents as to the

number of years in service.

Table 2

Respondents as to Number of Years in Service

Faculty Experts Total

Years in Service F % F % F %

10 years and above

6-9 years
5 years and below
Total
Table 3 shows the data on the distribution of respondent as to

educational attainment.

Table 3

Respondents as to Educational Attainment

Faculty Experts Total

Years in Service F % F % F %

Doctorate Degree
w/Doctal Units
Master’s Degree
Bachelor’s Degree
w/Master’s Units
Total

Research Instrument Used

The following instrument will be used to answer the problems,

issues and other concerns that would like to address in the

study.

1. Pretest and Post test

This is a teacher-made test consisting of sixty (60)

multiple-choice items covering the lessons in Araling

Panlipunan. The test was utilized and administered to seventy

(7) students in the pre-test and post-test.

 2. Developed ICT-Based Instructional Materials

The developed material was an ICT-Based Instructional

Material covering topics outlined in the course syllabus of

Araling Panlipunan which aimed to improve the teaching learning

process in the Elementary level

3. Questionnaire

The questionnaire is the primary instrument in the

validation of ICT-based Instructional Material in Araling

Panlipunan.

The Study the survey checklist to collect data and

information necessary for this study. The questionnaire was

disseminated to Elementary students taking Araling Panlipunan.

This was validated using the Likert Scale. The other set of

questionnaire checklist was disseminated to Araling Panlipunan

teachers and experts to assess the validity and acceptability

of the developed ICT-based Instructional material as to

objectives, content, usefulness, and organization.

Validation of the Research Instrument

The 60-item teacher-made test covered the lessons in Araling

Panlipunan. It was based on the course objectives and followed

the table of specification in Araling Panlipunan.

The test was presented to the Araling Panlipunan experts for

validation. Comments and suggestions guided the researcher in

the revision of the tools items.

After some modifications based on the suggestions given by

the experts the tests were administered to 70 students enrolled

in Araling Panlipunan.

Validation of Acceptability

Validation of acceptability of the ICT-Based instructional

materials in teaching Araling Panlipunan containing ten (10)

chapters was done through the analysis and interpretation of

the results of the pre-test and post-test and was assessed by

faculty and experts.

Data Gathering Procedures

The following procedures were undertaken in the data gathering

of data relative to the conduct of the study.

1. Request permission from the schools relative to the

purpose of the study.

2. Disseminate the survey questionnaire checklist to

maritime students. Collect the data necessary for the

study.

3. Develop the ICT-Based Instructional Material in Araling

Panlipunan after procurement of multimedia materials and

software devices.

4. Demonstrate the ICT-Based Instructional Material in

Araling Panlipunan to the Araling Panlipunan teacher’s

respondents.

5. Conduct survey to Araling Panlipunan expert to assess the

acceptability of the ICT-Based instructional material

based on the given criteri.

6. Aminister and gather scores in the pre-test of the

students’ respondents then utilize the ICT-based

Instructional Material in Araling Panlipunan.

7. Administer the post-test after the use of ICT-based

Instructional Material to the group of student

respondents.
 8. Collect data for treatment with due consideration of

subproblems and hypothesis.

Statistical Treatment of Data

The following statistical tools were used for the

interpretation of results.

1. Ranking. This was based on the percentage to show the

degree of usage of the existing instructional materials

used in Araling Panlipunan to answer sub-problem no. 1.

2. Percentage. This was used to determine the frequencies

of the students’ response.

The formula is

Where:

P = percentage of distribution

F = frequency of an item of response

N = total number of students

3. Weighted Mean. This was used to get the average

frequency of the response in each weighted item.

Formula:
Likert Scale

To determine the acceptability of the ICT-Based Instructional

Material in Araling Panlipunan, to answer to sub-problem no.
3 and 4, the 5-point Likert scale was used and its
interpretation as follows:
Scale Range Verbal Interpretation

5 – (4.50 – 5.00) Very Acceptable (VA)

4 – (3.50 – 4.49) Acceptable (A)

3- (2.50 – 3.49) Moderately Acceptable (MA)

2 – (1.50 – 2.49) Less Acceptable (LA)

1 – (1.00 – 1.49) Not Acceptable (NA)

4. Mean Performance Score. This was used determine the

performance rating of the students in the pretest and posttest.

This was being used to know the level of performance of the

students in their test, needed to answer sub problem no.4.

Formula:

Where:

MPS = Mean Performance Score

M = Mean

N = Number of Item
 Verbal Interpretation in Mean Performance Score of the

Students.
MPS Descriptive

96 – 100% Mastered

86 – 95% Closely Approximating Mastery

66 – 85% Moving Towards Mastery

35 – 65% Average

15 – 34% Low

5 – 14% Very Low

0 -4% Absolutely No Mastery

5. T-test. This was used to measure the degree of difference

between the pretest and posttest mean scores of the

students and to answer sub problem no 5.

5.1 The Mean

Formula:

Where:

𝑋 = the arithmetic mean

𝛴𝑋 = sum of the scores

 N = number of scores
5.2 The t-test formula (Mc Lave, Dietrich and

Sinrich, 1999)

Where:

ΣD = summation mean of the difference between

the pretest and posttest

ΣD2 = summation mean square of the difference

between the pretest and posttest

N = number of respondents

T = the computed value of t

JOCELYN E. GARCIA

ADDRESS: Blk 07 Lot 27, Mars St. Summerhills

Subd. Molino IV, Bacoor City, Cavite

DATE OF BIRTH: Dec. 12, 1973

PLACE OF BIRTH: Butuan City

CIVIL STATUS: Married

HUSBAND: Gerwin G. Garcia

DAUGHTER: Gwenaelle Joyce E. Garcia

OCCUPATION: Public Elementary Teacher

EDUCATIONAL ATTAINMENT:

Master of Arts in Education: Eulogio “Amang”

Rodriguez Memorial Institute of Technology

Nagtahan, Manila
Bachelor of Elementary Education: Father Saturnino

Urios University, 1998 - Butuan City

Agusan National High School: 1986-1991 - Butuan City

Butuan Central Elementary School: 1981- 1986