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THE ROLE OF OER: PERCEIVED EFFECTIVENESS ON
ACADEMIC PERFORMANCE OF INTERMEDIATE LEARNERS AT
CALAUAG EAST DISTRICT
A research proposal presented .
In partial fulfillment of the requirements for the course
BACHELOR OF ELEMENTARY EDUCATION
By:
Telesforo V. Inumerable
NOVEMBER 2022
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APPROVAL SHEET
The thesis attached here to entitled, “THE ROLE OF OER: PERCEIVED
EFFECTIVENESS ON ACADEMIC PERFORMANCE OF INTERMEDIATE
LEARNERS AT CALAUAG EAST DISTRICT” prepared and submitted by:
NAME
RATE
ALILANG, ASHLIHA P.
ILIGAN, ROSALIE MAE G.
OLE, JOHN RONNEL C.
VERZOLA, MARK JOSEPH R.
In partial fulfilment of the requirements for the degree of BACHELOR OF
ELEMENTARY EDUCATION, was successfully defended before the committee
on Oral Examination on November 29, 2022.
PANEL OF EXAMINERS
TELESFORO V. INUMERABLE, EdD
Chairperson
DENNIS ARTHUR S. LEONOR, MBA
Member
JOHN PAUL F. SAN LORENZO, MA.Ed
Member
Recommended for approval as a partial fulfilment of the requirements for the
degree of BACHELOR OF ELEMENTARY EDUCATION.
RAYMUND E. SATANA, PhD
Adviser
Accepted as a partial fulfilment of the requirements for the degree of
BACHELOR OF ELEMENTARY EDUCATION.
ARNEL V. RODELAS, EdD., PhD
Dean of Colleges
Page 3 of 72
Table of Contents
PRELIMINARIES
PAGE
TITLE PAGE
Approval Sheet
2
Table of Contents
3
List of Figures and Tables
5
Acknowledgments
7
Research Abstract
9
BACKGROUND
Rationale of the Research
10
Statement of the Problem
14
Theoretical Framework
14
Literature Survey
17
Significance of the Research
24
Definition of Terms
25
Scope and Limitation of the Study
26
RESEARCH METHODOLOGY
Research Design
27
Research Instrument
27
Data Gathering Procedures
29
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Respondents
30
Sampling Design and Procedures
30
Research Locale
31
Hypotheses
31
Data Analysis Plan
31
Conceptual Framework
36
ANALYSIS, PRESENTATION, AND
INTERPRETATION OF DATA
RESULTS AND DISCUSSION
37
SUMMARYM CONCLUSIONS, AND RECOMMENDATIONS
Conclusions
50
Recommendations
51
References
52
Appendices
58
Curriculum Vitae
66
Research Instrument
70
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List of Figures and Tables
LIST OF FIGURES
FIGURES
Figure 1
PAGE
Conceptual Framework
36
LIST OF TABLES
TABLES
Table 1
Internal consistency of Cronbach’s alpha
29
Table 2
Respondents
30
Table 3
Likert-Scale interval
35
Table 4
Likert-Scale interval
35
Table 5
Gender of the Respondents
37
Table 6
Open Educational Resources Applied in the New
Normal Education
38
Table 7
The Significant Difference Between Males and
40
Females in Open Educational Resources Applied in the New
Normal Education
Table 8
Open Educational Resources that Improve Student Learning
41
Table 9
The Significant Difference between males and
43
Females in open Educational Resources that Improve
Student Learning
Table 10
Benefits that the students can get using OER
44
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Table 11
Significant Difference Between Males
46
and Females in the Benefits that the students
can get using OER
Table 12
Barriers Affecting the performance of the Learners
47
Table 13
The Significant Difference Between
49
Males and Females in Barriers Affecting the
performance of the Learners
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ACKNOWLEDGEMENT
My deepest gratitude is extended to everyone who became an
instrument, in every way in contributed their assistance in the preparation and
completion of the study.
First and for most, to our Almighty God, for the wisdom strength and
guidance he gave that kept me strong and passionate to accomplish the research
study.
Secondly, I would like to extend our utmost gratitude to Raymund E.
Satana PhD., beloved adviser, for guiding and sharing us every little thing we
must know in this matter. Thank you for giving us the council we needed.
I would like to thank and express appreciation to the Public Schools
District Supervisor Mr. Carmilo Eusebio P. Altamira.
Also, I would like to thank and express appreciation to the following
principals and teachers, Mrs. Ma. Cecilia A. Tarusan, Mr. Rossano P. Bernal,
Mrs. Elena Lizano, Mr. Joselito V. Morales, Mr. Edgardo T. Tarusan, Mr. Efren N.
Lora and Mr. Arsenio A. Casiño for their untiring assistance during the conduct of
the study.
Our deepest appreciation to our Panelist headed by Telesforo V.
Inumerable. EdD, John Paul F. San Lorenzo, MaED, Dennis Arthur S. Leonor,
MBA and Mr. Camilo Paul M. Barros for the valuable insights they contributed for
our research study.
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Most of all I would like to thank and express our appreciation to our very
own supportive families and relatives for accommodating us the place to work
with. Thank you for everyday encouragement for understanding for supporting
and believing in us financially, physically and emotionally.
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I.
Research Title: THE ROLE OF OER: PERCEIVED EFFECTIVENESS ON
ACADEMIC PERFORMANCE OF INTERMEDIATE LEARNERS AT
CALAUAG EAST DISTRICT
Name of Researchers
: ASHLIHA P. ALILANG
: ROSALIE MAE G. ILIGAN
: JOHN RONNEL C.OLE
: MARK JOSEPH R. VERZOLA
Name of Research Adviser
: RAYMUND E. SATANA, PhD
1. Abstract
Open Educational Resources (OER) are online teaching and learning
resources that are free to use for teachers and students. This study examines the
effectiveness of open educational resources on students' academic achievement.
The researchers used the descriptive research design to identify the Role of
OER: Perceived Effectiveness on Academic Performance of Intermediate
Learners at Calauag East District. This research involved thirty-six intermediate
advisers from six selected schools of Calauag East District in Calauag, Quezon.
In this research, most of the respondents are female. As a result, there is no
significant difference between males and females in open educational resources
applied in the new normal education, open educational resources that improve
student learning, benefits that the students can get using OER, and barriers
affecting the performance of the learners.
Keywords: OER, methodology, respondents and results.
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2. Background
a) The Rationale of the Research
Open Educational Resources (OER) integrated learning is beneficial for
students who have financial difficulties buying textbooks. Learners have the
freedom to learn whenever and wherever they want.
In accordance with the institution's standards, the teachers modified their
lesson plans during the lockdowns at the school. Due to poor or nonexistent
internet connectivity, the majority of students found it challenging to complete the
required learning activities Dayagbil, Palompon, Garcia, and Olvido (2021).
Furthermore, OER has been located to improve student learning while
lowering access and affordability obstacles. OER are experiencing a boom in
popularity right now, and the traditional educational systems are going through a
major upheaval. To curb the spread of COVID-19, most governments have opted
to employ quarantine protocols and temporarily shut down their educational
institutions UNESCO, (2020). As a consequence, more than a billion learners
have been affected worldwide. Over 28 million Filipino students at all academic
levels are included in this figure, and they must adhere to the quarantine rules
imposed by the Philippine government by remaining at home UNESCO (2020).
OER is not a cure-all for the current issue in education. There are methods to
participate in open education initiatives to strengthen our learning ecosystems
and promote international relationships.
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The continuity of student learning outcomes in the different subject areas and
grade levels must be put into action. The DepEd Curriculum Guide is not
applicable in this kind of situation, so the Department of Education makes a way
to elicit the essential learning competencies in the new normal education. This
mode of delivery of the K-12 Curriculum, using the Most Essential Learning
Competencies (MELCs), is perhaps the most helpful guide that a teacher may
use. The MELC has been modified to fit the circumstances we are currently in,
unlike in the past when each skill had to be taught and carefully followed. The
only problem is that there is less communication with the students since there is
no social interaction, and only through the module can they learn. The teacher
will try to contact them via Zoom or Google Meet Enriquez, (2020).
According to Regional Memorandum No. 000452 s. 2021 from the office of
the Undersecretary for Administration DepEd schools and offices are eligible to
receive sim cards with connectivity load to one million teachers and non-teaching
personnel to efficiently provide essential education services to the learners
despite the COVID-19.
The Philippine Informal Reading Inventory (Phil-IRI) is a continuous
assessment tool that measures and describes a learner's reading performance in
oral reading, silent reading, and listening comprehension in both the English and
Filipino languages. It is utilized in new normal education to help every Filipino
child reach grade-level proficiency in reading and writing.
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OER differs from open learning because they focus on content rather than
educational services, such as specially developed online materials, built-in
student support, and evaluation. Online textbooks, video recorded lectures,
YouTube clips, web-based textual materials designed for independent study,
animations and simulations, digital diagrams and graphics, some Massive Open
Online Courses (MOOCs), and even assessment materials such as tests with
automated answers are all examples of open educational resources. OER can
also incorporate PowerPoint slides or lecture notes in pdf format.
The Department of Education (DepEd) will provide Self-Learning Modules
(SLMs) with alternative learning delivery modalities to various learners across the
Philippines. For SY 2020–2021, DepEd will work to ensure that all students have
access to a quality primary education by integrating SLMs with the alternative
learning delivery modalities (modular, television- and radio-based instruction,
blended learning, and online). Face-to-face instruction is still not permitted due to
the public health situation.
The SLMs and the other alternative learning delivery modalities are in place
to address the need, situations, and resources of every learner and will cover all
the bases in ensuring that basic education will be accessible amid the present
crisis posed by COVID-19 Briones, L., (2020)
The use of synchronous and asynchronous learning technology can enhance
student-teacher interactions, boost engagement levels, and enhance learning
results. Both designs have their advantages and disadvantages. Some students
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like a synchronous learning environment because it provides time Instructions.
For other students, an asynchronous online learning environment provides more
time to consider all sides of an issue before offering their educated input. Both
learning types have unique benefits and limitations to online learning (Hastie,
Hung, Chen, Kinsuk, 2010; Simonson, 2012).
The DepEd OER is an innovative pathway to connect independent schools
with its prime role in supporting the requirements of the K to 12 Curriculum
(Peregrino, Caballes, and Javillonar, 2020). It focuses on ICT Assisted Teaching
an ICT Assisted Learning. In contrast, the customization of localized materials
made it possible to deliver quality, accessible, relevant, and liberating education
for all, even for schools without vital internet facilities. The OERs are created in
such a way as to meet the demands for interactivity, digitization, and the teaching
of 21st Century skills to prepare students for the future. This is the beginning of
revolutionizing education in the Philippines to teach minds, touch hearts, and
transform the lives of learners.
Every child deserves access to quality education. The aim of the Department
of Education (DepEd) to safeguard and advance every Filipino's right to a quality,
equitable, culturally-based, and comprehensive basic education—where pupils
study in a welcoming, gender-sensitive, secure, and inspiring environment-gives
credence to this. Teachers facilitate learning and constantly nurture every learner
Memoire, (2019).
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The researchers are trying to find the effectiveness of using OER among
students through their teachers. This situation makes it deepens the study of
OER. This research focuses on analyzing the implementation of OER to find
which teaching materials are more practical to use in teaching learners under the
new normal education.
b) Purpose of the Research
This study aims to determine The Role of OER: Perceived Effectiveness on
Academic Performance of Intermediate Learners at Calauag East District.
Specifically, this research intends to answer the following:
1. What is the gender of the respondents?
2. What open educational resources are applied in the new normal
education?
3. What open educational resources that improve student learning?
4. What are the benefits that students can get using OER?
5. What barriers affecting the performance of the learners?
c) Theoretical Framework
Social Constructivism
This study recognizes the idea that learners are not passive recipients of
information, but actively construct their knowledge Lev Vygotsky (1978) asserts
that these people actively contribute to the development of their knowledge. Our
understanding has grown because of this realization of the importance of open
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educational resources for learners. By arranging information into people's
meaningful constructions, we can take advantage of the learner's involvement in
knowledge acquisition through Vygotsky's Theory of Social Constructivism.
Because they can work together and learn independently with open educational
resources, learners can improve their learning abilities. They develop and
broaden their skills.
Cognitivism
This study is informed of the assumption that Bloom's Taxonomy specifies
six competency levels to cognitive learning, they are: creating, assessing,
analyzing, applying, understanding, and remembering (Bloom et al., 1956).
Define the six levels of cognitive learning competency based on Bloom's
research as well. Understanding is the capacity to make sense of the learning
resources, while creating is the mindset to recreate concepts and tactics.
Analyzing is the capacity to study the activities or course content, while
generating is the capacity to produce one's ideas on the information offered in
the learning resources. The capacity to assess or retain knowledge obtained
from open learning resources and apply it to daily life constitutes the final stage
of cognitive learning.
Furthermore, in Bloom’s Taxonomy, one such factor was the lack of
variation in teaching. In other words, teachers were not meeting each student’s
needs and instead relied upon one universal curriculum. It will serve as a guide
for the possible outcome of OER in the learners.
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Sociocultural Theory
The sociocultural approach views cognitive, social, and cultural components
as interrelated phenomena that should not be investigated as standalone, but as
intertwined and embedded practices, drawing from pragmatic theory and critical
psychology (i.e., the works of Vygotsky, Mead, and Dewey). Though the theories
differ in their focus, they share a common interest in investigating the role of
artifacts in thinking, learning, and acting. The unit of analysis typically spans the
individual mind and instead considers social interaction processes. Sociocultural
theories do not focus on the cognitive procedures in the learner’s mind but on the
learner’s social environment and activities. We will see how the learners can
expand their minds through Open Educational Resources.
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d) Literature Survey
This chapter presents studies and literature by various authors and
researcher. This chapter's references to related literature aid in familiarizing
readers with data that is pertinent to and similar to the subject under
consideration.
Jones (2018) examined the impact of Khan Academy on mathematics
achievement among students in California. The study reported the importance of
implementing the OER outside the classroom as a teaching aid by the teacher.
For the student, they enhance achievement in mathematics and other subjects.
Kelly (2018) investigated the impact of using Khan Academy as mathematics
remediation among the ninth- graders in Virginia. Although the study did not
report significant differences in achievement, it improved the students’ learning
motivation and made them responsible for their learning by exerting practical
efforts in the classroom.
According to Colvard, Nicholas. Watson, Edward, Park, and Hyojin (2018),
OER improve end-of-course grades for all students and reduce DFW (D, F, and
Withdrawal letter grade) rates. For Pell recipients, part-time students, and
demographics traditionally marginalized by higher education, they also increase
course grades and lower DFW rates at higher rates. Affordability, completion,
attainment gap problems, and learning are all addressed by OER.
Mathew, Santhosh, Kashyap, and Upasana (2019), stated that Open
Educational Resources (OER) are online teaching and learning resources that
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are free to use for teachers and students. This case study investigates how free
educational resources affect students' academic performance in an introductory
astronomy course at a four-year private university. As part of this study, they
compared students' performance using traditional textbooks and recently
introduced OER resources while maintaining the same caliber of instructional
and learning materials.
Moreover, educational technology is rapidly evolving, necessitating
educational institutions to use the most cutting-edge methodologies and
platforms to supplement learning. Incorporating cutting-edge technologies, the
curricula, such as Open Educational Resources (OER) and Virtual Reality (VR),
have improved active engagement and student-centered learning. It is not a
question of "if" but "how" higher education instructors will use technology in the
classroom (Holder, Ashley; Bethea-Hampton, Terrie 2019).
Furthermore, according to Grimaldi (2019), it has been acknowledged that
Open Educational Resources (OER) can reduce student fees and improve equity
in higher education. There has been conflicting evidence regarding the potential
benefits of OER for student learning, with the majority of studies finding no
benefit. Based on the assumptions of the access hypothesis, the usual methods
used to assess OER efficacy are unlikely to detect positive effects. According to
the access hypothesis, OER benefits learning by allowing students access to
necessary course materials. As a result, OER should only benefit students who
would not otherwise have access to the materials. We show that, even if there is
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a learning benefit to OER, current research approaches are unlikely to uncover it
using simulation analysis.
Tang, Hengtao, Lin, Yu-Ju, Qian, and Yingxiao (2021) stated that teachers in
K-12 settings are increasingly requesting instructional resources other than
textbooks to keep up with the trend of individualized learning. K to 12 teachers is
compelled to swiftly adjust to online education, especially during the outbreak of
COVID-19, and so face more challenges in providing personalized instruction in
a resource-constrained environment. OER can be a viable choice for teachers
because they allow them to keep, reuse, revise, remix, and disseminate highquality educational resources for free. However, OER's acceptance in K-12
education is still minimal. Effective strategies are needed to persuade teachers to
use OER.
Many librarians already teach students about copyright and how to respect
intellectual property rights. When asked to accomplish multimodal assignments in
their higher education courses, they can assist students in using open
educational resources (OER). With the intention of educating students about their
creative rights and inspiring them to use the free resources that are available to
them as creators, two instructional librarians developed a one-shot workshop for
first-year composition students about using open resources (Tailor, Jessica,
Sheaffer 2020).
Open Educational Resources (OER) are teaching and learning materials that
are free to use and include licenses that allow for innovation in pedagogy using
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OER. In this research, we look at the financial impact of OER and studies that
show OER is equivalent to commercial products in terms of quality. An
explanation of how the OER license enables instructors to change materials and
how OER can be adapted to be more culturally relevant, successfully linked with
learning objectives, and inclusive of student requirements is provided. OER
serves an instrument to improve teaching and learning and promote social justice
in higher education by expanding access to materials, adapting to student needs,
and allowing various communities to express their voices and knowledge. Future
directions for OER research and implementation are discussed, as well as
sample projects to encourage OER adoption and activities that use OER-enabled
pedagogy (Virginia, Elizabeth, Legerski, Rhodes & Gilpin 2021).
Hilton III, Larsen, Wiley, and Fischer (2019) stated that, In the field of
education, Open Educational Resources (OER) have the potential to replace
commercial learning materials. The end-of-year mathematics test results of
12,110 elementary school kids clustered inside 95 schools from five school
districts in the state of Washington in the United States of America were
compared in an empirical investigation of this possibility. Six thousand seven
hundred ninety-six pupils used open educational resources, whereas 5314 used
commercial, educational resources. There were no statistically significant
differences in exam performance between students who used open versus
commercial curricular materials after three years of testing. The absence of
statistical significance could have practical implications, suggesting that OER can
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replace traditional materials without negatively hurting students while also
potentially lowering costs and allowing for local customization.
Additionally, according to Sandanayake (2019), the use and adaptation of
OER have been recommended as a particularly cost-effective investment in highquality teaching and learning. Teachers spend much of their time producing
learning materials, reviewing lecture notes, anticipating questions, and
formulating, and preparing for exams in traditional teaching approaches.This
approach is outdated given the learner's present interaction with technology. This
study aims to encourage blended learning using OER for undergraduate
students. Learner adaptability to the new culture of OER-based blended learning
has been studied through action research. This study looked at how learners felt
about OER-based blended learning. The student performance records were also
assessed as a metric for learning quality. The study looked at how OER materials
could be used to build online courses for undergraduate students.
Simultaneously, research gives feedback on using blended learning methods
based on OER. The article discusses how to implement practical evaluation
activities in OER-based blended learning. These successful assessment
exercises received much favorable feedback from students. Furthermore, the
study emphasizes the necessity of incorporating open educational resources
(OER) into undergraduate online learning.
David Wiley (n.d.) offers a different definition of OER, defining it as
educational materials and learning resources covered under Creative Commons
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(CC) licenses. Creative Commons licenses allow users to access materials in the
public domain for free without having to obtain copyright and usage permissions
by practicing the 5R Framework. Wiley (n.d.) explains that the 5R Framework is
based on five permissions: (a) retain the original work and control copies of the
content such as download and duplicate, (b) reuse the materials exactly as they
are; (c) revise content by adapting, modifying, improving, and changing such as
translating into different languages; (d) remix original content by incorporating it
with other material to produce new content; and (e) redistribute the revised and
mixed original copies among educators or friends (para. 1). For this paper, OER
is defined as any educational resources that reside in the public domain or are
subject to CC licenses that permit users to practice the 5R Framework. In
summary, the concept of OER as resources that are accessible, free, and open
for educators ’use without licensing costs Corporates the authorization and
licenses that facilitate and control the 5R Framework.
Recently, considerable research has emerged to investigate the impact of
OER on teaching and learning. Research by Pitt (2015) found that the OpenStax
(OSC) textbook helped faculty provide resources that met students’ needs and
that teaching practices became easier. Most faculty preferred to use trusted
sources, which are more cited and rated by other faculty, to shortcut the process
of searching for materials. Regarding pedagogical changes, a few faculty
reported on this as they were just starting to use OSC textbooks, but the
researcher stated that this needed further investigation Pitt, (2015). Similarly, in
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K-12, researchers found that most teachers adapted OER to suit the needs of
their classrooms. They linked this result with the provision of a strong relationship
between OER and personalized learning, in which teachers offered a variety of
resources for students and promoted the opportunity to personalize what they
learned and how they learned it Arcos, Farrow, Pitt, Weller, & McAndrew, (2016).
Cohen, Reisman, and Bid Sperling (2015) examined how individuals
behaved while using a learning object repository as a catalyst for the adoption of
OER and discovered that users could create and present knowledge in a way
that is specific to their use style and that learning process creators could use
content created by others and store it in their private repository in order to adapt
and customize it later to meet learner needs (Cohen et al., 2015). These
practices led to a more personalized learning process, improved the quality of the
materials since they were connected to excellent materials across several
disciplines, and enhanced individuals’ satisfaction with the content they used.
Another significant finding of the study was that reusing OER in a personal space
created a vibrant community through user activities, such as writing comments,
rating, recommending, sharing learning activities, and peer reviews, which
increased user trust in the quality of the content of collections. The researchers
recommend exploring other sharing approaches in personal spaces and showing
best practices to promote further OER use (Cohen et al., 2015).
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e) Significance of the Research
This research study entitled “The Role of OER: Perceived Effectiveness on
Academic Performance of Intermediate Learners at Calauag East District” is to
be conducted and benefit the following:
Administrators. This study will be beneficial for the administrators to
determine how OER provides high-quality education, and they will have a deeper
understanding of OER to enlighten their learners.
Teachers. Teachers will gain from this research since it will aid them in
achieving the goals of the teaching-learning process by using open educational
resources (OER) as a tool that promotes practical learning.
Learners. The research will be useful for intermediate learners since it will
increase their ability to access learning materials at any time and from any
location. It can support students' ability to learn in a creative way.
Future researchers. Future academics who seek to investigate the impact of
OER on a student's academic performance might use this research as a guide.
Researchers. The researchers will gain from this research study because it
will soon enable them to practice teaching more successfully.
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f) Definition of Terms
The following terms were defined according to their use in the study:
Asynchronous learning enables students to access educational
materials whenever they choose.
The educational system refers to the general structure of a country’s
educational organization.
Information and Communication Technology (ICT). The technology
that is being used in online learning is because of the pandemic.
Learning ecosystems are a symbiotic environments where people
interact with the content, technologies, and data that surround them to facilitate
and deliver learning experiences based on the governance guardrails set by the
organization.
Massive Open Online Courses (MOOCs) offer free education in an
online environment, with no limit on class size.
Open Educational Resources (OER). Type of educational materials that
are in the public domain or introduced with an open license.
Online schooling. A flexible instructional delivery system encompasses
any kind of learning that takes place via the internet.
Online module. A soft copy of educational material given by the teacher.
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Philippine Informal Reading Inventory (Phil-IRI). The assessment tool
used in reading comprehension.
Self-Learning Modules (SLMs). It may be referred to as a Printed
module from DepEd that has to be delivered in schools.
Synchronous learning. Students are required to log in and participate in
class at a specific time.
Textbooks. A book containing a comprehensive compilation of content in a
branch of study to explain it.
g) Scope and Limitation of the Study
This study focuses on The Role of OER: Perceived Effectiveness on
Academic Performance of Intermediate Learners at Calauag East District. Due to
their prominence as the primary facilitators of intermediate learners, this study
focuses on the Intermediate grade advisers of the Calauag East District,
specifically those at Calauag East Central Elementary School, Municipal Sector
Elementary School, Sumilang Elementary School, Rizal Elementary School,
Yaganak Elementary School, and San Roque Elementary School. Any
instructional resources utilized for online learning are covered by this study.
Additionally, all of the data was restricted to the respondents' perceptions.
To answer the questions about The Role of OER: Perceived Effectiveness on
Academic Performance of Intermediate Learners at Calauag East District, the
Page 27 of 72
identical questionnaire is given to each respondent. The questionnaire that the
researchers have created will be the main source of data.
3. Description of Method or Approach
Research Design
The implementation of Open Educational Resources for Intermediate Learners
in the Calauag East District was evaluated in this study using a descriptive
research design to determine respondents' perceptions and effectiveness. All
responders were given a 20-item survey questionnaire in order to gauge the
impact of the open educational resources. To get the data, the researchers used
a survey questionnaire.
Research Instrument
The research instrument used in this study is the self-made survey
questionnaire to gather data on the respondents. To determine The Role of OER:
Perceived Effectiveness on Academic Performance of Intermediate Learners at
Calauag East District, the respondents were asked to answer the survey. This
instrument consists of five parts the gender of the respondents, Open
Educational Resources for applied in the new normal education, Open
Educational Resources that improve student learning, benefits that the students
can get using OER, and the barriers affecting the performance of the learners.
The respondents will evaluate the instrument to determine its effectiveness,
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determining whether it is very effective, extremely effective, very effective,
moderately effective, barely effective, or not effective at all.
The research instrument of the study will be evaluated and validated by
three experts using an evaluation form.
For the fifth teen instructors in the elementary grades at Calauag Central
College Inc. and Froebelian School of Calauag, the researcher will conduct the
pilot testing. The researcher chose these two private schools because it is
outside of the environment of this research. Before conducting the pilot testing,
the researchers will secure a written permit signed by the research adviser and
addressed to the Principal/School Head of the two private schools. The
researcher used Cronbach’s alpha to validate the data in the data in the research
questionnaire.
𝐾 l
𝑎=
1−
𝐾 − 1I
𝗁
∑
𝑘
𝜎2
𝑖=1 𝑦𝑖
𝜎𝑥2
I
)
𝐾 = the number of test item
𝑎 = Cronbach’s alpha
𝜎𝑥2 = variance of observed total test scores
𝜎𝑦2 = variance of component / for the current sample of persons
𝑖
Page 29 of 72
Twenty questions make up the test, with fifteen respondents chosen from
two Calauag private schools. To assess the reliability, or internal consistency of
the instrument, the researchers used Cronbach’s alpha. As a result, the
researchers achieved the value of .866 of Cronbach alpha, considering that each
question is reliable.
Table 1. Internal consistency of Cronbach’s alpha
Cronbach’s alpha
𝑎 ≥ 0.9
0.9 > 𝑎 ≥ 0.8
0.8 > 𝑎 ≥ 0.7
0.7 > 0 ≥ 0.6
0.6 > 𝑎 ≥ 0.5
0.5 > 𝑎
Internal consistency
Excellent
Good
Acceptable
Questionable
Poor
Unacceptable
Data Gathering Procedures
After the validation of the instrument, the researchers secured a signed
permit for the schools to conduct the study. After giving permission, the
researchers explained the purpose of the study to the selected respondents, and
ensured each participant corresponded to their predefined criteria. The
researchers will not force the respondents to answer the questionnaire because
the respondents have the right to refuse or give information as part of their
freedom. The researchers collected the using a survey questionnaire that
comprised their name, age, gender, civil status, designation, educational
Page 30 of 72
attainment, and years in service. After the respondents had taken, it the papers
were checked, tallied, interpreted, and analyzed.
a. Respondents/Units of Analysis/Subjects of the Study
The respondents of this research are the intermediate advisers of selected
schools in Calauag, Quezon. The total population of the respondents is thirty-six
in six selected schools in Calauag East District.
Table 2
RESPONDENTS
School A
School B
School C
School D
School E
School F
TOTAL
POPULATION
21
3
3
3
3
3
36
b. Sampling Design and Procedures
In sixteen along-the-road schools of Calauag East District, six schools of
Calauag East District are selected by the researchers using purposive sampling.
These six schools were selected by the researchers because they have the
characteristics needed in this research. The six selected schools of Calauag East
District have a total of thirty-six Intermediate advisers. Based on the result, the
thirty-six intermediate advisers from selected schools of Calauag East District will
be the respondents of this research.
Page 31 of 72
c. Research Locale/Study Site
The research locale of this study is Calauag, Quezon, which is composed of
six selected schools at Calauag East District. The data will be gathered at the
designated school of the respondents. The researchers chose the place of
implementation because it will give the needed data for this research. The study
was conducted in the first semester of 2022-2023.
d. Assumptions or Hypotheses
H0: There is no significant difference between males and females in Open
Educational Resources applied in the new normal education.
H0: There is no significant difference between males and females in Open
Educational Resources that improve student learning.
H0: There is no significant difference between males and females in the
benefits the students can get using OER.
H0: There is no significant difference between males and females in the
barriers affecting the learners’ performance.
e. Data Analysis Plan
The statistical treatments used in this study are the frequency distribution
table, percentage, weighted mean, and standard deviation.
Page 32 of 72
SOP 1. The frequency distribution table and percentage will be used to
determine the gender of the respondents.
In computing the percentage, the formula is as follows:
0
𝑁
Where:
% = Percent
F = Frequency
N = Number of cases
SOP 2. To determine what open educational resources are applied in the
new normal education, the weighted mean and ordinal measurements will be
used.
In computing the weighted mean, the formula is as follows:
𝑤𝑥 =
∑𝑤𝑥
𝑛
Where:
𝑤𝑥 = weighted mean
𝑤𝑥 = weights (5, 4, 3, 2, and 1)
𝑥 = values of quantities
𝑛 = total number of respondents
SOP 3. To determine the Open Educational Resources that improve
student learning, weighted mean and ordinal measurements will be used.
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In computing the weighted mean, the formula is as follows:
𝑤𝑥 =
∑𝑤𝑥
𝑛
Where:
𝑤𝑥 = weighted mean
𝑤𝑥 = weights (5, 4, 3, 2, and 1)
𝑥 = values of quantities
𝑛 = total number of respondents
SOP 4. To determine the benefits that the students can get using OER
weighted mean and ordinal measurements will be used.
In computing the weighted mean, the formula is as follows:
𝑤𝑥 =
Where:
𝑤𝑥 = weighted mean
𝑤 = weighs (5, 4, 3, 2, and 1)
𝑥 = values or quantities
𝑛 = total number of respondents
𝛴𝑤𝑥
𝑛
Page 34 of 72
SOP 5. To determine the barriers affecting the learners’ performance,
weighted mean and ordinal measurements will be used.
In computing the weighted mean, the formula is as follows:
𝑛
Where:
𝑤𝑥 = weighted mean
𝑤 = weighs (5, 4, 3, 2, and 1)
𝑥 = values or quantities
𝑛 = total number of respondents
To determine the significant difference between males and females
in open educational resources independent sample t-test will be used.
In computing the independent sample t-test, the formula is as follows:
𝑡=
(𝑥
1− 𝑥2 )
𝑆 2 +𝑆2
√ 𝑛𝑃1 𝑛2𝑃
Where:
𝑡 = t-value
𝑥 = sample mean
𝑆𝑃2 = pooled variance
𝑛 = sample size
Page 35 of 72
Table 3. Likert-Scale interval
Likert-Scale
Description
Extremely Effective
Very Effective
Moderately Effective
Likert-Scale
5
4
3
Likert-Scale
interval
4.41 – 5.00
3.41 – 4.20
2.61 – 3.40
Slightly Effective
Not at all effective
2
1
1.81 – 2.60
1.00 – 1.80
Table 4. Likert-Scale interval
Likert-Scale
Description
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Likert-Scale
5
4
3
2
1
Likert-Scale
interval
4.41 – 5.00
3.41 – 4.20
2.61 – 3.40
1.81 – 2.60
1.0 – 1.80
According to Chipeta (2020), a Likert question should elicit various
responses. This sample of Likert scale questions is being recommended use
because these scales give a broad range of answers to the respondents.
Page 36 of 72
Research Paradigm/Conceptual Framework
The focus of this study is to determine the Role of OER: Perceived
Effectiveness on Academic Performance of Intermediate Learners at Calauag
East District.
INPUT
Intermediate advisers
The Role of OER:
Perceived
Effectiveness on
Academic Performance
of Intermediate
Learners at Calauag
East District
Survey questionnaire
PROCESS
OUTPUT
Distribution of
Validated
research
instrument
OER performs a
significant effect
on the academic
performance of
intermediate
learners in
selected schools
of Calauag East
District.
Data gathering
procedure
Data
processing
S.Y. 2021-2022
Figure 1. Research Paradigm of the Study
The Research employed the modified IPO model to illustrate the study's
necessary procedure and steps in the undertaking.
The researchers implement a descriptive survey about the effectiveness of
Open Educational Resources. The answer to the questionnaire will be provided
by the advisers of intermediate learners in Calauag East District. That will serve
as an essential part of determining the outcomes of the study. The Distribution of
the validated test questionnaire was also covered.
Page 37 of 72
4. Results and Discussion
This chapter presents a thorough discussion of “THE ROLE OF OER:
PERCEIVED EFFECTIVENESS ON ACADEMIC PERFORMANCE OF
INTERMEDIATE LEARNERS AT CALAUAG EAST DISTRICT” the data that
were gathered were shown in tables, figures and interpretation of results based
on the figures and tables as well as statistical treatment were analyzed and
interpreted after each table and figure.
Table 5. Gender of the Respondents
GENDER
FEMALE
MALE
FREQUENCY
22
14
PERCENT
61.11
38.89
Among the total respondents, it appears based on the tabulated data that
there were 61.11% of the respondents are female, which ranks 1 of the total
gender bracket, and 38.89% of the respondents are male, which gathered a rank
of 2 out of the total gender bracket.
According to Damme, D. (2016), Women’s deliberate and intentional
choices, labor market circumstances, social conventions, and cultural messages,
all contribute to gender disparities in teaching. Women’s increased labor force
participation in many nations coincides with the demand for more qualified
instructors to staff growing educational institutions.
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Table 6. Open Educational Resources Appl ied in the New Normal Education
MEAN
DESCRIPTION
Open Textbooks
4.06
Very Effective
Academic Online Video Tutorial
3.81
Very Effective
DepEd TV as an online learning
platform of the learners
3.75
Very Effective
The use of online module in the new
normal education
3.53
Very Effective
DepEd Commons as a solution to
have access in online review
materials
3.27
Moderately
Effective
3.68
Very Effective
Overall Mean
Legend 4.21 – 5.00 Extremely Effective
3.41 – 4.20 Very Effective
1.81 – 2.60.20 Slightly Effective
1.00 – 1.80 Not at all Effective
2.61 – 3.40 Moderately Effective
As shown in Table 6, Open Textbooks are the most applied Open
Educational Resource in the new normal education. Based on the survey
analysis, the researchers came up with a mean of 4.06, considering that most of
the selected intermediate advisers of Calauag East District answered “Verry
Effective” in the section of Open Textbooks.
The study looked at the adoption and used patterns of teachers and
students as the final users of open textbooks. It discovered that significant initial
drivers of use included reduced cost, reliable quality, and ease of use. It also
discovered that teachers and students use open textbooks in ways that mirror
their current teaching and learning practices. The study also demonstrated the
possibility for new practices in teaching and learning that are in line with the
Page 39 of 72
usage of open textbooks, such as enhanced teacher collaboration on curriculum
creation and the use of interactive online resources to improve student learning
Petrides, James, Middleton-Detzner, Walling & Weiss (2011).
On the other hand, the least Open Educational Resource applied in the
new normal education is the “DepEd Commons” as a solution to have access to
online review materials. Based on the survey analysis, the researchers came up
with a mean of 3.27, considering that the DepEd Commons is Moderately
Effective.
DepEd it is impossible to provide face-to-face education during this crisis,
DepEd recommends using DepEd Commons as an option only for people who
have access to the internet and devices, including cell phones, tablets, laptops,
and desktop computers DepEd (2020)
Page 40 of 72
Table 7. The Significant difference between males and females in Open
Educational Resources applied in the new normal education
Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
95% Confidence Interval of the
Difference
Std. Error
F
1-5
Equal variances assumed
Equal variances not assumed
Sig.
1.829
t
.185
df
Sig. (2-tailed)
Mean Difference
Difference
Lower
Upper
-.446
34
.659
-.10649
.23892
-.59204
.37906
-.426
23.865
.674
-.10649
.24973
-.62206
.40907
As shown in table 7, the significant difference between males and females
in Open Educational Resources applied in the new normal education, the
respondents of selected teachers at Calauag East District, Calauag, Quezon.
Since p <.659 is more significant than our chosen significance level a=0.05,
we can accept the null hypothesis and conclude that in part 2, the mean in
possible problems for males and females has no significant difference, based on
the results, we can state that there is no significant difference in mean possible
problems between males and females (t-446=34, <.659).
Page 41 of 72
Table 8. Open Educational Resources that improve student learning
Phil-IRI as a tool to evaluate the
current reading levels and abilities
of the learners
Phil-IRI as a classroom-based
assessment tool aims to measure
and describes the learners’
reading performance
Technologies associated with
synchronous and asynchronous
learning
The implementation of SelfLearning Modules (SLMs) in the
new normal education
Self-Learning Module as a way to
improve student’s understanding
The use of Self-Learning Module
to encourage students to take
responsibility to their learning
Overall Mean
Legend 4.21 – 5.00 Extremely Effective
3.41 – 4.20 Very Effective
MEAN
4.36
DESCRIPTION
Extremely
Effective
4.25
Extremely
Effective
4.`25
Extremely
Effective
3.75
Very Effective
3.72
Very Effective
3.69
Very Effective
4
Very Effective
1.81 – 2.60.20 Slightly Effective
1.00 – 1.80 Not at all Effective
2.61 – 3.40 Moderately Effective
As shown in Table 8, the Open Educational Resource that improves
student learning is the “Phil-IRI” as a tool to evaluate the current reading levels
and abilities of the learners. Based on the survey analysis, the researchers came
up with a mean of 4.36, considering that most of the selected intermediate
advisers of Calauag East District answered “Extremely Effective.”
According to Oclarit and Casinillo (2021), three years’ worth of Phil-IRI
results were compiled and found to be relatively low. The results of the Phil-IRI
for the current academic year, on the other hand, were also gathered and
Page 42 of 72
revealed a notable variation from the previous three years. Additionally, the
results of the pre-and post-test demonstrate a notable improvement in the pupils’
reading skills.
On the other hand, using a Self-Learning Module to encourage students to
take responsibility for their learning gathered the least mean score in the Open
Educational Resources that improve student learning. Based on the survey
analysis, the researchers came up with the a of 3.69, considering that the use of
a Self-Learning Module to encourage students to take responsibility for their
learning is considered “Very Effective” in improving the learning of the students.
According to Saleem (2009), following numerous discussions and reviews,
it became clear that the impact of the modular learning approach on students’
academic success had been realized. The academic achievement of the pupils
who used the modular learning strategy dramatically improved. It also showed
that children who employed the modular learning strategy had logical
improvements in their academic performance across various subject areas,
including English, Science, and Mathematics.
Page 43 of 72
Table 9. The significant difference between males and females in Open
Educational Resources that improve student learning
Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
95% Confidence Interval of the
Difference
Std. Error
F
6-11
Equal variances assumed
Equal variances not assumed
Sig.
2.938
t
.096
df
Sig. (2-tailed)
Mean Difference
Difference
Lower
Upper
.468
34
.643
.10942
.23391
-.36595
.58478
.428
20.397
.673
.10942
.25549
-.42287
.64170
As shown in table 9, the significant difference between males and females
in Open Educational Resources that improve student learning, the respondents
of selected teachers at Calauag East District.
Since p <.643 is more significant than our chosen significance level
a=0.05, we can accept the null hypothesis and conclude that in part 3, the mean
in possible problems for males and females has no significant difference, based
on the results, we can state that there is no significant difference in mean
possible problems between males and females (t-.468=34, <.643).
Page 44 of 72
Table 10. Benefits that the students can get using OER
MEAN
4.11
4.03
DESCRIPTION
Very Effective
Very Effective
Easy to access teaching-learning
materials
OER removes socioeconomic
barriers to educational materials
3.92
Very Effective
3.83
Very Effective
Immediate and continued access to
OER
Overall Mean
3.78
Very Effective
3.93
Very Effective
Improves digital skills
Improves the quality of education
Legend 4.21 – 5.00 Extremely Effective
3.41 – 4.20 Very Effective
1.81 – 2.60.20 Slightly Effective
1.00 – 1.80 Not at all Effective
2.61 – 3.40 Moderately Effective
As shown in Table 8, all the given benefits the students can get are “Very
Effective.” Based on the survey analysis, OER benefits learners by improving
their digital skills. The researchers came up with the highest mean score of 4.11,
considering that most of the selected intermediate advisers of Calauag East
District answered “Very Effective.”
According to Panigrahi, M. (2021), the university intervention with Student’s
learning engagement has visibly improved with the aid of CEMCA, which has
influenced employability. The learners felt that the format and structure of the
course had improved their digital and soft skills, which assisted them in their job
search. The study also showed that in some instances, the institution level has to
make more modifications to the course structure, pedagogy, and delivery
method.
Page 45 of 72
On the other hand, immediate and continued access to OER also benefits
the learners by using OER. However, based on the survey analysis, the
immediate and continued access of OER gathered the least mean of 3.78,
considering that it is also “Very Effective.”
There were additional benefits to using free resources. Beyond merely the
financial saving, many students said that having immediate access to the content
was crucial because it was common practice to wait until the start of a semester
before deciding whether or not to purchase an expensive textbook. It was also
cited as advantageous for educators to presume that all students had access to
the resources Weller, M., Arcos, B., Farrow, R., Pitt, B & McAndrew, P. (2015).
Page 46 of 72
Table 11. The Significant difference between males and females in the
benefits that the students can get using OER
Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
95% Confidence Interval of the
Difference
Std. Error
F
12-16 Equal variances assumed
Equal variances not assumed
Sig.
.183
t
.671
df
Sig. (2-tailed)
Mean Difference
Difference
Lower
Upper
-.038
34
.970
-.00779
.20378
-.42192
.40634
-.040
30.802
.969
-.00779
.19705
-.40978
.39420
As shown in table 11, the significant difference between males and
females is in the benefits that the students can get using OER, the respondents
of selected teachers at Calauag East District.
Since p <.970 is more significant than our chosen significance level
a=0.05, we can accept the null hypothesis and conclude that in part 4, the mean
in possible problems for males and females has no significant difference, based
on the results, we can state that there is no significant difference in mean
possible problems between males and females (t-0.38=34, <.970).
Page 47 of 72
Table 12. Barriers Affecting the Perform ance of the Lea rners
Accessibility in online teachinglearning platform
Spending more time on noneducational activities
Distribution delay of Self Learning
Modules to learners
Lack of awareness of OERs
Overall Mean
Legend 4.21 – 5.00 Strongly Agree
3.41 – 4.20 Agree
MEAN
3.97
DESCRIPTION
Agree
3.86
Agree
3.81
Agree
3.78
3.85
Agree
1.81 – 2.60.20 Disagree
1.00 – 1.80 Strongly Disagree
2.61 – 3.40 Neutral
As shown in this table, the number one barrier affecting the learner’s
performance is the accessibility of online teaching learning platforms. Based on
the survey analysis, the researchers had an average of 3.97, which means that
the majority of the selected intermediate advisers of Calauag East District
answered “Agree” on the accessibility of the online teaching-learning platform.
According to Garcia, Weiss, and Engdahl (2020), teachers, parents, school
districts, and communities are working hard to replace in-person instruction with
online learning amid the COVID-19 pandemic. Not all students are prepared for
online learning, and underprivileged pupils have limited access to necessary
resources.
The lack of awareness of OERs is also a barrier affecting the learner’s
performance. Based on the survey analysis, the researchers had a mean of 3.78
in the lack of awareness of OERs as barriers affecting the learners’ performance.
Page 48 of 72
Even though educators are aware of OER and already distribute their work
as such, the results indicate that awareness is poor, particularly among
undergraduate students. This paradox is most likely caused by students’ hazy
understanding of OER and how to use them for learning. In order to
communicate to the students, the advantages of OER adoption in the educational
process and educator’s OER efforts, educators’ university administration, and
librarians must take specific actions Christoforidou, A and Georgiadou, E (2021).
Page 49 of 72
Table 13. The Significant difference between males and females in barriers
affecting the performance of the learners
Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
95% Confidence Interval of the
Difference
Std. Error
F
1720 Equal variances assumed
Equal variances not assumed
Sig.
6.125
t
.018
df
Sig. (2-tailed)
Mean Difference
Difference
Lower
Upper
1.258
34
.217
.35552
.28250
-.21860
.92964
1.360
33.583
.183
.35552
.26139
-.17594
.88698
As shown in table 13, the significant difference between males and
females in barriers affecting the learners’ performance, the respondents of
selected teachers at Calauag East District.
Since p <.217 is more significant than our chosen significance level
a=0.05, we can accept the null hypothesis and conclude that in part 4, the mean
in possible problems for males and females has no significant difference, based
on the results, we can state that there is no significant difference in mean
possible problems between males and females (t-1.258=34, <..217).
Page 50 of 72
5. Conclusions
After all the significant steps and processes undertaken in the study, the
following conclusion was realized.
1. The majority of the respondents, comprises in terms of their gender, are
Female.
2. There are lots of Open Educational Resources applied in the new normal
education, but the most effective among them is the Open Textbooks.
Because (Open) Textbooks have been used by teachers for many years, it
is the primary resource material for teachers teaching. Of course,
academic online video tutorials have been used in the past two years
during the COVID-19 Pandemic to apply the new method of teaching
using the online learning platform.
3. Based on the data collected, the Open Educational Resource that
improves student learning is the Phil-IRI as a tool to evaluate the current
reading levels and abilities of the learners. It shows that Phil-IRI helps
learners to develop their learning. Students must comprehend what they
are reading so that the learners will have a better understanding and
knowledge that enable them to improve his/her learning.
4. Majority of the respondents have agreed thats Open Educational
Resources benefit students by improving the child’s digital skills. It shows
that through the use of OER, students are being exposed to technology.
Page 51 of 72
Furthermore, with this improvement, students will have a better-quality
education.
5. The majority of the respondents have agreed that the main barrier
affecting the performance of the learners is the accessibility of online
teaching-learning platforms. It shows that there will be less participation of
learners because of the lack of accessibility, which affects their
performance. Some learners cannot provide technology, and some areas
do not have a sustainable internet connection.
6. Recommendations
In light of the preceding conclusions, the following recommendation
is now forwarded.
1. Future researchers, focus more on Master Teachers because of most of
the respondents in this research range from Teacher I to Teacher III.
2. The researchers recommend paying more attention to the Self-Learning
module.
3. Researchers recommend the school administrations or DepED to enhance
the accessibility of Open Educational Resources.
4. Researchers recommend paying more attention to OER to improve
students’ digital skills.
Page 52 of 72
5. The researchers recommend having a seminar about OERs to make
everyone aware of their role and benefits to teachers, students, and the
administration.
6. Future researchers to have further studies on the mean difference in
educational attainment and designation of the respondents.
7. References
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Instruction for the Intermediate School
https://files.eric.ed.gov/fulltext/EJ1241648.pdf
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https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=OER
=enhances+the+digital+skills+&btnG=#d=gs_qabs&t=16693337884
97&u=%23p%3DLcaFPaQ_S7QJ
Petrides, Jimes, Middleton-Detzner, Walling & Weiss (2011). Open
textbook adoption and use: implications for teachers and learners
https://en.unesco.org/icted/content/open-textbook-adoption-anduse-implications-teachers-and-learners
Saleem (2009). Effect of m-learning on students’ academic performance
mediated by facilitation discourse and flexibility
https://files.eric.ed.gov/fulltext/EJ1245700.pdf
Sansom, Rebecca L.; Clinton-Lisell, Virginia; Fischer, Lane (2021) Let
Students Choose: Examining the Impact of Open Educational
Resources on Performance in General Chemistry
https://eric.ed.gov/?q=Impact+of+Open+Educational+Resource+in+
Academic+Performance&id=EJ1290370
Scott K. (2019) The Effectiveness of Open Educational Resources in
College Calculus
https://eric.ed.gov/?q=Impact+of+Open+Educational+Resource+in+
Academic+Performance&pg=2&id=EJ1221040
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Tang, Hengtao; Lin, Yu-Ju; Qian, Yingxiao (2021) Improving K-12 Teachers'
Acceptance of Open Educational Resources by Open Educational
Practices: A Mixed Methods Inquiry
https://eric.ed.gov/?q=Effectiveness+of+Open+Educational+Resour
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Thanuja Chandani Sandanayake (2019) Promoting open educational
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https://educationaltechnologyjournal.springeropen.com/articles/10.1
186/s41239-019-0133-6
Virginia Clinton-Lisell, Elizabeth M. Legerski, Bri Rhodes, Staci Gilpin
(2021) Open Educational Resources as Tools to Foster Equity
https://link.springer.com/chapter/10.1007/978-3-030-69947-5_15
Weller, M., Arcos, B., Farrow, R., Pitt, B & McAndrew, P. (2015). The impact
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https://scholar.googgle.com/scholar?hl=en&as_sdt=0%2C5&q=doe
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Wiley, D. (2018) Open Educational Resources: A Literature Review
https://journals.gmu.edu/index.php/jmgr/article/view/2386/1509
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APPENDICES
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Curriculum Vitae of the Researcher
CURRICULUM VIATE
ALILANG, ASHLIHA P.
Address: Barangay Cuatro, Calauag, Quezon
Contact No. 0948 897 6155
E-mail: ashgalaites1@gmail.com
Objective: To work with reputed organization in a position where I can develop
and utilize my skills and at the same time to earn income for my studies.
PERSONAL DATA:
Age
Sex
Date of Birth
Status
Citizenship
Religion
Height
Weight
Father’s Name
Mother’s Name
(Homemaker)
:
:
:
:
:
:
:
:
:
:
24
Female
July 15, 1998
Single
Filipino
Islam
5’6
57kg
Aliee S. Alilang (Deceased)
Labisalam P. Alilang
:
Calauag Central College, Inc.
Calauag, Quezon
2022 – Present
(Bachelor of Elementary
Secondary
:
Iligan City National High School
Iligan City
2017 - 2018
Primary
School
:
Central Nunungan Elementary
EDUCATIONAL BACKGROUND:
Tertiary
Education)
Lanao Del Norte
2012 – 2013
CALAUAG CENTRAL COLLEGE INC.
Calauag, 4318 Quezon
College Department
Education Research
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CURRICULUM VIATE
ILIGAN, ROSALIE MAE G.
Address: Barangay Sabang Dos, Calauag, Quezon
Contact No. 0909 549 7652
E-mail: rosaliemaeiligan28@gmail.com
Objective: To work with reputed organization in a position where I can
develop and utilize my skills and at the same time to earn income for my
studies.
PERSONAL DATA:
Age
Sex
Date of Birth
Status
Citizenship
Religion
Height
Weight
Father’s Name
Mother’s Name
:
:
:
:
:
:
:
:
:
:
22
Female
June 13, 2000
Single
Filipino
Roman Catholic
5’3
38kg
Antonio C. Iligan (Fisherman)
Rosalinda G. Iligan (Homemaker)
EDUCATIONAL BACKGROUND:
Tertiary
:
Calauag Central College, Inc.
Calauag, Quezon
2022 – Present
(Bachelor of Elementary
Secondary
:
Calauag National High School
Calauag, Quezon
2017 - 2018
Primary
:
Sabang Elementary School
Calauag, Quezon
2011 – 2012
Education)
CALAUAG CENTRAL COLLEGE INC.
Calauag, 4318 Quezon
College Department
Education Research
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CURRICULUM VIATE
OLE, JOHN RONNEL C.
Address: Barangay Tiniguiban, Calauag, Quezon
Contact No. 0951 402 0549
E-mail: olejohnronnel10@gmail.com
Objective: To work with reputed organization in a position where I can
develop and utilize my skills and at the same time to earn income for my
studies.
PERSONAL DATA:
Age
Sex
Date of Birth
Status
Citizenship
Religion
Height
Weight
Father’s Name
Mother’s Name
:
:
:
:
:
:
:
:
:
:
23
Male
November 7, 1999
Single
Filipino
Roman Catholic
5’8
83kg
Ronelio L. Ole (Farmer)
Marilyn C. Ole (Deceased)
EDUCATIONAL BACKGROUND:
Tertiary
:
Calauag Central College, Inc.
Calauag, Quezon
2022 – Present
(Bachelor of Elementary
Secondary
High
:
Lopez National Comprehensive
School
Lopez, Quezon
2017 - 2018
Primary
:
Tiniguiban Elementary School
Calauag, Quezon
2012 – 2013
Education)
CALAUAG CENTRAL COLLEGE INC.
Calauag, 4318 Quezon
College Department
Education Research
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CURRICULUM VIATE
VERZOLA, MARK JOSEPH R.
Address: Barangay Pinagbayanan, Calauag, Quezon
Contact No. 0938 753 0281
E-mail: verzolamark2@gmail.com
Objective: To work with reputed organization in a position where I can
develop and utilize my skills and at the same time to earn income for my
studies.
PERSONAL DATA:
Age
Sex
Date of Birth
Status
Citizenship
Religion
Height
Weight
Father’s Name
Mother’s Name
:
:
:
:
:
:
:
:
:
:
22
Male
November 9, 2000
Single
Filipino
Roman Catholic
5’6
42kg
Jose V. Verzola (Carpenter)
Maria R. Verzola (Homemaker)
EDUCATIONAL BACKGROUND:
Tertiary
:
Calauag Central College, Inc.
Calauag, Quezon
2022 – Present
(Bachelor of Elementary
Secondary
:
Quezon Central Institute
Quezon, Quezon
2018 - 2019
Primary
:
Quezon Elementary School
Quezon, Quezon
2012 – 2013
Education)
CALAUAG CENTRAL COLLEGE INC.
Calauag, 4318 Quezon
College Department
Education Research
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A. Research Instruments
THE ROLE OF OER: PERCEIVED EFFECTIVENESS ON ACADEMIC
PERFORMANCE OF INTERMEDIATE LEARNERS
AT CALAUAG EAST DISTRICT
Demographic Profile of the respondents
Name:
(Optional)
Gender:
Male
Female
To the evaluator: Please check the appropriate box for your ratings.
Scale: 5 – Extremely Effective
2 – Slightly Effective
4 – Very Effective
3 – Moderately effective
1 – Not at all effective
What Open Educational Resources are applied in the new normal
education?
5
4
3
2
1. The use of online module in the new
normal education
2. Academic Online Video Tutorial
3. DepEd TV as an online learning
platform of the learners
4. DepEd Commons as a solution to
have access in online review
materials
5. Open Textbooks
1
CALAUAG CENTRAL COLLEGE INC.
Calauag, 4318 Quezon
College Department
Education Research
Page 71 of 72
To the evaluator: Please check the appropriate box for your ratings.
Scale: 5 – Extremely Effective
2 – Slightly Effective
4 – Very Effective
3 – Moderately effective
1 – Not at all effective
What are the Open Educational Resources that improve student learning?
5
6. The implementation of Self-Learning
Modules (SLMs) in the new normal
education
7. Self-Learning Module as a way to
improve students understanding
8. The use of Self-Learning Module to
encourage students to take
responsibility to their learning
9. Phil-IRI as a classroom-based
assessment tool aims to measure and
describes the learners’ reading
performance
10. Phil-IRI as a tool to evaluate the
current reading levels and abilities of
the learners
11. Technologies associated with
synchronous and asynchronous
learning
4
3
2
1
CALAUAG CENTRAL COLLEGE INC.
Calauag, 4318 Quezon
College Department
Education Research
Page 72 of 72
To the evaluator: Please check the appropriate box for your ratings.
Scale: 5 – Extremely Effective
2 – Slightly Effective
4 – Very Effective
3 – Moderately effective
1 – Not at all effective
What are the benefits that the students can get using OER?
5
4
3
2
1
2
1
12. OER removes socio-economic barriers
to educational materials
13. Immediate and continued access of
OER
14. Easy to access teaching-learning
materials
15. Improves the quality of education
16. Improves digital skills
To the evaluator: Please check the appropriate box for your ratings.
Scale: 5 – Strongly Agree
2 – Disagree
4 – Agree
3 – Neutral
1 – Strongly Disagree
What are the barriers affecting the performance of the learners?
5
17. Accessibility in online teachinglearning platform
18. Distribution delay of Self Learning
Modules to learners
19. Lack of awareness of OERs
20. Spending more time on noneducational activities
4
3