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CHAPTER I
The Problem and Review of Related Literature and Studies
Introduction
In the latest Programme for International Student Assessment
(PISA) Report 2018, the Philippines ranked 79th place among
the eighty countries. In addition, the country scored lowest
in reading comprehension and second-lowest in mathematics and
science. The Department of Education (DepEd) recognized the
need to address this issue in attaining the quality of primary
education
in
the
Philippines
by
launching
the
“Sulong
EduKalidad,” which involved reforms in four key areas: 1. K
to 12 Curriculum review and updating, 2. Improvement of
Learning Facilities, 3. Teachers and school heads’ upskilling
and reskilling through a transformed professional development
and lastly, 4. Engagement of all stakeholders for support and
collaboration.
Aside from the current situation, the rapid changes from
scientific and technological advances were another demanding
situation in education. Keeping up with these changes was
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necessary for the education system to cope with problems that
might arise. Moreover, these progressions in science and
innovation introduced numerous new educating and learning
techniques, such as e-learning and blended learning (BL),
which practically transformed the world into a worldwide town
(Oweis, 2018).
It would be evident that the solution lay in the realistic
educational targets at one hand, successful assessment at the
other,
with
instructional
procedures
and
materials
in
between. Like in transforming learning for our students,
technology played a significant role in preparing learners
for
their
future.
Present-generation
digital
students
triggered the education sectors by creating a new framework
of approaching the classroom teaching method.
The researcher believed that by taking the above claims, the
students
had
changed
significantly
at
present.
Today's
learners were no longer the people that our educational scheme
was planning to educate decades ago. Thus, it was essential
to revisit and restructure the way teachers teach them for
optimal learning.
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In line with the underlying facts, the researcher found it
disturbing and wanted to resolve this issue by creating a
Digital Interactive Material in Earth Science using Adobe
Flash and Kotobee Author. This material would ultimately be
a great tool for enhancing the academic performance of senior
high school students in Science.
This study, therefore, was to assess the digital interactive
material developed by the author and determine if this output
could be of great help to augment the need for learning
materials
learning
in
in
the
this
delivery
of
digital
modular
time
“New
Normal.”
The
of
distance
author
was
thereupon eager to see the outcome of this study.
Review of Related Literature and Studies
In the new normal, the success of the teaching and learning
process is defined by incorporating technological advancement
in digital classrooms. In 21st century education, students are
described as explorative, experiential learners, and critical
thinkers.
Teachers
demanding
challenge
as
well
in
should
be
education.
attuned
to
this
Therefore,
the
implementation of interactive technology, module learning,
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and module teaching and its effect must be imbibed by all
educational implementers and advocates.
The Distance Learning Education
The global pandemic due to the spread of the coronavirus
pushes
the
learning
education
institutions,
sector,
to
particularly
embrace
scheme for students and teachers.
Johnson,
and
Worsham
(2020),
the
the
different
distance
learning
In the study of Logan,
they
used
self-regulated
learning theory. This e-learning module was designed to be
“an asynchronous, stand-alone, self-paced adjunct to prepare
undergraduate
nursing
students
for
pediatric
simulation
better.” With an increasing demand for online instruction,
self-regulated e-learning modules are a creative teaching
strategy to help boost student achievement and outcomes. This
study is similar to the digital learning material developed
by the author of this study. This module served as a selfpaced and self-regulated learning tool for students to learn
specific discipline areas.
The synchronous or asynchronous nature of the operations is
an
essential
distinction
in
the
module
structure.
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Synchronous
means
simultaneously
be
that
in
the
the
teacher
same
and
students
will
position,
whether
in
a
synchronous or face-to-face classroom. On the other hand, the
teacher
and
students
will
be
working
on
the
same
task
simultaneously, but there will be no set times or meetings.
Therefore, teachers of online course modules should consider
the length of time, sequencing of topics and activities,
checking and ensuring students’ understanding, interactive
activities, and transitioning students from one activity to
another (ISU Center for Excellence in Learning and Teaching,
2020).
These
considerations
are
the
author's
prime
objectives that led to the development of the digital learning
material.
Online Distance Environment
Engaging students in online education presents respectively
challenging and exciting possibilities. For example, in the
article
about
“Designing
an
Online
Course,”
designing
a
quality course needs much time and effort, and this requires
“a
dedicated
constructive
and
interrupted
time
to
plan,
design and build” (The Center for Teaching and Learning,
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2020).
the
This idea is the same driving force to the author of
developed
digital
learning
material
where
all
the
concepts in the module were carefully planned out, ensuring
that all activities are interactive, engaging, and easy to
understand by the learners.
Johnston (2013) assessed in her study whether an online
learning module is an effective way to develop the information
literacy skill of the learner. The result showed that students
found an online information literacy module to be a successful
way to improve their information literacy skills. The author
of
this
study
also
believed
that
the
developed
digital
learning material would help the learners understand the
lesson
with
ease
if
this
is
in
the
digital
format.
In
addition, the activities embedded in the module are fun,
engaging, and with real-life applicability.
Hamid, Aribowo, and Desmira (2017) studied the development of
learning modules of basic electronics-based problem-solving
in Vocational Secondary School. The result showed that the
developed electronic learning module based on problem-solving
was declared eligible for use, and there was a significant
improvement in the student’s learning outcome. There is a
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similar study conducted by Lin, Chen, and Liu (2017), and
this
is
not
only
focused
on
the
learning
outcome
but
considered the learning motivation as well of the students.
The exploration results infer that 1. computerized learning
presents better beneficial outcomes on learning inspiration
than customary educating does, 2. computerized learning shows
better
constructive
outcomes
on
learning
result
than
customary educating does, 3. learning inspiration uncovers
essentially
good
impacts
result,
4.
learning
and
on
learning
inspiration
impact
shows
in
up
learning
strikingly
constructive outcomes on learning acquire in learning result.
Therefore, it is expected to combine with current teaching
trends and utilize the advantages of digital learning to
develop
viable
teaching
strategies
for
teaching
effectiveness.
The Philippine Online Distance Education
In the Philippines, there was a call before for an academic
freeze due to the outbreak of the coronavirus; however, the
education
sector
of
government
which
is
DepEd,
firmly
believes that education must continue despite this global
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crisis, and making sure that “learning remains unhampered”
(Magsambol, 2020), and there is an alternative way to make
this thing happen - and this is by implementing the distance
learning approach (Mean-Chin, 2020).
Part of this distance
learning approach is developing an electronic module that
could be self-paced, user-friendly, and easily understood by
every learner. These descriptions fit the electronic module
developed by the author of the study.
The usual traditional education system which is face to face
or physical interaction between students and teacher in the
Philippines and even in other countries are now put on hold
because this is not possible due to COVID-19 pandemic. Online
distance education is introduced in the different educational
institutions as this is believed to be effective in this
pandemic, as education experts are saying.
Because of the
possible high risk of transmission, schools were shut down,
and teachers were encouraged to prepare distance learning
materials to reach students to continue their education at
home (Mateo, 2021).
This current situation drives the author of this study and
developed
a
digital
learning
material
that
could
help
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students learn every topic in every academic discipline in a
self-paced,
self-regulated,
and
with
ease,
as
this
is
believed by the author to be realized.
Application of Interactive Technology
Technological advances have transformed the educational arena
of today over the last two decades. Innovations in information
and communication technology have been revolutionary (ICT)
have driven educational technology.
Yulando et al. (2019) focused on introducing interactive
electronic
modules
that
give
numerous
features
and
flexibility in their utilization. The module is planned as a
learning medium that can be utilized for teaching, mentoring,
and learning tools. This module likewise supports materials
such as animations, links, text, audio, images, videos, and
quizzes to complete and assist the learning process. The
implications of their research will help the educators assist
the teachers with planning and create intuitive learning.
Supporting
multimedia-based
learning
measures
following
current advancements to upgrade learning innovativeness in
the 21st century requires a dynamic inclining plan, one of
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which is an intelligent learning module. In addition, Tsai,
Tsai, and Lin (2015) established gamification that improves
interest, motivation, and efficiency in problem-solving and
learners’ academic achievement in various non-game contexts,
including learning.
Wijaka and Vidianti (2019) aimed to determine the adequacy of
interactive
electronic
modules
on
learning
results
in
instructive development. The study demonstrates an increase
in student learning outcomes after utilizing the interactive
electronic module and practical use.
Gilbert (2015) claimed that the online environment gives
students
an
opportunities
excellent
and
stay
of
experiencing
on
par
with
other
educational
another
educational
curriculum. This is in line with the analysis of Suriaman et
al. (2018), which stated that web-based English teaching
materials positively affect both lecturers and students and
make teachers as facilitators more effective in conducting
independent
learning.
Likewise,
Oweis
(2018)
further
emphasized that computer programs increase student's internal
motivation through factors in their work as such teaching
methods appeal to students. Furthermore, the internal reason
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is
more
significant
motivation;
thus,
and
students
longer-lasting
who
are
than
enhanced
external
internally
fulfill their duties and are ready to learn the lessons of
the classroom.
Module Learning and Module Instruction
Padmapriya (2015) reiterated that the educational revolution
requires the proper use of all modern media, techniques,
materials, practices, theories, and standards for maximizing
learning outcomes. As this is the demand in the current
education system, teachers should keep themselves abreast in
modern devices, be adept in using electronic materials and
platforms, and learn the proper techniques, practices, and
standards in the digital era.
The module is naturally suitable for distance learning and
flexible learning. Still, it can also be used in combination
with face-to-face instruction, in which case the term blended
learning is widely used. Luskin says that the module should
be
interpreted
as
thrilling,
enthusiastic,
enthusiastic,
emotional, extended, excellent, and educational. This more
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comprehensive understanding facilitates applications of 21stcentury skills and improves learning.
Modules
can
also
apply
to
educational
websites
such
as
learning scenarios, workbooks, and interactive activities for
children. The concept is also commonly used in the business
sector, where it usually refers to cost-effective training.
Modularization
depends
on
the
principle
of
dividing
the
curriculum into small discrete modules or units that are
independent, nonsequential, and ordinarily short in span.
Students
collect
attributes
for
modules
for
which
a
predetermined number of credit points is required (Dejene,
2019). As Yoseph and Mekuwanint (2015) alluded to, the module
is a unit of work throughout direction that is autonomous and
is utilized as a system for educating that relies upon the
level of the students and the data or theme that is needed to
examine. In this way, a module is a course that can comprise
a specific area of specialization along with other related
courses. Every unit or module is a deliberate piece of an
all-encompassing number, and typically a grouping of units or
modules is required. Additionally, Usmeldi (2018) stressed
that
the
usefulness
of
using
modules
is
seen
from
the
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improvement of students’ skills in information checking and
sorting.
Moreover,
Padmapriya
(2015)
guaranteed
approach
accomplished
better
scores
that
than
the
modular
those
educated
through the activity-oriented method. His study reveals the
adequacy
of
self-instructional
modules
on
accomplishment
among secondary school students, and the administrators must
find
a
way
to
capacitate
teachers
in
creating
modular
packages. These two particular methods of guidance have now
been utilized in the Philippines. Schools fuse the program
using a specific methodology at certain phases of their
classroom practices. They are used as an enhancement or
supplemental
training
material
for
learning
ideas
and
abilities, or as remedial instruction needed to moderate
students and as advanced instruction for fast and highly
motivated learners.
Lim (2016) contends in his study that the proper use of
modules to teach mathematics, mainly to solve word problems,
is a more productive way of teaching. There is a considerable
difference between the post-test mean scores of subjects
exposed to the traditional teaching approach and the post-
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test mean scores of subjects taught with the instructional
modules. The utilization of modules to lead these particular
ideas in math was exceptionally helpful for respondents to
improve their learning propensities. In addition, Judrups
(2015) concludes that information management and distance
learning put together discipline and information integration.
Furthermore, the issue of lower achievements has been the
focus of many studies conducted beforehand. There has been
much work to understand the causes of the failure. From the
techniques from where the teacher indulges, the troubling
problem
in
science
could
be
addressed.
Other
well-known
researchers added that the student's motivation motivates
them to become independent and active learners. That is, when
students view the learning environments favorably, they learn
better. Other findings also refer to the type of use of
instructional materials.
Nardo (2017) pointed out that the student assessment in the
module
proves
that
utilizing
the
module
as
a
teaching
instrument is guaranteed to be more efficient and effective
than traditional teaching. As for the quality of learning, it
helped the learners improve their comprehension of the topic.
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This module was likewise demonstrated that it justifies the
modular teaching approach utilizing the instructional module
in material science and engineering as a compelling strategy
to improve learning capability by individual performance
after given the proper guidance, administration, and support
of the teacher. The instructional module effectively teaches
students and stimulates their critical thinking skills in a
coherent academic pursuit.
However, when using this form, there are many constraints
faced by teachers and students. One issue is that students
refused to prepare because teachers are still practicing
conventional teaching methods since the learning atmosphere
appeared unfavorable to students.
The quasi-experimental research, "Effectiveness of Modular
Instruction in Word Problem Solving of BEED Students," from
Lim (2016), cited that modular instruction in teaching Math,
mainly Word Problem Solving is a practical teaching approach.
Although
the
findings
of
this
research
have
shown
that
learning has taken place in both groups using both teaching
methods, subjects taught through modular instruction have
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been proven to be much more effective than subjects exposed
to conventional teaching methods.
Based on Roman's (2016) analysis results, the statistical
module
delivered
regarding
the
has
an
exceptional
level
of
validity
essential
objectives,
material,
language
utilized, and assessment exercises. The utilization of the
established module drives students to a very satisfactory
result. This yield shows that in addition to the fact that
they know the ideas utilized in the subject, however, they
can
likewise
apply
statistics
in
real-life
situations.
Similarly, the output of students has improved because of the
accomplishment
of
clear
objectives
in
every
one
of
the
exercises given in the module and the language utilized. In
addition, if students were given a step-by-step strategy that
is
effectively
perceived,
their
success
rate
will
be
improved.
Rivera et al. (2018) utilized the Alternative Delivery Mode
module at Santissimo Rosario High School, San Pablo City,
Laguna, as reflected in the study entitled "Live Experiences
of Alternative Delivery Modes Students (Modified Off-School).
The study found that even while experiencing various life
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conditions such as teenage pregnancy, working students, low
academic performance, and chronic absences, students could
keep schooling.
Effect(s) of Interactive Module in Education
Usmeldi (2018) studied the acceptability of the researchbased physics learning module with predict-observe-explain
procedures to improve the student’s capability in grasping
the subject and being self-sufficient. The result revealed a
significant improvement of student’s ability in knowledge,
attitude, and skill domain. Furthermore, after utilizing the
learning module, the students improved their mastery learning
of physics topics. The study also showed that students improve
their competency in experimental class (POE), including high
classification; there is a perceptible distinction between
the average score of students’ outputs in the experimental
class (POE) and the control class (traditional).
Moreover, it is possible to tag school youth in a variety of
ways. They could be the digital natives, the cloud generation,
the generation of Google, or millennials. All these words are
used to stress the relevance and role of technology in the
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lives of today's learners. In his work Digital Natives,
Digital Immigrants, Prensky (2011) has developed the word
“digital native” to describe the generation of learners who
grow up engaging with digital technology. According to him,
a student spends less than 5,000 hours reading his or her
story but spends more than 10,000 hours playing video games
and 20,000 hours watching television.
In the study of Abuhassna and Yahaya (2018), the wide range
of different technological innovations used by universities
during online courses could enhance communication between
learners and instructors and between learners. Furthermore,
based on the results of the study of Yulando et al. (2019)
entitled
“Electronic
Module
Design
and
Development:
An
Interactive Learning,” means that the design and development
of
an
interactive
module
can
be
used
for
the
learning
experience following the current advancements to improve
creative teaching ability in the 21st century, which requires
an effective learning design, one of which is an interactive
electronic module.
Multimedia
network
technology
enhancing the quality
is
an
essential
part
of
of teaching, stimulating students'
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curiosity, cultivating the capacity of students to develop,
and
broadening
the
scope
of
student
learning.
Students,
particularly those in secondary school, are increasingly
gaining access to the vast world of online learning. In
addition, students now have greater access to online courses
in a multimedia subject due to the drive to build innovation
in government-funded schools across the United States. This
study illustrates that while each student is unique in their
approach to online learning, there were commonalities amongst
the
students’
responses,
which
leads
to
common
characteristics of effective learners. The data also provided
insight into the benefits and drawbacks of the online learning
environment. While the results were inconclusive as to what
aspects of the course were beneficial and what aspects were
drawbacks, the data did emphasize the aspects of the course
that
potential
determining
learners
online
their
need
to
learners
should
individual
preferences.
understand
the
consider
when
Likely
online
differences
between
a
traditional classroom setting and an online classroom setting
since there are benefits and drawbacks to both environments
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that
can
affect
their
overall
performance
as
a
student
(Gilbert, 2015).
The study's findings conducted by Abykanova (2016) showed
that the utilization of interactive technology positively
affects the students’ mastery of learning materials, just as
a solid developmental and nurturing impact. The analysis of
the study “The Influence of Interactive Learning Materials on
Self-Regulated Learning and Learning Satisfaction of Primary
School Teachers in Mongolia” revealed: (1) teachers involved
in
self-growth
with
interactive
learning
materials
were
keenly motivated to achieve better teacher evaluation, (2)
teachers with interactive learning materials produced better
learning outcome. Second, further investigation proved that
interactive material has a vast impact on the connection
between self-guideline and learning fulfillment, utilizing a
balance examination. Third, the findings demonstrated that
interactive materials significantly influence motivation for
better
assessment
relationship
and
between
learning
internal
satisfaction
motivation
and
and
the
learning
satisfaction. These findings have complemented qualitative
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research, including interviews and focus group discussions
with students (Li et al., 2018).
Synthesis of Related Literature and Studies
Technology plays a vital role in achieving educational goals
towards
developing
21st-century
skills
among
our
prime
clientele, the learners. As quoted by David Warlick, “We need
technology in every classroom and each student and teacher's
hand, since it is the pen and paper within recent memory, and
it is the focal point through which we experience quite a bit
of our reality.” Teachers should be adept at integrating
technology in the classroom to prepare the learners in the
technological vantage in education. School administration
should continue to devise some tools in digitally improving
the teaching-learning process.
In this sense, Interactive
modules support the novel learning styles of the digital
natives in which they are more engrossed and motivated to
learn. Studies prove the excellent effects of interactive
learning material like e-modules on the academic performance
of learners.
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Moreover,
innovative
learning
material
like
e-module
is
suitable for flexible and distance learning. It facilitates
the self-instruction that maximizes the application of 21stcentury
skills
for
the
betterment
of
education.
Also,
teachers’ competence improves in the development of e-module,
which serves as an effective tool in delivering instruction.
Usmeldi's (2018) study reveals a significant improvement in
students’
knowledge,
attitude,
and
skill
domain
after
utilizing the module. Furthermore, it shows the excellent
effect
and
holistic
development
of
learners
that
used
interactive modules. This strengthens Abykanova (2016) claims
that learners positively respond to good study habits and
academic performance using interactive modules; likewise,
teachers
who
developed
modules
are
crucial
in
motivated
and
accomplished.
Conducting
this
influenced
time
study
as
is
people
experience
this
technology-
technology
in
the
teaching-learning process as teachers and learners go from
face-to-face classes to virtual and online classes. Even
before that, it was already established by different people
and studies that technology aids in better teaching for the
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educators
and
better
understanding
for
the
learners.
Technology also provides ways to continue the academic year
when there was much risk in socializing with other people.
Like the present technology that is ever-changing and always
improving, teachers must improve and use technology to their
advantage.
Conceptual Framework
The study conceptualized the development, evaluation, and
propose
implementation
plan
of
the
digital
interactive
material in Earth Science to adapt to the ever-changing world
of technology and an innovative way to deliver the lesson.
The paradigm of the study patterned to the ADDIE (Analysis,
Design, Development, Implement, Evaluate) model in developing
the electronic instructional modules on Earth Materials and
Processes used by Torrefranca (2017).
The first frame represented the planning phase. It consisted
of checking the most-essential learning competencies, scope,
sequence,
textbooks/references,
and
other
instructional
materials related to the topics and software application. It
included the proposed implementation plan of the digital
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interactive
material
distribution,
and
in
Earth
utilization
Science
of
the
from
said
development,
material
once
handled by distance education learners.
The second frame represented the designing/developing phase.
It consisted of determining the design and development of the
digital interactive material. At the same time, the third
frame was the evaluation phase. It consisted of evaluating
science teachers, IT experts, Education program Supervisors
in charge of the Learning Resource Management and Development
System (LRMDS), and LRMDS in charge of learning resources in
the division.
The fourth and the last phase were the finalization phases.
Based
on
the
respondents'
comments
and
suggestions,
the
digital interactive material was revised.
To significantly address the different types of learners’
intelligence, audio-visual learning was also a consideration.
The purpose of audio-visual instruction was to enhance the
ability of the instructor to present the lessons in a simple,
efficient, and easy-to-understand manner. This was used to
present
lessons
in
the
Digital
Interactive
minimize cognitive load and increase learning.
Material
to
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Planning Phase
* Checking of
the desired Most
Essential
Learning
Competencies
(MELCs), scope,
and sequence,
textbooks/
references and
other
instructional
materials related
to the topics on
Earth Materials
and Processes
as one of the
least learned
topics under
Earth Science
* Choosing of
Software
application.
* Propose
Implementation
Plan in the
Designing/
Developing
Phase
* Determining
the design of the
digital
interactive
material.
* Developing the
digital
interactive
material with the
following
content:
a. Minerals and
b. Rocks.
Evaluation Phase
*Using the
evaluation tool
science teachers
and master
teachers evaluate
the developed
digital interactive
material in terms of
these particular
parts:
1. Content Quality;
2. Instructional
Quality, and
3.Other findings
* Science
Teachers and IT
experts evaluate
the developed
digital interactive
material in terms of
Technical Quality
* LRMD
Supervisor, and
PDO in-charge of
learning resources
Finalization
Phase
* Finalizing the
digital
interactive
material based
on the results of
the evaluation.
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Figure 1.
The Paradigm of the Study
Definition of Terms
Content Quality. This criterion refers to the compatibility
of
the
content
with
the
subjects/skills
defined
in
the
Learning Competencies of the DepEd for the subject and grade
level and the capacity of the instrument to contribute to the
enrichment,
improvement,
or
mastery
of
the
learning
objectives defined. It also refers to the accuracy, validity,
up-to-date and rational arrangement of knowledge, free from
cultural,
gender,
racial,
or
ethnic
bias,
and
promotes
positive values.
Development. This refers to the creation and production of
new teaching-learning resources.
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Digital Interactive Material. It is an offline tool to explore
science concepts using Kotobee and Adobe Flash as the main
forum. Adobe Photoshop and other computer applications will
also be used to structure lessons. Lessons will be drawn up
using research-based and interdisciplinary contextualization
methods. This is the focus of the study to be evaluated by
science teachers, IT experts, Learning Resource Management
Development System (LRMDS) Supervisor, and Division Officerin-charge of learning resources.
Education Program Supervisor (EPS). This refers to people who
plan,
directs,
monitors
the
implementation
of
academic,
vocational, prevocational education programs and supervise
professional staff.
Educational soundness. Ensures the pedagogical standard of
online learning and teaching services should be reproduced,
developed, and/or included in the LRMDS Catalogue.
Evaluation. This refers to the assessment, criticism, and
reactions of selected groups on a set of criteria or standards
for the preparation of materials.
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Information and Communication Technology (ICT) Teacher.
This
is referring to subject teachers, specialized and instructing
in their field of study.
Information and Technology Officer (ITO). This refers to
people who supervise the operation and implementation of the
government's primary online services, including web hosting
services, email systems, and other related works.
Instructional Quality. This criterion refers to where the
purpose of the material is well-defined, and the objectives
are stated and quantifiable. The level of difficulty is
acceptable for the target customer. The content is fun,
relaxing, demanding, and engaging. Feedback on the response
of the target user is effectively used.
Information
and
Technology
Experts.
These
apply
to
Information Technology inclined individuals and will test the
Digital Interactive Module using a standard instrument.
Learning Resources Management and Development System (LRMDS).
These apply to individuals who are in charge of the Learning
Resources of the Division Office.
Other
Findings.
These
include
grammatical, and other errors.
conceptual,
factual,
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Science Teachers. These apply to the people who will test the
Digital Interactive Material using a standard instrument.
They consisted of the Senior High school Science and Science,
Technology, Engineering and Mathematics (STEM).
Technical Quality. This criterion applies to where audio
increases
the
interpretation
of
the
definition.
Speech/narration is simple and easy to understand. Screens
are uncluttered, easy to read, and aesthetically pleasing.
Music and sound effects are necessary and effective for
educational purposes. Visual presentations (non-text) are
simple and easy to understand, and retain interest. Provide
a precise representation of the definition. The software is
free of any technical issues. The material can be used
conveniently
and
respondents
will
separately.
use
This
to
test
to
develop,
is
the
the
Digital
tool
that
Interactive
Material.
Statement of the Problem
The
study
implementation
aims
of
digital
evaluate
interactive
and
material
propose
in
Earth
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Science.
Specifically,
this
study
sought
to
answer
the
following questions:
1.
How may the digital interactive material be developed?
2.
How may the evaluation of digital interactive material
be described by the following:
2.1
Science teachers and master teachers as to:
2.1.1 Content quality
2.1.2 Instructional quality
2.1.3 Other findings
2.2
Science teachers and IT experts in terms of:
2.2.1 Technical quality
2.3
LRMD supervisor and PDO in charge of Learning Resources
as to educational soundness?
3.
Is
there
is
a
significant
difference
among
the
evaluation of different respondents on the developed digital
interactive material in Earth Science?
4.
What
implementation
plan
can
be
proposed
for
the
utilization of the developed digital interactive material in
Earth science?
Hypothesis of Study
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There is no significant difference between the evaluation of
different respondents on the developed digital interactive
material in Earth Science.
Significance of the Study
The results of this study might be significant and of great
benefit to the community of persons concerned in the field of
science:
Students. Students can benefit greatly when new research
discoveries are applied to the teaching-learning process.
Through their classroom activities, they will grow a sense of
self-efficacy that could motivate them to strive harder for
better success in the science sector. In addition, students'
understanding
of
current
developments
in
science
can
gradually change their outdated idea, making them transformed
catalysts for a better, well-informed society.
Science Teachers.
Secondary school Science Teachers
could be better encouraged to understand new insights to
enhance
solutions
subject.
teaching-learning
to
the
problems
situations
and
encountered
in
look
for
the
teaching
the
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This research would also encourage teachers to think about
the
possibilities
of
seeking
ways
to
boost
students
'
achievement.
Parents. This study may help the parents identify their
child’s
interest
supervising
their
in
Science.
child
in
This
may
assist
accomplishing
them
in
school-related
tasks. Parent’s primary role is to influence their children
to have a positive attitude towards learning because learning
is a never-ending process.
School
Administrators.
The
study
may
lead
school
administrators to resolve better science instruction problems
in their schools, leading to their institutional goals. These
changes will lead to improving teaching-learning situations.
In the same way, managers can serve as motivators by inspiring
teachers to strive for effective teaching.
DepEd Division Office. Output and results of the study might
be
used
to
improve
the
implementation
of
the
science
curriculum.
The Researcher: In doing this research, the researcher may
develop
skills
in
crafting
electronic
applied in other fields and interests.
learning
modules
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Future Researchers: Future researchers can use the findings
of the study as a basis for future research.
Scope and Limitation of the Study
The study focused on the development and evaluation of digital
interactive
material
in
earth
science.
The
digital
interactive material was developed using the 7 E’s approach
and based on the most-essential learning competencies in
senior high school earth science.
The study was conducted among the secondary schools in EDDIS
II with Science, Technology, Engineering, and Mathematics
(STEM) track in their Senior High School offerings. The
Science Teachers, Information and Communication Technology
(ICT) teachers, Information Technology Officer (ITO), and the
Learning Resources Management and Development System (LRMDS)
Supervisor and Project Development Officer (PDO) in charge of
learning resources in the Division of Bulacan.
The lessons in the digital interactive material covered only
the topics from the first quarter: Unit 2 Earth Minerals and
Processes; Module 1 Minerals and Their Processes, and Module
2 Rocks.
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The senior high school Science Teachers used the Evaluation
Rating
Sheet
of
Non-print
Department of Education.
Materials
standardized
by
the
The Information and Communication
Technology (ICT) teachers and Information Technology Officer
(ITO) used the factor c, the technical quality of the same
standardized tool. The Learning Resources Management and
Development
System
Supervisor
and
Project
Development
Officer-in-charge of learning resources using the educational
soundness
tool-a
a
standardized
evaluation
tool
and
procedure, following the standard practice in the School
Division of Bulacan in the quality assurance of developed
instructional materials.
The
Science
Teachers
and
Master
Teachers
evaluated
the
material using the non-print materials evaluation rating
sheet
in
these
particular
parts,
factor
A,
the
content
quality; factor B, the instructional quality; and factor D,
the other findings. At the same time, the Science Teachers
and IT experts evaluated the material-specific part of the
rating sheet as factor C, the technical quality of the rating
sheet for non-print materials.
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On the other hand, the LRMDS Supervisor and the PDO in charge
of the learning resources used the educational soundness
evaluation checklist; based on the Department of Education
Memorandum, the LRMDS personnel should be the ones to use
this checklist.
The proposed implementation plan included in this study will
be carried out when the approval of the Division Office is
met.
The results from the evaluation tool were based on the
respective participants of the study regarding whether it is
anything but a positive or negative outcome.
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CHAPTER II
METHOD PRESENTATION
Research Design
The study used both experimental research and descriptive
research
approaches
evaluation,
and
since
proposal
it
of
involved
the
the
development,
implementation
plan
of
digital interactive material to collect data from science
teachers, IT experts, and LRMDS personnel who were the study's
respondents. The parameters observed were defined, recorded,
analyzed, and interpreted using this descriptive procedure.
The researcher of this study patterned the study to the ADDIE
(Analysis, Design, Development, Implement, Evaluate) model in
developing the digital interactive material on earth science
used
by
Torrefranca
(2017).
The
researcher
created
and
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provided a digital interactive material in earth science
evaluated
by
Science
Teachers,
ICT
Experts,
and
LRMDS
personnel.
The research and development method followed the following
steps: Step 1-Planning Phase; Step 2- Designing/Developing
Phase the preliminary draft of the Electronic Instructional
Module; Step 3- Evaluation Phase by the respondents; and Step
4- Finalization Phase of the digital interactive material. In
addition, all of the phases underwent feedbacking to adopt
the
comments
and
suggestions
of
the
thesis
adviser
and
experts.
Participants of the Study
The method used in selecting the respondents was the purposive
technique based on their knowledge in the Science subject.
The respondents of this study included all Senior High School
Science
Teachers
in
the
public
secondary
schools
of
Educational District II (EDDIS II) in the Division of Bulacan.
In addition, science teachers had were Teacher I-III and
Master Teachers.
The Division’s Education Program Supervisor
and PDO in charge of learning resources also served as
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evaluators of the developed digital interactive material. ICT
experts
were
also
considered
based
on
their
technical
knowledge about ICT given the developed material's online,
offline, and ICT nature.
Table 1 showed the distribution of respondents as to their
school or station assigned, respondents’ classification, and
evaluators of the developed digital interactive material.
Table 1
Distribution of the Respondents
School/Station
Senior
High
School
Teacher
5
ICT
Expert
Alexis G. Santos National
High School
4
1
Balagtas National High School
5
1
Bunsuran National High School
4
1
Cambaog National High School
3
1
Dampol 1st National High
School
2
1
Felizardo C. Lipana National
High School
6
1
Aguinaldo J. Santos National
High School
1
LRMDS
Personnel
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Guiguinto National Vocational
High School
Jose J. Mariano Memorial High
School
20
3
7
1
Lolomboy National High School
5
1
Taal National High School
5
1
Tiaong National High School
5
1
Division Office
Total
71
1
3
15
3
Research Locale
The study was conducted in Educational District (EDDIS) II
public secondary schools with STEM offerings in senior high
schools.
EDDIS
II
covered
the
following
municipalities,
namely: Balagtas, Baliwag, Bocaue, Bustos, Guiguinto, Pandi,
and Plaridel, which were the central areas of Bulacan. The
people largely depended on industry, aquaculture, bag making,
ceramics/pottery,
flowers/ornamental
plants,
food/food
processing, garments, GTH, marble processing, metalcraft,
farming, poultry, and livestock raising. The majority of
fields were blessed with fertile and arable land. Most places
could
be
accessed
through
private
personal
vehicles
and
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public utility vehicles. The 2nd District is also considered
the center of the province's industry; hence, going to and
from the area is a hindrance, especially during rush hours.
Figure 2.
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Site Map of Educational District (EDDIS) II, Bulacan
Materials and Instrumentation
Two instruments were used in this study. These were adapted
from the Department of Education (DepEd) Learning Resources
Management and Development System (LRMDS). The first was the
Evaluation
Rating
Sheet
for
Non-Print
Materials,
which
evaluated educational materials in non-print forms such as
Google sites, Web pages, course wares, and other DepEdrelated non-print articles. Evaluation Rating Sheet for NonPrint Materials was used to evaluate the quality of the
developed lessons consisting of 37 items divided into four
evaluation criteria, namely: content quality, instructional
quality, technical quality, and other findings which are
described below:
1. Content Quality. This criterion referred to the consistency
of the content with the subject areas/skills defined in the
Learning Competencies of DepEd for the subject and grade level
and the capacity of the instrument to contribute to the
enrichment,
objectives
improvement,
defined.
It
or
mastery
of
the
learning
also
referred
to
the
accuracy,
validity, up-to-date and rational arrangement of information,
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free from cultural, gender, racial, or ethnic bias, and
promotes positive values;
2. Instructional Quality. The purpose of the material was
well-defined, and the goals were specified and measurable.
The
level
customer.
of
difficulty
was
content
was
The
acceptable
for
the
entertaining,
target
relaxing,
challenging, and engaging.
3. Technical Quality. Audio increased the interpretation of
the
definition.
Speech/narration
was
simple
and
easy
to
understand. Screen displays were uncluttered, easy to read,
and aesthetically pleasing. Music and sound effects were
necessary and effective for educational purposes. Visual
presentations (non-text) were simple and easy to understand
and
retained
an
interest
that
guaranteed
correct
representation of the definition. The software was free of
any technical issues. The material could be used conveniently
and separately; and
4.
Other
Findings.
This
refers
to
logical,
factual,
grammatical, and other errors.
The LRMDS Educational Soundness General Assessment Checklist
was the second adapted tool. Again, it was verified in
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consultation with experts. It consisted of 26 items on a fourpoint Likert scale: the face and material validity of the
instruments
used
to
determine
the
validity
of
the
instruments.
The instrument for evaluating developed digital interactive
material in earth science in terms of educational soundness,
content quality, educational quality, and technical quality
had four response options in the four-point Likert Scale,
namely:
Four-Point Scale for Responses in the Evaluation Rating
Sheet for Non-Print Materials and Educational Soundness
General Evaluation Checklist
Scale
Verbal Interpretation
4
Very Satisfactory (VS)
3
Satisfactory (S)
2
Poor (P)
1
Not Satisfactory (NS)
The criteria contained additional findings and also had four
answer options in the four-point Likert scale, namely:
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Four-Point Scale for Responses in the Evaluation Rating
Sheet for Other Findings
Scale
Verbal Interpretation
4
Not Present (NP)
3
Present but very minor and must be fixed (PBVM)
2
Present and requires major redevelopment (PRMR)
1
Do not evaluate further (DEF)
Data Collection
To be able to conduct this study, the researcher requested
permission from the Division Office of Bulacan. As a result,
a letter of permission to conduct research and the evaluation
tool
in
Google
Form
Principals
with
Mathematics
(STEM)
Information
and
was
Science,
sent
the
Engineering,
Offerings
Technology
to
in
Secondary
Technology,
Senior
Officer,
School
High
Program
and
School,
Development
Officer-in-charge of Learning Resource and Learning Resource
Management and Development System (LRMDS) Supervisor were
sent through Social Media.
Privacy
and
ethical
concerns
about
the
processing
treatment of respondents and data were observed.
and
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The development model used in research on the evolution of
the
digital
interactive
material
in
earth
science
was
patterned on the Torrefranca (2017) report.
Data Analysis
The weighted mean was used to describe the assessment outcomes
of
science
teachers,
master
teachers,
IT
experts,
LRMDS
Supervisor, and PDO in charge of learning resources in terms
of content quality, instructional quality, technical quality,
and instructional soundness. Here is the scale used to assess
the responses of the different respondents.
Scale
4
Range Values
3.25 – 4.00
Verbal Description
Very Satisfactory (VS)
3
2.50 – 3.24
Satisfactory (S)
2
1.75 – 2.49
Poor (P)
1
1.00 – 1.74
Not Satisfactory (NS)
In addition, the scale used to assess the response of science
teachers and science experts to other findings is shown below:
Scale
Range Values
Verbal Interpretation
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In
4
3.25 – 4.00
Not Present (NP)
3
2.50 – 3.24
Present but very minor and must be
fixed (PBVM)
2
1.75 – 2.49
Present and requires major
redevelopment (PRMR)
1
1.00 – 1.74
Do not evaluate further (DEF)
determining
the
difference
between
the
validation
of
science teachers and master teachers and between science
teachers and IT experts, and the LRMDS Supervisor and PDO in
charge
of
Analysis
learning
of
Variance
resources,
(ANOVA)
the
with
researcher
a
5%
alpha
used
the
level
of
significance.
Those mentioned above, the type of study, the respondents of
the study, sampling technique, instruments used in gathering
data, and treatment of data were worth developing the output
that validated or discredited the study's hypothesis.
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CHAPTER III
Presentation, Analysis, and Interpretation of Results
The Development of Digital Interactive Material
The researcher created a digital interactive material to
address the diversity of learners in response to the current
situation
and
International
the
recent
Student
results
Assessment
of
the
(PISA)
Programme
Report
for
2018.
Nowadays, most learning resources are printed modules that
include many school resources and do not address different
types of learners. The stated reasons moved the research to
create digital interactive material.
The
researcher
sought
out
topics,
references,
and
applications that could address the wide range of learners.
The application Kotobee and Adobe Flash were used by the
researcher. In addition, various illustrations and video
clips
were
created
and
downloaded
to
create
digital
interactive material to stir up the learners' interest.
After obtaining all of the materials required to create the
digital interactive material, the researcher studied the
evaluation
tools
to
ensure
that
all
factors
and
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technicalities
were
met.
As
a
result,
the
learning
competencies and objectives of the lesson were specific,
measurable, attainable, realistic, time-bound (SMART), well
planned,
formulated,
thinking
and
deeper
organized,
and
understanding
promoted
critical
of
content;
the
presentation and format captured the students' interest and
contained various multimedia and interactive activities that
would engage the students in using it, and the incorporation
of other disciplines that could motivate students' critical
thinking in a clear understanding as it improved students'
understanding
of
concepts,
cognitive,
affective,
and
psychomotor abilities.
Result of Evaluation
Table 4 showed the summary of the evaluation of Science
Teachers and Master Teachers, IT Experts, LRMDS Supervisor,
and PDO in charge of learning resources in terms of content
quality,
instructional
quality,
technical
findings, and instructional soundness.
Table 2
quality,
other
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Summary of Evaluation
Teachers
Factor A. Content Quality
1.
Content is consistent with
topics/skills found in the DepEd
Learning Competencies for the
subject and grade/year level it
was intended.
2.
Concepts
developed
to
contribute
to
enrichment,
reinforcement, or mastery of the
identified earning objectives.
3.
Content is accurate.
WM
3.84
VD
VS
Master
Teachers
WM
VD
VS
4.00
3.88
VS
4.00
VS
3.86
VS
4.00
VS
4.
Content is up-to-date.
3.81
VS
4.00
VS
5.
Content
is
logically
developed and organized.
6.
Content
is
free
from
cultural,
gender,
racial,
or
ethnic bias.
7.
Content
stimulates
and
promotes critical thinking.
8.
Content is relevant to reallife situations.
9.
Language
(including
vocabulary) is appropriate to the
target user level.
10.Content
promotes
positive
values that support formative
growth.
Average Weighted Mean
3.86
VS
4.00
VS
3.81
VS
4.00
VS
3.84
VS
4.00
VS
3.88
VS
4.00
VS
3.84
VS
4.00
VS
3.90
VS
4.00
VS
3.85
VS
4.00
VS
Factor B. Instructional Quality
1.
Purpose of the material is
well defined.
2.
Material
achieves
its
Teachers
3.93
VS
Master
Teachers
VS
4.00
3.81
VS
4.00
VS
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defined purpose.
3.
Learning
objectives
are
clearly stated and measurable.
3.96
VS
4.00
VS
4.
Level
of
difficulty
is
appropriate
for
the
intended
target user.
5.
Graphics/colors/sounds
are
used
for
appropriate
instructional reasons.
6.
Material
is
enjoyable,
stimulating,
challenging,
and
engaging.
7.
Material
effectively
stimulates creativity of target
user.
8.
Feedback on target user’s
responses
is
effectively
employed.
9.
Target user can control the
rate and sequence of presentation
and review.
10.Instruction is integrated with
target
user’s
previous
experience.
Average Weighted Mean
3.70
VS
4.00
VS
3.71
VS
4.00
VS
3.68
VS
4.00
VS
3.81
VS
4.00
VS
3.71
VS
4.00
VS
3.74
VS
4.00
VS
3.77
VS
4.00
VS
3.78
VS
4.00
VS
Factor C. Technical Quality
1.
Audio enhances understanding
of the concept.
2.
Speech
and
narration
(correct pacing, intonation, and
pronunciation) is clear and can be
easily understood.
3.
There
is
complete
synchronization of audio with the
visuals, if any.
4.
Music and sound effects are
Teachers
VS
3.88
IT Experts
VS
3.93
3.83
VS
3.93
VS
3.74
VS
3.80
VS
3.67
VS
3.87
VS
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appropriate and effective for
instructional purposes.
5.
Screen displays (text) are
uncluttered, easy to read, and
aesthetically pleasing.
6.
Visual presentations (nontext) are clear and easy to
interpret.
7.
Visuals sustain interest and
do not distract user’s attention.
8.
Visuals
provide
accurate
representation of the concept
discussed.
9.
The user support materials
(if any) are effective.
10. The design allows the target
user to navigate freely through
the material.
11. The material can easily and
independently be used.
12. The material will run using
minimum system requirements.
13. The program is free from
technical problems.
Average Weighted Mean
3.65
VS
3.60
VS
3.74
VS
3.87
VS
3.74
VS
3.80
VS
3.80
VS
3.87
VS
3.74
VS
3.73
VS
3.77
VS
3.87
VS
3.74
VS
3.87
VS
3.54
VS
3.73
VS
3.51
VS
3.67
VS
3.72
VS
3.81
VS
Teachers
1.
Conceptual errors.
3.64
NP
Master
Teachers
4.00
NP
2.
Factual errors.
3.80
NP
4.00
NP
Factor D. Other Findings
3.
Grammatical
typographical errors.
and/or
3.61
NP
4.00
NP
4.
Other
errors
computational errors,
information,
errors
visuals, etc.).
Average Weighted Mean
(i.e.,
obsolete
in
the
3.67
NP
4.00
NP
3.68
NP
4.00
NP
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4.00
VS
PDO InCharge of
Learning
Resource
VS
4.00
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
6.
Assists the learner with 4.00
identifying and differentiating
between different points of view
and perspectives presented.
7. Uses content in ways that are 4.00
real
to
life/authentic
for
learners/users:
are not oversimplified or
trivialized
makes sense to learners
within their imaginary or real
world
are realistic within the
relevant
context
enhances
VS
4.00
VS
VS
4.00
VS
Educational Soundness
1.
Content
is
accurate
and
reflects
the
ways
in
which
knowledge
is
conceptualized
within the domain.
2.
Supports learners’ deepening
of knowledge within the content
domain.
3.
Presents
controversial
issues with balance and fairness
and in accordance with the DepEd
curriculum policies, where these
apply.
4.
Uses language and symbols of
the content domain and its ways of
representation,
and
supports
learners in developing and using
them.
5. The
following
are
used
correctly and appropriately
terms and expressions
symbols and notations
diagrammatic representation
-
LRMDS
Supervisor
graphical representation
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learners’ social capital
their knowledge of how the
world works and how to make a way
in it
8. Reflects the profile of the
target
learner/user
for
the
curriculum or training area.
9. Presents the same idea to
learners/users
in
multiple/
multi-directional modes
visual text (e.g. pictures,
diagrams) verbal written) text
symbolic representations
oral
(spoken)
text
both
static and dynamic images
10. Learning objectives are made
explicit to learners/users.
11. The target learners/users are
clearly
identified
(academic
level/technical
ability/demographics addressed).
12. Content
is
structured
to
scaffold learning.
13. Provides an opportunity for
learners/users to obtain feedback
either within or outside the
resource.
14. Pre-requisite knowledge/skills
are
clearly
identified,
and
connections to prior and future
learning are established.
15. Is easy to use (time and effort
to use it is reasonable), and the
language is appropriate for the
intended learner/user.
16. Clear instructions for use are
provided
(i.e.,
purpose,
processes, intended outcomes are
explicit).
17. Learning
and
information
design is intuitive (i.e., the
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
3.00
S
3.50
S
4.00
VS
3.50
S
4.00
VS
4.00
VS
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user knows what to do and how to
do it).
18. The learning resource can be
accessed by learners/users in
deprived,
depressed,
and
underserved
areas
and
communities.
19. The resource may not require
teacher/facilitator intervention
to be used effectively in varied
learning
environments
and
learning sequences (i.e.it, may
include
instructions,
terms,
material
in
English/
Filipino/local dialect as may be
necessary).
20. The learning resource connects
to
learners’
personal/local
knowledge and experience
linguistic
and
cultural
experience
local(community/geographic)
conditions
individual
and
family
circumstances including, gender,
abilities, economic conditions,
interest,
and
degree
of
engagement
(in
particular
addresses
differently
able
learners)
21. Resource does not confront or
embarrass learners that require
learner to expose personal data
which may embarrass them.
3.00
S
3.50
S
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
4.00
VS
22. Resource does not confront or 4.00
embarrass learners that invade
learners’
privacy
unfavorably
compare
learners’
learning
performance
with
learners’
identity.
VS
4.00
VS
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23. Resource does not confront or 3.00
embarrass
learners
that
unfavorably
compare
learners’
learning
performance
with
learner’s identity
24. Resource does not confront or 4.00
S
3.50
S
VS
3.50
S
VS
4.00
VS
VS
4.00
VS
VS
3.90
VS
embarrass
learners
that
unfavorably or stereotypically
compare
family
or
community
characteristics with learners’
identity
25. Resource does not confront or 4.00
embarrass
learners
that
unnecessarily or indiscriminately
confront cultural beliefs
26. Equivalent
or
alternative 4.00
access
to
information
is
available
for
learners
with
diverse needs
identical
content
activity
is
presented
different modalities
-
or
in
different activities that
achieve the same learning outcome
are available
-
Average Weighted Mean
3.88
Legend: 1.00-1.74 – Not Satisfactory / Do not evaluate further (DEF);
1.75-2.49 – Poor / Present & requires major redevelopment
(PRMR) 2.50-3.24 – Satisfactory / Present but very minor and
must be fixed (PBVM); 3.25-4.00 – Very Satisfactory / Not
Present (NP)
Content Quality
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As shown in Table 2, the indicators in the area of "content
quality" were described as "very satisfactory" by the Senior
High School Science Teacher and Master Teachers, resulting in
an overall weighted mean of 3.83 and 4.00, respectively.
Item 10 of Factor A, "content promotes positive values that
support formative growth," posted the highest weighted mean
of 3.90 with a verbal description of “very satisfactory.”
This only meant that the researcher successfully established
in his digital learning material the promotion of positive
values leading to the formative growth of the learners. Though
items 4 and 6 with indicators "content is up to date" and
"content is free of cultural, gender, racial, or ethnic bias"
received
the
indicators
lowest
fell
weighted
under
the
mean
verbal
of
3.81,
still
description
of
these
"very
satisfactory."
It is worth noting that all items are categorized as "very
satisfactory," with the lowest weighted mean of 3.81.
Surprisingly, all the items in the factor about the content
quality that Master Teachers evaluated received a weighted
mean of 4.0 with a verbal description of “very satisfactory.”
This means that Master Teachers were very satisfied and
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convinced with the quality of the content of the digital
interactive material.
The findings clearly showed that teachers and master teachers
believed
the
content
quality
indicated
in
the
digital
interactive material was written in terms of appropriateness
of content to the learning outcomes that describe the material
is consistent with topics found in the learning competencies
(LC) for the subject and grade/year level for which it was
intended.
The material could be related to and aided in the development
of
skills
related
satisfactorily
to
learning
competencies.
reinforced,
enriched,
and/or
led
Very
to
the
mastery of identified learning objectives. The material also
contributed to the achievement of the subject area's and grade
level's learning objectives. The presentation of factual
information
was
accurate.
There
was
no
out-of-date
information, incorrect figures, inaccurate graphs, or overly
simplistic models or diagrams. The information provided was
all up to date. The structure was noticeable. There were no
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ideological,
cultural,
religious,
racial,
or
gender
biases/prejudices in the material.
Furthermore,
controversial
balanced
structured
and
content
manner
to
was
presented
promote
an
in
a
educated
understanding of opposing viewpoints. All social information
was
presented
relatively
and
consistently
following
the
social content guidelines—understanding and applying content
knowledge
required
cognitive
effort
instead
of
a
random
selection of responses. The material encouraged higher-order
thinking skills. One or more of the six (6) learning facets
were included in the learning activities (explain, interpret,
apply, have perspective, empathize, and self-knowledge). The
information is applied to real-world scenarios. The content
of the simulations was genuine. People understood real-life
situations better when they used metaphors and strategies.
The language was used in a way that was appropriate for the
age and stage of learning of the target user. The language
used was appropriate for the level of the target users. Words
and terms that are new or complex were explained or defined
clearly
and
consistently.
Consider
the
tools
used
to
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interpret, explain, and define technical terms, as well as
the amount of technical vocabulary used. Consider the overall
level
of
utilized
difficulty
and
density
of
non-technical
as
commonality
and
dynamics.
far
as
words
Positive
value(s) inclusion(s) was/were evident and/or appropriately
discussed in the material.
The findings, as mentioned above, aligned with the study of
Zabidi et al. (2017) that if the course contents of the
material were positively addressed, the learners were likely
to continue studying and eventually attain educational goals.
Content quality of digital learning material was of high
consideration as this part established the development of
learning in the learners' minds. The stages of learning were
dependent on the systematic presentation of concept, content,
and the wholeness of ideas with consideration of consistency,
appropriateness, relevance, and addressing the diverse type
of learners as one respondent had suggested this:
“Let’s always consider the diversity of our
learners. Their religion, culture, beliefs and tradition must
be considered”.
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The manifestation of content quality was also based on how
terms were defined precisely and correctly, as mentioned by
one respondent. The discussion of the concept of learning
material was not necessarily verbosely expressed as another
respondent suggested this to:
“make it short but concise.”
Other respondents found the content of digital interactive
material developed by the author as “relevant and appropriate
to the course level.” The respondent further added that:
“the ebook contains different multimedia
and
interactive activities that will engage the students to use
it.”
One
more
respondent
expressed
her
appreciation
in
developed digital interactive material as:
“a very well defined material, easy to understand and very
informative.”
Instructional Quality.
the
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Science Teachers generally described Factor B “instructional
quality”
as
“very
satisfactory,”
obtaining
an
overall
weighted mean of 3.78. At the same time, the Master Teachers
described it as “very satisfactory,” bringing an average
weighted mean of 4.00 which means that all items in this
factor received a perfect score of 4. Thus, the result of
evaluation
in
this
factor
only
means
that
the
digital
interactive material was designed eminently well in terms of
instructional quality.
For Science Teachers, item 3 in Factor B, “learning objectives
are clearly stated and measurable,” was evaluated as “Very
Satisfactory,” obtaining the highest weighted mean of 3.96.
This was closely followed by item 1, “purpose of the material
is well defined,” with the weighted mean of 3.93, which is
also described as “very satisfactory.” Items 2 and 7 “material
achieves
its
defined
purpose”
and
“material
effectively
stimulates the creativity of target user” evaluated as “Very
Satisfactory”
with
difficulty
appropriate
is
the
mean
of
for
3.81.
the
Item
intended
4
“level
target
of
user”
evaluated as “Very Satisfactory” with a weighted mean of 3.70.
Items
5
and
8,
“graphics/colors/sounds
are
used
for
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appropriate instructional reasons” and “feedback on target
user’s responses is effectively employed,” were evaluated as
“very satisfactory” with an average mean of 3.71. Item 9,
“target user can control the rate and sequence of presentation
and
review,”
with
a
verbal
description
of
“very
satisfactory,” received an average mean of 3.74. Item 10,
“instruction
is
integrated
with
target
user’s
previous
experience,” `was evaluated as “very satisfactory” with an
average
mean
stimulating,
of
3.77.
Item
challenging,
6,
and
“material
engaging,”
is
got
enjoyable,
the
lowest
weighted mean of 3.68. Though this item received the lowest
weighted
mean,
the
verbal
description
was
still
“Very
satisfactory.”
For Master Teachers, it is interesting to note that all items
in
the
factor
about
instructional
quality
registered
a
perfect score of 4 and got a weighted mean of 4.0 with a
verbal description of "very satisfactory." This implied that
Master Teachers were extremely fulfilled and persuaded with
the
instructional
material.
quality
of
the
digital
interactive
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Moreover,
the
Teachers
and
outcome
Master
also
suggested
Teachers
perceived
that
the
Science
how
the
digital
interactive material was presented the educational purpose
stated or evident within the overall design of the material.
The material was well designed and was likely to achieve its
defined goal. The content is related to the achievement of
the learning purpose. The material did not contain gratuitous
information or graphics. The instructions for the user were
clear and doable. The scope range and complexity of content
and topics were appropriate to the level of the target user—
the
opportunities
instruction.
The
provided
content
for
chunking
different
and
levels
sequencing
of
were
appropriate. The time spent working with the content was
suitable for the results gained.
Referring to illustrations or visuals, they were effective,
appropriate, and balanced to augment the content. Pedagogy
was
innovative
creativity.
The
to
promote
feedback
user
was
engagement
and
encourage
non-threatening,
immediate,
positive, motivational, and user-sensitive, and, at the same
time, contextual, immediate, logical, and appropriate to the
users’ previous responses.
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The result of the survey in Factor B clearly explained the
study of Yulando et al. (2019), emphasizing that the features
in the digital learning module that served as learning tools
such as animation, links, text, audio, images, videos, and
forms of the assessment helped in completing and assisting
the learning process. Furthermore, the result also supported
Tsai,
Tsai,
and
Lin
(2015)
idea
about
establishing
gamification as one feature in the module that improves
interest, motivation, and efficiency in problem-solving and
learners’ academic achievement in various non-game contexts,
including learning.
One primary purpose of digital learning material was to get
the readers' interest and learners of this learning material.
However,
this
purpose
could
only
be
achieved
if
the
instructions and features were inviting, visually designed,
relevant, and presented exciting features and information.
This was noticeably seen by one respondent of the study as
expressed in the comment box:
“The e-book is very helpful and can be used with less or
without supervision of teachers. Other visual designs can be
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improved
to
make
it
more
exciting
and
relevant
to
the
subject”.
One more Science teacher-respondent also observed in the
developed digital learning material that the module was easy
to use and could be learned independently by the learners, as
quoted
“the material is very motivating to the student if they going
to use it. The material can easily and independently be used
by the students”.
Technical Quality
Factor C in Table 4 displayed a verbal description of “very
Satisfactory” in all items evaluated by science teachers and
IT Experts. For Science Teachers, item 1, “audio enhances
understanding of the concept,” posted the highest weighted
mean score of 3.88. This was closely followed by item 2,
“speech
and
narration
(correct
pacing,
intonation,
and
pronunciation) is clear and can be easily understood,” with
a weighted mean of 3.83. Items 3, 6, 7, 9, and 11 registered
same
weighted
mean
of
3.74
with
descriptions
“there
is
complete harmonization of audio with the visuals, if any”,
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“visual
presentation
(non-text)
are
clear
and
easy
to
interpret”, “visuals sustain interest and do not distract
user’s attention”, the user support materials (if any) are
effective” and “the material can easily and independently be
used” respectively. Item 4 “music and sound effects are
suitable and effective for instructional purposes” and item
5 “screen displays (text) are organized, easy to read, and
aesthetically pleasing” posted a close difference in the
weighted mean of 3.67 and 3.65 respectively. Item 8 “visuals
provide accurate representation of the concept discussed”
obtained a weighted mean score of 3.80 while item 10 “the
design permits the target user to navigate freely through the
material” received a weighted mean of 3.77. Items 12 and 13
“the material will run using minimum system requirements” and
“the program is free from technical problems” got the lowest
weighted mean of 3.54.
On
the
other
hand,
the
Information
Technology
Experts
registered the highest weighted mean of 3.93 for item 1,
“audio enhances understanding of the concept,” and item 2,
“speech
and
narration
(correct
pacing,
intonation,
and
pronunciation) is clear and can be easily comprehended.” Item
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5 “screen displays (text) are uncluttered, easy to read, and
aesthetically pleasing” got the lowest weighted mean score of
3.60.
It was manifested that Science Teachers evaluated the factor
of technical quality as "very satisfactory" with an overall
weighted mean of 3.72. At the same time, the Information and
Technology
Experts
assessed
this
factor
as
"very
satisfactory," which obtained an overall weighted mean of
3.81. These proved that all aspects of the technical quality
of the digital interactive material presented based on the
results of the evaluation of Science Teachers and IT experts.
Furthermore, it illustrated that the material was free from
technical error and aligned to the learning competencies and
objectives.
The technical aspect of digital learning material was of equal
importance with Content Quality and Instructional Quality.
However, in this factor, the partner assessors of Science
teachers were the LRMDS Experts who believed to be much
attuned to looking for the technicalities and coherence of
the module's content and appropriateness.
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According to these experts, “the creation of the interactive
digital
material
exhibited
knowledge,
experience,
and
critical thinking.” With this, the researcher, as one of the
academic enablers, proved its worth in this material. In
addition, one more respondent told the author of this digital
module as open in their suggestions. Because of this, the
learning material resulted in a “nice presentation, very easy
to follow instruction, and audio and visual are good.” This
digital learning material was “appropriate to the students’
different
learning
capability
and
capacity
level,”
as
supported by another respondent with these features.
One of the prime objectives of the developed digital learning
material was to reach out the diverse type of learners,
wherever they are, whatever status they have in life, and
whatever learning styles or strategies, because according to
one respondent,
“the materials presented are appropriate and helpful to
the intended learners.”
As claimed by one more respondent,
”Ah, ang galing naman, kumpleto po yung design gawa nya, may
hyperlink pa pag iclick makikita ung mga picture nung mga
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bagay
bagay”
(Great,
this
is
amazing,
the
designs
were
complete, a hyperlink is available that once you click on it
will show you pictures of any kind).
For the Division ITO,
“the use of Kotobee eBook provides the user the ability to
answer the activity digitally, hence it becomes paperless.
The Activity where in the user asks to write can be converted
into quiz with no response that allows the learner to save
the answer and can be screenshot if the teacher needs the
response and can be sent digitally.”
The statement that came from an expert in this factor further
affirmed
the
author's
intent
of
digitizing
the
learning
material in Science. This initiative could be the starting
point to develop more modules that will help the learners
understand the topics, even the complex ones, and eventually
enhance
their
knowledge
in
science
and
other
academic
disciplines.
Other Findings
Table 2, shown below, displayed the evaluation result of
Science
teachers
and
Master
Teachers
errors in the digital learning material.
regarding
possible
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Science Teachers rated Item 1 "conceptual errors" as "very
satisfactory," with a weighted mean score of 3.64. The highest
weighted mean of 3.80 was assigned to item 2, "factual
errors," and the descriptive interpretation was also "very
satisfactory." The lowest weighted mean of 3.61 was given to
item 3, "grammatical and/or typographical errors," evaluated
as "very satisfactory." Finally, item 4 was rated as "very
satisfactory" with a weighted mean of 3.67 for "other errors
(example, computational errors, obsolete information, visual
errors, etc.)."
It was worth noting for Master Teachers that all of the items
in
the
factor
about
other
findings
that
were
evaluated
received a weighted mean of 4.0 with a verbal description of
"very satisfactory." This indicated that Master Teachers were
very
satisfied
and
persuaded
by
the
digital
learning
material.
It was clear that Science Teachers rated the factor of other
findings as "very satisfactory" with an overall weighted mean
of 3.68. In contrast, Master Teachers rated it as "very
satisfactory" with an overall weighted mean of 4.00. These
demonstrated that the information contained in the digital
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interactive
material
was
free
of
conceptual,
factual,
grammatical, and/or typographical errors and other errors
such as computational errors, outdated information, visual
errors, and so on.
Based on the evaluations of Science Teachers and Master
Teachers, it was clear that the content presentation did not
develop
misconceptions
or
misunderstandings.
The
factual
representation was correct and up to date. There was no
outdated information, incorrect use of statistics, inaccurate
graphs, oversimplified models or examples, or grammatical and
spelling errors in the digital interactive material.
In the evaluation of either printed or non-print materials,
it is essential to pay attention not only to details, content,
concept, and organization of ideas and information but more
importantly is to check on the possible errors in content,
facts, grammar, and the entire texts or manuscripts of the
material.
In
each
area
of
the
material,
there
is
a
corresponding expert to look into it, and the requirement
before receiving an approval rating is to make sure that the
material is error-free.
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As
a
result
of
evaluating
experts
in
content
and
technicalities, the author of the digital learning material
received
constructive
appreciation.
suggestions,
recommendations,
and
To one expert,
“the material is well-planned and used up to date resources,”
while the other respondent positively suggested to
“add more e-learning materials.”
One respondent was hopeful that the author of the material
would produce more e-books, as the experts described the
developed digital learning material as
“very useful” and “informative”
and enough to
“sustain the learning experience of the students.”
and further added that this material
“will be helpful to many,”
as believed by one more respondent.
The study's researcher considered respondents in terms of
their wide knowledge of the content and expertise in the
chosen topic, exposure to evaluation of different print and
non-print
materials,
proficiency
in
technical
aspects,
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especially in the know-how of technology and in the learning
material as a whole.
In developing a learning material, whether this is print or
non-print, one consideration is to make it short but concise
as recommended by one respondent of the study. In addition,
terms and concepts of the learning material should be defined
correctly
and
with
precision,
as
shared
by
another
respondent.
“This point is essential if quality is to be achieved,
especially within multilingual environment,”
as further added by the respondent.
While developing the learning material, consideration was
also given to developing learning material that could be
achieved by all types of learners, as these learners had
varying
level
of
capacity,
capability,
orientation,
and
status in life, as suggested by one expert-respondent,
“Let’s always consider the diversity of our learners. Their
religion, culture, beliefs and tradition must be considered”.
In terms of the technical aspect, one expert suggested
considering
reducing
believes that:
graphic
quality
as
this
respondent
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“reducing
graphic
quality
will
result
to
smoother
transactions and easier dissemination of copies.”
Another
consideration
in
developing
a
digital
learning
material is whether or not this material is available online.
One
respondent
recommended
downloaded and easy to access.
that
this
should
be
easily
One respondent also suggested
having an instruction first before previewing the application
used by the developer of the digital learning material. This
respondent
experienced
difficulty
opening
the
Kotobee
application, especially if the end-user is unfamiliar with
the application being used in the digital module.
The tone of the voice of the narrator is also a factor that
affects the effectiveness of the digital learning material,
as what the respondent believed to be based on the suggestion,
“Would it be possible that the narrator’s tone varies and
dictates different emotions?”
Educational Soundness
One of the considerations for learning design is educational
soundness.
Educational soundness provides a learner with
accurate material content, factual and up-to-date information
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and
develops
learners'
critical
thinking
and
innovative
strategies. This factor was evaluated by the LRMDS Supervisor
and the PDO in charge of learning resources because the items
in this factor were part of professional development.
Table
2
showed
an
overall
very
satisfactory
descriptive
evaluation and a perfect score of 4 except for Items 15, 18,
and 23, both for evaluating the LRMDS Supervisor and PDO in
charge of the learning resource.
Item 15 has a descriptive
statement of “It is easy to use.”
This implied that the LRMDS
Supervisor and the PDO in charge of the learning resource
were unsure whether this digital learning material could be
easy to use by the learners and other individuals. Item 18,
“The learning resource can be accessed by learners/users in
deprived, depressed and underserved areas and communities,”
did not also receive a perfect score implying that learners
who were situated in the areas mentioned above had less chance
of accessing the digital learning material because not all of
them had internet connection or gadgets available with them.
Another item that did not receive a perfect score is Item 23,
“Resource
does
unfavorably
not
compare
confront
learners’
or
embarrass
learning
learners
that
performance
with
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learner’s identity,” which meant that not all learners were
adept or found it easy to follow instruction and understand
the information in the learning material and comparison on
their performances could not be avoided.
Item 16 received a perfect score from the LRMDS Supervisor
while the evaluation of PDO in charge of the learning resource
registered
a
score
of
3.5.
Item
16
has
a
descriptive
statement of “Clear instructions for use are provided (i.e.,
purpose, processes, intended outcomes are explicit.” However,
as observed and possibly experienced by PDO in charge of the
learning resource, not all instructions in the digital module
could be clear and easy to follow, especially in terms of
processes.
The
Education
Management
and
Program
Supervisor
Development
System
for
Learning
described
Resource
educational
soundness in general as "very satisfactory," with an overall
weighted mean of 3.88. In contrast, the PDO in charge of
Learning
Resource
evaluated
this
factor
as
"very
satisfactory," with an overall weighted mean of 3.90.
Qualities of the learning resource, teaching resource, and
professional development material are the general description
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of all the items in the Educational Soundness factor. This is
part of the evaluation checklist of LRMDS in assessing all
print and non-print materials.
After thoroughly evaluating the LRMDS Supervisor and the PDO
in charge of the learning resources of the developed digital
learning
material,
positive
feedback,
constructive
criticisms, suggestions, and recommendations were registered
in the evaluation form.
According to LRMDS Supervisor, “The
learning material was aligned to the K–12 Curriculum, and the
content of this innovation adheres to the minimum learning
competencies.” The provided activities or experiments are
manageable. The lesson's organization is logical and wellsequenced. Equivalent or alternate access to information is
available for learners with diverse needs, identical content
or activity presented in different modalities and different
exercises achieving the same learning outcome.”
The concern is on the applications used and available in the
digital learning material to the PDO in charge of the learning
resource.
According
to
the
Division
Program
Development
Officers, they were having difficulty opening KOTOBEE, and
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they were thinking and anticipating that some learners would
experience the same.
Significant Difference between and among the Evaluation of
Different
Respondents
on
the
Developed
Digital
Learning
Material
To test the significant difference between and among the
evaluation of different respondents on the developed digital
learning material, the researcher used Analysis of Variance
(ANOVA) as the statistical test.
ANOVA was utilized to test
significant
perception
difference
in
the
of
the
Science
Teachers, IT experts, Education Program Supervisor (EPS) in
charge of Learning Resource Management and Development System
(LRMDS), and Project Development Officer (PDO) in charge of
Learning Resources which served as respondents in the study
and the result is shown in Table 3.
Table 3
Analysis of Variance (ANOVA) to Test Differences Between the
Evaluation of Science Teachers and Experts on the developed
digital interactive material
Sum of
Df
Mean
F
Sig.
Squares
Square
Content
Between
4.247
1
4.247
.696
.407
Groups
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Within
Groups
Total
Instructional Between
Quality
Groups
Within
Groups
Total
Technical
Between
Groups
Within
Groups
Total
Other
Between
Findings
Groups
Within
Groups
Total
Educational
Between
Soundness
Groups
Within
Groups
Total
421.217
69
6.105
425.465
9.308
70
1
9.308
542.551
69
7.863
551.859
16.896
70
1
16.896
1483.675
82
18.094
1500.571
3.234
83
1
3.234
268.203
69
3.887
271.437
.167
70
1
.167
12.500
1
12.500
12.667
2
1.184
.280
.934
.337
.832
.365
.013
.927
*F is significant at the 0.05 level
Table 3 displayed the F value and significant value of five
factors of the evaluation tool for the developed digital
interactive
material
regarding
the
alpha
level
of
significance, which is 0.05 or 5%.
Based on the result of the table, there was no significant
difference between the evaluation of different respondents on
the
developed
registered
digital
significant
interactive
material
values
five
of
based
factors
on
the
which
is
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greater than the alpha level of significance of 0.05.
For
instance, Content posted a sig-value of 0.407, and this
greater than 0.05 alpha level of significance implies no
significant difference. The same is true with the other
factors that posted sig-value higher than the alpha level of
significance.
The result only implied that Science teachers and master
teachers
had
the
same
evaluation
on
the
content,
instructional quality, and other findings of the digital
interactive material. Science teachers and ICT experts also
evaluated the technical quality of the digital interactive
material. Moreover, the LRMDS supervisor and PDO in charge
had the same evaluation on the educational soundness of the
developed digital interactive material. Generally speaking,
the
evaluation
of
the
different
experts
in
content
and
technical aspects were the same.
Table 4
Proposed Implementation Plan for the Developed Digital Module
RESOURCES
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PHAS
E
ACTIVITIES
PLAN
NING
1. Disseminate
concepts and
practices of
Kotobee Author
and Reader.
2. Capacitate
Information
and
Communication
Teachers or
Science
Teachers in
the features
and
utilization of
Kotobee.
3. Increase
the use of all
features of
Kotobee
Author.
4. Purchase
of materials
for the
reproduction
of digital
interactive
material.
PERSO
NS
INVOL
VED
TIM
E
FRA
ME
LRMDS
Superv
isor
- PDO
in
charge
of
learni
ng
resour
ces
School
Heads
- SHS
Scienc
e
Teache
rs
July
to
Sept
2021
Supply
office
r
Admini
strati
ve
Funds
PHP.
150,0
00.00
Source
of
Funds
Divisi
on and
School
MOOE
SUCCESS
INDICAT
ORS
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IMPL
EMEN
TATI
ON
5.
Reproduction
and
distribution
of digital
interactive
material.
Office
r
6.
Distribution
of digital
interactive
material to
the students
in CD, google
drive, flash
drive or OTG
LRMDS
Superv
isor
- PDO
in
charge
of
learni
ng
resour
ces
School
Heads
- SHS
Scienc
e
Teache
rs
- SHS
Studen
ts
LRMDS
Superv
isor
Scienc
e
Superv
isor
7. Utilization
of digital
interactive
material to
ensure
delivery of
quality
education.
EVAL
UATI
ON
8. Monitoring
and evaluation
of utilization
of digital
interactive
material.
June
to
July
2021
N/A
N/A
N/A
N/A
Sept
to
Oct
2021
Sept
to
Nov
2021
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9. Feedbacking
on the
utilization of
digital
interactive
material.
- PDO
in
charge
of
learni
ng
resour
ces
School
Heads
- SHS
Scienc
e
Teache
rs
- SHS
Studen
ts
Table 4 showed the proposed implementation plan of the digital
interactive material in the Schools Division of Bulacan. The
implementation of the proposed plan is based on the Division
Office's approval to adopt the newly introduced type of selflearning
module
for
science.
It
includes
the
different
activities in different phases, including the dissemination
of concepts and practices of Kotobee Author and Reader,
capacitation of information and Communication
Teachers or
Science Teachers in the features and utilization of Kotobee,
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augmentation of the use of all features of Kotobee Author,
Purchasing
of
interactive
digital
materials
material,
interactive
for
the
reproduction
Reproduction,
material,
and
of
digital
distribution
distribution
of
of
digital
interactive material to the students in CD, Google Drive,
flash drive or OTG plus the utilization of digital interactive
material to ensure delivery of quality education, monitoring,
and
evaluation
material,
of
utilization
feedbacking
on
of
the
digital
utilization
interactive
of
digital
interactive material.
The table also included the persons involved, time-frame,
resources, and the success indicators.
The
proposed
implementation
application
that
computers.
The
can
be
Kotobee
was
used
Author
crafted
with
as
an
cellular
application
offline
phones
will
or
also
be
provided for the students. The first thing to do was to
install
the
Kotobee
Reader.
After
installing
the
said
application, open the digital interactive material with the
said application, and start to study with fun and joy because
of the different features this material had. If the students
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want to hear the narration and instructions of the digital
interactive material, click the play icon.
Here
are
the
procedures
in
creating
digital
interactive
material: 1. Download and install Kotobee Author, 2. Then,
click create new and choose from the different options, but
the researcher suggests choosing the blank format to follow
the design that suits the topic, 3. For interactive features
like games, audio, video, and quiz, the researcher used a
widget, 4. Next, the researcher clicked the icon for adding
photos and placed this to the related topic, and lastly, 5.
After finalizing the digital interactive material, click the
icon produce to render the material; there are options for a
computer or cellular phone compatibility in rendering the
material.
For the students to have access to the digital interactive
material, it will be distributed to the learners using compact
disc (CD), USB on-the-go (OTG), flash drive, sending links of
the uploaded copy in the google drive, or to the group chat
(GC) of the students.
The utilization of the digital interactive material should
follow the class schedule of the learners in Earth Science
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subject and the week where the module was intended to be used
based on the most essentials learning competencies.
The
utilization of the digital interactive is based on the most
essential
learning
competencies
of
the
Department
of
Education (DepEd). The topics in the material are usually
discussed every first semestral second grading period. It is
from September to October of the regular school opening of
classes in June of every year. In the new normal education,
it falls from December to January.
CHAPTER IV
Summary, Conclusions, and Recommendations
Summary of Findings
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Based on the questions posted in the Statement of the
Problem, the findings of the study had been summarized as
follows:
The Development of Digital Interactive Material
The author of the study aimed at helping diverse types of
learners improve their academic performance in school amidst
the current situation caused by the COVDI-19 pandemic by way
of
a
self-paced
digital-interactive
learning
module
or
commonly coined as digital learning material. The author used
Adobe
Flash
and
Kotobee
applications
in
organizing
the
discussion of the chosen topic, which was based on the
identified least learned topic in Earth Science as reflected
in the MPS for three consecutive school years from 2016 –
2019.
The
researcher
sought
out
topics,
references,
and
applications to address a wide range of learners. Interactive
activities, games, animation, video clips, among others, were
also considered and incorporated in the learning material to
make
it
more
interesting,
informative,
and
learning
was
realized. The researcher also studied the evaluation tools
used
by
LRMDS
to
ensure
that
all
of
the
factors
and
technicalities were met. After the digital learning material
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was developed, he sought the help of some experts to validate
the developed digital learning material. After the validation
was complete, the author identified a pool that served as his
respondents to evaluate the developed digital interactive
material.
Evaluation of Developed Digital Interactive Material in Earth
Science
Content quality
Based on the result of the findings, the topics discussed in
the
developed
material
were
aligned
with
the
essential
learning competencies for the grade or level the material was
meant
to
be
used;
it
supported
and
reinforced
the
accomplishment of the learning objectives leading to the
students’ mastery; factual content was accurately presented
and
outdated
information,
inaccurate
graphs,
and
oversimplified models or diagrams were not found; target
users were presented with clear, well-organized, consistent
and structured content; ideological, cultural, religious,
racial, and gender biases or prejudices were not found;
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educated
understanding
of
differing
points
promoted through the balanced and structured
controversial
chanced
social
selection
content;
was
comprehension
and
higher
thinking
order
cognitive
required
application
of
skills
of
view
was
presentation of
efforts
and
not
the
to
arrive
with
the
content
knowledge;
were
also
encouraged
and
promoted in the developed material; one or more of the 6
facets
of
learning
(explain,
interpret,
apply,
have
perspective, understand and have self-knowledge) was/were
included
in
the
activities
presented
in
the
material;
selection of language used in the material was appropriate to
the target users’ level; new words and terms were first
unlocked and the amount of technical vocabularies used was
considered,
and
positive
value/s
was/were
evident
and
decently discussed in the material.
Instructional quality
The overall design of the material presented its defined
educational
purpose
and
is
likely
to
achieve
the
aimed
learning objectives. Unneeded information and graphics were
not present; objectives were specified, content and topics
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were suitable to the target users’ level; different levels of
instructions and appropriate sequencing of topics were also
given to provide varied opportunities; the material also
presented appropriate and balanced used of colors, graphics
and visuals to increase the users’ level of interest; users’
engagement and creativity were challenged through the design,
presentation,
and
representation
of
information;
since
feedbacking is vital, immediate, timely, constructive, and
logical feedback was enabled. Users can also revisit and
replay the content for their mastery; users may choose their
most available time to access since learning can be done at
their phase; since objectives are specified at the first part
of
the
material,
inferred,
and
prerequisites
prior
knowledge
were
also
enumerated
and
is
also
recalled,
and
experiences are used as springboards.
Technical quality
Clear and easily understood audio clips were inserted to
enhance understanding and motivation further. These clips can
be started, stopped, and replayed by the users. They were
also in synchronicity with the visual effects. Sound effects
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and other music were effectively utilized through proper
queuing; contents were readable; there was an appropriate
amount of texts displayed on the screen; thus, continuous
scrolling is not required; the use of graphics and accurate
visuals was effectively included in the material to attract,
aid, and enhance retention and understanding; accuracy of
visuals was ensured so as not to result to misinterpretations
and
misconception
material,
user
of
ideas;
support
is
in
all
always
aspects
essential
of
thus
learning
it
was
guaranteed that the developed material provided adequate,
easy to understand, clear and comprehensive instructions to
serve as the ultimate guide for users, and independence was
also promoted as the material encourages the students to work
autonomously as the system itself runs using minimum system
requirements.
Other findings
There was no conceptual error found; thus, misconceptions and
misunderstandings would not hinder; the contents were factual
and updated. In addition, there was no imperfect grammar
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construction present, typographical errors, and misspelled
words.
Educational Soundness
Based on the findings, twenty-two (22) out of twenty-six (26)
items
in
this
factor
were
ideally
scored
and
with
a
descriptive interpretation of very satisfactory. However,
item 15, “It is easy to use,” did not receive a perfect score
for LRMDS Supervisor and PDO in charge of learning resource,
which means that they are not sure whether this digital
interactive material can be easy to use by the learners and
other
individuals.
resource
can
be
Furthermore,
accessed
by
item
18,
learners/users
“The
learning
in
deprived,
depressed and underserved areas and communities,” did not
also receive a perfect score implying that learners who were
situated in the areas as mentioned above had less chance of
accessing
the
digital
“Resource
does
not
unfavorably
interactive
confront
compare
learners’
or
material
embarrass
learning
and
Item
23
learners
that
performance
with
learner’s identity,” which means that not all learners are
adept
or
easy
to
follow
instruction
and
understand
the
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information in the learning material and comparison on their
performances cannot be avoided. Item 16 “Clear instructions
for use are provided (i.e., purpose, processes, intended
outcomes are explicit” did not receive a perfect score from
PDO as they observed and possibly experienced that not all
instructions in the digital module are clear and easy to
follow by the learners especially in terms of processes.
Significant Difference between and among the Evaluation of
Different Respondents on the Developed Digital Interactive
Material in Earth Science
As
a
result
of
the
findings,
there
was
no
significant
difference in the evaluation of Science teachers and Master
teachers
on
the
developed
digital
interactive
material
regarding content quality, instructional quality, and other
findings.
Thus,
Master
teachers
had
higher
ratings
than
Science teachers. Also, the evaluation of Science teachers
and
IT
experts
had
no
significant
difference
in
their
evaluation results. As the IT experts and science teachers
evaluated,
IT experts gave higher ratings than Science
teachers.
Meanwhile,
the
LRMDS
–
Education
Program
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Supervisor and PDO evaluation in charge of learning resources
in
the
educational
difference.
soundness
Therefore,
with
also
the
had
no
significant
computed
significant
difference of all the evaluations made by the respondents,
the hypothesis of the study is accepted that there is no
significant difference between the evaluation of different
respondents on the developed digital interactive material in
Earth Science.
Proposed Implementation Plan
The digital interactive material can be utilized in the
proposed implementation plan to adopt the Division of the
material.
The
proposed
implementation
plan
included
the
capacity building of science and ICT teachers to use Kotobee
author and reader, the different activities from planning up
to evaluation in utilizing the material. Furthermore, the
proposed schedule in utilizing the material included the
persons
involved,
time-frame,
resources,
and
success
indicators. Aside from these, the creation, production, and
rendering are also discussed in the proposed implementation
plan.
In
addition,
the
reproduction,
distribution,
and
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scheduling
in
the
utilization
of
digital
interactive
materials are discussed.
Conclusions
1.
The use of Kotobee Author helped the researcher to make
the objectives in the realization of the material. Therefore,
the researcher decided to use KOTOBEE Author aside from the
fact that this application is just like a word document plus
its
interactive
interest.
features
that
can
attract
the
learners'
The elements in the digital interactive material
that served as learning tools such as animation, links, text,
audio, images, videos, and forms of the assessment helped
complete and assisted the learning process. The result also
establishes gamification as one feature in the module that
improves interest, motivation, and efficiency in problemsolving and learners’ academic achievement in various nongame contexts, including learning. The development of digital
interactive
material
is
vital
because
of
the
need
to
supplement and adapt to the ever-changing types of learners.
These learners are now living in the digital age, where
everything is powered by technology. This digital interactive
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material will aid in the adoption of the new educational trend
known as distance learning.
2.
The developed Digital Interactive Material in Earth
Science for Senior High School is very satisfactory with good
quality in content quality, instructional quality, and other
findings. It is adequate and viable instructional material,
technically
error-free,
and
aligned
with
the
Learning
Competencies and Objectives. Moreover, the material met the
requirements for inclusion in the learning resource materials
in digital format.
3.
Science teachers, IT experts, EPS in charge of LRMDS,
and
PDO
in
charge
of
learning
resources
have
the
same
evaluation in content quality, instructional quality, other
findings, and educational soundness.
4.
Implementation
of
the
proposed
plan
can
only
be
implemented depending on the approval and recommendation of
the
Schools
Division
Superintendent.
material
adoption
depends
on
Learning
Resources
Management
the
In
addition,
recommendation
Development
System
of
the
the
(LRMDS)
Supervisor and the Project Development Officer in charge of
learning resources.
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Recommendations
1. The Kotobee Author is highly recommended to create digital
interactive
material
because
of
its
user-friendly
and
interactive features. In addition, the researcher recommends
adopting the comments and suggestions in this study to improve
the digital interactive material development further.
2. The science teachers, master teachers, IT experts, LRMD
Supervisor, and PDO in-charged of learning resources should
adopt, create, produce more digital interactive material and
ensure the content quality, instructional quality, technical
quality, other findings, and educational soundness of the
produced
digital
interactive
consumption.
All
the
respondents
must
adapt
material
comments
to
and
enhance
for
suggestions
more
the
students’
of
the
digital
interactive material.
3. The science teachers, master teachers, IT experts, LRMD
Supervisor, and PDO in-charged of learning resources should
evaluate the material thoroughly to avoid errors and see the
significant difference in the results of their evaluation.
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4. For the future researcher, try to enhance and submit the
proposed
implementation
plan
in
the
respective
Division
Offices to approve and adopt the material.
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Appendix A
Calendar of Activities
ACTIVITIES
Conceptualization and submission of thesis
title and research questions.
Searching and reading related literature
and studies.
Preparation of Chapters 1 and 2 and
gathering of relative data.
Conceptualization and development of
digital interactive material.
Submission of thesis proposal manuscript
for scheduling of proposal defense.
Thesis proposal defense.
Asking permission to conduct the study
through the channel.
Evaluation of digital interactive material
Retrieval of evaluation and validation of
results.
Analysis of data gathered.
Development of Chapters 3 and 4.
Revision of digital interactive material
based on the suggestions and
recommendations.
Finalization of Manuscript for oral
defense.
Submission of Manuscript for the oral
defense
Oral defense.
Revision and finalization of the
manuscript and digital interactive
material based on the results and
recommendations from the defense committee
during the oral defense.
Submission of the final manuscript.
TARGET DATE TO
ACCOMPLISH
August 2020
August to
September 2020
October 2020
September to
November 2020
November 12,
2020
November 30,
2020
December 2020
January to
February 2021
January to
February 2021
March 2021
March 2021
April 2021
May 2021
May 27, 2021
June 5, 2021
June 2021
July 2021
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Appendix B
Most Essential Learning Competencies
Earth Science
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Appendix C
Evaluation Rating Sheet for Non-Print Materials
(Science Teachers, IT Experts)
Name :
Position :
Instruction: Examine the material carefully and for each
evaluation, criterion considers the extent to which the
resource meets the criteria. Check the appropriate number
with
4 – Very Satisfactory (VS);
3 – Satisfactory (S)
2 – Poor (P)
1 – Not Satisfactory (NS)
Factor A. Content Quality
1.
Content
is
consistent
with
topics/skills found in the DepED
Learning Competencies for the subject
and grade/year level it was intended.
2.Concepts developed contribute to
enrichment,
reinforcement, or mastery of the
identified
learning objectives.
3. Content is accurate.
4. Content is up-to-date.
5. Content is logically developed and
organized.
6. Content is free from cultural,
gender, racial,
or ethnic bias.
7. Content stimulates and promotes
critical
thinking.
VS
(4)
S
(3)
P
(2)
NS
(1)
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8. Content is relevant to real-life
situations.
9. Language (including vocabulary)
is
appropriate to the target user
level.
10. Content promotes positive
values that
support formative growth.
Total Points
Note: Resource must score at least 30
points out of a maximum 40 points to
pass this criterion. Please put a
check mark on the appropriate box
Factor B. Instructional Quality
1. Purpose of the material is well
defined.
2. Material achieves its defined
purpose.
3. Learning objectives are clearly
stated and measurable.
4. Level of difficulty is appropriate
for the intended target user.
5. Graphics / colors / sounds are used
for
appropriate
instructional
reasons.
6. Material is enjoyable, stimulating,
challenging, and engaging.
7. Material effectively stimulates
creativity of target user.
8. Feedback on target user’s responses
is effectively employed.
9. Target user can control the rate
and sequence of presentation and
review.
Passed
Failed
VS
(4)
S
(3)
P
(2)
NS
(1)
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10. Instruction is integrated with
target user’s previous experience.
Total Points
Note: Resource must score at least 30
points out of a maximum 40 points to
pass this criterion. Please put a
check mark on the appropriate box
Factor C. Technical Quality
1. Audio enhances understanding of
the concept.
2. Speech and narration (correct
pacing, intonation, and
pronunciation) is clear and can be
easily understood.
3. There is complete
synchronization of audio with the
visuals, if any.
4. Music and sound effects are
appropriate and effective for
instructional purposes.
5. Screen displays (text) are
uncluttered, easy to read, and
aesthetically pleasing.
6. Visual presentations (non-text)
are clear and easy to interpret.
7. Visuals sustain interest and do
not distract user’s attention.
8. Visuals provide accurate
representation of the concept
discussed.
9. The user support materials (if
any) are effective.
10. The design allows the target user
to navigate freely through the
Passed
Failed
VS
(4)
S
(3)
P
(2)
NS
(1)
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material.
11. The material can easily and
independently be used.
12. The material will run using
minimum system requirements.
13. The program is free from
technical problems.
Total Points
Note: Resource must score at least 39
points out of a maximum 52 points to
pass this criterion. Please put a
check mark on the appropriate box.
Passed
Failed
Instruction: Examine the material carefully and for each
evaluation criterion consider the extent to which the
resource meets the criteria. Check the appropriate number
with
4 – Not Present (NP);
3 – Present but very minor and must be fixed
(PBVM)
2 – Present & requires major redevelopment (PRMR)
– Do not evaluate further (DEF)
1
Factor D. Other Findings
Note down observations about the
information contained in the
material, where the following errors
are found:
1. Conceptual errors.
2. Factual errors.
3. Grammatical and / or typographical
errors.
4. Other errors (i.e., computational
NP
(4)
PBVM
(3)
PRMR
(2)
DEF
(1)
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errors, obsolete information, errors
in the visuals, etc.).
Total Points
Note: Resource must score at least 16
points out of a maximum 16 points to
pass this criterion.
Other Comments:
(Adapted from DepEd LRMDS)
Passed
Failed
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Appendix D
LRMDS Educational Soundness General Evaluation Checklist
(LRMDS EPS and In charge of Learning Resources)
Instruction:
Please read the items carefully. Give each item a rating
by putting a check ( ) mark according to the following scales
that describes:
4- Very Satisfactory (VS)
3- Satisfactory (S)
2- Poor (P)
1Not Satisfactory (NS)
Qualities of the Learning
Resource, Teaching Resource,
Professional Development
Material
1.
Content
is
accurate
and
reflects
the
ways
in
which
knowledge
is
conceptualized
within the domain.
2.
Supports learners’ deepening
of knowledge within the content
domain.
3.
Presents
controversial
issues with balance and fairness
and in accordance with the DepEd
curriculum policies, where these
apply.
4.
Uses language and symbols of
the content domain and its ways
of representation, and supports
VS
S
P
NS
(4)
(3)
(2)
(1)
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learners in developing and using
them.
5. The
following
are
used
correctly and appropriately
terms and expressions
symbols and notations
diagrammatic representation
graphical representation
6.
Assists the learner with
identifying and differentiating
between different points of view
and perspectives presented.
7. Uses content in ways that are
real
to
life/authentic
for
learners/users:
-are not over simplified
or trivialized
-makes sense to learners
within their imaginary or
real world
-are realistic within the
relevant context enhances
learners’ social capital
-their knowledge of how the
world works and how to
make a way in it
8. Reflects the profile of the
target
learner/user
for
the
curriculum or training area.
9. Presents the same idea to
learners/users
in
multiple/
multi-directional modes
-visual
text
(e.g.
pictures,
diagrams) verbal written) text
-symbolic representations
-oral (spoken) text both static
and dynamic images
10. Learning
objectives
are
made explicit to learners/users.
11. The target learners/users are
clearly
identified
(academic
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level/technical
ability/
demographics addressed).
12. Content
is
structured
to
scaffold learning.
13. Provides an opportunity for
learners/users to obtain feedback
either within or outside the
resource.
14. Pre-requisite
knowledge/
skills are clearly identified and
connections to prior and future
learning are established.
15.Is easy to use (time and effort
to use it is reasonable) and the
language is appropriate for the
intended
learner/user.
16. Clear instructions for use are
provided
(i.e.,
purpose,
processes, intended outcomes are
explicit).
17. Learning
and
information
design is intuitive (i.e., the
user knows what to do and how to
do it).
18. The learning resource can be
accessed by learners/users in
deprived,
depressed
and
underserved
areas
and
communities.
19. The resource may not require
teacher/facilitator intervention
to be used effectively in varied
learning
environments
and
learning sequences (i.e.it may
include
instructions,
terms,
material
in
English/
Filipino/local dialect as maybe
necessary).
20. The learning resource connects
to
learners’
personal/local
knowledge and experience
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-linguistic
and
cultural
experience
local
(community/geographic) conditions
-individual
and
family
circumstances including, gender,
abilities, economic conditions
interest and degree of engagement
(in
particular
addresses
differently able learners)
21. Resource does not confront or
embarrass learners that require
learner to expose personal data
which may embarrass them.
22. Resource does not confront or
embarrass learners that invade
learners’
privacy
unfavorably
compare
learners’
learning
performance
with
learners’
identity.
23. Resource does not confront or
embarrass
learners
that
unfavorably
compare
learners’
learning
performance
with
learner’s identity
24. Resource does not confront or
embarrass
learners
that
unfavorably or stereotypically
compare
family
or
community
characteristics with learners’
identity
25. Resource does not confront or
embarrass
learners
that
unnecessarily or indiscriminately
confront cultural beliefs
26. Equivalent
or
alternative
access
to
information
is
available
for
learners
with
diverse needs
-identical content or activity is
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
121
presented in different modalities
-different
activities
that
achieve the same learning outcome
are available
(Adapted from DepEd LRMDS)
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
122
Appendix E
Request Letter to Conduct the Study
(Schools Division of Bulacan-Schools Division
Superintendent)
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
123
Appendix F
Approval Letter to Conduct the Study
(Schools Division of Bulacan-Schools Division
Superintendent)
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
124
Appendix G
Request Letter to Conduct the Study
(Educational District II- School Heads)
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
125
Appendix H
Request Letter to Conduct the Study
(Schools Division of Bulacan-LRMDS EPS)
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
126
Appendix I
Request Letter to Conduct the Study
(Schools Division of Bulacan-LRMDS in charge in Learning
Resources)
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
127
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
128
Appendix J
Request Letter to Conduct the Study
(Schools Division of Bulacan-Division Information and
Technology Officer)
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
129
Appendix K
Raw Data of Science Teachers
R
ES
P
O
N
DE
NT
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
FACTOR A. CONTENT QUALITY
1. Content is
consistent with
topics/ skills
found in the
DepEd Learning
Competencies for
the subject and
grade/ year level
it was intended.
2. Concepts
developed
contribute to
enrichment,
reinforcement,
or mastery of
the identified
learning
objectives.
3.
Conten
t is
accurat
e.
4.
Cont
ent
is
uptodate.
5.
Conten
t is
logicall
y
develo
ped
and
organiz
ed.
6.
Conten
t is free
from
cultura
l,
gender
, racial,
7.
Cont
ent
stim
ulate
s and
pro
mote
s
critic
al
think
ing.
8.
Cont
ent
is
relev
ant
to
reallife
situa
tions
.
9.
Langua
ge
(includi
ng
vocabu
lary) is
approp
riate to
the
target
user
level.
10.
Content
promotes
positive
values
that
support
formativ
e growth.
4
4
4
4
3
4
4
4
3
4
4
4
4
4
3
4
4
4
4
3
3
4
4
4
4
4
4
4
4
3
4
4
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
3
4
4
4
4
4
3
4
4
4
4
3
4
4
4
4
4
4
4
4
3
3
4
4
4
3
4
4
4
4
4
4
4
3
4
4
4
4
4
4
3
4
4
4
4
4
3
4
4
3
3
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
3
4
4
4
4
4
4
4
4
3
4
3
3
4
4
4
4
4
4
4
4
3
4
4
4
3
4
4
4
4
4
3
4
4
3
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
3
4
4
4
4
4
3
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
4
4
4
4
4
4
4
4
3
4
3
3
4
4
4
4
4
4
4
4
4
4
4
3
3
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
130
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
3
4
4
4
3
3
4
4
4
4
4
4
3
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
3
4
4
4
3
4
4
4
4
4
4
4
4
4
3
4
4
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
4
4
3
4
4
4
4
4
4
3
4
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
3
3
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
4
4
3
4
3
3
4
4
4
4
4
4
3
4
4
4
4
3
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
3
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
3
4
3
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
4
4
4
4
4
4
4
3
4
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
3
3
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
131
69
M
ea
n
4
3.84
4
3.88
4
3.86
4
3.
81
4
3.86
4
3.81
4
3.
84
4
3.
88
4
3.84
TOTAL MEAN
RES
PON
DEN
TS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
4
3.90
3.85
FACTOR B. INSTRUCTIONAL QUALITY
1.
Pur
pos
e of
the
mat
eria
l is
well
defi
ned
.
2.
Mat
eria
l
achi
eve
s its
defi
ned
pur
pos
e.
3.
Learnin
g
objecti
ves are
clearly
stated
and
measur
able.
4. Level
of
difficult
y is
approp
riate
for the
intende
d target
user.
5.
Graphics
/ colors /
sounds
are used
for
appropria
te
instructio
nal
reasons.
6.
Materia
l is
enjoyab
le,
stimula
ting,
challen
ging,
and
engagin
g.
7.
Mate
rial
effect
ively
stimu
lates
creati
vity
of
targe
t
user.
8.
Feed
back
on
targe
t
users
’
respo
nses
is
effect
ively
empl
oyed.
9. Target
user can
control
the rate
and
sequence
of
presentat
ion and
review.
10.
Instructio
n is
integrated
with
target
users
previous
experienc
e.
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
3
3
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
4
4
3
3
4
4
4
4
4
3
4
4
4
4
3
4
4
4
3
3
4
4
3
3
4
4
4
4
4
3
4
4
4
4
3
4
4
4
3
3
4
4
3
3
4
3
4
4
4
3
4
4
3
4
4
4
4
4
3
4
4
4
3
3
4
3
4
4
4
3
4
4
4
4
4
4
4
4
4
3
4
4
3
3
4
4
4
4
4
3
4
4
4
4
3
4
4
4
4
4
4
4
3
3
4
4
4
3
4
3
4
3
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
3
4
3
4
3
4
4
3
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
132
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
4
4
4
4
4
4
4
3
4
4
4
4
3
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
3
3
3
3
4
4
4
4
3
4
3
3
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
3
3
3
4
4
4
4
4
4
4
4
4
4
4
3
3
3
3
4
4
4
3
3
4
3
3
4
4
4
4
4
3
4
4
4
3
3
3
4
3
4
4
4
4
4
3
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
4
3
3
4
4
4
4
4
3
4
4
4
3
3
3
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
2
3
4
4
4
4
4
3
3
4
3
3
4
3
4
4
4
3
4
3
4
4
4
3
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
3
3
4
3
4
4
4
3
4
4
4
4
3
4
4
4
4
4
4
4
3
3
4
4
3
3
4
4
4
4
4
4
4
3
3
3
3
4
4
4
4
3
4
3
3
4
4
4
4
4
3
4
4
4
3
3
3
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
3
4
3
3
4
4
4
4
4
4
3
3
4
4
4
3
4
3
3
4
4
4
3
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
3
3
4
4
4
4
4
4
4
3
4
4
4
3
4
3
3
4
4
3
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
133
64
65
66
67
68
69
4
4
4
4
4
4
N
69
Mean 3.93
TOTAL MEAN
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
3
3
4
3
4
4
3
3
4
4
4
4
4
3
4
4
4
4
3
4
4
4
4
4
3
3
4
4
4
4
3
4
4
4
4
4
69
3.81
69
3.96
69
3.70
69
3.71
69
3.68
69
3.81
69
3.71
69
3.74
69
3.77
3.78
FACTOR C. TECHNICAL QUALITY
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
134
RES
PON
DEN
TS
1.
A
ud
io
en
ha
nc
es
un
de
rs
ta
nd
in
g
of
th
e
co
nc
ep
t.
2.
Speech
and
narratio
n
(correct
pacing,
intonati
on, and
pronunc
iation)
is clear
and can
be
easily
underst
ood.
3.
Th
er
e
is
co
m
ple
te
sy
nc
hr
on
iza
tio
n
of
au
di
o
wi
th
th
e
vis
ual
s,
if
an
y.
4.
Musi
c and
soun
d
effect
s are
appr
opria
te
and
effect
ive
for
instru
ction
al
purp
oses.
5.
Scree
n
displ
ays
(text)
are
unclu
ttere
d,
easy
to
read,
and
aesth
etical
ly
pleasi
ng.
6.
Visu
al
pre
sen
tati
ons
(no
ntext
)
are
clea
r
and
eas
y to
inte
rpre
t.
7.
Vis
ual
s
su
sta
in
int
er
est
an
d
do
no
t
dis
tra
ct
us
er’
s
att
en
tio
n.
8.
Visual
s
provid
e
accura
te
repres
entati
on of
the
conce
pt
discus
sed.
9.
Th
e
us
er
su
pp
or
t
m
at
eri
als
(if
an
y)
ar
e
ef
fe
cti
ve
.
10.
The
desig
n
allow
s the
targe
t user
to
navig
ate
freely
throu
gh
the
mate
rial.
11.
Th
e
ma
teri
al
can
eas
ily
an
d
ind
ep
en
de
ntl
y
be
use
d.
12.
Th
e
ma
teri
al
will
run
usi
ng
mi
ni
mu
m
sys
te
m
req
uir
em
ent
s.
13.
The
pro
gra
m is
free
fro
m
tech
nica
l
pro
ble
ms.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
4
4
4
4
3
4
4
4
3
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
4
3
4
3
4
3
4
4
4
4
3
4
4
4
4
4
3
4
3
4
4
4
4
3
4
3
3
4
4
3
3
4
4
4
4
4
3
4
4
3
4
3
4
3
4
3
4
4
4
3
3
4
4
4
3
4
3
4
3
4
4
4
4
3
4
4
4
4
4
3
3
4
4
4
3
4
3
4
4
4
4
3
4
3
4
3
4
4
4
3
3
4
4
4
4
4
3
4
3
4
4
4
4
3
4
4
4
4
4
3
3
4
4
4
4
4
3
4
4
4
4
4
4
3
4
4
4
4
4
3
3
4
4
4
3
4
3
4
4
4
4
4
4
4
4
4
3
4
4
3
3
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
2
3
4
4
4
3
4
3
4
4
4
4
4
4
4
4
4
4
4
4
2
3
4
3
4
3
4
3
4
3
3
4
3
4
4
4
4
4
4
4
3
3
4
3
4
3
4
3
4
3
4
4
3
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
135
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
3
3
4
4
3
4
4
4
4
4
4
4
4
4
3
3
3
4
4
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
3
3
4
4
4
4
4
3
4
4
3
4
4
3
4
4
4
4
4
4
4
4
4
3
3
3
4
3
4
3
4
4
4
3
4
4
4
4
4
3
3
4
4
4
4
4
4
4
4
4
4
3
4
3
4
4
3
3
4
4
4
4
4
3
4
4
3
3
4
4
3
4
3
3
4
3
3
4
4
4
4
4
3
4
3
4
3
4
2
4
3
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
3
3
3
4
3
4
3
4
4
3
3
4
4
4
3
4
3
3
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
3
3
3
4
3
4
4
4
4
3
3
4
4
4
3
4
3
4
4
4
3
4
3
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
3
3
3
4
3
4
3
4
4
3
3
4
4
4
4
4
3
3
4
4
4
4
3
4
4
4
4
4
3
4
3
4
4
3
4
4
4
4
4
4
4
4
4
3
4
4
4
3
4
4
4
4
3
3
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
4
4
4
3
3
4
4
3
4
4
4
3
4
3
4
4
4
3
4
4
4
3
4
4
4
4
3
3
4
4
4
3
4
3
4
4
4
4
4
3
4
4
4
4
4
3
4
3
4
4
3
4
4
4
4
4
4
4
4
4
3
3
3
4
4
4
4
3
4
3
3
4
4
4
4
4
3
4
4
4
4
4
2
4
4
4
4
4
4
4
3
4
4
3
3
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
2
3
4
4
4
3
4
3
4
4
4
4
4
2
3
4
4
4
4
4
3
3
4
4
3
4
4
4
3
4
3
4
4
4
3
3
3
4
4
4
4
4
4
2
3
4
3
4
3
4
3
3
3
4
3
3
2
3
4
4
4
3
4
3
3
4
4
3
3
4
4
3
4
3
4
4
4
3
3
3
4
4
4
4
4
4
3
3
4
3
4
3
4
3
3
4
4
3
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
136
64
65
66
67
68
69
N
Mea
n
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
2
4
3
4
4
4
3
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
4
4
2
4
4
4
4
4
2
3
4
4
4
3
2
3
4
4
4
69
69
3.
3.83
8
8
TOTAL MEAN
69
3.
74
69
3.67
69
3.65
69
3.7
4
69
3.
7
4
69
3.80
69
3.
7
4
69
3.77
69
3.
74
69
3.
54
69
3.5
4
RESPO
NDEN
TS
1.
Conceptual
errors.
3.71
FACTOR D. OTHER FACTORS
2. Factual errors.
3. Grammatical and
/ or typographical
errors.
4. Other errors (i.e.,
computational errors,
obsolete information,
errors in the visuals,
etc.)
1
2
3
4
5
6
4
4
2
4
4
4
4
4
3
4
4
4
4
4
2
4
4
4
4
4
3
4
4
4
7
8
9
10
11
12
13
14
15
16
17
18
19
20
4
3
3
4
4
4
4
2
3
4
4
4
3
3
4
3
3
4
4
4
4
2
3
4
4
4
3
4
4
3
3
4
3
4
3
2
3
4
4
4
3
3
4
3
3
4
4
3
4
2
3
4
4
4
4
3
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
137
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
3
3
4
4
4
4
4
3
4
3
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
2
4
4
4
3
3
4
4
4
4
2
3
4
4
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
3
3
4
4
4
4
2
3
4
4
3
4
3
4
4
4
4
4
4
3
4
4
4
4
3
4
4
4
4
4
4
4
4
4
3
4
4
4
4
2
4
4
4
3
3
4
3
4
3
2
3
4
4
3
3
4
2
4
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
4
3
4
4
4
4
4
4
4
3
4
4
4
3
3
4
4
3
4
2
3
4
4
4
3
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
138
64
65
66
67
68
69
3
3
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
4
2
4
4
4
4
N
69
Mean
3.64
TOTAL MEAN
69
3.80
69
3.61
69
3.67
3.68
RESPONDENTS
OTHER COMMENTS TO IMPROVE MORE THE MATERIAL
1 Thanks
2 Reduce graphic quality for smoother transitions and for easier dessimination
of copies.
3 Make it short but concise
4 The e-book is very helpful and can be used with less or without supervision of
teachers. Other visual designs can be improved to make it more exciting and
relevant to the subject.
5 It must be easily downloaded
6 None
7 Thanks
8 In my opinion, in your learning materials that are being evaluated, it may be
better to include in the learning material the instructions or a quick preview
of the application that should be used. It's also a bit difficult on my part as a
teacher to explore the application because I haven't seen much of the
application yet.
9 None
10 Congratulations sir...This non -print material will surely helps the learners.
11 MAKE MORE ACTIVITIES LIKE GAMES TO SUSTAIN THE INTEREST OF THE
STUDENTS ESPECIALLY IF THE TEXTS ARE TOO LONG
12 Embed links to other media
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
139
13 A precise terminologies must be define properly. This point is essential if
quality is to be achieved, especially within multilingual environment.
GodBless po!
14 Add more e-learning materials
15 None
16 Material is well planned and used up to date resources.
17 Design activities that also teach the learners on how to apply it in the real life
situation.
18 None
19 None
20 Let's always consider the diversity of our learners. Their religion, culture,
beliefs and tradition must be considered.
21 None
22 None
23 congratulation to the creators of this material, hoping for more e-books.
24 Great Materials po..
25 Well done sir. Thank you for this material.
26 The creation of the interactive digital material exhibited knowledge,
experience, and critical thinking, and that you are an industry expert our
niche. Warm congratulations to your success.
27 The content is relevant and appropriate to level of the course. The ebook
contains different multimedia and interactive activities that will engage the
students to use it.
28 The material is very motivating to the student if they going to use it.. The
material can easily and independently be used by the student.
29 The material is just right to sustain the learning of the students.
30 Would it be possible that the narrator's tone varies and dictates different
emotions.
31 Autoplay feature could be optional
32 None
33 N/A
34 NA
35 N/A
36 Congrats
37 Very useful and Informative
38 I believe that this will be helpful to many.
39 NA
40 N/A
41 CONGRATULATIONS FOR A GOOD SLM
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
140
42 N/A
43 The materials presented are appropriate and helpful to the intended
learners.
44 CONGRATULATIONS FOR A GOOD SLM
45 CONGRATULATIONS FOR A GOOD SLM
46 NA
47 N/A
48 CONGRATULATIONS FOR A GOOD SLM
49 N/A
51 NA
52 N/A
53 CONGRATULATIONS FOR A GOOD SLM
54 N/A
55 NA
56 N/A
57 CONGRATULATIONS FOR A GOOD SLM
58 I' glad to be a part of this evaluation.
69 I apologize for my mistakes in answering FACTOR D. I got confused with the
rating scale at first.
60 N/A
61 CONGRATULATIONS FOR A GOOD SLM
62 N/A
63 NA
64 N/A
65 CONGRATULATIONS FOR A GOOD SLM
66 Thank you for considering our opinion. its a nice presentation very easy to
follow instruction audio is good visual are also good appropriate to students
on their level.
keep it up
67 its a nice presentation very easy to follow instruction audio is good visual are
also good appropriate to students on their level. keep it up
68 You had a very well defined material, easy to understand and very
informative.. Congratulations sir. Job well done
69 CONGRATULATIONS FOR A GOOD SLM
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
141
Appendix L
Raw Data of Master Teachers
FACTOR A. CONTENT QUALITY
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
142
RES
PO
ND
ENT
S
1. Content is
consistent with
topics/skills
found in the
DepED
Learning
Competencies
for the subject
and grade/year
level it was
intended.
2. Concepts
developed
contribute
to
enrichment,
reinforceme
nt, or
mastery of
the
identified
learning
objectives.
3
.
C
o
n
t
e
n
t
is
a
c
c
u
r
a
t
e
.
4
.
C
o
n
t
e
n
t
is
u
p
t
o
d
a
t
e
.
5.
Con
tent
is
logi
cally
dev
elop
ed
and
orga
nize
d.
6.
Co
nt
en
t is
fre
e
fro
m
cul
tur
al,
ge
nd
er,
rac
ial,
7.
Co
nt
en
t
sti
m
ula
tes
an
d
pr
o
m
ot
es
cri
tic
al
thi
nki
ng.
8.
Co
nt
en
t is
rel
ev
an
t
to
re
allife
sit
ua
tio
ns.
9.
Langu
age
(inclu
ding
vocab
ulary)
is
appro
priate
to the
target
user
level.
10.
Content
promotes
positive
values
that
support
formative
growth.
1
2
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
2
4
2
4
2
4
2
4
2
4
2
4
2
4
2
4
2
4
4
N
Mean
2
4
AVERAGE MEAN
FACTOR B. INSTRUCTIONAL QUALITY
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
143
RES
PO
ND
ENT
S
1.
Pur
pos
e of
the
mat
eria
l is
well
defi
ned
.
2.
Mat
eria
l
achi
eve
s its
defi
ned
pur
pos
e.
3.
Lear
ning
obje
ctiv
es
are
clea
rly
stat
ed
and
mea
sura
ble.
4.
Level
of
difficu
lty is
appro
priate
for
the
inten
ded
target
user.
5.
Graph
ics /
colors
/
sound
s are
used
for
appro
priate
instru
ctiona
l
reaso
ns.
6.
Mater
ial is
enjoy
able,
stimul
ating,
challe
nging,
and
engag
ing.
7.
Mater
ial
effecti
vely
stimul
ates
creati
vity of
target
user.
8.
Feedb
ack
on
target
users’
respo
nses
is
effecti
vely
emplo
yed.
9.
Targe
t user
can
contr
ol the
rate
and
seque
nce of
prese
ntatio
n and
revie
w.
10.
Instru
ction
is
integr
ated
with
target
users'
previo
us
experi
ence.
1
2
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
N
2
2
Mean
4
4
AVERAGE MEAN
2
4
2
4
2
4
2
4
2
4
2
4
2
4
2
4
4
FACTOR C. TECHNICAL QUALITY
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
144
RES
PO
ND
ENT
S
1.
Aud
io
enh
anc
es
und
erst
and
ing
of
the
con
cep
t.
2.
Speec
h and
narrati
on
(correc
t
pacing
,
intona
tion,
and
pronu
nciatio
n) is
clear
and
can be
easily
unders
tood.
3.
Th
er
e
is
co
m
ple
te
sy
nc
hr
oni
zat
ion
of
au
dio
wit
h
th
e
vis
ual
s,
if
an
y.
4.
Musi
c
and
soun
d
effec
ts
are
appr
opri
ate
and
effec
tive
for
instr
uctio
nal
purp
oses.
5.
Scre
en
displ
ays
(text
) are
uncl
utter
ed,
easy
to
read,
and
aest
hetic
ally
plea
sing.
6.
Visu
al
pres
enta
tion
s
(non
text)
are
clear
and
easy
to
inter
pret.
7.
Vis
ual
s
sus
tai
n
int
er
est
an
d
do
no
t
dis
tra
ct
us
er'
s
att
en
tio
n.
8.
Vis
ual
s
pr
ovi
de
ac
cur
ate
re
pr
es
en
tat
ion
of
th
e
co
nc
ep
t
dis
cu
sse
d.
9.
Th
e
us
er
su
pp
ort
ma
ter
ial
s
(if
an
y)
ar
e
eff
ect
ive
.
10.
Th
e
de
sig
n
all
ow
s
th
e
tar
get
us
er
to
na
vig
ate
fre
ely
thr
ou
gh
th
e
ma
ter
ial.
11.
Th
e
ma
ter
ial
ca
n
ea
sily
an
d
ind
ep
en
de
ntl
y
be
us
ed.
12.
The
mat
eria
l
will
run
usi
ng
min
imu
m
syst
em
req
uire
me
nts.
13.
The
prog
ram
is
free
from
tech
nical
prob
lems
.
1
2
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
N
2
2
Mean
4
4
AVERAGE MEAN
2
4
2
4
2
4
2
4
2
4
2
4
2
4
2
4
2
4
2
4
2
4
4
RES
PO
ND
ENT
S
FACTOR D. OTHER FINDINGS
2. Factual
3. Grammatical
errors.
and / or
typographical
errors.
1. Conceptual
errors.
4. Other
Other comments to
errors (i.e.,
improve more the
computational material
errors,
obsolete
information,
errors in the
visuals, etc.).
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
145
1
2
N
Mean
4
4
2
4
AVERAGE MEAN
4
4
4
4
4
4
2
4
2
4
2
4
4
Appendix M
Raw Data of IT Experts
FACROR C. TECHNICAL QUALITY
great
Congratulations!
ARAULLOUNIVERSITY
P H I N M A
E D U C A T I O N
N E T W O R K
GRADUATE SCHOOL
146
1.
Au
dio
en
han
ces
un
der
sta
ndi
ng
of
the
con
cep
t.
R
ES
P
O
N
D
E
N
TS
1
2
3
4
5
6
7
8
2.
Speec
h and
narrat
ion
(corre
ct
pacin
g,
inton
ation,
and
pronu
nciati
on) is
clear
and
can
be
easily
under
stood
.
4
4
3
4
4
4
4
4
3.
T
h
er
e
is
c
o
m
pl
et
e
sy
n
c
hr
o
ni
za
ti
o
n
of
a
u
di
o
w
it
h
th
e
vi
su
al
s,
if
a
n
y.
4
4
3
4
4
4
4
4
4.
Mus
ic
and
sou
nd
effe
cts
are
appr
opri
ate
and
effe
ctiv
e
for
instr
ucti
onal
pur
pos
es.
4
4
3
4
3
3
4
4
5.
Scr
een
dis
pla
ys
(te
xt)
are
unc
lutt
ere
d,
eas
y to
rea
d,
and
aes
the
tica
lly
ple
asi
ng.
4
4
4
4
3
4
4
4
6.
Visu
al
pres
enta
tion
s
(non
text
) are
clea
r
and
easy
to
inte
rpre
t.
4
4
3
2
3
4
4
4
7.
Vis
ual
s
sus
tai
n
int
ere
st
and
do
not
dist
rac
t
use
r's
att
ent
ion.
4
4
4
4
4
4
4
4
8.
Visu
als
provi
de
accu
rate
repr
esen
tatio
n of
the
conc
ept
discu
ssed.
4
4
3
4
3
4
4
4
9.
The
use
r
sup
por
t
ma
teri
als
(if
any
)
are
eff
ecti
ve.
4
4
4
4
4
4
4
4
10.
The
desi
gn
allo
ws
the
targ
et
user
to
navi
gate
freel
y
thro
ugh
the
mat
erial
.
4
4
3
4
3
3
4
4
11.
The
ma
teri
al
can
eas
ily
and
ind
epe
nd
ent
ly
be
use
d.
4
4
3
4
3
4
4
4
12.
The
mat
eria
l
will
run
usi
ng
min
imu
m
syst
em
req
uire
me
nts.
4
4
4
4
3
4
4
4
13.
The
pro
gra
m
is
fre
e
fro
m
tec
hni
cal
pro
ble
ms.
4
4
4
4
3
3
4
4
4
4
4
2
3
3
4
4
ARAULLOUNIVERSITY
P H I N M A
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147
9
10
11
12
13
14
15
4
4
4
4
4
4
4
N
M
ea
n
15
3.9
3
4
4
4
4
4
4
4
15
3.93
4
4
4
4
4
4
4
15
3.
8
0
AVERAGE MEAN
RESPONDENTS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
4
4
4
4
3
4
4
15
3.8
7
4
4
4
3
3
4
4
15
3.6
0
4
4
4
3
4
4
3
15
3.8
7
4
4
4
3
4
4
4
15
3.8
0
4
4
4
3
4
4
3
15
3.8
7
4
4
4
4
3
4
4
15
3.7
3
4
4
4
4
4
4
4
15
3.8
7
4
3
4
4
4
4
4
4
3
4
4
3
4
4
4
4
4
4
3
4
4
15
3.8
7
15
3.7
3
15
3.6
7
3.81
OTHER COMMENTS
Some of the bookwidget activities are not working.
one image was not able to load
Clear, concise, and complete!
None
thank you
Congratulations sir!
It is very useful for the students
Useful app
No further comments
The design format allows the user to navigate quickly
None
thank you
Congratulations sir!
Useful app
The use of Kotobee eBook provides the user the ability to answer the activity
digitally, hence it becomes paperless. The Activity where in the user are asks
to write can be converted into quiz with no response that allows the learner
to save the answer and can be screenshot if the teacher needs the response
and can be sent digitally.
ARAULLOUNIVERSITY
P H I N M A
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Appendix N
Raw Data of LRMDS EPS and in charge in Learning Resources
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P H I N M A
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N E T W O R K
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Appendix O
Digital Interactive Material
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P H I N M A
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Appendix P
Curriculum Vitae
Rodrigo Vencito Jacinto, Jr.
ARAULLOUNIVERSITY
P H I N M A
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N E T W O R K
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PERSONAL DATA:
Surname:
Jacinto
First Name: Rodrigo, Jr.
Middle Name: Vencito
Birthday:
July 23, 1984
Sex:
Male
Nationality: Filipino
Address:
149 Bonga Mayor, Bustos, Bulacan
Contact No.: +639 3286 93606
Email:
rodrigo.jacinto@deped.gov.ph
EDUCATION:
Bulacan State University (Bustos Campus)
Poblacion, Bustos, Bulacan
Bachelor in Secondary Education
Major in General Sciences – 2005
Tibagan National High School
Tibagan, Bustos, Bulacan
Secondary Education – 2001
Bonga Mayor Elementary School
Bonga Mayor, Bustos, Bulacan
Primary Education – 1997
CAREER-RELATED EXPERIENCE:
Guiguinto National Vocational High School
July 18, 2018 – Present
-
Assistant School Principal II
Teodoro Evangelista Memorial High School
-
Head Teacher I/Officer-InCharge
March 3, 2016 – July 17, 2018
Angat National High School
- Teacher III
November 2014 – March 2, 2016
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Angat National High School
- Teacher I
Sept. 1, 2010 to Nov., 2014
Angat National High School
Fund-Teacher
Sept. 25, 2006 to August 31, 2007
- Provincial Special Education
Angat National High School
Teacher
May 15, 2006, to Sept. 24, 2006
- Municipal Special Education Fund
HONORS, ACTIVITIES, and SPECIAL SKILLS:
Awards
Instabright
-
2019 International Outstanding School Head
-
2017 3rd Runner Regional Search for Best
Implementer of Brigada Eskwela
-
2017 Champion Division Search for Best
Implementer of Brigada Eskwela
-
2017 Champion Educational District II Search
for Best Implementer of Brigada Eskwela
-
Outstanding Science Teacher
The year 2015 and 2016
Seminars
- Division Webinar on Multiple Delivery Modalities:
Implementing Senior High School Science Teaching
and Learning in the “New Normal”
August 17-19, 2020
Department Of Education
Schools Division Of Bulacan
- Bi-Annual Public Secondary School Principals' Association - III (PSSPA III, Inc.) BiAnnual Convention
February 10-12, 2019
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Public Secondary Schools Principals' Association-III (PSSPA III, Inc.)
- International Mind Education Specialist Training
On Leadership and Workmanship In The 21st
Century
November 10-17,2018
International Youth Fellowship Philippines and
International Mind
- Regional Training- Workshop On Senior High School Competency-Based Learning
December 10-14, 2018
Department Of Education
- Seminar On Academic School Records Management And Orientation On Data Privacy Act
And Freedom Of Information Bill
December 05-07, 2018
Department Of Education
- Capacity Building On Implementation And Communication Technology And Secondary
School Heads
November 27-29, 2018
Department Of Education
Schools Division Of Bulacan
- Bi-Annual Public Secondary School Principals' Association - III (PSSPA III, Inc.) BiAnnual Convention
November 21-23, 2018
Public Secondary Schools Principals' Association-III (PSSPA III, Inc.)
- Division Training Of Trainers On The Implementation Of The RPMS Manual
June 08-09, 2018
Department Of Education
Schools Division Of Bulacan
- School Heads Year-End Performance And Planning Conference
May 22-23, 2018
Department Of Education
Schools Division Of Bulacan
- Bi-Annual Public Secondary School Principals' Association - III (PSSPA III, Inc.) BiAnnual Convention
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March 08-10, 2018
Public Secondary Schools Principals' Association-III (PSSPA III, Inc.)
- School Administrators In A Performing Organizational Climate
November 20-22, 2017
Department Of Education
Schools Division Of Bulacan
- Capacity Building On Continuing Professional Development Strategy Through The
Conduct Of Learning Action Cell (Lacs)
September 12-14, 2017
Department Of Education
Schools Division Of Bulacan
- Seminar Workshop For The Implementation Of The Financial Management Operation
Manual (From)
September 04-06, 2017
Department Of Education
Schools Division Of Bulacan
- Division Training On Gender Equality Movement In Central (Gems-Cl)
October 12-14, 2017
Department Of Education
Schools Division Of Bulacan
- Bi-Annual Public Secondary School Principals' Association - III (PSSPA III, Inc.) BiAnnual Convention
April 12-14, 2017
Public Secondary Schools Principals' Association-III (PSSPA III, Inc.)
- Division Seminar-Workshop For Department Of Education Drug Testing In Schools And
Workplace
June 21-23, 2017
Department Of Education
Schools Division Of Bulacan
Special Skills
- Computer Literate, with Mastery in MS Word, MS
Excel, Powerpoint, Movie Maker, and Power
Director
ARAULLOUNIVERSITY
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REFERENCES:
MINA GRACIA L. ACOSTA, PhD. CESO V
Assistant Schools Division Superintendent
Nueva Ecija Schools Division Office
Nueva Ecija
0925-529-0312
VERONIDIA S. MARCELO
Retired Secondary School Principal
Poblacion, Angat, Bulacan
TITO G. ROCABERTE, PhD.
Dean, College of Education
PHINMA Araullo University
Cabanatuan City
0906-471-9593