Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
DEVELOPMENT OF INTERACTIVE COURSEWARE:
A TEACHING STRATEGY ON THEORIES AND
CONCEPTS IN EDUCATIONAL MANAGEMENT
Rosanna A. Villapando
New Era University, Philippines (sunny_neu@yahoo.com)
ABSTRACT
The main objective of this study was to develop and evaluate an interactive courseware in Theories and
Concepts in Educational Management. The researcher has chosen the faculty members and the students of the
graduate studies department of the New Era University as the respondents to evaluate the developed interactive
courseware. The participants of the study were the doctorate students who are currently enrolled in the graduate
studies. Nine (9) graduate studies faculty members were chosen by the researcher using the purposive sampling.
The main instrument used in obtaining data required was questionnaire due to its relatively faster collection of
results. t-test was used to test the hypothesis that there is no significant difference in the assessment made by the
faculty and student respondents in terms of the selected variables. Based on the result of the study, the
competency interpreted to be very good is the effectiveness of the courseware. It tends to improve the students
by demonstrating their competency. There is a significant difference between the Proposed Interactive
Courseware and Traditional Instructional Materials which is assessed by the faculty respondents. There is also a
significant difference between the Proposed Interactive Courseware and Traditional Instructional Materials
assessed by the students respondents in terms of the selected variables. And there is no significant difference in
the assessment made by the faculty and student respondents with regards to the proposed interactive courseware.
KEYWORDS
Competence, Curriculum, Developing a curriculum, Duty, Hardware, Instruction, Interactive, Module,
Peopleware, School administrator, Skill, Software, Step, Task, Usefulness
INTRODUCTION
Interactive Courseware is an alternative to the traditional approach to instruction that has too
often meant frustration and failure for too many students. Interactive Courseware
acknowledges and, in fact, capitalizes on the facilitation of effective and efficient learning,
which is relevant to the real world of work, by employing the learning principles of
motivation, individualization, reinforcement of learning, self-pacing, recognition of different
learning styles, provision of frequent feedback, opportunities for practice, and active
participation. Interactive Courseware differs significantly from traditional approaches to
training because of the educational philosophy upon which competency based education is
based. That philosophy stated very simply is as follows:
“Almost all learners can learn equally well if they receive the kind of instruction they need.”
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
To make that philosophy work, Interactive Courseware uses a very systematic approach in
implementing and delivering learning.
There are twelve factors that differentiate traditional instructional materials with Interactive
Courseware. These are the following:
1. Traditional instructional material is content-based while Interactive Courseware is
competency-based,
2. Traditional instructional material is time-based while Interactive Courseware is a
performance-based,
3. Traditional instructional material is group paced while Interactive Courseware is
individually paced,
4. Traditional instructional material is group needs while Interactive Courseware is
individually needs,
5. Traditional instructional material is delayed feedback while Interactive Courseware is
immediate feedback,
6. Traditional instructional material is a textbook/workbook, while Interactive Courseware
is modules and media materials,
7. Traditional instructional material is limited field experience while Interactive
Courseware is learning in the field,
8. Traditional instructional material is lectures, demonstration while Interactive Courseware
is assistance of resource person,
9. Traditional instructional material has general objectives while Interactive Courseware
has specific objectives,
10. Traditional instructional material has subjective criteria while Interactive Courseware has
objective criteria,
11. Traditional instructional material has norm-referenced while Interactive Courseware has
criterion-referenced, and
12. Traditional instructional material has final grades while Interactive Courseware is learner
competence.
Reforms are basically aimed to promote the implementation of Interactive Courseware.
These interactive modules are designed to help instructors and students learn new procedures
of adapting Competency-Based School Management Education System. The purpose is to
enable instructors to incorporate the approach into-day-to-day instructional management
activities when teaching.
The researcher adapted the competency-based education system which she learned from the
seminars conducted by the TESDA Group. Developing an Interactive Courseware for the
subject Theories and Concepts in Educational Management which is one of the key reforms
in technical education and training. One of the key steps in promoting this innovation is
Competency-Based Technical Education and Skills Development (CBTESD) at our
vocational and technical education institutions. Competency-Based Technical and Skills
Development (CBTESD) is the term used to describe the TESDA way of adapting the
Competency-Based Education (CBE) a vocational movement popularized in the west (United
States and Canada) and Modules of Employable Skills (MES), vocational approaches
popularized by ILO (International Labor Organization). Both approaches are now recognized
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
to be the most responsive to the needs of the customer in the aspect of international
competitiveness, private sector, government reforms, educational and training reforms,
technology advances, emphasis on quality management, and new skills/multi-skilling. The
education and training systems should begin and end with the customer’s needs. And these
customers are the agriculture, commerce, industry, and government. The needs are identified
through a job analysis processor or what is known as DACUM (Developing a Curriculum).
DACUM is a powerful alternative in developing a CBE program that requires rigorous
identification of worker competencies.
In the field of School Management Education, specifically teachers of Educational
Management, must adapt an improved teaching technique in delivering instructions for this
subject. This is to develop and enhance their skills in the basic management of school and
produce expected competencies adult students are required to attain. The researcher chose the
subject Theories and concepts in Educational Management in developing an Interactive
Courseware because it is the basic core of Educational Management subjects. The researcher
intended to develop a competency based instructional material for the said subject with a
target profession as a school administrator.
The job description of a school administrator is to set educational standards and goals and
establish the policies and procedures required to achieve them. They also supervise managers,
support staff, teachers, counselors, librarians, coaches, and other employees. They develop
academic programs, monitor students’ educational progress, train and motivate teachers and
other staff, manage career counseling and other student services, administer recordkeeping,
prepare budgets, and perform many other duties. They also handle relations with parents,
prospective and current students, employers, and the community. In a smaller organization
such as a small day care center, one administrator may handle all these functions. In
universities or large school systems, responsibilities are divided among many administrators,
each with a specific function.
In particular, the school administrator can acquire leadership skills, understand organizational
management, demonstrate diversity leadership, create policy and law, exhibit political
influence and governance, create communication, promote community relations, lead
curriculum planning and development for the success of all learners, demonstrate
instructional management for the success of all learners, implement human resource
management, demonstrate values and ethics of leadership, identify judgment and problem
analysis, and implement safety and security.
The development of the Interactive Courseware for Theories and Concepts in Educational
Management is the principle of this study. Its purpose is to guide and direct the adult students
in acquiring skills and knowledge in managing a school effectively.
The development of an Interactive Courseware for Educational Management subject was the
principle of this study. Its purpose is to guide and direct the adult students in acquiring skills
and knowledge in school management.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
The researcher, developed an Interactive Courseware for the following reasons:
1) Employment Opportunity
Adult students should be given the opportunity to prepare for the professional job as
School Administrator in the limited time they have.
2) Capability to Master
Many adult students who do not possess the physical and/or mental capacity to master
the task of a profession could conceivably master the tasks of a particular job and,
3) Interest Limitations
Many adult students have limited interests. They could be more motivated if they were
presented smaller goals or allowed to experience more milestones during their tenure at
the training center, as jobs are smaller goals than an occupational.
The primary mission is to promote the quality of the instructional materials of Theories and
Concepts in Educational Managements through appropriate instructional applications.
METHODOLOGY
The development of an Interactive Courseware corresponds with the course objective. This is
to develop modules that could help to enhance the Educational Management subject into a
competency-based one.
In order to attain the objectives of the study, the descriptive method was used in gathering
information. A descriptive research gives information as basis of planning, and decision
making on the development and improvement of the instructional materials. This can
distinguish significant relationship or the difference between phenomena. It can supply
practical information to justify and improve findings.
Sampling Technique
Determination of sample size (Adult Students in Theories and Concepts in Educational
Management).
n
n
N
1  Ne 2
68
1  68 (0.05) 2
n = 58.11 is equivalent to 85.29% of 68
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Description of the Respondents
The participants of the study were the enrolled doctorate students of New Era University
(NEU) who were currently enrolled in the graduate studies in the 2nd Semester AY 20102011.
Nine graduate studies faculty members were chosen by the researcher using the purposive
sampling to evaluate the proposed interactive courseware. The primary consideration of the
researcher in choosing this sampling technique is that the judgment was based on who can
furnish the best information to achieve the objectives of the study. The mentioned
respondents were included in gathering data as they were in the best position to make an
assessment on the courseware. The researcher felt that they can give the most pertinent and
relevant evaluation in this study. They were given questionnaire to assess the validity of the
courseware in terms of the selected variables.
Profile of the Respondents
From the total of 12 faculty members in graduate studies, 9 of them (representing 75%) were
chosen as respondents of the study.
From the total of 68 doctorate students (representing 85.29%) currently enrolled in NEU, a
sample of 58 students were chosen by systematic/purposive sampling.
All the chosen faculty respondents on this study were in the field of school management
teaching for more than or at least 5 years in service. Most of the respondents were post
graduates.
Instruments Used
The instrument used in obtaining data required was a questionnaire. This instrument is
selected due to its relatively faster collection of results as compared with other techniques.
This is aside from the pre-established fact that faculty and the students are highly literate and
they can easily answer the straight-forward questions.
One prepared questionnaire was issued to evaluate an interactive courseware for both faculty
and student respondents.
The Faculty and Student Respondents for the selected faculty and students consisted of 4
parts: (1) focused on the learning competencies, (2) content such as learning objectives, and
topics’ procedures, (3) acceptability such as illustrations, clarity, usefulness, interactivity, and
adequacy, and (4) effectiveness of an interactive courseware.
The questionnaire for faculty and student respondents consisted of questions that were very
simple, brief, and clear to avoid confusion in the interpretation of the given statements.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Validation of the Instrument
To reinforce the validity and suitability of the instrument to this area of study, the opinion
and expertise of component and experienced practitioners and educators were sought. Books
and similar studies also served as guides in constructing the questions.
Before floating the questionnaire to the various respondents, it was first pre-tested to some
faculty in the Department of Graduate Studies and suggestions from them to help in the
improvement of the questionnaire. Hence, the initial draft of the questionnaire was counter
checked by the adviser and revisions were made. To determine whether revisions were still
needed, experts from other colleges were asked to examine the trial questionnaire. These
experts were interviewed and their responses examined.
The researcher, however, is aware that the questionnaire as a tool of investigation has
inherent limitations. The value of the findings largely depends on the sincerity, truthfulness,
and objectivity of the respondents. It cannot totally be unbiased. However, interviews were
also conducted for clarification purpose. Since the researcher was also a student of the subject
before, the survey is also based on the evaluation of the problems solved through direct
observations.
An interview was also done in gathering pertinent data. Pre-survey and preliminary interview
with adult students together with their respective faculty, who have finished the course, were
also included in the development of learning activities integrated in the interactive
courseware of Theories and Concepts in Educational Management.
Data Gathering Procedure
The researcher sought the assistance of the Dean and Head of Graduate Studies Department
of New Era University. Related documents like record of the number of enrolees were
provided by the dean which was helpful in the evaluation of the proposed interactive
courseware.
As soon as the content of the courseware had been established, it was presented to the
members of the faculty of graduate studies who were teaching school management subjects,
and they were asked for comments and suggestions for the final copy of the courseware.
All enrolled doctorate students in the graduate studies of 2nd semester 2010-2011 were
involved in the study. There were 68 students taking up doctorate in educational
management. The adult students’ respondents were selected through random sampling, and
through the help of the faculty assigned in each class, the adult students were asked to try the
13 modules and were later asked to evaluate the whole content of the developed courseware
by answering the prepared questionnaires. This was also accompanied with unstructured
interviews from the faculty and students on the validity of the courseware.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Statistical Treatment of Data
The researcher considered all the elements in the population as its sample to make it more
inclusive and represented. This was chosen to have sufficient and adequate data of greater
statistical efficiency.
Statistical tools used by the researcher were:
1.
Percentage is the proportion of the frequency of responses by the total number of
respondents per hundred (Levin, 1998). It is expressed by the formula:
%
f
 100%
N
The percentage is used to describe the fraction of the frequency with respect to the total
number of sample.
2.
Weighted Mean. This enabled us to calculate an average that takes into account the
importance of each value to the overall total (Levin, 1998). It is expressed using the
formula:
X w   wi xi
The use of the weighted mean employed in this study is to describe the evaluation ratings
in the faculty and student respondents checklist on the following areas: Learning
Competencies, Content, Learning Objectives, Topics’ Procedures, Acceptability,
Illustrations, Clarity, Usefulness, Suitability, Adequacy, Interactivity, and Effectiveness,
and Acquired Skills.
The questions are answerable with the following descriptive answer with corresponding
scales shown below. The descriptive answers assigned to the following arbitrary mean
ranges are as below.
Table 1. Population frame and sample size
Respondents
Population
Sample Size
Percentage
Faculty
12
9
75.00%
Students
68
58
85.29%
Total
80
67
83.75%
Table 1 indicates the number of respondents which encompasses the population
considered in the study.
Table 2. Description of the respondents
Respondents
School
Description
Department
%
Faculty
New Era University
with doctorate degree
Graduate Studies
75.00%
Students
New Era University
doctorate students
Graduate Studies
85.29%
TOTAL:
83.75%
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Table 2 indicates the description of respondents who assessed the proposed interactive
courseware and traditional instructional material.
3.
Sample size: The sample size is a portion that represents the population. It is determined
by the margin of error formula:
n
N
1  Ne 2
4.
Ranking is assigning numbers to the number classification according to its relative
position or degree of importance in the group. In this research, assigned numerical value
of 1 is the highest, thus a descending order of the degree of importance is used.
5.
T-test (Pagoso, Cristobal. Fundamental Statistics, Sinagtala Publishers, 1987) The
statistical significance used to determine the difference between means score of the
faculty and the students.
x1  x 2
t
sp
1
n1

1
n2
where
(n1  1) s1  (n2  1) s 2
n1  n2  2
2
sp 
2
Standard deviation, measurement of how spread-out the scores of the respondents are.
The standard deviation of the faculty and the students was computed using the formula:
S
( xi  x ) 2
 n 1
Illustrations
Figure 1 illustrates how the study was undertaken and a proposed Interactive Courseware was
made. The research paradigm included Input Process Output (IPO) model in this study. Input
process included the identification of tasks which served as the learning competencies to be
achieved by the students. It is the process by which the duties, tasks and skills of the School
Administrator was identified, verified and validated by experts, and instructional analysis,
and the process by which the curriculum outline and training pathway was being designed
based on the standards derived from the task analysis. After developing the courseware, the
next process included the evaluation of the proposed courseware as to its learning
competencies, contents such as activity objectives, and topics’ procedures, acceptability such
as clarity, usefulness, suitability, adequacy, and interactivity then effectiveness. A
comparison between the assessment made by the faculty respondents and students’
respondents Interactive Courseware was made to evaluate the validity of the modules. The
final stage was the Output process where a validated interactive courseware in the subject
Theories and Concepts in Educational Management was produced.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Input
• Assessment of
Learning Competencies
(Duties and Task of
School Administrator)in
Theories and Concepts in
Educational Management
• Planning for the coverage
of the Interactive
Courseware in Theories and
Concepts in Educational
Management
Process
• Evaluation of the
Proposed Interactive
Courseware
as to:
1.Learning
Competencies
2.Content
3.Acceptability
4.Effectiveness
Output
• Enhanced
Instructional
Materials in Educational
Management subject
• Competency-Based
Theories and Concepts
In Educational
Management
• Validated Interactive
• Comparison of
the
proposed interactive
courseware
and traditional
instructional material
assessed by the faculty
and student respondents
Courseware in Theories
and Concepts in
Educational Management
• Difference in the
assessment of the
proposed interactive
courseware by faculty and
students
Figure 1. The research paradigm
RECOMMENDATIONS
In view of the findings gathered, the researcher recommends the following measures and
actions:
1.
The proposed interactive courseware should be used by a faculty member in the subject
Theories and Concepts in Educational Management with the main objective of preparing
the adult students into a particular or specific job as School Administrator. After the
adult student has finished the 13 modules, candidates should be tested for their
competency as School Administrator by written examination and practical demonstration
that they are in possession of the knowledge and skills required in the standard of the
school.
2.
Faculty members should be updated with the latest technology trends, strategies,
techniques, and methods of applying technology in effective teaching through continuous
seminars and trainings.
3.
There should be close coordination between the academe and the latest technology used
in the industry/organization especially in the field of information and communication
technology.
4.
Other researchers should conduct related studies in designing and developing an
effective instructional material such as a book or computer-aided instructions manual in
which the major concern is to impart and upgrade the level of skills of professionals in
the educational sectors with the end view of coming up with quality products/service,
optimal use of equipment, tools and materials for increase of productivity.
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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
5.
Other researchers should conduct experimental research as a comparison of the
traditional instructional materials and an interactive courseware.
6.
More coursewares should be developed to enrich the proposed Interactive Courseware.
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