TECHNOLOGY BASED INSTRUCTIONAL MATERIALS IN ARALING

PANLIPUNAN: ITS ACCEPTABILITY

A MASTER’S THESIS SUBMITTED TO THE FACULTY OF GRADUATE

SCHOOL OF SULTAN KUDARAT STATE UNIVERSITY ACCESS EJC
MONTILLA, TACURONG CITY, IN PARTIAL FULLFILLMENT
OF THE REQUIRMENTS FOR THE DEGREE

Master OF ARTS IN TEACHING SOCIAL STUDIES

 CHAPTER 1

Introduction

The evolution of Technology has an impact on the way we work, Teach and Learn.

According to Kor Annan, Secretary-General of the United Nations. Information and

Communication Technology has transformed Education.

Indeed, what are witnessing is a revolution of Education. Many schools are

attempting to achieve functionality and excellence along the stand.

Teachers in public or private education are under pressure to provide more effective

and efficient learning environments and educational experiments to their students.

According to Santos (2008) as a teacher there are some of the things that can be

done to enhance the use of other instructional materials for the mastery of the subject

matter. First, read newspapers daily, subscribe to broadsheet or spend time to read in the

library, or listen to any news program on radio or television.

The role of the teacher is changing from one being the supplier of knowledge to the

facilitator of communications between the learners, interaction between the teacher and

learners is critical to the success of learning as well as pupil motivation. With technology-

based learning increasing. It is necessary to determine how to make the best use of the

tools that are becoming available to enhance learnings.

 In traditional classrooms, the teacher has been at the center of knowledge and

considered the content authority. It is still the responsibility of the teacher to be authority in

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

Technology Based Instructional Material in Araling Panlipunan: Its acceptability

which aimed to harness Technology as a powerful tools that can improve motivation and

engagement in learning process. Develop multiple-intelligence through multimedia

presentation of materials.

The DepEd is Five-Year Information and Communications Technology for

Education Strategic Plan has an overall vision “21st Century Education: For All Filipinos,

Anytime, Anywhere”.

Theoretical Framework

The study is based on the theory advocated by Nate Jorgensen (2005) in which he

stated that a theory of instruction demonstrated a comprehensive approach to instruction,

with a slight focus on learner collaboration toward understanding. The 4 instructional

methods – gain attention, present information, provide practice materials, provide feedback

– point toward effective and efficient instructional approaches, regardless of content or

context. He further stressed that this theory is recommended for use in most instructional

situations, and should be especially useful in instructional situations with more than one
learner. Even though the theory leans toward cooperative learning, the comprehensive

nature of this theory even allows it to be used for situations that do not appear to

accommodate cooperative learning.

The purpose of this theory is to provide direction in helping people to learn,

understand and/or apply a predetermined set of principles, concepts and/or procedures. The

theory is designed to be prescriptive and to promote effective, efficient and appealing

instruction. While many instructional theories are focused to a particular field or learning

context, this theory is designed to be comprehensive; this theory can be used for most

instructional situations.

Conceptual Framework

In order to guide and to conceptualize the flow of the study the input-process-

output (IPO) model was adopted.

Figure 1 reflects the Conceptual Framework Model in ICT-Based Instructional

Materials for Araling Panlipunan. The conceptual paradigm of the study was formulated as

shown in figure 1. The paradigm used an Input-Process-Output (IPO) Model in the

research process.

The Input for the improvement of the ICT-Based Instructional Materials for

Araling Panlipunan: Its Acceptability consists of textbooks, syllabus, and other sources

such as the Internet, available ICT-Base instructional materials for Araling Panlipunan,

questionnaires and the respondents.

 The process includes the assessment of the available ICT-Based instructional

materials for Araling Panlipunan, assessment of the respondents on the acceptability of

instructional materials, administered the pre-test and post-test, and statistical analysis and

interpretation of data.

The output block is the acceptable ICT-Bases instructional materials for Araling

Panlipunan. These were obtained by comparing the difference of the results between the

pre-test and post-test mean scores and the assessment made by the experts and faculty.
 INPUT PROCESS OUTPUT

Books, journals, magazine

Feedback
and internet
Gathering of Data through:
Utilization of the IM
 Survey
Assessment on the
 Questionnaire Fig. 1 Conceptual
Technology Based
acceptability as to
Statistical Treatment of Instructional Materials in
 Objective Paradigm of the Study
Araling Panlipunan
Data
 Contents
 Language Analysis and Interpretation
 Style of Data
 Usefulness
 organization

Statement of the

Problem

The main concern of this study is to determine the acceptability of the available

ICT-Based instructional materials in teaching Araling Panlipunan.

Specifically, this study sought to answer the following questions:

1. What is the extent of utilization of the instructional materials in Araling

Panlipunan?
 2. Based on the results, what ICT-Based instructional material may be developed?

3. How acceptable is the ICT-Based instructional materials in Araling Panlipunan

in terms of:

3.1 objectives;

3.2 content;

3.3 usefulness;

3.4 oragnization

3.5 application and

3.6 evaluation

4. How do the students perform in the pretest and posttest after using the ICT-

Based instructional materials in Araling Panlipunan?

5. Is there significant difference in their performance?

Hypothesis

There is no significant difference in the performance of the students who were

subjected in the use of Technology-Based instructional materials in Araling Panlipunan.

Scope and Limitation of the Study

This research will be conducted in the Lutaya National High School, Esperanza

National High School, Quirino National High School and isulan National High School for
school year 2021-2022. These four schools are recipients of the school DepEd

computerization program.

The first group of respondents were the faculty and the experts while the second

group were composed of administrators.

Significance of the Study

The result of this study would be beneficial to the following:

Researchers. The study will benefit future researchers who are conducting studies

on Outcomes-Based Instructional Materials in other subjects and also a useful source of

related study for similar researchers in the future.

School Administrators. The demands of the students and teachers for attaining the

academic excellence by developing ICT-Based instructional materials will be given more

time and effort to be materialize and implemented. They will also understand the needs of

the Araling Pnlipunan Teachers to be provided with more comprehensive trainings and

programs.

Faculty. The findings of this study will help them identify the skills or aspects of

the problem-solving that need to be emphasized or strengthened. They will be more

effective in teaching Araling Panlipunan by using ICT-Based instructional materials which

are especially designed for the needs of their students in understanding the subject. The

teachers can assess the progress of the students’ learning in the subject of Araling

Panlipunan. They can use their evaluation and assessment results to develop other ICT-

Based instructional materials in teaching Araling Panlipunan.

Future Researcher. The findings of this study may encourage the interest of other

researchers to conduct similar studies in other schools aiming for the purpose of providing

assessment of the existing ICT-Based Instructional Materials for Araling Panlipunan which

lead them in achieving the goals of education such as quality, excellence and dynamic

lifelong learning.

Students. These materials may help them better understand difficulties met since

they will be given illustrative examples and provide them many opportunities to participate

and respond to Araling Panlipunan. They will discover their strengths and capabilities to

develop their own techniques in understanding Araling Panlipunan through the use of ICT-

Based instructional materials. They will be trained to be flexible and to cope easily on

different Araling Panlipunan learning process an experience.

Definition of Terms

The following terminologies were defined operationally and conceptually:

 Assessment is an evaluation of the faculty and experts of the quality or worth of

the available ICT-Based instructional materials.

Content is the collection of competencies provided by the syllabus in Araling

Panlipunan.

Evaluation is the last part of the lesson proper where the faculty gives the

assessment such as experiences and quizzes to students to measure the degree of what they

have learned.

Experts are the Araling Panlipunan teachers with Master’s degree who have at

least ten years of teaching experience.

Faculty are Araling Panlipunan teachers who have less than ten years of teaching

experience.

ICT-Based Instructional Materials are the instructional materials, with clearly

defined objectives, learning activities as well as feedback and evaluation with the use of

digital technologies and communication tools.

Objectives are purpose, goal of the ICT-Based Instructional Materials.

Oraganization is the manner of sequencing of topics in Araling Panlipunan.

Pretest is the multiple choice test covering the lessons in lessons in Araling

Panlipunan which the learner took before the instructional materials were administered.
This test was given to students to determine whether they are sufficiently prepared for a

course study.

Post-test is the test administered after the utilization of the ICT-Based Instructional

Materials for Araling Panlipunan and this is the same test administered in the pretest.

CHAPTER 2

Review and Related Literature and Studies

Local Literature
 Caliva (2010). Stated that with the integration of computer in the classroom,

students’ world of technology and the quality of education and also the chances for

authentic communication worldwide with be enhanced. The teacher can further utilize their

educational tools by computer based tools, because change in educational paradigm does

not occur overnight some educators, researchers have discovered a common ground

integrating combining the traditional and virtual classroom.

Philippine Daily Inquirer (2010). Media with the advent of information technology,

have involved during the last decade, The one dominant traditional which are Radio, TV,

and print have been challenged by the so called non-traditional media which now have also

been aggressively trying to reach the mass audience. Like the traditional media which meet

the challenges of the changing times the advertising Board of the Philippines ADBoard is

also confronted with the same challenges. Faced with some old as well as new issues.

Foreign Literature

The guidelines in the use of instructional materials emphasizes that they should be

based on the fundamental concepts and principle involved in the specific subject or course

that is taught. The purpose of this is to align the students understanding of the topic with

current knowledge. It also teaches them to control and monitor their thought processed to

facilitate learning. Hooser ( 2010) The method of instructional materials. The teaching

method can be-divided into mass instruction techniques, individualized learning

technologies and group learning technologies.

 Today’s world considered as the age of communication that phrase brings a vision

of what communication’s scholar Mchihan (2009) called the “Global Village”, a myriad of

societies with every degree of sophistication linked by communications. The age of

communications is made in large party by the radical revolution in communication

technologies.

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

possibility of new limitless communications between people. The cathode ray tube and the

computer chip increased the speed and complexity of transmitted messages and the satellite

provides every culture.

The world became a global village because of these technological advances often

overlooked in that phrase, however, is the noun “village: Mcluhan emphasized not only the

technology of communications but also the high degree to high-tech communication that

affair. The age of involved in other affair. The age of communication has brought not only

new technologies but also increase responsibilities.

Local Studies

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

tried to develop a software that can be used as a teaching tool in teaching Earth Science. It

is an intelligent system in a way that it gives the evaluation test in random from an

examination database of questions that can be expanded. In this study the researcher

decided to create a web-based instructional system for the subject and made a comparison
between the traditional way of teaching and using the proposed system. For one grading

period, the subject was taught to two groups, the control and experimental group who used

the proposed system have better results in the post-test administered to them at the end of

the grading period.

Acuna (2010) entitled: Interactive Multimedia Instructional Materials: A Guidance

Intervention Model in the Teaching of Mathematics for Grade II concluded that the

developed interactive multimedia device helped a lot to increase the level of performance.

The materials were also highly accepted by the administrator and teacher respondents and

the t-test result showed that the findings of the study were significantly different from each

school.

Foreign Studies

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

instructional calls for a classroom environment and instructional procedure that we

essentially different from those who use teaching writters’ expression. They give their

suggestion and guided conversation should be based on the current interest of the student,

less teacher direction and more avail responsibility in desirable

Bagasala (2012) a researcher from India conducted a study entitled “Role of

Teachers in Enhancing Learning Achievement of Child and Emphasis on Teacher skill

development, Knowledge on Building ICT” Based on his findings the recommended points

is designing content as well as the process of Education are as follows: First, training and
orientation of teachers and administrators and students to the new learning technologies is

an immediate requirement. Second, teachers already in the professional development to

acquire and maintain. ICT skills and third, teachers should have adequate time to plan the

introduction of ICT into their pedagogical practice to ensure high quality and appropriate

learning.

Synthesis of Related Literature and Studies

From the above mentioned literature and studies, the use of Technology Based

Instructional Materials in Araling Panlipunan: Its Acceptabilty are gaining more

acceptance among modern professionals. In the Philippines, as reflected in the study of

Caliva (2010) stated that with the integration of computer in the classroom, students world

of technology and the quality of education and also the chances for authentic

communication worldwide with be enhanced.The teacher can further utilize their

educational tools by computer based tools. According to Acuna (2010) Interactive multi-

media device helped a lot to increase the level of performance.

CHAPTER 3

Methodology
Research Design

The study used the descriptive design of research which is according to Jacobs (2007), is

an ongoing process based on many taken together, lead to generalization about problems

and the development of theories. Furthermore, it is the systematic application of a family

of methods employed to provide trustworthy information about problems which involves

collecting data in order to test hypothesis or to answer questions about the opinions of

people on some topic or issues.

Population and Sampling

A purposive sampling was used in this study. Purposive since only experts and faculty

members teaching Araling Panlipunan were utilized to ensure a wide and in-depth

assessment of the ICT-Based instuructional materials used in teaching Araling Panlipunan

in High School.

There were three groups of respondents namely, the faculty, experts and the students.

Table 1 presents the respondents of the study

Table 1

Respondents of the Study

 Respondents Frequency Percentage
Faculty
Experts
Students
Total

Respondents of the Study

Table 2 shows the distribution of respondents as to the number of years in service.

Table 2

Respondents as to Number of Years in Service

Faculty Experts Total

Years in Service F % F % F %
10 years and above
6-9 years
5 years and below
Total

Table 3 shows the data on the distribution of respondent as to educational attainment.

Table 3

Respondents as to Educational Attainment

Faculty Experts Total

Years in Service F % F % F %
Doctorate Degree
w/Doctal Units
 Master’s Degree
Bachelor’s Degree w/Master’s
Units
Total

Research Instrument Used

The following instrument will be used to answer the problems, issues and other

concerns that would like to address in the study.

1. Pretest and Post test

This is a teacher-made test consisting of sixty (60) multiple-choice items covering

the lessons in Araling Panlipunan. The test will utilized and administered to students in

the pre-test and post-test.

2. Developed ICT-Based Instructional Materials

The developed material was an ICT-Based Instructional Material covering topics

outlined in the course syllabus of Araling Panlipunan which aimed to improve the teaching

learning process in the Secondary level.

3. Questionnaire
 The questionnaire is the primary instrument in the validation of ICT-based

Instructional Material in Araling Panlipunan.

The Study the survey checklist to collect data and information necessary for this

study. The questionnaire will disseminated to Secondary students taking Araling

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

checklist was disseminated to Araling Panlipunan teachers and experts to assess the

validity and acceptability of the developed ICT-based Instructional material as to

objectives, content, usefulness, and organization.

Data Gathering Procedures

The following procedures will be undertaken in the data gathering of data relative

to the conduct of the study.

1. Request permission from the schools relative to the purpose of the study.

2. Disseminate the survey questionnaire checklist to secondary students. Collect the

data necessary for the study.

3. Develop the ICT-Based Instructional Material in Araling Panlipunan after

procurement of multimedia materials and software devices.

4. Demonstrate the ICT-Based Instructional Material in Araling Panlipunan to the

Araling Panlipunan teacher’s respondents.

 5. Conduct survey to Araling Panlipunan expert to assess the acceptability of the ICT-

Based instructional material based on the given criteri.

6. Aminister and gather scores in the pre-test of the students’ respondents then utilize

the ICT-based Instructional Material in Araling Panlipunan.

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

group of student respondents.

8. Collect data for treatment with due consideration of sub-problems and hypothesis.

Statistical Treatment of Data

The following statistical tools will be used for the interpretation of results.

1. Ranking. This was based on the percentage to show the degree of usage of the

existing instructional materials used in Araling Panlipunan to answer sub-

problem no. 1.

2. Percentage. This was used to determine the frequencies of the students’

response.

f
The formula is P= x 100
n

Where:

P = percentage of distribution

F = frequency of an item of response

N = total number of students

 3. Weighted Mean. This was used to get the average frequency of the response in

each weighted item.

Formula:

(f ¿¿ 2+2)+ ( f 1 +1 )
WM= ( f 5 x 5 ) + ( f 4 x 4 ) + ( f 3 +3 ) + ¿
N

Likert Scale

To determine the acceptability of the ICT-Based Instructional Material in Araling

Panlipunan, to answer to sub-problem no. 3 and 4, the 5-point Likert scale was used and its

interpretation as follows:

Scale Range Verbal Interpretation

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

4 – (3.50 – 4.49) Acceptable (A)

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

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

1 – (1.00 – 1.49) Not Acceptable (NA)

4. Mean Performance Score. This was used determine the performance rating of the

students in the pretest and posttest. This was being used to know the level of performance

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

 M
Formula: MPS= X 50+50
N

Where:

MPS = Mean Performance Score

M = Mean

N = Number of Item

Verbal Interpretation in Mean Performance Score of the Students.

MPS Descriptive
96 – 100% Mastered
86 – 95% Closely Approximating Mastery
66 – 85% Moving Towards Mastery
35 – 65% Average
15 – 34% Low
5 – 14% Very Low
0 -4% Absolutely No Mastery

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

posttest mean scores of the students and to answer sub problem no 5.

5.1 The Mean

Formula:

ΣX
X=
N
 Where:

X = the arithmetic mean

ΣX = sum of the scores

N = number of scores

5.2 The t-test formula (Mc Lave, Dietrich and

Sinrich, 1999)

Where:

ΣD = summation mean of the difference between the pretest and

posttest
2
ΣD = summation mean square of the difference between the pretest

and posttest
N = number of respondents
T = the computed value of t