Developing and Evaluating a Prototype Learning Material for Enhancing

the Understanding and Appreciation of Philippine Literature for MATATAG

Curriculum

Introduction
Literature is body of embedded traditions and culture reflecting the unwavering

heritage of history and refined way of life. Literature in own self possesses rich

heritage, social, political, philosophical and economical reflection of era. It has long

been used to depict various circumstances, sound social critiques on a particular

condition, reflecting characteristics of an age, portray cultures of a society and

reveal conspiracy in a country (Rexroth, 2024).

Literature has been widely acknowledged valuable in pedagogical and

andragogical contexts around the world. The importance of literature as carves

upon the core of humanity, reflecting man and his world. The contribution of

literature to a given society is immense. Literature has the capacity to mold

thinking of a whole age, it is the mirror of the society (Zala, 2013).

Lombardi (2023) argues that literature promotes critical thinking. Reading

literature requires active engagement and analysis that can aid in developing

critical thinking skills. Critical thinking is essential for success in many areas of life.

Thus, literature help students become more thoughtful and independent thinkers by

promoting lifelong learning skills. In this regard, it is important for teachers to

ensure that the adequacy of the learning materials to be utilized in teaching the

literature in schools. Studying literature contributes to promotion of 21st century

skills needed to overcome the challenges of the society by conditioning learners to

think beyond the box through higher order thinking skills questions that

incorporates the realm of the society in the context.

 In this regard, it is important for the educator sector to provide all the

necessary materials necessary for studying literature. The adequacy of learning

materials can greatly contribute to the process of studying literature. In the

Philippines, studying literature was in the verge of turmoil as the performance and

interest of the learners swiftly deteriorated over the last few years. It is noticeable

that the several factors affecting the interest of the learners in studying literature

was left behind over the last few years. In the study of Gomez (2020) she pointed

out that it is an old-aged issue to sustain the interest of learning literature as

students ignore literature due to lack of interest in understanding cultural heritage

due to colonial mentality. On the other hand, Hassan (2018) that one of the causes

of low interest and perceptions of the learners in studying literature may not be

suitable for the level of vocabulary used in literary text that cannot be transpired in

the situational-functional use of language in the society.

Moreover, Acosto (2023) states that most learners, tend to gravitate toward

popular culture. The inadequacy of the learning materials in Philippine literature led

learners to shift greatly in foreign literature and culture. This resulted in less

motivation to learn more about Philippine Literature that transpired the rich history

of the country embedded in the lifeworks of notable literacy text. It has become a

challenge to introduce literary text to learners due to the deteriorating cultural

values of the students. Due to this, it is inevitable to reintroduce the value of

studying Philippine Literature using prototype materials that will consider the ability

levels of the learners. In this study, prototyping is define as a creation of model and

illustration for the purpose of testing with the intention of benefiting the users of the

solution. This study will attempt to develop a prototype material that will promote

the appreciation of tertiary learners in Philippine Literature. Gomez (2023) cited

that it is a challenge for Higher Education Faculty to choose student related literary

text. Therefore, choice of literary text to be included in the prototype syllabus shall

include the enhancement of teaching literature with harmony with the students age

and interest; it is vital to consider that in teaching literature, the teacher must

provide the historical background of the text first; unlocking of difficulties must also

be included and authentic assessment and discussions must be put in place to allow

learners to visualize the context of the lesson. In this study, the development of

prototype materials will incorporate the abovementioned conditions.

The use of teaching materials in teaching Philippine literature greatly affects

the performance and interest of the learners in studying the subject. Based on the

findings of Panlaqui (2023), teachers have difficulty in providing the necessary

teaching aids they needed in delivering the lesson. Therefore, the need for

developing prototype learning materials is necessary to motivate students to study

and appreciate literature. Tomlison (2015) enumerated the problems arising from

contextualization of prototype materials. First, the use of prototype materials in the

Philippine context is sometimes not encouraging to the learners. Second, the

teaching materials are not accustomed to the usage, context and scenario. Lastly,

some learning materials failed to provide authentic learning for the learners.

Over the last years, the Higher Education Institution (HEI), including

traditional universities tend to adapt to the abrupt development of technology

(Dizon, 2022). Instructional Materials include lessons and activities that require

students’ active participation, exploration and the application of problem-solving

skills in a real-life context (Torio, 2015). The practice of prototyping learning

materials led learners to augmentation of their learning experiences that can

greatly contribute to the appreciation of the lesson. Baan (2021) stated that
instructional materials greatly impact the teaching and learning process, as well as

the academic success of the learners. Teachers can deliver the lesson more

effectively and efficiently, and the learners can acquire more insights and learn

productively as a result. Teachers prepare instructional materials to encourage

students to learn and improve their academic performance. Several studies shared

their insights on the benefits of developing instructional materials and prototypes to

the teaching and learning process which contributed to progressive academic

performance of the learners.

Tolentino (2023) stated that teachers find ways in sharing their expertise to

serve better the students and allow them to understand the core information of the

lesson as they explore and engage in the topics in a particular course.

Tevdoska (2016) believes that the selection of text has an integral role in an

effective teaching of literature. She argues that the text should be aligned with the

level of capacity of the learners, and they should be the one to consider in

determining the language to be use in the learning materials to promote effective

teaching of literature.

This paper aims to develop and evaluate prototype materials in Philippine

Literature to promote understanding and appreciation of the course under the

MATATAG Curriculum
Conceptual Framework

As shown in Figure 1, a cyclical ADDIE model developed by Florida State

University will be adapted by the researcher for the development and evaluation of

prototype materials in teaching Philippine Literature. The first phase is to determine

the need and problems encountered by lecturers teaching Philippine Literature

based on adequacy of supplementary learning materials needed within nearby

schools and Conception Holy Cross College Inc. Based on the gathered information,

the design of the prototype learning materials was done using contextualized

practical instructional model. Moreover, the selection of the content to be included

in the course syllabus for Philippine Literature considered the Compendium of

Syllabi of Pre-Service Teachers (2020) by the Philippine National Research for

Teacher Quality and the inputs from the analysis and design phase. The

implementation was conducted through digital platform and face to face distribution

to students, teachers and experts from the field. From the feedback of the experts

and evaluation of the learners through google form the usability and content of the

prototype materials were carefully evaluated. Each phase of the model signifies the
 process of developing the prototype materials for teaching Philippine Literature. The

Addie model promotes continuous improvement to the development of the

Prototype Learning Material to be utilized in teaching and learning process. The

suggestions of the experts and feedback from the learners will be consider in the

editing phase of the workbook in Philippine Literature to ensure the understanding

and appreciation of the learners of the lesson based on their ability level, skills,

talents and needs.

ADDIE MODEL IN DESIGNING PROTOTYPE LESSON IN PHILIPPINE

LITERATURE

ANALYSIS EVALUATION

Establish needs to The evaluation of the

develop prototype booklet is based on the
learning material based results:
on:
Experts Validation
a. Availability of
Usability and Content
Learning Materials
Compatibility Questions
b. Problems Encountered answered by the learners
by teacher while
teaching Philippine
Literature
Prototype Learning
Materials for
teaching Philippine
Literature
DESIGN IMPLEMENTATION

Designing the prototype Content Validation of

lesson using Experts handling
contextualize practical Philippine Literature
design model
Initial checking of
Prototype lesson through
digital platform
 DEVELOPMENT

Designing a prototype
syllabus and learning
materials in teaching
Philippine Literature

Figure 1- Paradigm of the Study

Statement of the Problem (SOP)

This research study aims to develop and evaluate prototype learning

materials in Philippine Literature for learners.

Specifically, this research study sought to answerr the following questions:

1. How is the achievability of developing prototype materials be described in

terms of:

a. Availability of Learning Materials

b. Problems encountered by teachers while teaching Philippine Literature?

2. How may the identified topics be identified in the Prototype learning

materials?

3. What are the perceptions of the experts and learners in the presentation

of the prototype lesson in Philippine Literature?

Hypothesis
 The development and evaluation of prototype lesson in teaching Philippine

Literature is significantly needed to aid teachers and learners in studying the

course.

Significance of the Study

The researcher believes that the findings of the study will benefit the following:

Curriculum Policy Makers- The result of this study will aid the policy

makers in formulating evidence-based educational policies and recommendations in

promoting prototype materials to address the inadequacy of learning materials.

Curriculum Developers. This study will provide the needed information in

making some revisions in the curriculum so that there will be more effective

strategies that will be used in the teaching-learning process in the field of Philippine

Literature.

School Administrators. This study will help administrators standardized the

teaching of Philippine Literature that can ensure that all learners can receive a

consistent and high-quality educational experience.

Students. This study will help students to understand and appreciate literary

concepts and themes in Philippine Literature. The exposure to learner-centered

prototype syllabus will promote creativity and enhance the motivation of the

learners in studying the lesson.

Teachers. This study will provide teachers with high quality teaching

materials that can be of aid in the delivery of the lesson. Developing prototype

lesson materials can help teachers to augment their teaching strategies and
pedagogical skills. The result of this study will reduce the time preparation of

teachers of the lesson allowing them to focus more on the delivery of the lesson.

Researchers. This study can be utilized by other researchers to further

develop the study and outcomes of prototyping of lesson materials in the country.

Thus, allowing policy makers to address the inadequacy of learning materials in the

country.

Chapter 2

METHODOLOGY

Research Design

This study utilized the descriptive qualitative research and development

(R&D) model. According to Umar (2020) research and development model is a type

of qualitative research that depicts scenarios as it relates to an indicator or findings

in the field. Borg and Dall (2020) R&D is a model used by researchers to construct,

produce and review instructional products, materials and other interventions

programs vis-à-vis research process. In developing prototype learning materials

R&D is the most suitable design toward the development of learning materials in

Philippine Literature for tertiary learners to address the needs analysis of teachers

and learners.

Sources of Data

The sources of data in qualitative research can come from variety of sources

including documentation, interviews, observation etc. (Creswell 2014). In this study,

the data were retrieved from the interviews, focus group discussions and checklist

to determine the needs in teaching Philippine Literature that led to the development

of the Prototype Materials in Philippine Literature.

Instrumentation and Data Collection

This study utilized needs and document analysis. In teachers and learners’

analysis, the researcher conducted interviews for teachers and learners to establish

the need for the development of prototype material. The researcher will utilize focus

group discussion to gather relevant information needed for the study. Bagnet

(2018) argued that Focus Group Discussion is used to gather data, usually in forms

of opinion from a selected group of people on a particular pre-determined topic. In

this paper, Focus Group Discussion was utilized to determine the problems

encountered by the teacher in teaching Philippine Literature and the impact of

limited materials in the teaching learning process.

Tools for Data Analysis

The study applied content analysis to determine the appropriateness of the

learning material to the ability level and needs of the learners. Before the research
pilot the materials to learners, the experts from the field validated the research

materials to check the alignment of the materials to the competency of the lesson

and to determine the usability of the materials. On the other hand, the learners

checked the appropriateness of the LM using the questionnaire adapted from

Kuzmana retrieved from the google form developed by the researchers.

QUESTION CATEGORIES IN QUESTIONNAIRES FOR USERS

N QUESTIONS Response
O
YES NO
1 Are the materials interesting to be studied?
2 Is it easy to understand the context of the
syllabus/workbook?
3 Do the material explanations which are provided
facilitate you in doing the exercise?
4 Is the design of the workbook interesting?
5 Do the available pictures in this workbook can help
you in doing the exercises?
6 Do the color, font types, font size in this prototype
materials make you understand the content of this
workbook?
7 Are there any difficulties in doing exercises which
provided in this syllabus/workbook?
8 Can you do the exercise in this syllabus /workbook
well?
9 Do the exercise in this workbook increase your
drive to study Philippine Literature?
10 Do the materials which were provided relate to
your daily life?
11 Does the workbook help you in writing something
around you?
12 Does this workbook overall have filled your needs?

Criterion 4 3 2 1 Feedback
Learning objectives
The objectives are clearly stated
The statements are measurable
The learning objectives are result oriented
The statements are time bounded
Average
Content
Activities are based on the content of the
materials
Activities are properly organized and
proceeds from simple to
complex
Activities stimulate creative and analytical
thinking
Average
Organization and Mechanics
Components of the learning materials are
systematically lined up and facilitate the
attainment of the objectives and expected
learning outcomes
Activities are in proper sequence and are
based on the hierarchy of the course
content
Procedures of the activities are within the
 level of comprehension of the students
Average
Procedures
Procedures are clearly stated
The language and vocabulary in the
learning materials is easy to follow
Procedures guide the learners in doing the
activities
Average
Total

EXPERTS EVALUATION CHECKLIST

4- Strongly Agree 3-Agree 2- Disagree 1- Strongly disagree

Name of Validator:
Signature:

INTERVIEW QUESTIONS FOR FOCUS GROUP DISCUSSION

Name:

1. What is the problem of the learners in studying Philippine Literature?

2. What challenges do you encounter when teaching Philippine Literature with

limited materials and how do you address them.

3. How do you create teaching materials when there are limited resources

available?

4. What methods do you use to assess students’ understanding and appreciation of

Philippine Literature?
5. Can you share an example of successful student project or paper in Philippine

Literature that was accomplished with limited resources?

6. Do you think, prototyping of learning materials in Philippine Literature will enable

learners to be motivated considering their ability levels and interest?

7. Can you cite some suggestions to incorporate in the development of prototype

learning materials for Philippine Literature?