1

DEVELOPMENT

DEVELOPMENT OF SELF-INSTRUCTIONAL MATERIALS (SIM) FOR RIZAL COURSE

A Thesis Proposal Presented to the Faculty of the School of Graduate Studies Our Lady of Fatima University

In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education Major inCollege Teaching

MARCELINO C. DECENA August, 2010

2 Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction It has been half a century since Claro M. Recto and Jose P. Laurel sponsored and fought for the passage of Republic Act 1425, better known as the Rizal Law. This is the law that made the study of the life, works and writings of Jose Rizal compulsory in all schools in the Philippines. In the past half-century, other compulsory courses have been revisited, reviewed and, as in the case of Spanish, dropped or made an elective or course of the students choice. In the collegiate level, therefore, only the following courses remain required and

compulsory by law: Land Reform and Taxation, National Service (formerly the ROTC), and the Rizal course. It is amazing that the teaching of Rizal course for two decades and have only read the law, hurriedly, once or twice. The last time the government took notice was in 1994 when then President Fidel V. Ramos ordered the Department of Education, Culture and Sports (DECS) and the Commission on Higher Education (CHED) to immediately and fully implement the letter, intent and spirit of Republic Act No. 1425 and to impose, should it be necessary, appropriate disciplinary action against the governing

3 body and/or head of any public or private school, college or university found not complying with said law. Memorandum Order 247 was issued by Ramos following reports that some schools were not complying with the law mandating the teaching of the life and works of Rizal. It was even rumored that some schools did not teach Rizal or his works, so it was deemed appropriate that the teaching of Rizal be renewed and strengthened in preparation for the centennial of his death in 1996 and, of course, the centennial of the Declaration of Philippine Independence in 1998. In order to appreciate the importance of RA 1425, students must remember that it originally had two versions, one from Congress, the other from the Senate and thus, one has to go through the thick volumes of the Congressional Record and the Record of the Senate for the transcriptions of the heated debates that went into the crafting of the law as we have it today. There is also a lot of materials related to the law in the newspapers of the period that record the opposition of the Catholic Church to the bill, which equals its current opposition to artificial methods of birth control. Going through the preamble of RA 1425 one would see the reason for such legislation: WHEREAS, today, more than any other period of our history, there is a need for a re-dedication to the ideals of

4 freedom and nationalism for which our heroes lived and died; WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character; WHEREAS, the life, works, and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused; WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience, and to teach the duties of citizenship; Nobody will argue over nationalism, although in a discipline such as history that is both informative and formative, the issue of nationalism requires a second look. Since the approval of RA 1425 many issues surrounds its implementation. Most often students feels that Rizal course is an additional burden to their studies because it is a minor subject. Rizal as a course is being studied to discuss his life, thoughts, ideals, dreams, principles or convictions that he left might be very influential to peoples life as a basis of getting strength in their day to day existence. Indeed, Republic Act 1425 otherwise known as Rizal law was approved in June of 1956 made it clear that Rizal subject is a compulsory to all students who are enrolled in different colleges

5 and universities. Obviously, a student cannot graduate in his course without taking and passing Rizal subject. Therefore, Rizal subject is equally important to all other subjects. There a lot strategies that the teachers do in order to make the teaching of Rizal would be interesting to students. They developed different approaches to make the teaching of Rizal more

meaningful to the students, one of which is the self-instructional materials (SIM). Self-instructional Materials (SIM) is considered to be forms of teaching strategy in teaching Rizal course to student autonomous learning. Background of the Study Dr. Jose P. Rizal is one of the important persons who is already a part of our life as a Filipino. Jose Rizal for the masses is pretty straightforward. He became the Philippines greatest hero because he agitated for Philippine independence from Spain. He was a genius, an architect, an artist, businessman, cartoonist, educator, economist, ethnologist, scientific farmer, historian,

inventor, journalist, linguist, musician, mythologist, nationalist, naturalist, novelist, ophthalmic surgeon, painter, physician-

surgeon, poet, propagandist, psychologist, scientist, sculptor, sociologist, and theologian. He has mastered 22 languages including Arabic, Catalan, Chinese, English, French, German, Greek, Hebrew, Italian, Japanese, Latin, Malayan, Portugese, Russian,

6 Sanskrit, Spanish, Tagalog, and other native dialects. He was an expert swordsman and a good shot. Schools, colleges and universities are enjoined to act in accordance with R.A. 1425 and equip their libraries with materials about Rizal. The subject Rizal is known to every student in all colleges and universities that before they graduate they have to pass the subject. Rizals works, writings, ideals and principles are much influential to all of us, and could make encourage us Filipinos to do much more for the sake of the betterment of our beloved country. Rizal did everything and sacrifice for the good of our country. In order to make the teaching and learning more interesting to students, teachers must create an environment that would develop students interest in learning Rizal. Teachers may employ different strategies to make the teaching of Rizal more attractive to students. This is the reason why the researcher came up with this study by developing self-instructional materials for Rizal course. Self-instructional materials as applied to Rizal course are a type of learning in which a learner, with others, or alone, is working without the direct control of a teacher. Rizal subject would be a meaningful subject if the teacher who teach the subject would not just focus her/his discussion to life of Rizal but rather made the life of Rizal as a springboard of

7 discussing the culture of the Filipinos, its political, economic and social affairs in the past and relate it at present situation of the people. In that way, student critical thinking would be developed more. As a result students would take an active part not only in the classroom setting but also in participating outside activities for the betterment of the Philippine society in general. Furthermore, it would be more interesting to learn and teach Rizal, if teachers use different strategies and methodologies to catch students attention. Teachers must use technique that would sustain the students interest. This is the reason why the researcher prompted to write a study on the DEVELOPMENT OF SELF-INSTRUCTIONAL MATERIALS (SIM) FOR RIZAL COURSE. Statement of the Problem This study aims to determine the assessment of the students and teachers on the self-instructional materials (SIM) in teaching Rizal course in Our Lady of Fatima University during the School Year 2010-2011. Specifically, it seeks answers to the following: 1. How do the respondents assess the self-instructional materials (SIM) in teaching Rizal with regard to: 1.1 Content 1.2 Objectives

8 1.2 Strategies 1.3 Evaluation 2. Is there a significant difference between the respondents assessment on the self-instructional materials (SIM) as used in teaching Rizal with regards to the aforementioned variables? 3. What problems are encountered by the respondents in the use of the self-instructional materials (SIM) for Rizal course? 4. How may the findings further utilized in enhancing the use of self-instructional materials (SIM) for Rizal course? Scope and Delimitation of the Study The main purpose of the study will be to develop and assess self-instructional materials (SIM) in teaching and learning Rizal to sustain students interest in Rizal. This study covered the students in Our Lady of Fatima University officially enrolled in Rizal for the 1st semester School Year 2010-2011. This study also covered the teachers teaching Rizal. Significance of the Study This study may benefit the following sectors of the society: Students may be benefited from this study for they may be able to sustain their interest and motivation in learning Rizal course. Teachers may use the findings of this study as a basis to measure their students progress and to carry out a self-review by

9 evaluating their school programs relative to their strengths and weaknesses, thus, provide them a quality teaching and learning in Rizal course. It is hoped that this study may be significant to parents as they may be aware of the benefits of self instructional materials for the betterment of their children as they provide a focus for learning that is based on their childrens strengths, needs and current level of achievement. This study may also help Deans/Program Coordinators by conceptualizing training programs for teachers to improve teaching strategies and methodologies particularly in Rizal. School Administrators may find this study beneficial to ensure that they clearly understand the range of strategies and accommodations that may be employed to facilitate students learning. Based on the findings of this study Curriculum writers may be guided in the formulation of programs to meet challenging needs of students in learning with the use of technology and selfinstructional materials. Other professionals who has direct or indirect role in the students learning may also be benefited from this study for them to identify the most common learning problems in learning and

10 teaching Rizal seen in children and to address this specific problems individually. Future Researchers may be able to utilize the results of this study as a springboard in conducting related studies.

Research Paradigm Figure 1 shows the research paradigm using the Systems Approach model utilizing the Input-Process-Output.

INPUT
Respondents Assessment on the selfinstructional materials (SIM) in teaching Rizal with regards to: 1. Content 2. Objectives 3. Strategies 4. Evaluation Problems are encountered by the respondents in the use of the self-instructional materials (SIM) for Rizal course

PROCESS
Analysis and Interpretation of the Respondents Answers through: 1. Questionnaire 2. Interview 3. Observation Testing the significant difference between the respondents assessment on the self-instructional materials (SIM) as used in teaching Rizal with regards to the aforementioned variables

OUTPUT
Development of a Selfinstructional Materials (SIM) for Rizal course

Feedback Loop Figure 1. Research Paradigm

11

Box 1 is the Input stage focusing on the respondents the respondents assessment on the self-instructional materials (SIM) in teaching Rizal with regards to content, objectives, strategies and evaluation. It also deals with the problems are encountered by the respondents in the use of the self-instructional materials (SIM) for Rizal course. The Process stage as shown in Box 2 gives an analysis and interpretation of the respondents answers through questionnaire, interview and observation. It also deals with the testing of the significant difference between the respondents assessment on the self-instructional materials (SIM) as used in teaching Rizal with regards to the aforementioned variables. The Output stage as shown in Box 3 concentrates on the development of a self-instructional materials (SIM) for Rizal course. Definition of Terms The variables of this study and their operational definition are: Distance learning involves a teacher who, though

physically removed from the learners, still oversees their learning. Instructional Materials (IM) are considered to be forms of communication and must therefore be delivered in a manner that is equally effective to students.

12 Republic Act 1425 refers to the Rizal law which was approved in June of 1956 making it clear that Rizal subject is a compulsory to all students who are enrolled in different colleges and universities. Self-instruction as applied to Rizal course is a type of learning in which a learner, with others, or alone, is working

without the direct control of a teacher. Self-instructional Materials (SIM) is considered to be forms of teaching strategy in teaching Rizal course to student autonomous learning. Self-study describes a mode of self-instruction where the learner relies on self-learning materials produced by others.

13

Chapter 2 REVIEW OF RELATED LITERATURE This chapter deals with a review of foreign and local studies and literature that are relevant to the present study. Literature and studies show the development of self-instructional materials (SIM) in all levels of education. It also presents how SIM was effective in the delivery of quality teaching. Literature Thirty years ago, educators paid little attention to the work of cognitive scientists, and researchers in the nascent field of cognitive science worked far removed from classrooms. Today, cognitive researchers are spending more time working with teachers, testing and refining their theories in real classrooms where they can see how different settings and classroom

interactions influence applications of their theories. What is perhaps currently most striking is the variety of research approaches and techniques that have been developed and ways in which evidence from many different branches of science are beginning to converge. The story we can now tell about

14 learning is far richer than ever before, and it promises to evolve dramatically in the next generation. For example, research from cognitive psychology has increased understanding of the nature of competent performance and the principles of knowledge

organization that underlie peoples abilities to solve problems in a wide variety of areas, including mathematics, science, social studies and history. Developmental researchers have shown that young children understand a great deal about basic principles of biology and physical causality, about number, narrative, and personal intent, and that these capabilities make it possible to create innovative curricula that introduce important concepts for advanced reasoning at early ages. Research on learning and transfer has uncovered important principles for structuring learning experiences that enable people to use what they have learned in new settings. Work in social psychology, cognitive psychology, and

anthropology is making clear that all learning takes place in settings that have particular sets of cultural and social norms and expectations and that these settings influence learning and transfer in powerful ways. Collaborative studies of the design and evaluation of learning environments, among cognitive and developmental psychologists and educators, are yielding new knowledge about the nature of

15 learning and teaching as it takes place in a variety of settings. In addition, researchers are discovering ways to learn from the wisdom of practice that comes from successful teachers who can share their expertise. Further, emerging technologies are leading to the

development of many new opportunities to guide and enhance learning that were unimagined even a few years ago. All of these developments in the study of learning have led to an era of new relevance of science to practice. In short, investment in basic research is paying off in practical applications. These developments in understanding of how humans learn have particular significance in light of changes in what is expected of the nations educational systems. On the other hand, in the early part of the twentieth century, education focused on the acquisition of literacy skills: simple reading, writing, and calculating. It was not the general rule for educational systems to train people to think and read critically, to express themselves clearly and persuasively, to solve complex problems in science and mathematics. Now, at the end of the century, these aspects of high literacy are required of almost everyone in order to successfully negotiate the complexities of contemporary life. The skill demands for work have increased dramatically, as has the need for organizations and workers to

16 change in response to competitive workplace pressures. Thoughtful participation in the democratic process has also become

increasingly complicated as the locus of attention has shifted from local to national and global concerns. Above all, information and knowledge are growing at a far more rapid rate than ever before in the history of humankind. As Nobel laureate Herbert Simon (2001) wisely stated, the meaning of knowing has shifted from being able to remember and repeat information to being able to find and use it. More than ever, the sheer magnitude of human knowledge renders its coverage by education an impossibility; rather, the goal of education is better conceived as helping pupils develop the intellectual tools and learning strategies needed to acquire the knowledge that allows people to think productively about history, science and technology, social phenomena, mathematics, and the arts. Fundamental understanding about subjects, including how to frame and ask meaningful questions about various subject areas, contributes to individuals more basic understanding of principles of learning that can assist them in becoming self-sustaining, lifelong learners. In the light of these significant findings on teaching and learning, various groups, to both governmental changes in and the non-

governmental,

aimed

promote

national

17 curriculum and to motivate, encourage and effectively utilize teachers to develop, design, and exchange teaching-learning materials. These groups prepare multimedia teaching-learning

packages and relevant curricula based on the learners needs and interests. The package consists of materials on literacy and numeracy, civic and social responsibility science, environment, health and nutrition, hygiene and sanitation and other related studies. In relation to this, audiovisual education emerged as a discipline in the 1920s. This happened when a visual instruction movement arose, which encouraged the use of visual materials to make abstract ideas more concrete to pupils. As sound technology improved, the movement became known as audiovisual instruction. Educators at that time viewed audiovisuals only as aids to teachers. Not until World War II, when the armed services used audiovisual materials to train large numbers of persons in short periods of time, did the potential of these devices as primary sources of instruction become apparent. In the 1950s and 60s, developments in communications theory and systems concepts led to studies of the educational process, its elements, and their interrelationships. Among these elements are the teacher, the teaching methods, the information

18 conveyed, the materials used, the student, and the students responses. As a result of these studies, the field of audiovisuals shifted its emphasis from devices and materials to the examination of the teaching-learning process. The field is now known as audiovisual communications and educational technology, and audiovisual materials were viewed as an integral part of the educational system. Hence, if the instructional materials are well organized, well constructed and presented properly, a successful teachinglearning can be achieved. Several colleges and universities are now also going into the use of technology in teaching and learning. The Central State University, for example, is committed to ensuring that all campus Information Resources and Technologies are fully accessible for persons with disabilities. This commitment reflects a goal to provide the most effective learning environment for all students-rather than simply to ensure compliance with various federal and state laws. Instructional Materials (IM) are considered to be forms of communication and must therefore be delivered in a manner that is equally effective for persons with disabilities. Communication is considered to be equally effective when it is: comparable in quality to those received by students without disabilities

19

comparable in timeliness of delivery and availability

provided in a manner and medium appropriate to the significance of the message and the abilities of the person receiving the material Each campus is directed to adopt and submit an Instructional Materials Accessibility Plan (IMAP) no later than June 15, 2007. The plan should address, at a minimum, the specific actions to be taken by the campus for the following areas:

Timely adoption of textbooks by faculty Ensuring textbook selection/ordering for courses with late-hired faculty Early identification of students with disabilities who require modified instructional materials Use of the campus learning management system both for delivering technology-enabled course content, and for posting syllabi and instructional materials in both traditional and hybrid courses

Incorporation of accessible E&IT procurement requirements when purchasing instructional materials (e.g. transcripts for audio, captions for videos)

Alignment of academic technology resources to assist faculty in the creation of technology-enabled courses

Communication and training processes to educate students, staff, and faculty about the campus IMAP

Identification of specific roles and responsibilities for responsible parties

20

Identification of an evaluation process (including milestones and timelines) to measure the effectiveness of the plan

A comprehensive set of IMAP guidelines will be developed in consultation with IM campus representatives during Winter, 2007 and released in early Spring, 2007. These guidelines will provide greater clarification on scope of coverage, technical standards, and recommended procedures/tools. In the interim, campuses are encouraged to consider the following factors when developing their IMAP:

Consider each of the unique activities associated with accessible instructional materials (procurement, authoring, delivery, modification, delivery) Consider the unique accessibility issues associated with various IM formats including, but not limited to paper-based resources (e.g. textbooks), electronic resources (e.g. Learning Management Systems files), and multimedia (e.g. streaming audio/video). Consider the communication issues associated with coordinating the procurement, authoring, and delivery of IM across diverse campus groups (e.g. Faculty, IT staff, Library staff, support staff, vendors). Consider the capacity-building issues associated with training large numbers of people on your campus--including the issue of wide variations in technical interest and background. Consider the manner in which the campus will address significant differences in financial and technological resources between State and non-State entities (University foundations, contractors, vendors, etc.)

21 One of the most challenging tasks in developing the Bridge Course was of converting the selected passages into instructional material, as it was very important from the theoretical point of view. It was absolutely necessary to analyse every single passage under each skill into specific teaching points and relate them to pupil behaviours pertaining to that skill. In other words, it was a sort of content analysis of a passage in terms of first, the language skills and then, the subject matter. For this purpose, the two research assistants working on the project intensively studied some good language instructional materials developed on each skill (A Freshman's Intensive Course in English developed with the help of a British consultant, Mr. Byrne, attached to the R.C.E., Mysore, 1968, the S R A material (U.S.A.), 1957, and some testing materials in English developed at the R.C.E., Mysore, 1968). In addition to the study of the above materials which took about a month, they also collected the last three years' P.U.C. and S.S.L.C. examination papers in language and subject areas. A through screening and analysis of these question papers were done to find out the implied objectives and expectations by the universities and the techniques of evaluation followed by them. This particular step was very useful for developing instructional material, as it threw sufficient light on the weaknesses of our examination paper's particularly on the framing of valid and

22 reliable objective-based questions. The analysis and information derived through them were informally discussed with the different language experts. On the basis of discussions, a consensus on the formats of development of questions for language instruction and evaluation was arrived at. While the formats for LC, LNC, and RC were similar to those used in the SRA material, the formats for the GC and EP developed and used by the RCE, Mysore and later modified by the language experts at the Central Institute of Indian Languages, were utilized for the same. With this framework at hand, the two research assistants started the work of preparing instructional material for the Bridge Course. The procedure was as follows: First, the research assistant with education background critically examined the passage and analysed it with reference to a particular skill. The analysis included the division of a passage into cohesive or meaningful sub-units, instructions for teaching them and developmental and evaluate questions on them. Then the passage LNC, or RC was given to the research assistant with language background for further linguistic analysis, e.g., grammar, context, syntax, etc. The questions thus framed were of different types. The instructional and evaluative materials of 4 to 5 passages were again discussed with two education and language experts independently and on the basis of their constructive suggestions, a systematic guideline for

23 developing further materials for instruction and evaluation was drawn up. Although the procedure was more or less the same for all passages, a few deviations had to be made to suit the needs of various skills. Thus, all the passages concerning LC, LNC, and RC were thoroughly analysed and converted into instruction and evaluation materials. The main body of the course consisted of a large number of questions. They were scrutinized again and the ones found defective were either modified or replaced by new ones. Keeping the time factor in mind, an optimum number of questions for each passage was selected for the final version. (See the Bridge Course for complete details pertaining to all the skills). The second step was to sort out these instructional materials into two inter-related books, one for the use of teachers and the other for the use of students. The Teachers' Manual : It consisted of materials pertaining to all the five skills included in the course. While arranging the teachers' manual needed detailed and definite instructions for operations for teaching passages were developed in the

preliminary analysis, the need for modifying these instructions and arranging them in order separately for both the teacher and the taught was felt. This point pertains to the Process part of the schema discussed earlier. It was necessary to develop the

24 instructional guide for teachers in order to ensure as much uniformity between them as possible. This part of developing the ridge Course was attended to with utmost care and seriousness. A quick examination of the teachers' manual will support this assertion. The students' Volume : Similarly, different sets of general and specific instructions with reference to each skill and passage were developed for the students' volume also. Having realized that students might be tempted to work on the material and come prepared on the following day, separate evaluation forms for the material contained in the students' volume were developed and used for testing the gains of students. This volume contained instructions related to RC, GC and EP. In this way the preparation of instructional materials and guidelines for the teaching process were developed within a period of six months. Studies Lockwood (2005) in her study focused on key issues in the design of self-instructional materials, including an awareness of the distinctive features of self-instructional materials, characteristics of the target audience, and coming to grips with the resources and constraints within which one must work. Guidelines for the development of self-instructional materials are presented that may

25 be used as an individual guide or as a series of ready-made workshops. Instructions for use in both capacities are included, as well as an introduction to the characteristics of self-instructional materials. Ten chapters cover the following topics: (1) distinctive features of self-instructional material; (2) differences between textbooks and self-instructional material; (3) differences between open, distance, and flexible learning; (4) resources and constraints; (5) target audience; (6) alternative methods of material production; (7) assembling a course proposal; (8) advance organizers; (9) student learning activities; and (10) learner workload and readability. Each chapter contains an overview of the issue, key questions collected from workshops and seminars taught by the author, comments, examples, illustrations, and summary pages that can be used as overhead projector transparencies, and references. Shettel, Angell and Lumsdaine (2000) designed to provide specific nontechnical guidance to those persons who want to know more about the procedures and techniques generally recognized as important in the development of self-instructional materials and programs. Emphasis is placed on program development rather than on equipment (teaching machines). Following a general discussion of the self-instructional concept and the ways in which it differs from the more traditional

26 forms of training are specific discussions of the various steps which should be followed in preparing self-instructional materials.

Included are sections on: (1) Statement of program objectives, (2) Analysis of the task, (3) The organization of materials, (4) The techniques used in frame development (i.e., size of frame, selection of responses, use of cues, use of feedback, use of review and repetition, sequencing of frames), (5) Editing and tryout of program materials, and (6) Program revision and up-dating. Also included are discussions of the use of simulated job-operator equipment as an integral part of the self-instructional program and the

implications that program presentation methods (devices) have on programming techniques. In Taiwan, Ho (2010) promoted knowledge of "Labor Safety" which relates to life and work right is very important. Safety training and learning effectiveness become essential issues of adult learning. To reduce the costs of educational training, enterprises have also started to aggressively introduce e-learning education training. Unlike the construction industry, few studies have investigated the effectiveness of e-learning and conventional learning. This study tested the effectiveness of the safety education to prevent falls by different learning modes used to assess safety behavior and learning effectiveness during the education training period.

27 According to the average pass rate, satisfaction degree of course and total number of unsafe behavior, the e-learning mode improves learning effectiveness. Additionally, when the e-learning mode is introduced in the construction safety education training, the labor can use the teaching material more independently and multimedia system, such as animated teaching materials, case teaching, and repeated course learning, to reduce the error rate of operation, property loss rate, and light (heavy) injury. Under this condition, the e-learning mode is positively associated with the learning effectiveness of construction safety education training. High learning effectiveness promotes safe behavior during

construction operations. Digital game-based learning (DGBL) developed by Huang, Huang, and Tschopp (2010) has become a viable instructional option in recent years due to its support of learning motivation. Recent studies have mostly focused on identifying motivational factors in digital games (e.g., curiosity, rules, control) that support intrinsic motivation. These findings, however, are limited in two fronts. First, they did not depict the interactive nature of the motivational processing in DGBL. Second, they excluded the outcome processing (learners' final "effort versus performance" evaluation) as a possible motivation component to sustain the iterative game playing cycle. To address these problems, situated

28 in the integrative theory of Motivation, Volition, and Performance (MVP), this study examined the relationship between motivational processing and outcome processing in an online instructional game. The study surveyed 264 undergraduate students after playing the "Trade Ruler" online game. Based on the data collected by ARCS-based Instructional Materials Motivational Survey (IMMS), a regression analysis revealed a significant model between motivational processing (attention, relevance, and confidence) and the outcome processing (satisfaction). The finding preliminarily suggests processing that both to motivational be processing when and outcome DGBL.

need

considered

designing

Furthermore, the finding implies a potential relationship between intrinsic motives and extrinsic rewards in DGBL. Researchers such as Bollinger (2010) investigated the impact of podcasting on student motivation in the online environment during fall 2008 and spring 2009. Data were collected from students enrolled in fourteen online courses at a research university in the United States. One hundred and ninety-one students completed a modified version of the Instructional

Materials Motivation Survey (Keller, 2006); it has four subscales: attention, relevance, confidence, and satisfaction. Strong positive relationships between all subscales were detected.

29 Results indicate students were moderately motivated by the use of podcasts in their online courses. Statistically significant differences in student motivation based on gender, class standing, and prior online learning experience were found. Benefits of using podcasts and recommendations for improvement of the multimedia files were offered by users. Feldman and Case (2004) found out that children of parents with intellectual disabilities are at risk for neglectful care due to parenting skill deficiencies. Previous studies have shown that parents with intellectual disabilities can improve child-care skills with intensive behavioral training, but self-instruction has not been explored. We evaluated the efficacy of self-instructional pictorial child-care manuals with and without accompanying audiotaped instruction using a multielement design with 13 parents with intellectual disabilities. The self-instructional materials were effective in teaching 22 of 26 skills to levels seen in parents without intellectual disabilities. Eighty-one percent of the skills maintained over a 1-15 month follow-up period and self-learning effects were replicated when the parents received self-instructional materials for the original notraining control skill. Despite the low literacy skills of the parents, for most of them no advantage was found in adding the audiotape to the illustrations. Three parents only reached criterion after an

30 audiotape was added to the manual alone skill. Consumer satisfaction ratings were uniformly high and those parents who stated a preference, preferred the pictorial manuals without, as opposed to with, the audiotape. These findings suggest that a majority of parents with intellectual disabilities may improve their parenting skills with low cost, low tech, self-instructional materials.

Chapter 3 METHODSOF RESEARCH This chapter describes the research methodology most applicable to the present study regarding the development of strategic instructional materials in reading comprehension. The chapter includes the research method used, population frame and sampling scheme, description of the respondents, research

31 instruments, data gathering procedures, and the statistical

treatment of data. Research Design The descriptive method of research will be used in this study. It will be utilized since the descriptive type of research is used to describe situations or events in a certain condition. It will also reveal conditions or relationships that exist or do not exist, practices that prevail or do not prevail, beliefs or points of views or attitudes that are held or not held, processes that are going on or otherwise, effects that are being felt, or trends that are developing. As told by Calderon and Gonzales (2000) descriptive research is a process of gathering, analyzing, classifying and tabulating data about prevailing conditions, practices, beliefs, processes, trends, and cause-effect relationships and then making adequate

interpretation of such data. The research and development cycle (R and D) by Borg (2005) was used in making and preparing self-instructionl materials (SIM). Descriptive and qualitative methods were also used in which the purpose include description, interpretation, verification, and evaluation, (Zulueta, 2003). CONSTRUCTION AND VALIDATION OF THE PROGRAM The researcher used the research and development (R and D) cycle in designing a program.

32 List the need for developingself-instructional Materials (SIM)

Decide on the topics to be included in the lecture

Determine the importance of each topic

Select the content

Select appropriate approach to be used

Prepare the first draft of the lecture

Evaluation of the lecture using the self-instructional Materials

Analyze the SIM for possible improvement

Revised the SIM

The major steps in the research and development cycle are as follows: 1. Research and information collecting included review of literature, classroom observations, preparation of report or state of the art.

33 2. Planning, defining skills, stating observation, determining course sequence and small scale feasibility testing intervention program were included. 3. The researcher developed preliminary form of product includes preparation of intervention program. In a qualitative research, the methods for data collection are participants and rating scales. The fundamental premises in their methods is that actual participation and collaboration of the teachers in formulating and modifying program and the use of different strategies and approaches in teaching students. natural environment and The researcher is part of the as participant observer.

functions

Qualitative research investigates both outcomes and process, and data are analyzed through inductive reasoning rather than by statistical procedure, (Zulueta, 2003).

Sampling Technique Random sampling technique will be used for the general selection of respondents. Students officially enrolled in Rizal course for the 1st semester at Our Lady of Fatima University during the academic year 2010 2011 will be the respondents of this study.

34 However, purposive sampling technique will be used in selecting teacher-respondents since there are only few teachers who are teaching Rizal. Description of the Respondents There will be two groups of respondents- the teachers and the students. The teachers are the ones who have taught or currently teaching Rizal while the second group of respondents are the students who are officially enrolled in Rizal for the current semester. Instruments Used The main instrument that will be used in gathering data from the students and teachers will be as follows: Questionnaire. The data that will be gathered in this study will be taken by administering the questionnaires to the

respondents. The construction of the questionnaire will be based on the problems stated in the first chapter. It will be revised to incorporate information obtained from past researches. The final draft of the set of questions will be submitted and checked by the adviser for critiquing. Improvements and revisions will be

incorporated based on the comments and suggestions of the adviser and experts in the field. Construction. The questionnaire will be prepared using the criteria for its construction based on books, references and related

35 studies read by researcher. The statement of the problem will serve as the bases. The initial draft of the questionnaire will be presented to the adviser for suggestions and comments. After incorporating the suggestions, the researcher will finalize the instrument. Validation. The researcher-made questionnaire is a nonstandard research instrument. Hence, it should adhere to certain principles of validation prior to its administration to the

respondents. The contents or every question in the instruments is relevant and pertinent to the subject matter. To accomplish this, the researcher will establish the users familiarity with the study particularly the purpose and direction for answering the questions. This will be followed by a question that indicated the users background and general experience. In addition, the questions will be organized logically in such a way that the respondents will prepare for the succeeding questions in an orderly manner. Administration and Retrieval. The researcher will ask permission to the Upon School Administrator/Dean of the letter to of float the

questionnaire.

receiving

approval,

dissemination of the questionnaire to the parents will be done by the researcher. The instrument will personally be administered to the respondents to achieve one hundred percent assurance of retrieval rate. Unstructured interview

36 An unstructured interview will also be conducted to the respondents to supplement the findings of this study. Observation Observation will also be done as an additional data gathering tool to see the actual situation and behavior of the respondents during the entire conduct of the study Data Gathering Procedure The researcher will prepare a letter of request addressed to the School Administrator/Dean of the school involved in this study to get permission to distribute questionnaires to the respondents of this study. When all answered questionnaires will be retrieved, the researcher will organize the data for presentation, analysis and interpretation using the appropriate statistics. Statistical Treatment of Data In the process of researching or investigating, the researcher will acquire an amount of information. The treatment of data is therefore an important aspect in research.

The following statistical treatments will be utilized by the researcher:

37 1. Percentage. The ratio between a value or number of classification and the total number of respondents multiplied by 100. Pagoso (2003) defined the percentage using the formula: n P = ------- 100 N where: P - percentage n - number of classification N - total number of respondents 3. Weighted Mean was used to interpret the assessment of the respondents as to the problems they encountered with regards to the education of their students with learning disabilities. Uriarte (2006) presented the following formulas for the computation of the weighted mean as follows: Wx = where: Wx - the weighted mean w - the weight of X Xw - the sum of the weight of X The computed mean was interpreted using the five-point Likert using the following arbitrary points:

Value 5

Range 4.50 5.00

Verbal Interpretation Excellent

38 4 3 2 1 3.50 -- 4.49 2.50 -- 3.49 1.50 -- 2.49 1.00 1.49 Very Satisfactory Satisfactory Fair Poor

3. Ranking. Ranking is used to reinforce the raw score and the percentage. This consists of arranging numbers in decreasing or increasing order of size and merit. In this study, the highest score was written first, followed by the next highest and so on until the lowest score was reached.

REFERENCES

39 SHETTEL,HARRIS H. ; ANGELL,DAVID ; LUMSDAINE,ARTHUR A. (2000); HANDBOOK FOR THE PREPARATION OF SELFINSTRUCTIONAL MATERIALS FOR SAGE OPERATORS; AMERICAN INSTITUTES FOR RESEARCH PITTSBURGH Lockwood, Fred (2005); The Design and Production of SelfInstructional Materials. Open and Distance Learning Series; ERIC Journal; U.S. Department of Education publication Ho, Chun-Ling; Dzeng, Ren-Jye (2010); Construction Safety Training via e-Learning: Learning Effectiveness and User Satisfaction Feldman, Maurice A. and Case, Laurie (2004); The Effectiveness of Audiovisual Self-Instructional Materials in Teaching Child-Care Skills to Parents with Intellectual Disabilities; Journal of Behavioral Education; Publisher Springer Netherlands; ISSN 1053-0819 (Print); Issue Volume 7, Number 2 Huang, Wen-Hao; Huang, Wen-Yeh; Tschopp, Jill (2010); Sustaining Iterative Game Playing Processes in DGBL: The Relationship between Motivational Processing and Outcome Processing Bolliger, Doris U.; Supanakorn, Supawan; Boggs, Christine (2010); Impact of Podcasting on Student Motivation in the Online Learning Environment R.A. 1425 Ocampo, Ambeth (2007); Teaching Rizal, Daily Inquirer

QUESTIONNAIRE

40

Part I. Assess the following areas that constitute the selfinstructional materials (SIM) in Rizal using the following scales:
5 Excellent 4 Very satisfactory 3 Satisfactory 2 Fair 1 Poor 1.1 Content Focuses the lecture in the improvement of mans appreciation to history and culture Impart positive outlook that Rizal course is indispensable in their lives Makes learning the life of Rizal more interesting Enrich the students with values and teachings of Rizal 1.2 Objectives Identify the most common learning problems in learning Rizal Address specific problems in learning Rizal ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 5 4 3 2 1

___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Formulate goals and objectives to enrich Rizal course

___ ___ ___ ___ ___

41 Helps find instructional objectives that will yield achievement Enrich students intellectual and practical activity Fit the needs and interests of the students

___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Meet challenging needs of students in learning by themselves___ ___ ___ ___ ___ Keeps the students interest and motivation in learning Rizal course sustained ___ ___ ___ ___ ___ 1.2 Strategies Provides several teaching strategies/methodologies Shows efficiency and effectiveness in transmitting knowledge about Rizal as a course Helps improve strategies and methodologies of teachers in teaching Rizal Accommodates a wide range of strategies and different approaches Flexible and knowledgeable in the delivery of instruction Employs appropriate methods that will arouse students interest Provide appropriate instructional materials and strategies ___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

42 Provide appropriate instructional materials ___ ___ ___ ___ ___ 1.3 Evaluation Ensure that learning is achieved in every student Give attention to assessment and questioning Address the needs and preferences of the students Encourage students to study and participate in class discussion ___ ___ ___ Helps attain satisfaction and desire to continue learning Measure accurately the learners achievement and understanding of the lesson Assess the effectiveness of the learning method applied ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Measure the students progress___ ___ ___ ___ ___ Carry out a self-review relative to students strengths and weaknesses___ ___ ___ ___ ___ Part 2. Problems Encountered by the Respondents in the use of the self-instructional materials (SIM) for Rizal course using the following rating scale: 5 Always 4 Very Often
3

Frequently

2 Ocassionally

43 1 Seldom 5 Insufficient learning facilities Inadequate instructional materials 4 3 2 1

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Lack of teachers support and cooperation ___ ___ ___ Insufficient funds and resources Very low peer-interaction ___ ___ Inadequate seminar/workshop/ training regarding the new teaching approach ___ ___ Lack of technical know-how in using the different technology ___ ___

___

___

___ ___ ___

___ ___

___ ___

Lack of orientation with the use of the instructional material ___ ___ ___ ___ ___ Inadequate number of the instructional material ___ ___ ___ ___ ___ Complicated instructions with the use of the SIM material ___ ___ ___ ___ ___ Unfamiliarity with the use of the instructional material ___ ___ ___ THANK YOU ___ ___