Review of Related Literature and Studies

This part of the research work presents a collection of literature and studies

that had been crafted by experts of the country and overseas in the field of

education. They serves as useful references for deeper understanding and

support for this proposal.

Related local and foreign articles about science and issues on instructional

approaches from books, journal and other publication were thoroughly read by

the researcher to gather information related to this study. Several authorities

recognize the importance of a supplementary material and other devices which

play a very important role in improving the quality of instruction in any field for

that matter.

According to Smith (2009) instructional design theory is the study of how

best design instruction so that learning will take place. Instructional learning

materials according to Diaz (2002) are the main source of information in a class;

its contents provide for what the class will discuss for a period of time.

Instructional learning materials such as textbooks are teachers’ medium to

understand the lesson and communicate it to the students. I her study, she used

two matrices for the development of a work text in Physical Education.

 The importance of knowing learning styles of each student is discussed by

Maramot (2002). She said that the principle of individuality must always be

present in the teacher’s mind in dealing with his students inside and outside the

classroom. Teachers should always remember that each person is unique and

everyone has equal opportunity and chance to learn. Therefore, every teacher

must put in mind that learning style is entirely different from teaching style and

every person possesses learning styles which must be fortified with appropriate

teaching style. Uniform and unvarying teaching style is not only boring but also

ineffective in today’s context of teaching and learning. She further added that if

learning style of students are provided with congruent teaching styles, then

teaching and learning will be maximized and the aims of the education system will

be fully materialized.

The primary purpose of teaching according to Mckeachie (2002) is to

encourage learning. The first ethical responsibility for a teacher is to set goal. All

that we do to prepare and conduct well design instruction is part of the

responsibility.

Schiffman (2003) gave the shifts of instructional design from the behaviorist

to cognitivist view. Analyses covered the tasks and the learners may be able to
accomplish the task. The development of instructional materials must be based

on the previous learning experiences of the learners. The schema activation on

previously learned concepts could be applied in any teaching learning situation.

This should be on the basis of creating intervention materials that is, the learner

can work independently even without the coaching of a teacher because his

cognitive domain are working in the processing and synthesizing of the

information to be taken from the carefully prepared instructional materials.

Excellence and quality as measured in educational terms according to

Ramiso (2005) is emphasized through outputs. These can be achieved when all

learners attained the competencies for which the educational institution is

accountable. Effectiveness is measured by how many learners attained

competence. This means that the student gets access to the materials and

achieve the competence that must be varied and diverse including the use of

video tapes, computers and a wide range of learning tools, techniques, agents

and environments. This is crucial since there is a need to afford learners the

appropriate and diverse modes of teaching to achieve the mastery of the basic

skills.
 There is a need for teachers to provide systematic intervention strategies I

order to let students cope with the challenges of the subject. He explained

intervention as the “coming between” the student from negative attitude he

harbors toward an intimidating course. The process required the teacher to

choose the appropriate strategies and time for the successful implementation of

such.

Robinsons (2000) on the other hand stated that individualized instruction

and assessment are closely associated with the concept of mastery learning when

most pupils master most objectives uniformity high level.

Paderes (1994) believed that optimum learning could only be realized of

instructional materials are adequate and are adopted on the various of the

learners.

Meyer (2007) stressed the goal of instructional material is to present an

introduction to the general principles of the course about which many students

have very limited or no previous understanding at all.

Basic science competencies and skills are the keys for a greater

achievement of the citizenry of science skills and ability is greatly needed.

 On the other hand, Gebhard (2006) approves the work of David Jonassen

who explained that while specializing in educational technology and instructional

design, the teacher also conceptualizes his idea, about teaching and learning in

terms of problem/ problem presentation and problem/ problem manipulation.

Moreover, Jonnasen constructivist learning environments are those that keep

students active, constructive, collaborative, intentional complex, contextual

conversational and reflective.

Leinwand (2000) envisions that classrooms are active environment, often

noisy but clearly productive and purposeful as students’ converse mathematically

and wrestle with ideas in the course of solving interesting problems. Teachers are

to be found conferring with a group of students asking probing questions,

launching an activity, drawing out conjectures, simulating discussion of findings,

or summarizing the big idea and conclusion reached by different groups.

Pollack (2002) gave an example of the application of cognitism in designing

instructional materials in Algebra. Introducing the subtraction principle of equality

in solving linear equations might require learners to rediscover what equality

means and what subtraction means in a concrete sense such that previously

learned schema may be brought to the forefront and used in processing the
concept. The author said that assessing prior knowledge had to be built in

creating instructional design. The use of role learning techniques for assigning

Mathematical symbols association with mathematical vocabulary could be used

as a stepping-stone to actual teaching of the concepts.

Moses (2001) writing about his revolutionary Algebra Project said that

Mathematics is not about memorizing and being able to reproduce or even use

formulas. What Moses found in his twenty years of conceiving, developing,

working within and extending this project is that there is a greater likelihood that

the students will learn more if these four elements are present namely; if the

approach to teaching is more constructivist in principle and concrete examples

are used; if the examples are more connected to the students’ lives, families,

collaborative culture and communities; if the discussion is more interactive with

the students and enough time is allotted in dealing with a specific subject matter.

In personalized education by Keller (2000), the child is given enough

freedom to do his work. It also experiences choice and decision as to what to

learn and when he wants to learn. Varied activities are provided and all of these

are aimed at enhancing the balance and harmonious development of child’s

physical processes. He is motivated to search for use.

 Ornstein (1992) points out that instructional task are the core of the

classroom setting. Most teachers maintain control instructional task by making

decisions about what is taught, what materials and methods are to be used, and

how much students are to be allowed to interact. When the teacher has complete

control over instruction, it is likely that most students, if not all, will be engaged in

a single classroom task and work toward the same goal with the same content.

Most classroom tasks are initiated by the teachers. Student usually act in

response to the teachers’ expectations. Most tasks are structured by the teachers

and concentrate on the acquisition and comprehension of knowledge, as well as

practice.

In order to facilitate learning, the teacher must learn to match appropriate

tasks with the students; abilities and background knowledge. Matching becomes

more difficult as students get older and have the potential to learn more. It is also

difficult in heterogeneously grouped classrooms because of the range in student

abilities and interests. The teacher must consider which tasks contribute most to

students’ learning and when it is appropriate to introduce these tasks so students

gain new insights and skills.

 Carry (1994) believes that instructional materials have a particularly

important role in the significant change that occurs at many levels of mathematics

education. In particular he referred to standards-based instructional materials as

addressing a long standing issue in school mathematics; linking mathematics with

its application. Accordingly, while traditional materials commonly include a few

“application problems” in exercise sets or even an entire lesson on a particular

application, instructional materials have not substantively incorporated

applications as part of their core. Thus, establishing a strong and substantive

relationship between mathematics and its widespread uses is more urgent than

ever. Applications become part of understanding mathematics and provide ways

to interpret it.

Evans (1996) stressed that instructional materials must allow for proper

monitoring and evaluation of students’ progress.

According to Borich (2000) remediation approach provides the learner with

the prerequisite knowledge, skill or behavior needed to benefit from the planned

instruction. It will be successful to the extent that the desired information, skill, or

behavior can be taught within a reasonable period of time.

 According to Rivera and Smith (1998) remedial instruction is implemented

when other interventions have proven ineffective. Typically, an entirely different

method is used. Special education teachers have used remedial methods for years

to teach academic skills when more conventional methods have failed to teach

students with learning and behavior problems. They pointed out that the

emphasis of this type of instruction is to remediate the learning problem and to

promote mastery of skills using techniques that may involve additional instruction

materials, a multi-sensory emphasis, interventions specific to the stages of

learning, and the presentations of skills in smaller instructional units.

It is clear then that instructional designers and distance educators can add

value to technology-based teaching materials. So teachers need the opportunity

to work through new instructional materials to confront issues associated with

new teaching strategies.

In the study conducted by Padama (2003) on “A Proposed Supplementary

Instructional Materials in Computer Fundamentals” he found out that many

college students utilize foreign books. This result served as his basis in proposing

an instructional material. The proposed supplementary materials included varied

samples and more exercises.

 A recommendation made by Luna (2005) in his study stated that

teachers in Science should be trained to prepare instructional materials that

provide students to apply their theoretical knowledge. It is believed that the

registry of learning is facilitated when activities prepared by the teacher are

meaningful and interesting.

Valiester (2003) in her study “Development and Validation of the

Computer-Based Supplementary Materials in English for High School” found out

that proposed supplementary materials are effective in improving the skills of the

students in reading, writing, listening and speaking. The researcher also stated

that the supplementary materials improve the language skills of the high school

students.

Gaza (2007) expounded that her proposed instructional materials, the

contents of which were determined by the teacher respondents, could help solve

the problem of inadequacy of textbooks.

Quilinguin (2009) in her study “A Proposed Technology Integration in

Developing Intervention Instructional Material in Economics” stated that the

quality of an instructional material is essential in order to ensure the maximum

degree of the development and transfer of knowledge from the monitor to the
student. In her study, she proposes that a new trend in technology which is the

use of computer-aided instructional materials can provided for enhancement and

improvement.

Ylan (2004) in her study found out that the use of instructional materials for

problem solving help students exposed to problem solving exercises. She also

stressed that mathematics teachers should give more time to the analysis and

solutions of the problems and they should remove the negative attitudes of

students towards mathematics by acquainting them with the various importance

and advantages of studying the subject.

The study of Yan (2002) delved into the effect of instruction on problem

solving intervention of students with learning problems. Results of the meta-

analysis indicated that word problem solving instructions improved the

performance of students with learning problems. Students also improved in their

computational skills involving fundamental operations.

In another point of view, Chung proposed in her thesis that those teachers

who are specially trained to use the special materials in learning gained more

success in creating a positive learning environment. Her study also revealed that
the pupils in developed mathematics skills than did the students whose teacher

used the traditional teaching strategies in a regular classroom.

Manuel (2006) provided a model for instructional material development

which focuses on the teacher’s active role in its successful use and

implementation.

In the study of Condes (2003) the development of learning modules in

applied mathematics for caregivers can be utilized as the standard instruction and

reference materials for the caregiver program.

The study of Cabucana (2004) revealed the mastery level in Mathematics of

the Grade five and six pupils. It was found out that pupils had below 75 mastery

level. Hence, the researcher proposed a developmentally appropriate

intervention program which suited to the needs, interests, and mental ability of

intermediate pupils. She points out that a special instruction is needed to

supplement the regular classroom instruction. Her intervention program can

bridge the gap and remedy mathematical deficiencies among pupils.

Corollary to the findings of Cabucana and Caringal (2004) revealed that the

general performance of the students in Elementary Algebra was poor. The skills in

all six areas of the said subject were found to be weaknesses of the students.
Hence, the researcher proposed a remediation program which included

interesting activities that would minimize student’s weaknesses in Mathematics.

Antonio (2004) stated that the mastery of the fundamental skills of Grade

five slow learners was her basis for a proposed intervention program. Her study is

to foster pupil’s conceptual understanding on the disparate components of

mathematics principles in the classroom activities. She stressed that all

reasonable means must be utilized to give assurance that everyone has the best

foundation in learning Mathematics.

In designing instructional materials Survey of Research Triangle advised

that the use of discovering and inquiry approaches, learning with teaching

method, information of additional instructional materials should be given more

emphasis in order to deliver the goods in mathematics.

The study conducted by Adams and Dickey (1996) concluded that the

concept of sound educational program should always be geared towards selecting

and utilizing suitable materials for instruction in the most effective way possible.

They further stressed that good teachers should seize all available opportunities

to be familiar with the latest and best instructional aids.

 Victor (1997) revealed in his studies that instructional materials must be

designed and selected to accomplish a scientific purpose. The chief purpose is to

implant ideas in the minds of the students and help them understand scientific

concept.

Sigurgeisson (1996) noted that 50 to 80 percent of the teacher instruction

time was spent on direct work with the instructional materials and revealed the

exhaustive use of instructional materials by the participants.

Gennet (2007) posited and remarked that the best implementation of any

curriculum at present is through the use of intervention and appropriate

instructional materials in order to bring students to the mastery level of the skills

required of them.

In the study by Morris (1980) in mathematics teaching, he cited that

Indonesians instituted revisions in their educational objectives, content, teaching-

learning activities, evaluation procedures, and administrations. The changes

adopted included the employment of modularized instruction in their curriculum.

Research findings in Hotrabhvandas (1996) study stressed that students

who utilized multi-media, self-instructional materials were more likely motivated

in self-study than those students who used texts only. The research was
concerned with the student’s motivational reaction towards self-instructional

materials at the Thai Open University.

The foregoing literature and studies provided the researcher with data to

support the need for expanded early introduction progress for young children.

Similarly they are related to the present study because most of them dealt with

the importance of using instructional materials and the production of the said

materials.

Dela Cruz Jr. (1999), on his study “Instructional Modules as Supplementary

Materials for the Teaching of Quadratic Equations” found out that the use of

modular instruction, the weakness of the students were minimized and the

performance is in almost all aspects of the quadratic equation covered by the

modules were improved. This was attained because of higher level of mastery

thru the drills provided in the modules. Moreover the modules served as

supplementary materials that served as homework of the students the extra-time

and effort exerted by students in accomplishing the modules made them master

the lesson.
 Teacher should be aware of the latest finding or discovery sequencing

instructional materials for them to adopt in their class for lesson improvement

and at the same time for student development. (Dangganan, 1994)

Modular approach as a means of instruction was effective in teaching-

learning process because it gained dual purposes. One it could be self studied by

the students, it could be used to supplement students’ knowledge, it could be a

supplementary materials while the teacher is still there to monitor and extend a

facilitating hand to the students. The modules and the teacher could work to

attain good performance of the students, because one visualizes and the later

clarifies, monitors and evaluate.

Viernes (2005), on his research conducted about the modules, strongly

recommends the following: the developed modules should be reproduced and be

used by the students of other school and other target clientele. The developed

modules should be tied up out in the other institutions to have a wide baseline

data in its effectiveness or functionality. Modular in the other of Math II should be

prepared to have a complete set of modules for each subject area. Teachers not

only Mathematics should be encouraged to prepare instructional materials in the

respective field of specialization.

 Timbol (2004) recommends that (1) the used modules may be supplement

to conventional instruction for the students and it is approach for good learner

but not poor learner. Good students learned independently, because they were

excited and motivated to learn. This made of learning described as pro-active, the

average learners were passive but they learned because they have the faculties to

learn. The poorest group did not learn because they felt they needed assistance

and the computer did not give them what was needed.

Mohammed (2005), found out that the intervention strategy adopted in

this study used on the experimental group was effective in increasing the

students’ competency in algebra and trigonometry. He recommended also that,

at the end of every discussed topic and before proceeding to a new topic, the

instructor should give check-up test. The check-up test will help the instructor

identify the mastery level of the students. If the majority of the students

performed below the acceptable mastery level, re-teaching of the previous topics

is suggested. Giving the students the advance copies of the lessons with problems

and solutions can improve their performance in the classroom. Studies regarding

intervention strategies and their effects should make by other researchers in

order to widen the choices of the instructors regarding the intervention strategies

they would use in their teaching.

 David (2006), on his study entitled “Effectiveness of Basic Education

Curriculum Suggested Strategies in Teaching Grade V Mathematics”, found out

that the teacher should be able to identify whether pupil’s difficulty in learning.

This could be used to modify his/her instructions to fit the needs of the pupils.

The teacher should always find ways of stimulating the minds of the pupils by

using as many techniques as possible to generate enough interest to the subject

matter.

The use of varied methods of instruction should be adopted, especially the

use of supplementary materials. Teachers making instructional materials should

give more emphasis on concept that are relevant to advance technology by citing

more practical and true to safe applications. (Dela Cruz, 2005)

Biao (2004), on his study entitled “Development and Validation of an

Interactive Instructional Software on the Fundamental Formulas of Integral

Calculus” found out that the gain scores of the control group. This shows that

those who received instruction from the developed materials had better

performance than those of the traditional method.

Biang Jr. (2005) in his study entitled “Development and Validation of

Contextual Teaching and Learning Materials for Selected Topics in Mathematics of

Investment” found out that based on the performance of the students the CTL

materials were effective in promoting achievement among students of

Mathematics of investment. It is recommended also that the teachers should use

CTL materials to achieve the desired achievement and retention of memory.

Related Studies

The researcher conducted a review of articles from foreign and local studies

relevant to the present study.

Dahar (2011) investigated the effect of availability of instructional materials

on the academic performance of the student in Punjab (Pakistan). He mentioned

that instructional materials play a very important role in the teaching- learning

process. Population of the study comprised all secondary and higher secondary

schools, secondary teachers and secondary student in Punjab. A total of 288

schools, 20 students and 10 teachers from each school were randomly selected s

the sample of the study. The study used the value- added approach.

Aguele (2010) studied the effectiveness of selected teaching strategies on

the remediation of process errors commited by the students in Mathematics. The

study employed the quasi- experimental design. Sample for the study consisted

of 207 students drawn from six senior secondary schools in Edo State. The
diagnostic test on Mathematics (DIATOM) was used to collect data for the study.

Data collected were analyzed using analysis of covariance (ANCOVA) and z-test for

two population proportions. Results of the data analysis revealed that the direct

instruction was a more effective strategy for the remediation of process errors

committed by students in Mathematics. The study further recommended that

enough practice activities should be given to students during class sessions assist

them develop mastery of content taught. Remediation should be seen as an

ongoing process during normal classroom instruction. These result agree with the

study of Din (2000) that direct instruction (DI) once used effectively could help

students to remedy their basic materials in Mathematics.

Morgil (2003) made a study on the traditional and computer assisted

learning in teaching acids and bases in Chemistry. The traditional and the

computer assisted teaching methods for teaching a fundamental topic in

chemistry education acids and bases were compared. The students were

ramdomly distributed into control and experimental groups and their knowledge

on the topic were pretested. After the test, the experimental group received

computer assisted teaching and the control group was taught by traditional

teaching methods for two days. The result 52% improvement in the post

instruction test result of the experimental group, whereas, the control group only
improved 31%. The independent two-sample t-test revealed that this difference

in the achievement was significant favoring the experimental group.

Imdieke (2000) investigated the effect of two different teaching methods,

the traditional science instruction with hands-on activities and traditional

textbook science instruction with worksheets determine which method of science

instruction is more beneficial to elementary science students . Based on the

result, students in the hands-on group achieved higher scores than those in the

worksheet groups. Conclusion drawn from the data show a significant difference

in the achievement of hands-on group with mean score of 94% in contrast to the

worksheet group means score 82% using the 0.05 level of statistical significance.

Another important difference between the two groups was their SD scores. The

hands-on group’s SD was 5.44 in contrast to worksheet group’s SD score of 15.3.

This difference shows that majority of the students who learned by using hands

on activities achieved at the higher level when compared to those who learned by

using the worksheet.

Rondon (2013) made a study on the effect of a game –based and traditional

learning method on the students’ knowledge retention. His study revealed that

students who received game-based method performed better in both posttest in

anatomy and physiology questions. He further stated that game-based learning

method is comparable to the traditional learning method in general and in short-

term gains, while traditional lecture still seems to be more effective to improve

students’ short and long term knowledge retention.

Chapter III- Methodology

 This chapter presents how the study will be conducted. It discusses the

research design, sampling, research instrument to be used, data gathering

procedure, data analysis and statistical treatment to be employed on the data

that will be gathered.

Research Design

The study is descriptive-experimental and will be using the pretest-posttest

experimental design. Descriptive part of the study will involve the students’

perception survey on the developed Simplified Learner’s Material. Experimental

part of the study is the students’ performance in Grade Seven Science. Qualitative

Analysis will be employed on student’s perception on the use of the Simplified

Learner’s Material. Quantitative analysis will be used to determine any difference

between the pretest and posttest means. The pretest-posttest experimental

design for the propose study is presented below.

O1 X O2
Where O1 - Pretest

X - Treatment (Simplified Learner’s Material)

O2 - Posttest

The Sample

Two section from Grade 7 of Makati High School for the school year

2016-2017 will be used as respondents of the study. The sample consist of 65

students with 28 males and 37 females to be selected from 18 sections through

convenience sampling. These sections are heterogeneous and handle by the

researcher. The researcher has a total contact time with each section equivalent

to 4 hours in a week as prescribe by k to 12 curriculum. The daily schedule for

Grade 7- Mapagmahal and grade 7 Masigasig is from 1:20 PM to 2:20 Pm and 2:40

PM to 3:40 PM , respectively.

Research Instrument

To conduct the study, the researcher will going to use research

instruments. These are Simplified Learners’ Material (SLM) Science Achievement

Test (SAT), Student’s Perception Survey (SPS) and Observer’s Evaluation

Questionnaire (OEQ). The SPS and OEQ will be adapted from Salviejo (2013) and
the rest will be developed by the researcher and to be subjected to evaluation by

the experts.

Simplified Learner’s Material (SLM). It is an instructional material meant to

teach concept and skills to the student during regular classroom teaching. This

instructional material is activity based. It will serve as supplementary materials for

grade 7 science lesson.

Science Achievement Test. The researcher will developa 50 multiple-choice

item Science Achievement Test in Element and will be used as instrument in the

study. The achievement Test will measure the cognitive skills of the respondents

namely, content, application and procedural. The test will be developed following

a table of specifications. The total score in the Science Achievement Test is 50.

Perception Survey Questionnaire (PSQ). The Perception Survey

Questionnaire (PSQ) will be used by the researcher to determine the perceptions

of the respondents regarding the use of the Simplified Learner’s Material. This

survey is consist of 10 questions. The PSQ is in the form of checklist will be given

to the students who will use the SLM. Each question will be rated using 1-4 scales

with their corresponding qualitative description. A Rating of 1 is equivalent to

strongly disagrees 2, disagree, 3 agree and 4 means strongly agree.

 Observer evaluation Questionnaire (OEQ). An observer’s Evaluation

Questionnaire (OEQ) will be adapted from Salviejo ( 2013) will be used to observe

the teacher and the respondents during the progress of the study. The

instrument consists of five questions with 1-5 rating scales in the form of

checklist. A rating of 5 means strongly agree, 4 – agree, 3- undecided, 2- disagree

1- means strongly agrees. Five teachers including the department head will be

invited to observe during the first and last week of the study.

Data gathering Procedure

The first phase will be the development of the Science Learner’s Material

and Validation of the Materials by the experts.

The second phase is the administration of the pretest to the student. The

test to be given will cover the topic Element with a total of 50 questions to be

subjected for validation of the experts. The test will run for one hour. The results

of the test will be recorded for comparison purposes.

The third phase will be the conduct of the teaching method utilizing the

simplified Learner’s Material. The lesson will be started through a motivation

using a video. The teacher will utilized the SLM in the lesson proper. The lesson

will last for two consecutive weeks or equivalent to eight hour.

 The implementation of the SLM will be divided according to the lessons

incorporated in the different activities. In the first week of the study, activities in

lesson 1 will be answered based on the schedule to be developed. Checking of

answers to the activity and discussion will be done right after the allotted time

assigned for the given session. The second lesson of the SLM which deals with

compound will be administered in the second week with same amount of time

given in the first lesson of the SLM.

To ensure that the schedule will be followed, the science department head

and chemistry teachers will observe and describe what will take place in the

classroom using OBQ.

After the SLM administration of a posttest will be given to the respondents.

For the final phase, the researcher will administer the perception survey to

gather feedbacks from the respondents. This perception survey will give the

students a chance to express their reaction with regard to the use of SLM.

Statistical Treatment
 It is important to note that proper selection of the statistical techniques

should be given consideration in any educational research so that one can arrive

at valid conclusion. In the analysis and interpretation of results the following

statistical measure will be used.

Percentage of Mastery. This tool will be used to determine the

performance of the students in the pretest and posttest.

The formula for this is.

Percentage of mastery = Raw Score x 100%

Total Score

Mean. To determine the competency the formula for mean will be used.

Where:

X= mean

∑X= sum of all score

N= number of subjects

Correlated T- Test. To calculate if there is a significant different between the

pretest and posttest performance of the participants, correlated T-test will be

used.
 t= __n (x-x1)___
n∑d2 –(∑d)2
n-1

where:

t= test

n= sample size

x= mean of pretest

x= mean of posttest

∑d2= summation of deviaton