instructional materials being used by preschool teachers in selected schools in lipa city
TRANSCRIPT
INSTRUCTIONAL MATERIALS BEING USED BYPRIVATE AND PUBLIC PRESCHOOL TEACHERS IN SELECTED
ELEMENTARY SCHOOLS IN LIPA CITY
An Undergraduate Thesis Presented to
Faculty of Education Program
University of Batangas, Lipa City
Lipa City, Batangas
In Partial Fulfillment of the Requirements for the
Degree of Bachelor of Secondary Education
and Bachelor of Elementary Education
By:
Atienza, Michael Angelo R.
Buenaventura, Jemiah S.
Faner, Dyana Lee F.
Garcia, Giselle R.
Roxas, Ma. Allaine C.
Bachelor of Elementary Education
Major in Early Childhood Education
March 2016
University of Batangas – Lipa City
Gov. Feliciano Leviste Road., Marawoy, Lipa City
Education Program
CERTIFICATION AND RECOMMENDATION FOR ORAL EXAMINATION
This study is recommended for oral examination, in partial
fulfillment of the requirement for the degree of Bachelor of Elementary
Education.
Title: Instructional Materials Being Used By Pre-School Teachers in Selected Elementary Schools in Lipa City
Candidates:
Atienza, Michael Angelo R.
Buenaventura, Jemiah S.
Faner, Dyana Lee F.
Garcia, Giselle R.
Roxas, Ma. Allaine C.
_______________________________
DR. MERCEDES A. MACARANDANG
Thesis Adviser
ii
University of Batangas – Lipa City
Gov. Feliciano Leviste Road., Marawoy, Lipa City
Education Program
APPROVAL SHEET
This thesis entitled “INSTRUCTIONAL MATERIALS BEING USED BY
PRE-SCHOOL TEACHERS IN SELECTED ELEMENTARY SCHOOLS IN LIPA
CITY” prepared and submitted by Michael Angelo R. Atienza, Jemiah S.
Buenaventura, Dyana Lee F. Faner, Giselle R. Garcia, Ma. Allaine C. Roxas. In
partial fulfillment of the requirements for the degree if Bachelor of Elementary
Education has been examined and recommended for acceptance and approval.
__________________________________DR. MERCEDES A. MACARANDANG
Thesis Adviser
Approved by the Committee on Oral Examination with a grade of ___.
_________________________________Dr. Minerva V. Apita
Chairman
________________________ ____________________ Dr. Precious Naj C. Alcantara Ms. Mayling I. Capuno
Panel Member Panel Member
Accepted and approved in partial fulfillment of the requirements for
the degree if Bachelor of Elementary Education.
_______________________________
DR. MERCEDES A. MACARANDANGThesis Adviser
iii
ACKNOWLEDGEMENTS
The researchers wish to extend their appreciation and gratitude to all those
people who gave their invaluable assistance in the process of conducting this study.
To DR. MERCEDES MACARANDANG, the researchers’ adviser for all the
advice, encouragement and unconditional guidance to finish the research study despite
all challenges that the researchers encountered;
To the RESPONDENTS, for cooperating and honestly answering and providing
the date needed to complete this study;
To the LIBRARIAN AND STAFF OF THE UNIVERSITY OF BATANGAS LIPA
CAMPUS, for the assistance in gathering the researchers’ necessary references;
To MRS. MAYLING CAPUNO, the grammarian, for her support and patience in
editing this paper;
To the researchers’ thoughtful CLASSMATES AND COLLEAGUES, for the
encouragement they extended to finish this study;
To the researchers’ loving PARENTS AND GUARDIANS, for their continuous
support especially for financial need, guidance and understanding which served as an
inspiration to them to give their best in accomplishing this research study;
And above all, to the ALMIGHTY GOD, for the everlasting love, strength, peace
of mind when things are not as expected to be, for the knowledge, understanding, hope
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and perseverance to go through rough times, for the blessings and guidance bestowed
upon us and for His generosity in giving us this once in a lifetime experience.
The Researchers
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DEDICATION
The researchers would like to dedicate this research paper to those who gave
their great help to accomplish this study.
To our Almighty God, for giving us the light as guide to this research;
To our family, for providing us their financial support and serve as our constant
companions through ups and downs of life;
To all the students, who are also doing a research paper and giving their full hard
work, effort and intelligence to accomplish their study;
To all the teachers, for discovering the hidden potential and also the guidance
that was intensely needed in this problem;
To University of Batangas – Lipa City, for creating and enriching the knowledge
of every student in order to attain the maximum fulfillment of the student to become an
effective unit as an individual.
M.A.R.A.
J.S.B.
D.L.F.F.
G.R.G.
M.A.C.R.
vi
TABLE OF CONTENTS
TITLE PAGE ……………………………………………………………………….... i
CERTIFICATION AND RECOMMENDATION FOR ORAL EXAMINATION...... ii
APPROVAL SHEET ………………………………………………………………… iii
ACKNOWLEDGEMENT ……………………………………………………………. iv
DEDICATION ………………………………………………………………………... vi
TABLE OF CONTENTS ……………………………………………………………. vii
LIST OF TABLES ……………………………………………………………………
LIST OF FIGURES ………………………………………………………………….
ABSTRACT …………………………………………………………………………..
ChapterI. Introduction …………………………………………………………………….. 1
Theoretical Framework ……………………………………………………….. 4
Conceptual Framework ……………………………………………………….. 5
Statement of the Problem …………………………………………………….. 6
Hypothesis ……………………………………………………………………… 7
Significance of the Study ……………………………………………………… 7
Scope and Limitation ………………………………………………………….. 8
Definition of Terms …………………………………………………………….. 8
II. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature ……………………………………………………………… 11
Related Studies ………………………………………………………………... 25
Synthesis ……………………………………………………………………….. 32
III. RESEARCH METHODOLOGY AND DESIGN
Research Design ………………………………………………………………. 37
Subjects of the Study ………………………………………………………….. 38
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Instrument Used ……………………………………………………………….. 39
Data-gathering Procedure ……………………………………………………. 40
Statistical Treatment of Data …………………………………………………. 40
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA …….. 43
V. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary ……………………………………………………………………….. 74
Findings ………………………………………………………………………… 75
Conclusions …………………………………………………………………….. 79
Recommendations …………………………………………………………….. 80
Bibliography ………………………………………………………………………….. 82
Appendices
A. Transmittal Letter for Respondents ………………………………………..... 85
B. Transmittal Letter for School Heads ……………………………………….... 86
C. Research Instrument …………………………………………………………. 87
D. Curriculum Vitae ………………………………………………………………. 90
LIST OF TABLES
Table
I A table of the Public Schools with corresponding respondents ………….. 38
II A table of the Private Schools with corresponding respondents ………… 39
1. Profile of the Respondents
1.1 Frequency Distribution of Respondents according to their Age …………. 43
1.2 Frequency Distribution of Respondents according to their Gender ……... 45
1.3 Frequency Distribution of Respondents according to their Years of 46
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Teaching ………………………………………………………………………..
1.4 Frequency Distribution of respondents according to their Educational Background ……………………………………………………………………. 47
2 Instructional Materials Being Used ………………………………………….. 49
3 Effectiveness of Instructional Materials …………………………………….. 60
4. Differences in the perceptions of respondents regarding the use and effectiveness of Instructional Materials
4.1 Significant Difference in the Perceptions of Public and Private School in the Effectiveness of Instructional Materials ………………………………… 67
4.2 Significant Difference in the Perceptions of Public and Private School in the Use of Instructional Materials …………………………………………… 68
5 Factors to be considered in Selecting Instructional Materials ……………. 69
6 Guidelines in Preparing Instructional Materials ……………………………. 71
LIST OF FIGURE
Figure
1 Research Paradigm …………………………………………………... 5
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THESIS ABSTRACT
TITLE: Instructional Materials Being Used By Pre-School
Teachers in Selected Private and Public
Elementary Schools in Lipa City
RESEARCHERS: Atienza, Michael Angelo R.
Buenaventura, Jemiah S.
Faner, Dyana Lee F.
Garcia, Giselle R.
Roxas, Ma. Allaine C.
DEGREE/COURSE: Bachelor of Elementary Education Major in Early
Childhood Education
SCHOOL: University of Batangas – Lipa Campus
ADDRESS: Gov. Feliciano Leviste Road., Marawoy, Lipa City
TYPE OF DOCUMENT: Undergraduate Thesis
NUMBER OF PAGES: 94 pages
ACADEMIC YEAR: 2015-2016
Summary
The prevailing purpose of this study was to determine the insights of the
preschool teachers’ about the instructional materials they were being used. Descriptive
method was used with adequate and accurate interpretation of data. Questionnaires
were distributed and gathered. A total of fifty (50) respondents were asked to participate
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in answering the questionnaires prepared by the researchers. The study was conducted
in selected private and public elementary schools in Lipa City. After the sets of
questionnaires were answered and collected, the results were tabulated, presented,
analyzed and interpreted using percentage, weighted mean and significant difference as
well as ranking. Most of the private and public preschool teachers are inclined to use
traditional method of teaching such as pictures, storybooks and flashcards. They also
believe that instructional materials are effective depends upon the techniques and
procedures. Public and private preschool teachers have almost the same perceptions in
the relativity of the use and effectiveness of instructional materials. But teachers should
also engage in using technology-based materials aside from traditional type materials
like pictures, etc. to better improve the effectiveness of instructional materials as well as
promote, enhance and develop globally competitive learners.
Keywords: instructional materials, preschool teachers, education, effectiveness, use
Statement of the Problem
This study aimed to determine the instructional materials being used by Pre-
school teachers in related schools in Lipa City.
Specifically this study sought to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age
1.2.Gender
1.3.Years of Teaching
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1.4.Educational Background
2. What are the instructional materials being used by private and public pre-
school teachers?
3. How effective are the instructional materials being used by private and public
pre-school teachers?
4. Is there a significant difference in the perceptions of public and private school
in instructional materials and their effectiveness?
5. What factors and guidelines are being considered in their preparation of
instructional materials?
6. What are the implications of the result of the study to the teachers teaching
strategies and methodologies?
Methodology
The researchers used the descriptive method as the researcher design in
obtaining needed information. In order to gather the necessary data, a self-devised
questionnaire was utilized. The subjects of the study were 50 preschool teachers, 25
from private preschool and 25 from public preschool teachers in selected schools in Lipa
City.
After the questionnaires were answered and collected, the results were
tabulated, presented, analyzed and interpreted using percentage, weighted mean and a
verbal interpretation.
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Findings
The findings derived from the analyzed and interpreted data gathered through
the questionnaire are herein presented:
1. Most of the respondents from public preschool belong to the ages of 25-29
years old with the percentage of 48% while 4% of the respondents belong
to the ages of 45-50 years old. Meanwhile, private teachers who belong to
the ages of 25-29 years old got the percentage of 40 whereas 8%of the
private preschool respondents belong to the ages of 30-34 years old and
35-39 years old and above. On the other hand, majority of the
respondents from public school were female with the equivalent of 88%
and the remaining 3% were male, likewise, most of the respondents from
private preschool were also female which is equivalent to 76% and the
remaining 24% were male. Moreover, respondents from public and private
preschools were under the bracket of 1-5 years of teaching which got a
percentage of 76% while the least got 4% under the age bracket of 11 –
15 years of teaching. This implies that most of the respondents were
newly hired teachers.
2. Most of the preschools teachers used pictures an instructional material in
teaching with a weighted mean of 3.86 which was interpreted verbally as
always. Story books followed the list with a weighted mean of 3.78 was
interpreted as always. Next was flashcards which was interpreted as
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always used with a weighted mean of 3.72. Chalkboard also followed with
a weighted mean of 3.7 and was interpreted as always. Visual aids belong
also in the top spot with a weighted mean of 3.66 which was interrelated
as always.
Instructional materials like projector ranked lowest with a weighted
mean of 2.26 and an interpretation of seldom used. PowerPoint
presentation followed with a weighted mean of 2.46 was interpreted as
seldom. Online sites and pamphlets were interpreted as often used by
preschool teachers with a weighted mean of 2.54 and was interpreted as
often. Mock up with a weighted mean of 2.56 and was interpreted as often
used belong to the spot.
3. Majority of the preschool teachers said that pictures were interpreted
effective with a weighted mean of 31.92. Storybooks gained a place in top
spot with a weighted mean of 3.8 and were interpreted as very effected.
Instructional material like visual aid was interpreted as very effective with a
weighted mean of 3.78. Flashcards with a weighted mean of 3.72 which
was interpreted as very effective. Textbooks and CD or videos with a
weighted mean of 3.52 was interpreted as very effective belong to the
group. Chalkboard with a weighted mean of 3.64 was interpreted as very
effective.
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4. The standard deviations of the perspective of the preschool teachers in
the effectiveness of instructional materials were -0.23 and 0.71 for the
private and preschool teachers respectively. Using the T-table, the Tvalue
at 0.05 level is 1.714, is 1.0. Meanwhile, the standard deviations for the
use of instructional materials were 0.03 and 0.8 for the private and
preschool teachers respectively. Using the T-table, the Tvalue at 0.05
level is 1.714, is 0.333.
5. Newspaper or brochure was in the lowest rank with a weighted mean of
2.56 and was interpreted as effective. Instructional material like projector
and pamphlets was interrelated as effective. Instructional material like
projector and pamphlets was interpreted as effective with a weighted
mean of 2.72. Mock up followed the rank with a weighted mean of 2.76
was interpreted as effective. Maps or globes belong also to the group with
a weighted mean of 2.86 and was interpreted as effective.
6. Among the factors given, most of the teachers believed that the age of the
students and the nature of the subject-matter both got an almost perfect
proportion with the frequency of 49 with the percentage of 98. The cost of
materials and the nature of the pupils got the lowest percentage of 86 with
the frequency of 43. The average percentage is 92.2%. Teachers should
consider the factors in selection and preparing instructional materials in
order to effectively deliver the teaching-learning process.
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7. All of the preschool teachers highly agree in the guidelines of preparing
instructional materials. Instructional materials contribute to effective
teaching and learning. It got the highest rank with a weighted mean of
3.96. Second from the highest rank is that instructional materials develop
pupils’ ability to listen with a weighted mean of 3.92. It also arouses the
pupil’s interest, which was in the third rank and got a weighted mean 3.9.
On the other hand, the instructional materials are said to allow the
pupils to work independently. It got a weighted mean of 3.66 and ranked
10 from the other guidelines. It got a weighted mean of 3.66 and ranked
10 from the other guidelines. It teaches students to work on their own
without the help of other. The guidelines which is to supplement the pupils
knowledge which is obtained from another source and can be economical
both got the lowest rank and gained a weighted mean of 3.6.
Conclusions
After the analysis of the findings, the researchers arrived at the following
conclusions:
1. Majority of the respondents are female, mid-twenties, and fresh graduates
of Bachelor of Elementary Education.
2. Preschool teachers often used instructional materials such as pictures,
storybooks and flashcards in teaching. They are more settled in
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performance-based type of teaching rather than technology-based
materials.
3. Teachers believe that instructional materials are effective depends upon
the techniques and procedures to which the teachers meet the needs of
teachers and students.
4. There is no significant difference in the perceptions of public and private
preschool teachers. They have almost the same perceptions in relativity of
the use and the effectiveness of the instructional materials.
5. In the selection of instructional materials the preschool teachers take into
consideration the age and the needs of the pupils, the nature of the
subject-matter, as well as the usability and ease in preparation in order to
deliver well the lessons.
6. Both public preschool and private preschool teachers believed that the
instructional materials to be prepared by teachers should contribute to
effective teaching and learning, develop pupils’ ability to listen and arouse
the pupils’ interest.
Recommendations
Based on the findings of the study, Instructional Materials Being Used by Pre-
School Teachers in Selected Elementary Schools in Lipa City was examined and the
following recommendations are hereby presented:
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Preschool Teachers. They should also engage in using technology-based
materials aside from traditional type materials like pictures, etc. to better improve the
effectiveness of instructional materials as well as promote, enhance and develop
globally competitive learners.
School Administrators. They should also provide technology-based materials
and identify the factors and guidelines in properly selection and used of instructional
materials.
School Administrators. They should also provide technology-based materials
and identify the factors and guidelines in properly selection and used of instructional
materials.
Teachers in Other Grade Levels. Provide and ensure that the materials they
are using should scaffold the learners and meet the diverse needs of students. The
instructional materials must be aged and grade appropriate and must contribute to and
be aligned with the nature of the subject-matter.
Researchers. They must continue to look beyond the usefulness and
effectiveness of instructional materials. They must do extensive research to enrich the
quality of instructional materials.
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Material and visual aides are means of communication tools which can
greatly influence the reception of transmitting messages and information.
Through them the transmission of information is made more effective, so that
learners are able to learn in the best way. Teachers intend use of instructional
materials to facilitate better understanding of the learners.
The adoption, purchase and use of instructional materials is an important
and ongoing process. This stimulates the learning of the students to have a
better and fruitful understanding of the lesson. In a survey by Cisco (2010), the
multimedia company emphasizes the trends in the relationships between
technology education and innovations are to develop a culture of innovation and
excellent education design practice, to provide a changing balance to scaffold
learner use of the internet, social networking and new media and to support
sustainable organic growth through encouraging grass roots development.
However, far too frequently teachers using instructional materials and
content delivery systems for schools mistakenly assume that instructional
materials are too much consuming time if it is not use appropriately. The
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effectiveness of instructional materials depends upon the manner and the degree
to which they meet the needs of teachers and students. (Baltimore, 2008)
Contradictory to this, children in pre-school or primary grade aged
students have a limited ability to focus only a matter of fifteen minutes (Tyler
2000) this result to student’s boredom and misbehavior, which actually hampers
the full capacity of students to understand and absorb the learning.
In addressing this problem, teachers’ device instructional materials to
catch and retain a student’s attention. Moreover, according to Allwright (2000),
instructional materials are useful in aiding the transmission of information from
teachers to learners. Instructional materials as defined by Ibel (2008) are objects
or mean of communication process that store’s and distribute human experience
and knowledge. In teaching, it consists of all forms of information carrier, which
can be used to promote an effective learning in teaching activities.
The quality of instructional materials directly impacts the quality of
teaching. One of the biggest problems in the classroom is the disengagement of
the students; traditional methods of teaching such as writing note on the
chalkboard and direct questioning can exacerbate and disconnect students from
the lesson proper. Contrary to that, non-traditional methods of teaching such as
video presentation and multimedia engage students in study.
Regrettably, instructional materials in teaching in most cases are only
limited or completely lacking which leads to insufficient performance on the part
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of the teachers according to NTI (National Teachers Institute) investigation. The
persistent problem on non-availability or inadequacy of most instructional is that
materials in teaching are a great concern of the society (Kiosko 2010).
However, the Department of Education issued memoranda to address the
problems with regard to instructional materials to specifically address the
problem with regard to instructional materials. Precisely, DepEd memorandum
order No. 13 S. 2012 titled Guidelines on the Allocation, Delivery and Distribution
of Instructional Materials (IMS) which aims to establish a policy development
process that provides for systematic, evidence-based and participatory
mechanisms and procedures for the formulation, adoption and review of policies
issued by DepEd Central Office (CO). In support to the K to 12 curriculum and
DepEd No. 1 S. 2012 titled Policies and Guidelines on the Allocation of Basic
Learning Package that Bureau of Elementary Education (BEE) provided selected
elementary schools with kindergarten classes with story books as part of the
Kindergarten Basic Learning Packages in SY 2010. In addition to these
packages, IMCS shall provide supplementary reading materials (SRMs),
manipulative toys, and workbooks that were selected and/or developed by the
BEE, Regions, and Divisions for Kindergarten Classes.
In addition to this, DepEd created a special agency, Instructional Materials
Council Secretariat (IMCS), to provide technical assistance to the Instructional
Materials Council (IMC) for the formulation and adoption of policies and
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guidelines in the development, evaluation, and documentation of textbooks and
other instructional materials that made available to all public elementary and
secondary schools.
The researchers, who are majoring in the Early Childhood Program, chose
this topic in observance of the fact that most of the instructional materials are
ineffective and inappropriate for pre-schools and pre-elementary students. The
result of this study will definitely help the researchers themselves when they
practice their professions as future teachers.
Theoretical Framework:
This study is anchored on Instructional Design theory by Robert Gagne
(1992) as well as Cognitive Load Theory. Where Instructional Design theory
states that creating an instructional environment and materials that will bring the
learner from the state of not being able to accomplish certain tasks to the state of
being able to accomplish those tasks. It also emphasizes the idea that a student
will learn when the lesson is designed in a way that relates to the students’ needs
and a student can easily relate and use the material provided for the lesson. The
outcome of the lesson helps determine is the instructional design was effective or
not.
Meanwhile, in Cognitive Load theory, Paul Chandeler and John Sweller
(2009) suggests that effective instructional material facilitates learning by
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Significant Difference in the perceptions of public and private school in the use of instructional materials and their effectivenessImplications of the results of the study in teaching strategies and methodologies.
Instructional Materials being used by Private and Public Preschool Teachers
Effectiveness of Instructional Materials
Factors and Guidelines in Preparing Instructional Materials
Profile of the Respondent:AgeGenderYears of TeachingEducational Background
INPUT PROCESS OUTPUT
directing cognitive resources toward activities that are relevant to learning rather
than toward preliminaries to learning. It highlights that having split- source of
information may generate a heavy cognitive load, it is because material must be
mentally integrated before learning can commence.
Conceptual Framework:
Fig 1. A conceptual paradigm of instructional materials being used by Preschool Teachers
Figure I. shows the relationship of the box 1 which contains the extent of
the teachers, their age, gender, years of teaching and the educational
background, while box 2 contains the usage and effectiveness of the instructional
5
materials, factors and guidelines considered in preparation of instructional
materials. And the last box contains the significant difference of the perceptions
of public and private school in the use of instructional materials and their
effectiveness as well as the implication of the results of the study in the teaching
strategies and methodologies.
Statement of the Problem
This study aimed to determine the instructional materials being used by
Pre-school teachers in related schools in Lipa City.
Specifically this study sought to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age
1.2.Gender
1.3.Years of Teaching
1.4.Educational Background
2. What are the instructional materials being used by private and public pre-
school teachers?
3. How effective are the instructional materials being used by private and public
pre-school teachers?
4. Is there a significant difference in the perceptions of public and private school
in the use of instructional materials and their effectiveness?
6
5. What factors and guidelines are being considered in their preparation of
instructional materials?
6. What are the implications of the result of the study to the teachers teaching
strategies and methodologies?
Hypothesis
There is no significant difference in the perceptions of public and private
schools in the use of instructional materials and their effectiveness.
Significance of the Study
This study is important and beneficial to public and private school
teachers, administrators, education students and future researchers.
To the public and private school teacher, this study will serve as their
guide in preparing instructional materials that will be efficient and responsive to
the needs of the students.
To the administrators, the result of this study will enable them to identify
the factors to be considered in asking their teachers in designing appropriate and
effective instructional materials.
For education students, this study will further increase their knowledge
and practice in their field.
7
For the future researchers, this study will serve as baseline data for similar
interventions and study.
Scope and Limitation
This study focused on the pre-school teachers in selected public and
private school in Lipa City, Batangas of learning in school year 2014-2015. It is
intended to determine the different instructional materials being used among pre-
school teachers in Bolbok Elementary School, Inosloban-Marawoy Elementary
School, SMKK Elementary School, Sto. Toribio Elementary School, Bulacnin
Elementary School, G.B. Lontoc Elementary School, T.M. Kalaw Memorial
School, O.B. MontessoriPagasasarili – Bulacnin, Sto. Toribio, Dagatan,
Marawoy, Talisay, Villa de Lipa,Sabang, LCC Silvercrest, Our Lady of Lourdes,
St. Mary’s Immaculate Conception Montessori, Vision Keepers and Great
Shepherd.
This study is limited only to pre-school teachers in the selected schools
using different instructional materials.
Definition of Terms
For easier understanding of this research, the following are defined:
Instructional Materials. According to Miami –Dade 2011 it represents
fundamental resources for schools for enhancing instruction, furthering the
8
portrait of knowledge, and providing experiences of educational significance for
class groups or for individual students. It is referred as objects or devices, which
help the teacher to make a lesson much clearer to the learner. Ikerionwu Isola
(2010) described it as concrete or physical objects which provide sound, visual or
both to the sense organs during teaching (Agina-obu, 2005).
Pre-School Teachers. It is defined as the teachers who are responsible
for introducing children from age of three to six years old into the world of
organized schooling. (Boylies (2002)
Instructional Strategies. These include all approaches that a teacher
may take to actively engage students in learning. These strategies drive a
teacher’s instruction as they work to meet specific learning objectives.(Mecador
2013)
Technology Integration. According to Deckstoder (2012) this term refers
to the use of computers effectively in the general content areas to allow students
to learn how to apply computer skills in meaningful ways.
Traditional Teaching. According to Novak (1999); it is concerned with the
teacher being the controller of the learning environment. Power and responsibility
are held by the teacher and they play the role of instructor and decision maker.
9
Educational Technology.It is defined as the study and ethical practice of
facilitating learning and improving performance by creating using and managing
appropriate technological process and resources. (Molenda 2004)
Modern Teaching Methods. It is a variety of learner centered
approaches that promote literacy and development of life skill such as
communication skills, lifelong learning skills and critical thinking skills. (Wendimu
2010)
10
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter contains the research studies and research literature both
local and foreign sources, which included concepts relevant to the study. These
data gave lead to the inquiry.
Related Literature
The Concept of Instructional materials in teaching is very encompassing.
According to Eya (1996), specified items considered as resources in education
include: personal curriculum, textbook, technology, annual vote (finance)
consumables and equipment.
Instructional materials in teaching are functional and severe useful
purpose in the teaching and learning situation and are challengeable over a
period of time in teaching and learning process and the environment. National
Teachers Institute (NTI) identified important materials commonly referred to as
teaching aids.
The Basic Types of Instructional Materials. According to Orkoglou (2000),
instructional materials in teaching could be classified in to a) Visual materials, b)
Audio Visual Materials, c) Audio Visual, d) Materials Software, e)
11
Equipment/Hardware, f) Electronics, g) Non-projected Media, h) Two-
dimensional instructional materials, i) Three-dimensional instructional materials.
Whereas according to Leus (2000) he identified that the different kinds of
instructional materials were a) printed materials which are composed of
textbooks and supplemental materials, b) audio visuals which is composed of
radio, photographs, tape recorders c) visual aids which composed of chalkboard
still pictures, graphic materials, exhibits, fannel board, and felt board objects, d)
audio-visual aids which composed of motion pictures, televisions, videotape, e)
demonstration f) community resources which composed of field trips and
resources person, g) language laboratory, and h) programmed instruction.
Shapavalenko (2010) represented that the basic types of Instructional
materials are, a) Concrete objects includes objects from the world of nature, b)
Representations of objects and phenomena, c) The description of such objects
and phenomena by means of sign words and sentences of natural and artificial
languages.
With these instructional materials in teaching, it helps to concertize the
learning process. Hoban and Ziggman (2006) stated that the value of audio
visual materials is function to their degree realism.
However Heinich et al (2001), considered that the reasons in using
instructional materials are, 1) to gain and hold the attention of the learner, 2) to
provide visual aspects to a process or techniques, 3) to focus attention on
12
highlight of key points, 4) to create impact, 5) to facilitate the understanding of
abstract explanation, 6) to provide a common fretwork of experiences to a large
member of learners, and 7) to stimulate reality.
Various teaching methods in a hierarchy of grater absorption beginning
with the total situation and unlimited in words to the top of hierarchy. This
includes words, diagram, map, flat pictures, slide films, models and object. For
this, total situation involves much concreteness of the teaching learning situation.
The authors arrived to the conclusion of the common type of learning
resources of instructional material in teaching specially these are chalkboard,
books and other printing materials, graphics, real objects, models, over hand
projector and electronics.
According to Lucido, (2000), there are guidelines in selection of
Instructional Materials which are size, color, durability, economy, easy to handle,
relevance and novelty. Instructional materials shall be evaluated and selected
according to specified procedures by qualified certified staff to ensure that the
materials in the educational structure support the curriculum and meet the
diverse needs of students. The instructional materials selected must be aged and
grade appropriate and must contribute to and be aligned with the curriculum and
competencies.
He added that the selection of teaching and learning materials is an
integral part of curriculum planning and delivery in preschools and schools.
13
Children and students come into contact with a vast array of print, visual and
multimedia materials in their daily lives. Educators have a duty of care to ensure
that the teaching and learning materials with which children and students are
presented, or towards which they are directed, are appropriate to their
developmental growth and relevant to the achievement of appropriate learning
outcomes.
Moreover, According to Burkman (2008), teaching and learning materials,
whether purchased or donated, should be selected and accessed in ways which
ensure they are directly revealed to a preschool’s o school’s curriculum and
policy. Understanding of many important contributions and motivate children,
students and educators to examine their own attitudes.
It should be relevant fir the age of the children or students whom they are
selected and for their emotional, intellectual, social and cultural development.
(Russell (2000).
Based on EDBA: Maintenance and Control of Instructional Materials, in
selecting learning resources, professional personnel will evaluate available
resources and curriculum needs will consult reputable, professionally prepared
aids to selection and other appropriate sources.
Using and Evaluating Instructional Materials.It is one thing to select a
good instructional materials to ensure effectivity of using instructional material,
according to Smith and Negel (2004) book authors on Instructional Media advise
14
us to abide the following: a) prepare yourself, b) prepare your students, c)
present the material, and d) follow up.
Furthermore, to evaluate and use instructional materials effectively, the
educators should know the lesson objective and what was being expected from
the class after the session. Having a plan is also important to know how to
proceed. Giving guide questions to students for them to be able to understand
what they are doing. Giving correspondingly guide questions to the students for
them to be able to answer during the discussion. Using media and materials,
especially if they are mechanical in nature, often requires rehearsal and a
carefully planned performance.
On the other hand, instructional materials shall be evaluated and selected
according to specified procedures by qualified certified staff to ensure that the
materials in the educational structure support the curriculum and meet the
diverse needs of students. The instructional materials selected must be age and
grade appropriate and must contribute to, and be aligned with, the curriculum
and competencies.
Greenwood (2001), states that any instructional materials can be the best
provider, it helps the teacher accomplish her intended learning objective. No
instructional material, no matter how superior, can take the place of an effective
teacher. He added that instructional materials may be perceived to be labor
saving devices for the teacher.
15
For the reason that students spend a significant amount of their classroom
time using instructional materials and because of the large variety of available
materials, both print and non-print, it is crucial that all materials be thoroughly
evaluated.Instructional staff shall consider the factors in the selection evaluation
and use of instructional materials, these are, a) Directly support student
achievement, b) Impact on instructional time, c) Authenticity, d) Age/grade
appropriateness.
Based on Johnson (2006), the materials that must be selected should give
a true picture of the ideas that they present, contribute to the attainment of the
learning objective, be appropriate to the age, intelligence and experience of the
learners, be in good and satisfactory condition, provide for a teacher’s guide and
help to develop the critical and creative thinking powers of students.
Hence, instructional materials selected should 1) support achievement of
the content standards of the learning results, 2) support the goals and objectives
of the educational programs, 3) enrich and support the curriculum, 4) take into
consideration the varied interests, abilities, and maturity levels of the students
served, 5) foster respect and appreciation for cultural diversity and varied
opinions, 6) give comprehensive, accurate and balanced representation to
minorities and women in history, science, leadership and the arts and
acknowledge the contributions of ethnic, religious and cultural groups, 7) present
a balance of opposing sides of controversial issues to enable students to develop
16
a capability for critical analysis, 8) stimulate growth in factual knowledge, literary
appreciation, aesthetic values and ethical standards, 9)provide a background of
information that will enable students to make intelligent decisions in their daily
lives.
Traditional and Modern Instructional Materials. Nirvanna-Nzewunwa
(2008) stated that instructional materials are those materials that are used to
arouse students learning. They are also called teaching aids, which brings life to
learning (Alaka, 2008). Major findings, indicate that about 83% of teachers in
primary school rely heavily on the use of only chalkboard and textbooks for
lessons delivery on environmental studies as opposed to the use of locks,
globes, radio, television and computer. Traditional good teachers, ,made use of
blackboards, pictures, extensions, models, charts, slide, drama and graphs,
along with modern teachers makes use of technological advices such as movies,
audio recording devices, television and computers.
Again, the study revealed the inability of teachers to use instructional
materials leads to pupils becoming passive listeners in class, boredom, poor
participation in lesson, lack of interest in the subject, absenteeism and finally
poor performance in the subject matter.
The information age has clearly arrived, Kinnaman (2000) and in 90’s the
educational use of computer technology will surely continue to grow. Today this
we see to be true. Many educators, legislators, parents researchers have
17
expressed concern about the educational effectiveness of using computers in
schools. Instructional materials constitute all materials, whether print, non-print,
digital, or any combination. Traditional method relies mainly on textbooks while
the modern method relies on hands-on material approach. In traditional
presentation of materials starts with the whole, then moves to the parts.
Traditional method emphasis on basic skills while modern method emphasis on
big ideas (Brooks, 1999)
In recent years, Koert (2000), technology has assumed an important role
in every aspect of institutional planning and design. The process began with the
use of visual aids in support of instructor – centered teaching, evolving until
today, when we frequently see computers in the classrooms.
Donkor (2010) concluded that print-based instructional materials have
been more popular than any other medium for teaching practical skills during the
delivery of technical and vocational education and training via distance learning.
The effectiveness of instructional materials depends upon the manner and
the degree to which they meet the needs of teachers and students. Any
evaluation must examine usage, scope of print and non-print collections,
frequency of the removal of biased and outdated materials, and procedures that
promote ease of use and accessibility. No collection should be evaluated solely
on the basis of recent additions to the print holdings.
18
Technology Integration. According to Lloyd and Gressard (2008),
teachers, showed that positive attitudes toward computers are positively
correlated to their experience with computer technology. He insisted that,
familiarly of the technology decreases anxiety and fear, while it increases
confidence. This confidence possessed by teacher in using computers and
related information technologies can greatly influences his or her effective
implementation of technology methods in classroom.
Technology information is defined by Woodrow (2000), as a positive
teachers attitude toward computers are widely recognized as a necessary
condition for effective use of information technology in the classroom.
Bulkholder et al (2002), states that the technology integration is the ability
to use computer for personal use and with students in the classrooms should be
included in training for teachers. The instructor who has learned to integrate
technology into existing curricula may teach differently than the instruction who
has received no such training. The difference in classroom technique and the
greater extent of technology use should have a positive effect on teacher and
student attitudes toward information technology.
Paul Saettler (2000) in his book, History in Educational Technology
presents educational technology as a process rather than a product. He stated
that, no matter how sophisticated the media of instruction maybe come, a
distinction must always be mode between the process of developing a
19
technology of education and the use of certain products or media between
particular technologies of institution. This led to a broader interpretation of
educational technology as the entire technology of education rather than the use
of technology in education.
Moreover, Schacter (2006) summarized the positive and negative impact
of various technology studies on student achievement. His study shows that in
over 700 research studies, it shows positive gains in achievement on researcher
constructed tests, standardized tests and national tests, in several elements
specially on (a) computer assisted instruction, or (b) integrated learning system
technology, or (c) simulations and software that teaches higher order thinking
skills, or (d) collaborative networked technologies, or (e) design and
programming technologies.
Corpuz, et.al (2013), states that there is no drab lesson if appropriate
media is used in its presentation. Properly selected and used, its impact on the
attention, sustained interest, and participation of students has long been
recognized to a point that this wide collection of teaching tools earned the title
“sub-strategies”.
In a survey by Cisco (2010), the multimedia company emphasizes the
trends in the relationships between technology education and innovations are to
develop a culture of innovation and excellent education design practice, to
provide a changing balance to scaffold learner use of the internet, social
20
networking and new media and to support sustainable organic growth through
encouraging grass roots development.
It is not surprising to see these materials, devices and instruments
accumulated in every teacher’s storehouse. Of late, more teaching technologies
such as recordings, projectors and computers, CD-ROMS, videos have been
available in some schools. Technology- aided strategies are aimed at providing
valuable experiences through instructional devices that can be viewed and
heard.
Updated information such as recent discoveries and inventions, improved
procedures in doing things and better products are communicated and learned
through pictures, film, tapes and television. Oral communication lessons could be
presented through broadcasts and instructional tapes. Television episodes
serialize concepts in Science, English and Math. Three-dimensional
presentations could be in the form of models such as the human body systems,
globe and miniatures.
She stated that there are general principles in the use of instructional
materials; a) all instructional materials are aids to instruction. They do not replace
the teacher b) choose the instructional material that best suits your instructional
objectives c)if possible use a variety of tools d) check out your instructional
material before class start to be sure it is working properly.
21
Incorporation of instructional technologies should be considered,
especially when those technologies are used to provide learning experiences that
enhance student understanding. Digital libraries, computational tools, modelling
and visualization, virtual environments, connectivity, and communication are
among a growing catalog of capabilities that change what and how students can
learn.
The IMD program will support the revision of instructional materials to
increase their effectiveness and impact by incorporating significant advances in
research on teaching and learning, assessment, use of instructional technologies
or in content emphasis. The proposals for the substantial revision of successful
IMD-funded materials must provide data on classroom use of the earlier
materials.
The goal of the IMD program is to enhance to content knowledge, as well
as the thinking skills and problem solving abilities, of all students, pre-
Kindergarten through grade 12 (preK-12), regardless of background, ability, or
plans for future education.
By the authority of the Maryland State Department of Education, the
Maryland State Education That Is Multicultural Advisory Council offers these
guidelines and a resource evaluation to assist local school systems in their
22
assessment of the multicultural appropriateness of various books and other
materials used in schools for students.
Research has demonstrated that student achievement rises and those
students better retain information and concepts when their school experiences
and materials incorporate their own backgrounds and include similar persons or
similar groups. This also promotes higher expectations, greater self-esteem,
enhanced academic achievement, and increased potential for success in school
and beyond. Students gain a more realistic understanding of the varied roles,
capabilities, and interconnectedness of their ancestors, peers, and others.
Equally important, however, this approach enables all students to develop
awareness of those outside of their immediate communities and of society-at-
large.
Each school system has the responsibility for providing climates of
learning, programs, and materials that give all pupils full and accurate information
concerning the role of diverse cultural groups. It is the responsibility of schools to
affirm the intrinsic value of each individual regardless of diversity factors,
including race, ethnicity, region, religion, gender, language, socioeconomic
status, age, and disability. Educators should provide materials in classrooms,
library media centers, resource rooms, and instructional materials centers that
reflect diversity among people as well as address the needs and experiences of
23
the cultural groups they serve. The purpose of these guidelines is to provide
criteria and context for the evaluation and selection of resources and materials.
24
Related Studies
A number of studies have been conducted to assess the impact of
innovative instructional materials. One of these study, is the study of Dicdican
(2007), he cited that the student's performance lies on the expertise of a teacher
applied to classroom setting, expertise connotes the effectiveness of the teacher
to attain the objective of the lesson, the willingness of the teacher. To provide
varied learning activities to the students for interactive learning, and the initiative
of the teacher to ask questions that develop critical thinking skills.
However, Loteran (2003), believed that the teacher should not be
contented with using only the available methods, techniques or strategies but she
must be on the alert constantly to discover new ways in which she can use and
develop the talents she has, to more and more effective techniques of stimulating
and directing learner's learning toward independence.
The responsibilities of teachers include teaching effectively by considering
the individual student’s needs in their classroom and using different instructional
strategies as appropriate. In addition, teachers should be capable of organizing
and connecting ideas and subjects. It is essential that teachers master the art of
classroom management, as well as motivational and communication skills.
On the other hand, Banasnghe and Leisher (2009) stated that instructional
materials in technology can never replace the human mind, but it can help
25
expand it. Teachers have a critical role-teaching student how to use technology
as a tool to help, rather than hinder their learning.
The school board of Broward Country defined that technology is an
integrated component of school improvement and students success if it will be
appropriately and equitably integrated into instruction and management and used
by all students and staffs.
Shapavalenko (2010) further stated that another type of instructional
materials is technological instruction media among these are equipment for the
transmission and assimilation of information recorded films of an phonograph
recording; film projectors, tape recorders, phonographs and television set.
Rudnesky (2003) agreed that the computers as an instructional materials need to
be part of daily classrooms activities to make technology transparent and believe
that teachers should not have students involved with technology for technology’s
sake only.
Meanwhile, in the study of Partnership for 21st Century Skill (2003),
technology integration is no longer involves knowing of the computer related
technologies and software in involves the way teachers and students
approaching learning. The use of computer related technology provide
opportunity for their construction of new knowledge from different sources, the
organization of qualified information, making meaning of information for and
presenting that information to a larger community.
26
In the early of 2000 Castillio, made a survey of “International Material used
in Primary Grades on Banoyo Elementary School of San Luis, Batangas. The
questionnaire was the instruments used to gather data for the study. These are,
(1) the use of instructional materials in developing lesson could never been
understood. Pupils learn the concept effectively, (2) the teacher made materials
are the most available sources in the classroom, and of teaching lesson, (3) the
printed materials are also the most available sources in the classroom, while the
non-printed materials the pictures real objects, were the access of information.
While based on the findings of Nilda F. Fronda in the year 1992, she
concluded that teaching aids and devices like charts, maps, projectors, posters,
in the classroom really contribute to effective teaching aids and devices should
be used in order to overcome difficulties in learning.
To support this, Gregorio (2008), state the following principles are related
to the use of visual devices: 1) The use of visual materials should be well
planned by the teachers, 2) The use of any type of visual materials should have a
definite teaching purposes, 3) Visual materials should be used judiciously by the
teacher, 4) Visual materials should be used to supply adequate imagery in some
particular subjects, 5) Visual materials should be used in summarizing a unit or
phase of work.
Bagnes et al.(2003),found at that based on the ranking of the student
teachers the top ten most difficult in the part of the student teacher are the a)
27
making the lesson plan, b) using different teaching strategies, c) helping students
to develop their study habits, d) organizing new learning experiences, e)
developing creativity among students managing classroom activities, f)
motivating each students to make his or her own project, g) making instructional
materials, h) constructing and) evaluating test items, and j) improving
communication skills.
The researchers concluded that the most difficult problem in student
teaching is making the lesson plan, using different teaching strategies and
helping develop their study habits. The researchers recommended that the
student teacher must be emotionally stable and prepared when they go out in the
field of teaching.
In the study of De Sagun et, al. (2000) the problems which were
moderately serious met by both BEED and BSED in instruction is that the student
teachers could hardly discipline the students in and out of the classroom. Other
problems of BSED which are considered as not serious were they couldn’t
motivate the students to participate in class discussion, they were not creative
enough to make improvised material in the absence of modern deices, didn’t
have facility in expression and could not provide additional information.
For BEED, students feel not at ease and got nervous when facing the
class: they didn’t have a skills in the art of questioning, were not creative enough
to make improvised materials in the absence of modern devices, could not
28
provide additional information about the lesson and could not motive students to
participate in the class discussion were the commonly encountered problems.
In order to solve instructional problems met by student teachers in their
internship training, the researchers suggested that proper guidance and support
should be provided to the student. Teachers should prepare the lesson plan
required by the cooperating teachers before entering the class and subject
matter should be in order, well planned and related to daily life solutions.
Student teachers should understand the nature of the child and use
various varied methods and techniques, use proper instructional methods or
techniques that will bring interest and effective learning to the students, there
should be a formal social presentation of both teachers and cooperating teachers
for them to share responsibilities and expectations, student teachers should have
varied references and examples to facilitate the teaching-learning process,
cooperating teachers should always be there every time the student teacher
teach to check and inform them about their strength and weaknesses and
should also find time in discussing with their student teachers pertinent questions
and tips in order to develop the creativity of the student teachers.
They concluded that the problems of the BSED and BEED student
teachers in their internship training on the cooperating teachers, subject matter,
daily presentation and instruction are not so serious. The same is true with
proper guidance and support should be provided to the student teachers to
29
develop confidence with them and student teachers before entering the class and
the subject matter should be organized, well-planned and related to daily life
activities.
Perez (2001) found out that the instructional difficulties met by student
teachers were difficulties in discovering values strong enough to stimulate the
pupils’ effective efforts, difficulty to stimulate creative activities of students,
difficulties in making instructional materials. While according to Cruz (2008), ET,
al. the picture is a very effective means of language. It is one of the child’s
earliest delights. In a picture study, the role of the teacher is to stimulate pupils to
think and tell something about the picture. This must be done through
observation directed and suggestions.
Aragon (2008) discovered the greater attention of students to the lesson
and there is interest where enhanced. She found the strategy as a very effective
motivational learning material that makes recreational and learning objectives
easily attainable. Letting the study of grade V, Aragon agreed that the games are
useful in assisting the learning process by providing opportunity to see familiar
materials in new skills that breaks the classroom routine in a pleasant way
making uninterested students become a part of the chase in permanent learning.
Aragon also found that games enables student to appreciate the value of
sportsmanship, fair play, how to follow rules, teamwork, cooperation, respect for
authorities and selfless sharing of skills for the success of the group.
30
The teachers should think about his or her students’ abilities when
planning weekly lessons so that he or she may prepare materials or activities in
accordance with his or her students’ abilities. While teachers are largely
responsible for their student’s education, there are some aspects of education
which are beyond the teachers capabilities. Parents expect teachers to make
their children intelligent.
According to Vega (2005), whatever methods the teacher utilizes there will
be some guide for the selection and use. Here are some of them: (1) teaching
methods are means to achieve the end, they are used to translate the objectives
into actions, (2) there is no single best teaching method its effectiveness will
depend on the learning objectives, the learners and skill of the teacher, (3)
teaching methods should stimulate the learners desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual, (4) in the
choice of teaching methods learning styles of the students should be considered,
(5) every method should lead to the developments of the learning outcomes in
the three domains: cognitive, affective and psychomotor, (6) flexibility should be
a consideration in the use of the teaching methods.
The study of Gonzales (2003) revealed that the effectiveness of
instructional activities performed by the teachers in the classroom depends so
much on how they select and organize contents of the topics, standardization of
the delivery of instruction, motivation made more interesting, more interactive
31
learning and instructional devices used were of quality and chosen designed
produced and utilized as integral part of teaching and learning. One of her salient
recommendations was for the school heads to devote more time in supervision
than in administration so as to guarantee a more instructional effectiveness of
teachers.
Synthesis
The notions of instructional materials are for the use of pupils and their
teachers as a learning resources and scaffold pupils to develop their holistic
process.
In this, we developed various types of instructional materials in teaching.
According to Orkoglou (2000), instructional materials in teaching could be
classified in to visual materials, audio visual materials, material software,
equipment or hardware, electronics, non-projected media, two dimensional
instructional materials and three dimensional instructional materials.
However Heinich et al (2001), consider the reason in using instructional
materials. These includes gaining and holding the attention of the learner, as well
as providing visual aspects to a process or techniques, focusing attention on
highlight of key points, creating impact, etc. In line with this, Lucido, (2000) states
that, there are guidelines in selection of Instructional Materials which are size,
color, durability, economy, easy to handle, relevance and novelty. He added that
32
the selection of teaching and learning materials is an integral part of curriculum
planning and delivery in preschools and schools. It should be relevant for the age
of the children or students whom they are selected and for their emotional,
intellectual, social and cultural development. (Russell (2000).
Furthermore, to evaluate and use instructional materials effectively, the
educators should know the lesson objective and what was being expected from
the class after the session. On the other hand, instructional materials shall be
evaluated and selected according to specified procedures by qualified certified
staff to ensure that the materials in the educational structure support the
curriculum and meet the diverse needs of students.
Based on Johnson (2006), the materials that must be selected should give
a true picture of the ideas that they present, contribute to the attainment of the
learning objective, be appropriate to the age, intelligence and experiences of the
learners, be in good and satisfactory condition, provide for the teacher’s guide
and help to develop the critical and creative thinking powers of students.
Major findings, indicate that about 83% of teachers in primary school rely
heavily on the use of only chalkboard and textbooks for lessons delivery on
environmental studies as opposed to the use of locks, globes, radio, television
and computer.
Again, the study revealed the inability of teachers to use instructional
materials leads to pupils becoming passive listeners in class, boredom, poor
33
participation in lesson, lack of interest in the subject, absenteeism and finally
poor performance in the subject matter.
Koert (2000), technology has assumed an important role in every aspect
of institutional planning and design. The process began with the use of visual
aids in support of instructor – centered teaching, evolving until today, when we
frequently see computers in the classrooms.
According to Lloyd and Gressard (2008), teachers, showed that positive
attitudes toward computers are positively correlated to their experience with
computer technology. Technology integration is defined by Woodrow (2000), as a
positive teachers attitude toward computers are widely recognized as a
necessary condition for effective use of information technology in the classroom
Incorporation of instructional technologies should be considered,
especially when those technologies are used to provide learning experiences that
enhance student understanding. Digital libraries, computational tools, modelling
and visualization, virtual environments, connectivity, and communication are
among a growing catalog of capabilities that change what and how students can
learn.
However, Shapavalenko (2010) and Rudnesky (2003), stated that
technology as instructional materials need to be part of classroom activities,
learning- process and educational tools.
34
In line with these, Broward Country stated that technology is an integrated
component of school improvements and student success that will greatly help the
instruction, management and used of staff and students.
Meanwhile, in the survey of Castillo (2000), there are various use of
instructional materials like developing lesson that never been understood, learn
the concept effectively, using the available sources in the classroom, especially
printed materials.
Furthermore, based on the findings of Nilda F. Fronda (1992), she
concluded that teaching aids and devices in the classroom really contribute to
effective teaching aids and devices should be used in order to overcome
difficulties in learning.
Teachers in elementary schools faces difficult problem in student teaching
are making the lesson plan, using different teaching strategies and helping
develop their study habits. In the study of De Sagun et. al. (2000), the problems
which were moderately serious met BEED in instruction is that the student
teachers could hardly discipline the students in and out of the classroom.
Students feel not at ease and got nervous when facing the class: they didn’t have
a skills in the art of questioning, were not creative enough to make improvised
materials in the absence of modern devices, could not provide additional
information about the lesson and could not motive students to participate in the
class discussion were the commonly encountered problems. In the study of Vega
35
(2005), whatever methods the teacher utilizes there will be some guide for the
selection and use. Teaching methods are means to achieve the end, they are
used to translate the objectives into actions.
In addition to this, the study of Gonzales (2003) revealed that the
effectiveness of instructional activities performed by the teachers in the
classroom depends so much on how they select and organize contents of the
topics, standardization of the delivery of instruction, motivation made more
interesting, more interactive learning and instructional devices used were of
quality and chosen designed produced and utilized as integral part of teaching
and learning.
36
Chapter III
Research Methodology and Design
This chapter shows the method used by the researchers in conducting the
study. This discusses the research design, the respondents of the study,
sampling, instrumentation and statistical treatment.
Research Design
The descriptive method was used in the study. According to Kawal Czyk
(2013) descriptive research is a study designed to depict the participants in an
accurate way. More simply put, descriptive research is all about describing
people who take part in the study. Meanwhile, Key (2009) stated that descriptive
research is used to obtain information concerning the current status of the
phenomena to describe what exists with respect to the survey which describes
the status quo, the correlation study which investigates the relationships between
variables to developmental studies which seek to determine changes overtime.
This research uses the quantitative approach, where in it is used to simplify and
interpret the statistical values of the gathered data.
According to Calmorin et.al, descriptive researches are valuable in
providing facts on which scientific judgments may be based, providing essential
37
knowledge for closer observation into practices, behavior, methods and
procedures, playing a large part in the development of many things.
Subjects of the Study
A total of fifty (50) respondents were asked to participate in the study.
Participants were preschool and pre-elementary teachers in selected school in
Lipa City, Batangas. The respondents were selected from different schools in
Lipa City, Batangas as the study aimed to determine the effectiveness and
appropriateness of the instructional materials.
Name of the Public Schools: Number of the Teacher/Respondents:
T.M Kalaw Elementary School 4
SMKK Memorial School 4
G.B Lontoc Elementary School 4
Bulacnin Elementary School 2
Inosloban-Marawoy Elementary School 4
Sto. Toribio Elementary School 2
Bolbok Elementary School 4
Talisay Elementary School 1
Total Respondents of Public Schools 25
Table I. A table of the Public schools with corresponding respondents
38
Table II. A table of the Private schools with corresponding respondents
Instrument Used
A self-made questionnaire was used as the main data-gathering
instrument for the study. The questionnaire was divided into two main sources:
the respondents profile and survey proper. The profile contains socio-
demographic characteristics of the respondents such as age, gender, number of
years in teaching, and educational background. The survey proper explored the
instructional materials being used by pre-school teachers in selected public and
private schools in Lipa City, particularly the effectiveness and how often the
39
Name of the Private Schools: Number of the Teacher/Respondents:
O.B Bulacnin 1
O.B Marawoy 1
O.B Sto. Toribio 1
O.B Sabang 2
O.B Dagatan 1
O.B Villa de Lipa 2
Great Shepherd 4
LCC Silvercrest 4
St. Mary’s Montessori 3
Our Lady of Lourdes 3
Vision Keepers Christian School 3
Total Respondents of Private Schools 25
materials used, factors they consider in selecting the type of materials to be used
and their perception in the guidelines to be followed in preparing instructional
materials.
Data-gathering Procedure
The researchers drafted a questionnaire. It was checked and approved by
the researchers’ adviser before it was distributed. The researchers personally
distributed the questionnaire, to the respondents of the study. The respondents
were given questionnaires, 25 (50%) in public schools and 25 (50%) in private
schools, which were answered in their most convenient time. Then, the
researchers gathered the questionnaires, analyzed, tabulated and interpreted.
Statistical Treatment of Data
The study made use of simple statistical treatment to analyze and interpret
data gathered. The data were analyzed using frequency, percentage and ranking
and weighted mean.
Frequency and ranking were used to determine the frequency
distribution of the respondent’s answers that were generated from the
questionnaire.
40
Percentage was used to determine what part of the total respondents fall
under each item.
P = F/N x 100
Wherein:
F = Frequency
N = Total number of respondent
P = Percentage
Weighted mean is synonymous to average. It was used to best
characterize the ways on how to minimize the instructional difficulties met by the
preschool teachers using instructional materials in their way of teaching.
To get the weighted mean the below formula was used
∑X i
Wherein:
X = Mean
∑X i
n = Total number of answer
41
X = n= Number of respondents
T-Test was used to determine the correlation of the two weighted mean
with different set of values.
Wherein:
x1 = Mean of first set of values
x2 = Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set
n2 = Total number of values in second set
The following parameters were used to interpret the data.
Scale Range Interpretation
1 3.5 – 4.0 Always / Very Effective / Highly Agree
2 2.5 – 3.49 Often / Effective / Agree
3 1.5 – 2.49 Seldom / Less Effective / Disagree
4 1.0 – 1.49 Never / Not Effective / Highly Disagree
42
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the tabulation, analysis, and interpretation of data
accumulated from the responses given to the different public and private pre-
school teachers. These data were gathered with the use of the questionnaires.
1. Profile of the Respondents
The profile of the respondents was drawn from personal variables such as
age, gender, years of teaching, and educational background. Table 1 presents
the frequency and percentage distribution of the respondents’ profile.
Table 1.1Age of the Respondents
Age Range
Public Private TotalFrequenc
yPercentag
eFrequenc
yPercentag
eFrequenc
yPercentag
e45 - 54 1 4% 0 0% 1 2%
40 - 44 2 8% 5 20% 7 14%
35 - 39 0 0% 2 8% 2 4%
30 - 34 5 20% 2 8% 7 14%
25 - 29 12 48% 10 40% 22 44%
20- 24 5 20% 6 24% 11 22%TOTA
L 25 100% 25 100% 50 100%
43
Table 1.1 presents the age distribution of the preschool teachers in public
and private schools in Lipa City. As shown in this table, respondents in public
schools who belong to the age bracket 25 – 29 have a percentage of 48% which
rank first, while the age bracket of 20 – 24 and 30 – 34 have the same
percentage of 20%, which rank second, 8% belongs to the age bracket of 40 –
44 which rank third and 4% belong to the age bracket of 45 – 54 which rank
fourth.
On the other hand, respondents from private schools who belong to the
age bracket 25 – 29 have a percentage of 40% which rank first, 24%belong to
the age bracket of 20 – 24 which rank second, 20% belongs to the age bracket of
40 – 44which rank third and 8% belongs to the age bracket of 30 – 34 and 35 –
39 which rank fourth.
To sum it up, the age bracket of 25 – 29 becomes first with a percentage
of 44%. Age bracket of 20 – 24 have a percentage of 22%becomes the second,
30 – 34 and 40 – 44 age bracket receive 14% which rank third, 35 – 39 age
bracket receive 4% which rank fourth and 45 – 54 age bracket receive 2% which
rank fifth. This implies that most of the respondents were new in the field of
teaching.
44
Table 1.2
Gender of the Respondents
GenderPublic Private Total
Frequency Percentage Frequency Percentag
e Frequency Percentage
Male 3 12% 6 24% 9 18%
Female 22 88% 19 76% 41 82%
TOTAL 25 100% 25 100% 50 100%
Table 1.2 illustrates percentage and frequency distribution of the gender of
public and private preschool teachers in selected schools in Lipa City. Majority of
the respondents in public and private schools were female with 88% and 76%
respectively. In contrast, the male respondents in the public got 12% of the total
percentage while the private male respondents covered 24% of the total
percentage. Overall, female dominates with 82% while the male got 18%. This
proves the reality that there are more females who enter the teaching profession
than males.
45
Table 1.3
Years of Teaching of the Respondents
RangePublic Private Total
Frequency Percentage Frequency Percentag
e Frequency Percentage
21 -25 1 47% 1 4% 2 4%
16 -20 2 8% 2 8% 4 8%
11 -15 1 4% 0 0% 1 2%
6 -10 2 8% 4 16% 6 12%
1 – 5 19 76% 18 72% 37 74%
TOTAL 25 100% 25 100% 50 100%
Table 1.3 shows the number of years in teaching of the public and private
preschool teachers in selected schools in Lipa City. As shown in this table,
respondents from public schools under the bracket of 1-5 have a percentage of
76% which ranked first. 47% under the bracket of 21 – 25 which ranked second
and 8% was under the bracket of 6 – 10 and 16 -20 which ranked third. The least
got 4% under the age bracket of 11 – 15.
On the other hand, the brackets of 1 – 5 years have a percentage of 72%
which ranked first, 16% under the bracket of 6 – 10 which ranked second. 8% of
the respondents that are under the bracket 16 – 20 which ranked third, 4% under
the bracket of 21 – 25 which ranked fourth.
46
Majority of the respondents are under the bracket of 1 – 5 got a
percentage of 74%. 12% of the total gained by 6 – 10 bracket which ranked
second. 8% receive by bracket 16 - 20 which ranked third. Bracket 21 -25 receive
4% which ranked fourth. Lastly, 2% is receiving by bracket 11 – 15. This implies
that most of the respondents were newly hired teachers.
Table 1.4
Educational Background of the Respondents
EducationalBackground Public Percentage Private Percentage Total Percentage
BEED Graduate 23 92% 16 64% 39 78%
BSED Graduate 0 0% 3 12% 3 6%
Master’s Degree 2 8% 2 8% 4 8%
Other Courses 0 0% 4 16% 4 8%
TOTAL 25 100% 25 100% 50 100%
Table 1.4 shows the educational background of the respondents from
public and private schools. It shows that 23 or 92% of the respondents are BEED
graduate of public schools. Majority of the respondents are graduates of BEED
while BEED graduates from private received 16 or 64%. There are no BSED
47
graduates from public school on the other hand there are 3 or 12% was BSED
graduates in private.
There are 2 or 8% respondents that have their master’s degree from
public, the same as from private. Other courses like BSHRM, AB English, BS
Management and BS Secretarial are 4 or 16% are private schools. To sum it up
78% of the total respondents got by BEED graduates whereas 6% of 50
respondents are graduates of BSED while teachers with master’s degree and
graduate of other courses have the same percentage of 8 out of the total
respondents.
This implies that most of the respondents are graduates of Bachelor of
Elementary Education which is really needed in terms of teaching preschool
teachers.
48
49
Table 2
Instructional Materials Being Used
Instructional Materials
Private Public TOTALWeighted
Mean Interpretation Rank Weighted Mean
Interpretation Rank Weighte
d MeanInterpretatio
n1. Textbooks 3.56 Always 6.5 3.36 Often 7 3.46 Often2.Pictures 3.84 Always 1.5 4 Always 1 3.86 Always3. Audiovisuals 3.24 Often 11 2.84 Often 14 3.04 Often4. Visual Aids 3.64 Always 5 3.68 Always 3.5 3.66 Always5. Television 3.32 Often 8 2.76 Often 16 3.04 Often6. Power Point Presentations 2.68 Often 21.5 2.24 Seldom 24 2.46 Seldom
7. Charts 3.56 Always 6.5 3.6 Often 5 3.56 Always8. CD/Videos 3.28 Often 9.5 2.92 Often 12 3.1 Often9. Graphs 2.96 Often 16 2.48 Seldom 19 2.72 Often10. Puppet 2.84 Often 19 2.64 Often 18 2.74 Often11. Realia 2.96 Often 16 2.8 Seldom 15 2.82 Often12. Mock-up 2.72 Often 20 2.4 Seldom 21 2.56 Often13. Storybook 3.84 Always 1.5 3.72 Always 2.5 3.78 Always14. Flashcards 3.76 Always 3 3.68 Always 3.5 3.72 Always15. Newspaper 2.64 Often 23.5 2.44 Seldom 20 2.54 Often16. Online Sites 2.68 Often 21.5 2.32 Seldom 23 2.5 Often17. Interactive Games 3.16 Often 13 3.16 Often 9 3.16 Often
18. Module 2.92 Often 18 2.68 Often 17 2.8 Often19. CVC 2.96 Often 16 2.92 Often 12 2.94 Often20. Projector 2.56 Often 25 1.96 Seldom 25 2.26 Seldom21. Pamphlets 2.64 Often 23.5 2.36 Seldom 22 2.5 Often22. Chalkboard 3.68 Always 4 3.72 Always 2.5 3.7 Always23. Posters 3.28 Often 9.5 3.52 Always 6 3.4 Often24. Maps/Globes 3.04 Often 14 3.32 Seldom 8 2.68 Often25. Bulletin Boards 3.2 Often 12 3 Often 10 3.1 Often
AVERAGE WEIGHTED
MEAN3.16 Often 2.98 Often 3.19 Often
50
Table 2 presents the list of instructional materials being used by preschool
teachers in both public and private schools. As shown in this table, the most
common used instructional material and got the highest rank is the pictures with
a weighted mean of 3.86.
Pictures are commonly used as instructional materials. Teachers use it for
the students to clearly understand the lesson.
According to Donkor (2010), print-based instructional materials have been
more popular than any other medium for teaching practical skills.
As Hill (2000) pointed out, “the standard classroom” is usually not a very
suitable environment for learning languages. That is why teachers search for
various aids and stimuli to improve this situation. Pictures are one of these
valuable aids. They bring “images of reality into the unnatural world of the
language classroom.”Pictures bring not only images of reality, but can also
function as a fun element in the class. Sometimes it is surprising, how pictures
may change a lesson, even if only employed in additional exercises or just to
create the atmosphere.
Meanwhile, Klasek (2012) states that there are several advantages of
pictures – picture is inexpensive, familiar medium of communication. Moreover,
picture can be arranged in sequence and can be adapted to many subjects. In
addition, picture has a multiplicity of uses - by individual student, on bulletin
boards and on flame board. Furthermore, picture can assist in the prevention of,
51
and correction of, misconceptions. Besides, picture can translate word symbols,
record events, explain process, extend experiences, draw comparison, show
contrast, show continuity, focus attentions, and develop critical judgment.
Additionally, Wright (1989) states that pictures are very important in
helping students to retell experiences or understand something since they can
represent place, object, people, etc. Pictures help the students understand a
more general context, which may be made of pictures, the teacher's actions, the
student's action, sound effect and words. This overall context of new language
will have meaning to the students.
Storybooks gained a weighted mean of 3.78 and ranked second . It was
interpreted as always used by the teachers in public and private schools. Stories
can stimulate imagination and play among students. Listening to stories assists
in the development of literacy skills and language development.
According to Paula Stoyle (2010), children have an innate love of stories.
Stories create magic and a sense of wonder at the world. Stories teach us about
life, about ourselves and about others. Storytelling is a unique way for students to
develop an understanding, respect and appreciation for other cultures, and can
promote a positive attitude to people from different lands, races and religions.
Furthermore, young learners share a remarkable variety of personal
experiences, values and ways of understanding. The language they learn in the
52
classroom is the tool they use to shape their thoughts and feelings. It is more
than a way of exchanging information and extending ideas, it is their means of
reaching out and connecting with other people. Stories can link not only between
the world of classroom and home but also between the classroom and beyond.
Stories provide a common thread that can help unite cultures and provide a
bridge across the cultural gap.
The respondents from the public and private schools agreed that
flashcards were also used by them. It has a weighted mean of 3.72 and ranked
third.
As stated in Howard Gardner's multiple intelligence theory, it reminds
teachers that there are many types of learners within any one class. Gardner's
research indicates that teachers should aim to appeal to all the different learner
types at some point during the course. It is particularly important to appeal to
visual learners, as a very high proportion of learners have this type of
intelligence. Flash cards can be bright and colorful and make a real impact on
visual learners. Many of the activities outlined below will also appeal to
kinesthetic learners.
Additionally, flash cards are a really handy resource to have and can be
useful at every stage of the class. They are a great way to present, practice and
recycle vocabulary and when students become familiar with the activities used in
class, they can be given out to early-finishers to use in small groups. I sometimes
53
get the students to make their own sets of mini flash cards that can be taken
home for them to play with, with parents and siblings.
Chalkboard was in ranked fourth with a weighted mean of 3.7 and
interpreted as always used by the teachers. Chalkboard is the most available
instructional material which can be used in presenting new lesson.
According to The Flensburg Files (2014), the chalkboard being the “sole
medium” for teaching, there are other forms of media that can be used to make
teaching more effective, and even enjoyable too. There’s the overhead
projector- useful for outlines, diagrams and questions and vocabulary lists.
There’s the computer with various programs that are useful for learning. And
sometimes when your students don’t like writing and copying down info, there is
the old-fashioned worksheet that has everything the student needs for the next
subject. How a teacher plans his courses depends on the subject, what forms of
media he/she is comfortable with, and how interesting can a topic be with any
sort of media. The chalkboard will never die off and will be used many times, but
with the advancement of technology in the classroom, we’ll most likely see this
traditional form of media become a complement instead of the norm.
Through the use of visual aids in teaching, it allows students the time they
need to process what they are being asked to do. It is a great tool for seeing and
understanding, Visual aids have a weighted mean of 3.66 and ranked fifth.Sara
Impatencoblogger of eHow.com says that seeing images of what's being taught
54
is a powerful way to build student engagement and boost retention. Not only do
they provide supplementary information to students, but the visual aids show
images that allow them to connect a topic to what it looks like.
Further, visual aids can promote deeper thinking and build overall critical
thinking skills and bringing a visual aid into your classroom opens up a whole
new realm of educational opportunities. Showing student’s images can boost
their understanding of a topic. For example, it can be tough for students to
understand the concept of where a place is located just by hearing their teacher
describe it. Showing students on a map will improve their success. Bringing
visual elements into your classroom can also boost math and reading abilities,
according to an article in Edutopia (2008).
. According to Torres- Aguilar (2010), teacher needs to have a wide range
of resources in the classroom for his/her students´ development in the learning
process. And these resources must include pictures. Things that we see have an
enormous importance in affecting and giving us information. The emphasis has
to be made on giving the students “a reason” for listening, reading, writing or
speaking. Visuals elements are, in this way, a very good “reason” in order to
motivate students to interact with the foreign language because they can clearly
“see” the language in use by means of meaningful elements which call their
attention and, at the same time, motivate them to use the language in different
ways. Moreover, the activities in which there are several skills practiced, or in
55
which several things can be done, are more suitable for using them in the
classroom than others in which there is only one possible task for students.
Charts was in the next ranked and have a weighted mean of 3.56 and
interpreted as always used instructional material by public and private school
teachers. Textbooks gained a weighted mean of 3.46 followed the next rank. It is
an instructional material that teachers and students can get information. The
instructional material that was in the next rank was the poster that got a weighted
mean of 3.4 with an interpretation as often used same as with the textbooks. It
seeks to give young learners interesting art on the walls of the classrooms.
Followed with the interactive games have a weighted mean of 3.16. Children are
now used to have their gadgets in playing different games which are educational.
In every classroom of a preschool, there is a bulletin board and CD/Videos
which is in the next ranked and has a weighted mean of 3.1. Teachers in public
and private schools have the set of bulletin boards on their classroom. It provides
a way to introduce new material or display student work. It also ensures that
student recognize the importance of the posted materials.
In addition, audio visual as well as television were ranked in the next rank.
Both gained a weighted mean of 3.04 and often used. Technology information is
defined by Woodrow (2007), as a positive teachers attitude toward computers
are widely recognized as a necessary condition for effective use of information
technology in the classroom. Technology-aided strategies are aimed at providing
56
valuable experiences through instructional devices that can be viewed and
heard.
In the next rank was CVC with a weighted mean of 2.94 followed by
Realia with a weighted mean of 2.82. While module was in the next rank with a
weighted mean of 2.8.
Instructional material like puppets is also used in students learning was in
the next rank with a weighted mean of 2.74. Puppets are used to promote social
and emotional development in toddlers. Spending time on puppet play
encourages children to express themselves in different ways.
While graphs were in the next rank with a weighted mean of 2.72. It was
often used by the teachers. Meanwhile, maps/globes with a weighted mean of
2.68 were in following rank.
Ranked 5th from the lowest rank was mock-up. It was also often used
instructional material that gained 2.56 weighted mean. According to Jones et al
(1994), mock-ups have the same limitations as realia plus the following
disadvantages: mock-ups can be costly when purchased, making mock-ups can
be time consuming for the instructor, because mock-ups are not to scale, and
because the parts may be in a functional arrangement rather than actual order,
students may not recognize the real object when faced with it. Lastly, students
usually need guidance in the construction of mock-ups
57
Newspaper/brochure was in the ranked 4h from the last that has a
weighted mean of 2.54. Newspaper keeps us informed about the current affairs
of the whole world.
The instructional material that was in the ranked 3 rd from the lowest rank
was the pamphlets and online sites that have a weighted mean of 2.5.Mayanja
(2015), pamphlets have diluted information and some of them have inaccurate
information. Students who depend on pamphlets turn out to be lazy. They cram
to pass exams instead of understanding the topics. Pamphlets kill reading culture
and research. According to Posinasetti (2014), children who uses online sites in
learning will have low motivation or bad study habits, may fall behind. Without
the routine structures of a traditional class, students may get lost or confused
about course activities and deadlines. Students may feel isolated from the
instructor and classmates
Power point presentation was the second from the lowest rank which is
ranked 2nd from the lowest rank with a weighted mean of 2.46. Plack and Blair
(2014) stated that the downside of using PowerPoint presentation is students
think they can gather the key points without being present; however, if they only
look for the key points without the elaboration that went along with the
presentation could limit their understanding and ability to apply those key points.
In addition, the instructor’s key points are not the only points in class. Peers
58
(other students in class) provide tremendous input to the topic at hand, and in
fact, may modify the key points the instructor intended to present.
Projector was in the lowest rank that got a weighted mean of 2.26.
Bulkholderet. al (2002), states that the technology integration is the ability to use
computer for personal use and with students in the classroom should be included
in training for teachers. The difference in classroom technique and the greater
extent of technology use should have a positive effect on teacher and student
attitude toward information technology.
The average weighted mean is 2.7. This means that the respondents often
use the given set of instructional materials in public and private preschool
teachers in teaching.
59
Table 3
Effectiveness of Instructional Materials
Instructional Materials
Private Public TOTALWeighted Mean
Interpretation Rank Weighte
d Mean Interpretation Rank
Weighted Mean
Interpretation Rank
1. Textbooks 3.64 Very Effective 6 3.4 Effective 9.5 3.52 Very Effective 6.52.Pictures 3.88 Very Effective 1.5 3.92 Very Effective 1.5 3.92 Very Effective 13. Audiovisuals 3.4 Effective 9 3.44 Effective 7.5 3.32 Effective 114. Visual Aids 3.68 Very Effective 4.5 3.92 Very Effective 1.5 3.78 Very Effective 35. Television 3.24 Effective 12.5 3.36 Effective 11 3.36 Effective 106. Power Point Presentations 2.92 Effective 15.5 3.2 Effective 15 3 Effective 18
7. Charts 3.56 Very Effective 7 3.44 Effective 7.5 3.5 Very Effective 88. CD/Videos 3.48 Effective 8 3.52 Very Effective 6 3.52 Very Effective 6.59. Graphs 3.12 Effective 15.5 2.76 Effective 20 2.92 Effective 1910. Puppet 3.12 Effective 15.5 3.12 Effective 13 3.16 Effective 13.511. Realia 3 Effective 17.5 3.2 Effective 15 3.12 Effective 1512. Mock-up 2.84 Effective 22 2.76 Effective 20 2.76 Effective 2113. Storybook 3.88 Very Effective 1.5 3.76 Very Effective 3 3.8 Very Effective 214. Flashcards 3.76 Very Effective 3 3.64 Very Effective 4 3.72 Very Effective 415. Newspaper/ Brochure 2.56 Effective 25 2.48 Less Effective 24 2.56 Effective 25
60
16. Online Sites 2.88 Effective 21 2.64 Effective 22 2.72 Effective 2217. Interactive Games 3.28 Effective 11 3.2 Effective 15 3.22 Effective 12
18. Module 2.92 Effective 15.5 3.16 Effective 12 3.08 Effective 1619. CVC 3 Effective 17.5 3 Effective 18 3.06 Effective 1720. Projector 2.76 Effective 24 2.76 Effective 20 2.68 Effective 23.521. Pamphlets 2.8 Effective 23 2.24 Less Effective 25 2.68 Effective 23.522. Chalkboard 3.68 Very Effective 4.5 3.6 Very Effective 5 3.64 Very Effective 523. Posters 3.32 Effective 10 3.4 Effective 9.5 3.38 Effective 924. Maps/Globes 3.16 Effective 14 2.56 Effective 23 2.86 Effective 2025. Bulletin Boards 3.24 Effective 12.5 3.08 Effective 17 3.16 Effective 13.5
AVERAGE WEIGHTED
MEAN3.24 Effective 3.19 Effective 3.22 Effective
61
Table 3 describes the extent of how effective are the instructional
materials being used by private and public pre-school teachers.
Most of the selected private preschool teachers believe that instructional
materials such as pictures and storybooks are the most effective instructional
materials with both weighted mean of 3.88 and verbal interpretation of very
effective same as the public preschool teachers that choose the pictures and
visual aids as their rank 1 with the weighted mean of 3.92. All in all Pictures was
rank number 1 with the weighted mean of 3.92. Which pictures, according to
Heinich et al (2001), involves much concreteness that boosts the students’
interest for better understanding.
Flashcards ranked next for the selected private preschool teachers with
the weighted mean of 3.76, contrast to the public preschool teachers that they
chose the storybook with also the weighted mean of 3.76. As for the overall
Visual aids was rank next with the weighted mean of 3.78 with the verbal
interpretation of very effective. It may due to the fact that instructional materials
are used to arouse students learning. They bring life to learning (Alaka, 2008)
Next rank was the visual aids and the chalkboard for the private preschool
teachers with the weighted mean of 3.68, while for the public preschool teachers
was flashcards with the weighted mean of 3.64. Overall Flashcards was rank 4
62
with the weighted mean of 3.72. Flashcards greatly help pupils to start the lesson
lively.
Textbooks was rank next for the private preschool teachers with the
weighted mean 3.6, while for the private preschool teachers they chose
chalkboard with the weighted mean of 3.6. All in all Chalkboard was rank 5 with
the weighted mean of 3.64.The teacher uses the chalkboard to write the
important information about the topic so that lesson’s ideas can be clean from
facts to concepts, from cognitive to affective learning. That is very effective for
the preschool teachers.
Charts were ranked next for the private preschool teachers with the
weighted mean of 3.56 with the verbal interpretation of very effective. For public
preschool teachers CD/Videos was rank next with the weighted mean of 3.52
with the verbal interpretation of very effective. Overall, Textbooks and CD/Videos
got a weighted mean of 3.52. CD and Videos are technology-aided strategies
that aimed at providing valuable experiences that can be viewed and heard, that
the teachers thought are effective.
Private preschool teachers believed that CD and Videos are also effective
with the weighted mean of 3.48. On the other hand, Audiovisuals and Charts got
the next rank; both got a 3.44 weighted mean. This results that Chart got the
eight rank of the total respondents with the weighted mean of 3.5.Charts have
63
the concrete illustration in which the students are able to see the connections of
the topic that is effective in retaining the lesson.
Audiovisuals for private preschool teachers was rank 9 with the weighted
mean of 3.4. While for the public preschool teachers, both Textbooks and
Posters got the rank 9.5 with the weighted mean of 3.4. Posters were rank 9 all in
all with the weighted mean of 3.38.
Instructional materials such as posters got a weighted mean of 3.32 from
private preschool teachers. While television got eleventh rank with the weighted
mean of 3.36 for the public preschool teachers. That’s why television got rank 10
all in all with the weighted mean of 3.36.
Interactive games was rank 11 for the private preschool teachers with the
weighted mean of 3.28, meanwhile for the private preschool teachers, Module
was rank 12 with the weighted mean of 3.16. Audiovisuals was rank next for the
overall with the weighted mean of 3.32.
Televisions and Bulletin Boards was rank 12.5 by the private preschool
teachers with the weighted mean of 3.24, while Puppet got a 3.12 weighted
mean was rank 13. All in all, in rank 12 was Interactive Games with the weighted
mean of 3.22.
Instructional materials such as Globes and Maps were rank 14 by private
preschool teachers with the weighted mean of 3.16. On the other hand, Power
64
Point Presentation, Realia, and Interactive Games were all in rank 15 by private
preschool teachers with the weighted mean of 3.2. Puppet and Bulletin Boards
were rank 13.5 as overall with the weighted mean of 3.16.
Graphs and Puppets were both in rank 15.5 by private preschool teachers
with the weighted mean of 3.12. Meanwhile with the weighted mean of 3.08,
Bulletin Boards was rank 17 by public preschool teachers. All in all Realia, was
rank 15 with the weighted mean of 3.12.
Realia and CVC got a weighted mean of 3 in rank 17.5 by public
preschool teachers. Public preschool teachers chose CVC also with the weighted
mean of 3 in rank 18. Overall, Module was rank 16 with the weighted mean of
3.08, and CVC with the weighted mean of 3.06 got the rank 17, next was Power
Point Presentation in rank 18 with the weighted mean of 3.
Power Point Presentation and Module was rank 19.5 by private preschool
teachers with the weighted mean of 2.93. On the other hand, Graphs and Mock-
up were both in rank 19.5 with the weighted mean of 2.76. Both public and
private preschool believe that Graphs are also effective instructional materials
with the weighted mean of 2.92 that got rank 19.
Online Sites got rank 21 by private preschool teachers with the weighted
mean of 2.88. While for private preschool teachers, Projector was their rank 21
with the weighted mean of 2.76. Maps and Globes were in rank 20 with the
65
weighted 2.86 by both public and private preschool teachers, followed by Mock-
up in rank 21 with the weighted mean of 2.76.
Mock-up got rank 22 with the weighted mean of 2.84 by private preschool
teachers. At the same rank, online sites got 2.64 weighted mean by public
preschool teachers. All in all in rank 22, online sites got the weighted mean of
2.72.
Pamphlets, and Maps and Globes are both in rank 23 with the weighted
mean of 2.8 by private preschool teachers and weighted mean of 2.56 by public
preschool teachers respectively.
Second to the last rank was Projector with the weighted mean of 2.76 by
private preschool teachers. Newspaper and Brochures got a weighted mean of
2.48 with the verbal interpretation of less effective. Both Projector and Pamphlets
got a weighted mean of 2.68. It may be due to the fact that mostly schools
usually use LCD or TV and not projectors.
In the last rank, Newspaper and brochure got a weighted mean of 2.56 by
preschool teachers. Meanwhile Pamphlets got 2.24 weighted mean with the
verbal interpretation of less effective. Newspaper and Brochures got a weighted
mean of 2.56 overall. Newspaper and Brochures are usually used for higher level
students.
66
All in all, the average weighted mean for private preschool teachers was
3.24 with the verbal interpretation of “effective”. On the other hand, for public
preschool teachers got an average weighted mean of 3.19 with the verbal
interpretation of “effective”. Overall, the average weighted mean was 3.22 with
the verbal interpretation of “effective”. This shows that the preschool teachers
believe with the statements listed above are instructional materials are effective
to use.
4. Differences in the perceptions of respondents regarding the use and
effectiveness of Instructional Materials
Table 4.1
Significant Difference in the Perceptions of Public and Private School in
the Effectiveness of Instructional Materials
EFFECTIVENESS
n = 25 x1= 3.24
df = 25-2 = 23 x2 = 3.19
Tvalue at .05 level of significance = 1.714 SD1 = -0.23
Computed T = 1.00 SD2 = 0.71
Decision: Accept the null hypothesis that there is no significant difference in the perception of respondents in the effectiveness of Instructional Materials.
67
The table above shows the difference in the perceptions of public and
private school teachers in the effectiveness of instructional materials. The
findings show that the mean for private school teachers is 3.29 and the mean for
public preschool teachers is 3.24. While the standard deviations were -0.23 and
0.71 for the private and preschool teachers respectively. Using the T-table, the
Tvalue at 0.05 level is 1.714, is 1.0 which is very much lower than the T-table.
The researchers decide to accept the decision that null hypothesis that there is
no significant difference.
Table 4.2
Significant Difference in the Perceptions of Public and Private School in the
Use of Instructional Materials
USEn = 25 x1 = 3.16
df = 25-2 = 23 x2 = 2.98
Tvalue at .05 level of significance = 1.714 SD1 = 0.03
Computed T = 0.333 SD2 = 0.8
Decision: Accept the null hypothesis that there is no significant difference in the perception of respondents in the use of Instructional Materials.
The table above shows the difference in the perceptions of public and
private school teachers in the effectiveness of instructional materials. The
findings show that the mean for private school teachers is 3.26 and the mean for
public preschool teachers is 2.98. Meanwhile, the standard deviations were 0.03
68
and 0.8 for the private and preschool teachers respectively. Using the T-table,
the Tvalue at 0.05 level is 1.714, is 0.333 which is very much lower than the T-
table. The researchers decide to accept the decision that null hypothesis that
there is no significant difference.
Table 5
Factors to be considered in Selecting Instructional Materials
Factors in Selecting Instructional Materials Frequency Percentage Rank
1. Age of the pupils 49 98% 1.5
2. Pupils’ mental abilities 45 90% 7
3. Readily usable 47 94% 4.5
4. Easy to prepare 47 94% 4.5
5. Nature of the subject-matter 49 98% 1.5
6. Nature of the pupils 43 86% 9.5
7. Needs of the pupils 48 96% 3
8. Availability of materials 46 92% 6
9. Cost of materials 43 86% 9.5
10. Kinds of materials 44 88% 8
TOTAL 92.2%
Table 3 revealed the factors which teachers should consider in selecting
the type of visual aids and materials to be used. Majority of preschool teachers,
choose the age of the students and the nature of the subject-matter which has
the biggest factors to be considered in seeing the type of instructional materials.
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Age of the pupils and the nature of the subject-matter got an almost perfect
percentage with 98%.
Needs of the pupils was next rank with the percentage of 96%. It may be
due to the fact that most of the teachers considered the needs of the pupils.
Readily usable and easy to prepare instructional materials was ranked by
ninety-four percent of the respondents. It may be due to the fact that materials
that take so much time are difficult to organize.
Teachers believe that the availability of materials is one of the biggest
factor to select a good instructional materials is that it should be attainable and
has ease to use.
Pupils’ mental ability is another factor to be considered with the frequency
of 45 teachers that got 90% of the total respondents. Base on the cognitive load
theory, it suggest that effective instructional materials facilitate learning rather
than toward preliminaries to learning. It is due to the materials must be mentally
integrated before learning can commence.
Another factor is the kind of materials with the total of 44 yes frequency
which got 88%.Lastly were the cost of materials and the nature of the pupils
which both got 86%. This is due to the fact that teachers must be resourceful and
creative.
Table 6
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Guidelines in Preparing Instructional Materials
IM should… Weighted Mean Interpretation Rank
1. Contribute to effective teaching and learning 3.96 Highly Agree 1
2. Challenge the attention of the pupils 3.86 Highly Agree 6
3. Stimulate the imagination and mental 3.76 Highly Agree 7
4. Promote pupils intellectual curiosity 3.88 Highly Agree 4.5
5. Contribute the greater retention of learning 3.88 Highly Agree 4.5
6. Arouse the pupils’ interest 3.9 Highly Agree 3
7. Develop pupils’ ability to listen 3.92 Highly Agree 2
8. Facilitate the understanding of the lesson 3.74 Highly Agree 8.5
9. Supplement the pupils’ knowledge which is obtained from other sources 3.6 Highly Agree 11.5
10. Allow pupils to work independently 3.66 Highly Agree 10
11. Being economical 3.6 Highly Agree 11.5
12. Flexible to use 3.74 Highly Agree 8.5
AVERAGE WEIGHTED MEAN 3.79 Highly Agree
Table 5 shows the list of guidelines in preparing instructional materials. the
result of the finding reveals that the major guidelines to be considered in
preparing instructional materials is that instructional materials should contribute
to effective teaching and learning as indicated with the weighted mean of 3.96
with the verbal interpretation of Highly Agree.
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Instructional materials should develop pupils’ ability to listen was ranked
second with the weighted mean of 3.92 with the verbal interpretation of Highly
Agree.
To arouse the pupils’ interest is another guideline to prepare instructional
materials that was ranked third with the weighted mean of 3.9 with also the
verbal interpretation of Highly Agree.
To promote pupils intellectual curiosity and to contribute the greater
retention of learning were rank next with the both weighted mean of 3.88.
Instructional materials should also challenge the attention of the pupils
which ranked sixth with the weighted mean of 3.86.
In rank seventh, preschool teachers believed that Instructional materials
should stimulate the imagination and mental abilities of the pupils with the
weighted mean of 3.76.
Both in rank 8.5 were Instructional materials should also be flexible to use,
It is due to the fact that teachers select visual aids that are always in hand, and
instructional materials should also facilitate the understanding of the lesson.
Instructional materials should allow pupils to work independently was
ranked 10 with the weighted mean of 3.66.
72
In the last rank Instructional materials should Being economical and it
should also supplement the pupils’ knowledge which is obtained from the other
sources they are both with the weighted mean of 3.6.
All suggestions with their respective weighted means werehighly agreed
upon by the teachers. The average weighted mean is 3.76 which is interpreted
as highly agree. This shows that the preschool teachers believe with the
statements listed above are the guidelines that is needed in preparing
instructional materials.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND REFOMMENDATIONS
This chapter presents the summary of findings which bare the accurate
and reliable answers to a specific problem. It reiterates the “Instructional
Materials being used by Pre-school Teachers in Selected Elementary Schools in
Lipa City.”
Summary
The prevailing purpose of this study was to determine the insights of the
preschool teachers about the instructional materials that they use. Descriptive
method was used with adequate and accurate interpretation of data.
Questionnaires were distributed and gathered. A total of fifty (50) respondents
were asked to participate in answering the questionnaires prepared by the
researchers.
Specially, it sought to answer the following inquiries:
1. What is the profile of the respondents in terms of:
1.1. Age
1.2.Gender
1.3.Years of Teaching
1.4.Educational Background
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2. What are the instructional materials being used by private and public pre-
school teachers?
3. How effective are the instructional materials being used by private and public
pre-school teachers?
4. Is there a significant difference in the perceptions of public and private school
in instructional materials and their effectiveness?
5. What factors and guidelines are being considered in their preparation of
instructional materials?
6. What are the implications of the result of the study to the teachers teaching
strategies and methodologies?
Findings
The findings derived from the analyzed and interpreted data gathered
through the questionnaire are herein presented:
8. Most of the respondents from public preschool belong to the ages of 25-29
years old with the percentage of 48% while 4% of the respondents belong to
the ages of 45-50 years old. Meanwhile, private teachers who belong to the
ages of 25-29 years old got the percentage of 40 whereas 8%of the private
preschool respondents belong to the ages of 30-34 years old and 35-39
years old and above. On the other hand, majority of the respondents from
public school were female with the equivalent of 88% and the remaining 3%
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were male, likewise, most of the respondents from private preschool were
also female which is equivalent to 76% and the remaining 24% were male.
Moreover, respondents from public and private preschools were under the
bracket of 1-5 years of teaching which got a percentage of 76% while the
least got 4% under the age bracket of 11 – 15 years of teaching. This
implies that most of the respondents were newly hired teachers.
9. Most of the preschools teachers used pictures an instructional material in
teaching with a weighted mean of 3.86 which was interpreted verbally as
always. Story books followed the list with a weighted mean of 3.78 was
interpreted as always. Next was flashcards which was interpreted as always
used with a weighted mean of 3.72. Chalkboard also followed with a
weighted mean of 3.7 and was interpreted as always. Visual aids belong
also in the top spot with a weighted mean of 3.66 which was interrelated as
always.
Instructional material like projector ranked lowest with a weighted mean
of 2.26 and an interpretation of seldom used. PowerPoint presentation
followed with a weighted mean of 2.46 was interpreted as seldom. Online
sites and pamphlets were interpreted as often used by preschool teachers
with a weighted mean of 2.54 and was interpreted as often. Mock up with a
weighted mean of 2.56 and was interpreted as often used belong to the
spot.
76
10.Majority of the preschool teachers said that pictures were interpreted
effective with a weighted mean of 31.92. Storybooks gained a place in top
spot with a weighted mean of 3.8 and were interpreted as very effected.
Instructional material like visual aid was interpreted as very effective with a
weighted mean of 3.78. Flashcards with a weighted mean of 3.72 which was
interpreted as very effective. Textbooks and CD or videos with a weighted
mean of 3.52 was interpreted as very effective belong to the group.
Chalkboard with a weighted mean of 3.64 was interpreted as very effective.
11.The standard deviations of the perspective of the preschool teachers in the
effectiveness of instructional materials were -0.23 and 0.71 for the private
and preschool teachers respectively. Using the T-table, the Tvalue at 0.05
level is 1.714, is 1.0. Meanwhile, the standard deviations for the use of
instructional materials were 0.03 and 0.8 for the private and preschool
teachers respectively. Using the T-table, the Tvalue at 0.05 level is 1.714, is
0.333.
12.Newspaper or brochure was in the lowest rank with a weighted mean of
2.56 and was interpreted as effective. Instructional material like projector
and pamphlets was interrelated as effective. Instructional material like
projector and pamphlets was interpreted as effective with a weighted mean
of 2.72. Mock up followed the rank with a weighted mean of 2.76 was
77
interpreted as effective. Maps or globes belong also to the group with a
weighted mean of 2.86 and was interpreted as effective.
13.Of the factors given, most of the teachers believed that the age of the
students and the nature of the subject-matter both got an almost perfect
proportion with the frequency of 49 with the percentage of 98. The cost of
materials and the nature of the pupils got the lowest percentage of 86 with
the frequency of 43. The average percentage is 92.2%. Teachers should
consider the factors in selection and preparing instructional materials in
order to effectively deliver the teaching-learning process.
14.All of the preschool teachers highly agree in the guidelines of preparing
instructional materials. Instructional materials contribute to effective
teaching and learning. It got the highest rank with a weighted mean of 3.96.
Second from the highest rank is that instructional materials develop pupils
ability to listen with a weighted mean of 3.92. It also arouses the pupil’s
interest, which was in the third rank and got a weighted mean 3.9.
On the other hand, the instructional materials are said to allow the pupils
to work independently. It got a weighted mean of 3.66 and ranked 10 from
the other guidelines. It got a weighted mean of 3.66 and ranked 10 from the
other guidelines. It teaches students to work on their own without the help of
other. The guidelines which is to supplement the pupils knowledge which is
78
obtained from another source and can Being economical both got the lowest
rank and gained a weighted mean of 3.6.
Conclusions
After the analysis of the findings, the researchers arrived at the following
conclusions:
7. Majority of the respondents are female, mid-twenties, and fresh graduates
of Bachelor of Elementary Education.
8. Preschool teachers often used instructional materials such as pictures,
storybooks and flashcards in teaching. They are more settle in performance-
based type of teaching rather than technology-based materials.
9. Teachers believe that instructional materials are effective depends upon the
techniques and procedures to which the teachers meet the needs of
teachers and students.
10.There is no significant difference in the perceptions of public and private
preschool teachers. They have almost the same perceptions in relativity of
the use and the effectiveness of the instructional materials.
11. In the selection of instructional materials the preschool teachers take into
consideration the age and the needs of the pupils, the nature of the subject-
79
matter, as well as the usability and ease in preparation in order to deliver
well the lessons.
12.Both public preschool and private preschool teachers believed that the
instructional materials to be prepared by teachers should contribute to
effective teaching and learning, develop pupils’ ability to listen and arouse
the pupils’ interest.
Recommendations
Based on the findings of the study, Instructional Materials Being Used by
Pre-School Teachers in Selected Elementary Schools in Lipa City were examined
and the following recommendations are hereby presented:
Preschool Teachers.They should also engage in using technology-based
materials aside from traditional type materials like pictures, etc. to better improve
the effectiveness of instructional materials as well as promote, enhance and
develop globally competitive learners.
School Administrators. They should also provide technology-based
materials and identify the factors and guidelines in properly selection and used of
instructional materials.
Teachers in Other Grade Levels. Provide and ensure that the materials
they are using should scaffold the learners and meet the diverse needs of
80
students. The instructional materials must be aged and grade appropriate and
must contribute to and be aligned with the nature of the subject-matter.
Researchers. They must continue to look beyond the usefulness and
effectiveness of instructional materials. They must do extensive research to
enrich the degree of instructional materials.
81
Bibliography
BOOKS
Caras, Madeleine S. et al., (2009) Statistics and Probability; A Simplified
Approach,Boston: Brooks/ Cole Publishing Co.
CorpuzPhD, Brenda B.et al., (2013)Principles of Teaching 1, Lorimar Publishing
Corp.
Salandalan PhD, Gloria G. (2011) Methods of Teaching Revised Edition, Quezon
City: Katha Publishing
ONLINE SOURCES:
Anon (2008), Elementary school Teachers’ Use of Instructional Materials from
http://ntur.lib.ntu.edu.tw/retrieve/167936/03.pdf
Anon (2013) Factors that Affect the Choice of Instructional Materials from
http://www.bubblews.com/news/8608249-what-factors-affect-the-choice-
of-instructional-materials
Cruz, Draizelle (2013) Instructional Materials from
http://www.slideshare.net/draizelle_sexon/instructional-materials-
24158859
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Emelie, J.L et al., (2009),Characteristics of a Good Instructional Material from
http://emelierongalerios.blogspot.com/2009/08/characteristics-of-good-
instructional_17.html
Lourdes-Edtechbogspot (2013), Characteristics of Effective Instructional
Materials from
http://lourdes-edtech.blogspot.com/2009/08/characteristics-of-
effective.html
Maryland State Department of Education (2003), Instructional Resource
Evaluation Guidelines from
http://marylandpublicschools.org/MSDE/programs/etma/reports/ETM_eval
uation.htm l
The National Science Foundation (2006), Discovery Research K-12 (DRK-12)
from http://www.nsf.gov/pubs/2005/nsf05612/nsf05612.htm,
Voltz, Deborah L., Sims, Michele Jean, and Nelson, Michele Jean (2015),
Supporting the Classroom with Materials for Instruction from
http://www.ascd.org/publications/books/109011/chapters/Supporting-the-
Classroom-with-Materials-for-Instruction.aspx
83
THESIS (Unpublished)
Abanilia, Jessa May C. et al., March 2014, Bagnes et al., Instructional Difficulties
met by University of Batangas Student Teachers in their Off Campus
Teaching. University of Batangas
Bangcoro, Zherlyn F. and Robles, Clark Domenic H., March 2009, Lev Vygotsky,
Classroom Culture that Influences the Interest of the Students in Studying
Mathematics, Lipa City Colleges
De Torres, Imelda, March 1992, Causes of Instructional Difficulties met by
Student Teachers of Pablo Borbon Memorial Institute. Western Philippine
Colleges
Dicdican, Effectiveness of Teaching Strategies on the Classroom Performance in
Physical Education of Sped Pupils in Sen. Claro M. Recto Mem. School.
Lipa City Colleges
Luancing, Roseanne T and Nario, Norralyn P., March 2011, Romulo C.
84
APPENDICES
APPENDIX A: Transmittal Letter
March, __, 20__
_______________________________________________________________
Dear Respondents;
Good day! We are 3rd year students of University of Batangas – Lipa City
major in Early Childhood Education. As a requirement for our course, we are
currently conducting a survey about the effectiveness and efficiency of the
Instructional Materials. The respondents for this study are pre-school teachers of
selected schools in Lipa City.
In line with this, we have chosen you to become one of our respondents of
this study and we hope that you will take time answering the questions
honestly. Rest assured that all data gathered will be treated with utmost
confidentiality and will be used for academic purposes only
Thank you for your support and cooperation.
Respectfully yours, Atienza, Micahel Angelo ________________Buenaventura, Jemiah S. ________________Faner, Dyana Lee ________________Garcia, Giselle ________________Roxas, Ma. Allaine ________________
Noted by:
___________________________ Dr. Mercedes A. Macarandang
85
APPENDIX B: Transmittal Letter
March, __, 20__
_______________________________________________________________
Dear Sir/Madam;
Good day! We are 3rd year students of University of Batangas – Lipa City
major in Early Childhood Education. As a requirement for our course, we are
currently conducting a survey about the effectiveness and efficiency of the
Instructional Materials. The respondents for this study are pre-school teachers of
selected schools in Lipa City.
In line with this, we would like to request your good office that we be
permitted to distribute our questionnaire to your pre-school teachers.
Rest assured that all data gathered will be treated with utmost confidentiality and
will be used for academic purposes only
Thank you for your support and cooperation.
Respectfully yours, Atienza, Micahel Angelo ________________Buenaventura, Jemiah S. ________________Faner, Dyana Lee ________________Garcia, Giselle ________________Roxas, Ma. Allaine ________________
Noted by:
___________________________ Dr. Mercedes A. Macarandang
86
APPENDIX C: Research Instrument
Respondent’s Detail:Name: ____________________ Age: __________Years of Teaching: __________ Gender: Female
Male
Educational Background: BEED Graduate BSED Graduate Master’s Degree Doctoral Degree Specify if Any: ________________
PART 1. The following is a list of instructional materials being used by preschool teachers; choose how often you used any of those materials by checking the number correspond your answer.
4 – Always3 – Often2 – Seldom1 – Never
Please check the effectiveness of each the instructional materials that you are using.
4 - Very effective3 – Effective2 - Less effective1 - Not Effective
87
Others please specify: _____________________________
88
INSTRUCTIONALMATERIALS
Used Effectiveness
4 3 2 1 4 3 2 1
1. Textbooks2.Pictures3.Audiovisuals4. Visual Aids5. Television6. Power Point Presentations7. Charts8. CD/Videos9. Graphs10. Puppet11. Realia12. Mock- Up13. Storybook14.Flashcards15.Newspaper/brochure16.Online Sites17. Interactive games18. Module19. CVC20. Projector21. Pamphlets22. Chalkboard23. Posters24. Maps/Globes25.Bulletin Boards
PART 2. The following are the lists of factors which teachers should consider in selecting the type of visual aids and materials to be used. Put a checkmark ( / ) opposite the items that represent your answer.
________ 1. Age of the pupils.________ 2. Pupils’ mental abilities.________ 3. Readily usable.________ 4. Easy to prepare.________ 5. Nature of the subject-
matter.
________ 6. Nature of the pupils.________ 7. Needs of the pupils________ 8. Availability of materials.________ 9. Cost of materials.________ 10 Kinds of materials.
PART 3. Indicate with a checkmark ( / ) your perceptions as regards to what factors are to be considered or guidelines to be followed in preparing instructional materials.The following will serve as your guide.
4 - Highly Agree3- Agree2 - Disagree1- Highly Disagree
IM should… 4 3 2 1
Contribute in effective teaching and learning.Challenge the attention of the pupils.Stimulate the imagination and mental.Promote pupils intellectual curiosity.Contribute to greater retention of learning.Arouse the pupils’ interest.Develop pupils’ ability to listen.Facilitate the understanding of the lesson.Supplement the pupils’ knowledge which is obtained from other sources.Allow pupils to work independently.Being economical.Flexible to use.Others please specify: _____________________________
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APPENDIX D: Curriculum Vitae
ATIENZA, MICHAEL ANGELO R.
Villa de Lipa I, Marawouy, Lipa City, Batangas
Email Address: [email protected].
Contact Number: 09174976740
Personal Information
Date of Birth : March 08, 1993
Citizenship : Filipino
Religion : Roman Catholic
Civil Status : Single
Age : 23 yrs. old
Gender : Male
Father’s Name : Danilo R. Atienza
Mother’s Name : Marry Ann R. Atienza
Educational Background
Primary : Silangang-Mayao Elementary School
Secondary : General Malvar High School
Lipa City Colleges
Tertiary : University of Batangas – Lipa Campus
Course : Bachelor of Elementary Education
90
Major in Early Childhood Education
BUENAVENTURA, JEMIAH S.
Zone 5, Barangay Bolbok, Lipa City, Batangas
Email Address: [email protected]
Contact Number: 0932-430-6784
Personal Information
Date of Birth : October 22, 1995
Citizenship : Filipino
Religion : Roman Catholic
Civil Status : Single
Age : 20
Gender : Female
Father’s Name : Armando E. Buenaventura
Mother’s Name : Constancia S. Buenaventura
Educational Background
Primary : Bolbok Elementary School
Secondary : Mabato National High School – San Ramon Annex
Tertiary : University of Batangas – Lipa Campus
Course : Bachelor of Elementary Education
91
Major in Early Childhood Education
FANER, DYANA LEE F.
Villa de Lipa II, Sabang, Lipa City, Batangas
Email Address: [email protected]
Contact Number: 09122177264
Personal Information
Date of Birth : March 2, 1996
Citizenship : Filipino
Religion : Roman Catholic
Civil Status : Single
Age : 20
Gender : Female
Father’s Name : Dondy F. Faner
Mother’s Name : Cynthia F. Faner
Educational Background
Primary : Mahaba Elementary School
Secondary : Mabini National High School
Tertiary : University of Batangas – Lipa Campus
Course : Bachelor of Elementary Education
92
Major in Early Childhood
Education
GARCIA, GISELLE R.
#076 Gen. Luna St. Sabang, Lipa City
Email Address: [email protected]
Contact Number: 09264747261
Personal Information
Date of Birth : October 23, 1996
Citizenship : Filipino
Religion : Roman Catholic
Civil Status : Single
Age : 19
Gender : Female
Father’s Name : Gerardo N. Garcia
Mother’s Name : Gilda R. Garcia
Educational Background
Primary : Majada Out Elementary School
Secondary : Balete Family Farm School
Tertiary : University of Batangas- Lipa Campus
93
Course : Bachelor of Elementary Education
Major in Early Childhood Education
ROXAS, MA. ALLAINE C.
Bulacnin, Lipa City
Email Address: [email protected]
Contact Number: 09057479283
Personal Information
Date of Birth : March 24, 1993
Citizenship : Filipino
Religion : Roman Catholic
Civil Status : Single
Age : 22
Gender : Female
Father’s Name : Emer N. Roxas
Mother’s Name : Digna C. Roxas
Educational Background
Primary : Bulacnin Elementary School
Secondary : Bulacnin National High School
Tertiary : University of Batangas – Lipa Campus
94
Course : Bachelor of Elementary Education
Major in Early Childhood Education
95