Boys Town Complex, Parang, Marikina City

VALERIANO E. FUGOSO MEMORIAL HIGH SCHOOL

Senior High School Department

Effects of Insufficient Learning Materials on the Academic Performances of

Grade 11 Students in the Senior High School Department of Valeriano E.
Fugoso Memorial High School in the SY 2017-2018: BASIS FOR AN
INFORMATIOAL READING MATERIAL

A Thesis
presented to the
Faculty of the Senior High School

In Partial Fulfillment
of the Requirement for
the Quantitative Research
Class

By
Casubuan, Michael
De Guzman, Ralph Joseph
Guinto, Kirsten Ellyse Regina
Señora, Samantha
Tiamzon, Ace Russel
Tuazon, Anafaye Beatriz

2018-2019, 2nd Semester

TABLE OF CONTENTS Page

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LIST OF TABLES . . . . . . . . . . . . . . . . . . iii

LIST OF FIGURES . . . . . . . . . . . . . . . . . . ix

CHAPTERS

1. The Problem and its Background . . . . . . . . . . . . . . . . .1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . 3

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . .4

Statement of the Problem . . . . . . . . . . . . . . . . . . . . 6

Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Scope and Limitation of the Study . . . . . . . . . . . . . . . . 7

Significance of the Study . . . . . . . . . . . . . . . . . . . . 8

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . 9

2. Review or Related Literature and Studies . . . . . . . . . . . . 13

Local Literature . . . . . . . . . . . . . . . . . . . . . . . . 13

Foreign Literature . . . . . . . . . . . . . . . . . . . . . . . 14

Local Studies . . . . . . . . . . . . . . . . . . . . . . . . . 15

Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . 15

Synthesis of Related Literature and Studies . . . . . . . . . . . . 16

3. Methodology . . . . . . . . . . . . . . . . . . . . . . . . . 19

Research Design . . . . . . . . . . . . . . . . . . . . . . . . 19

Population and Sampling . . . . . . . . . . . . . . . . . . . . 20

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Respondents of the Study . . . . . . . . . . . . . . . . . . . . 22

Research Instrument . . . . . . . . . . . . . . . . . . . . . . 22

Data Gathering Procedures . . . . . . . . . . . . . . . . . . . 23

Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . 24

4. Presentation, Analysis and Interpretation of Data . . . . . . . . . 29

Sub-Problem No. 1 . . . . . . . . . . . . . . . . . . . . . . .29

Sub-Problem No. 2 . . . . . . . . . . . . . . . . . . . . . . . 30

Sub-Problem No. 3 . . . . . . . . . . . . . . . . . . . . . . . 31

Sub-Problem No. 4 . . . . . . . . . . . . . . . . . . . . . . . 33

Sub-Problem No. 5 . . . . . . . . . . . . . . . . . . . . . . . 37

5. Summary, Conclusions and Recommendations . . . . . . . . . . 59

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Recommendations . . . . . . . . . . . . . . . . . . . . . . . 77

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . .79

APPENDICES . . . . . . . . . . . . . . . . . . .

A. LETTER TO THE PRINCIPAL . . . . . . . . . . . . . . . . . . .

B. LETTER TO THE RESPONDENTS . . . . . . . . . . . . . . . . .

C. QUESTIONNAIRES . . . . . . . . . . . . . . . . . . . . . . .

D. PRE-TEST AND POSTTEST . . . . . . . . . . . . . . . . . . . .

E. KEY TO CORRECTION . . . . . . . . . . . . . . . . . . . . . .
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F. BROCHURE . . . . . . . . . . . . . . . . . . . . . . . . . . .

G. CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . .

LIST OF TABLES

1. Distribution of Grade 11 Respondents . . . . . . . . . . . . . . . 20

in Valeriano E. Fugoso Memorial High School

of School Year 2017-2018

2. Distribution of Teacher Respondents in . . . . . . . . . . . . . . 21

Valeriano E. Fugoso Memorial High School

on the Acceptability on the Proposed

Informational Reading Material

3. Academic Performance of Grade 11 . . . . . . . . . . . . . . . . 29

Senior High School Students in the

School Year 2017-2018

4. Effects of Insufficient Learning Materials in the . . . . . . . . . . .30

Academic Performances of Grade 11 Senior

High School Students in the School Year 2017-2018

5. Assessment of the Respondents as to the Introduction . . . . . . . . 33

6. Assessment of the Respondents as to the Objectives . . . . . . . . . 36

7. Assessment of the Respondents as to the Contents . . . . . . . . . . 39

8. Assessment of the Respondents as to the Application . . . . . . . . .41

9. Assessment of the Respondents as to the Presentation . . . . . . . . 44

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10. Assessment of the Respondents as to the Language and Styles . . . . .47

11. Assessment of the Respondents as to the Organization . . . . . . . . 50

12. Assessment of the Respondents as to the Usefulness . . . . . . . . . 53

13. Summarization of Assessment of the . . . . . . . . . . . . . . . . 56

Acceptability of the Proposed Informational

Reading Material

14. Significant Different between the Pre-Test . . . . . . . . . . . . . 58

Scores of the Two Groups Before

using the Proposed Informational Reading Material

15. Significant Difference between the Posttest . . . . . . . . . . . . . 58

Scores of the Two Groups After

using the Proposed Informational Reading Material

LIST OF FIGURES

Figure

1. Conceptual Paradigm of the Study . . . . . . . . . . . . . . . . 5

2. Proposed Informational Reading Material . . . . . . . . . . . . . 31

ACKNOWLEDGEMENT

The researchers would like to express their heartfelt gratitude and

appreciation to the following:

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Almighty God, for giving them the patience, knowledge and strengthen the

researcher with the capability to finish their study,

Lito B. Diaz, research adviser for his words of encouragement, patience and

guidance which served as an inspiration for the researchers,

Teachers, for giving their aid and guidance in helping the researchers with

the acquiring the needed data for their study,

Friends and Family, who had been there to help when needed.
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Senior High School Department

CHAPTER 1

INTRODUCTION

The K-12 Educational System has had a huge impact on the students of

different levels. Because of the implementation, more students from varying

schools have had a higher success of academically inclined pupil that soon become

successful in their chosen paths and careers. It is because of the new educational

system that students of different backgrounds are having an easier time

understanding subjects and topics that may reappear in college. However, that

was just one aspect of the Education System.

There seems to be a lack of sufficient learning materials in the Senior High

School sector of different schools. Due to the 11th and 12th grades being a newer

concept in the Philippines, there were not enough materials that the teachers and

students could use in their academic pursuit of knowledge. This conundrum is the

thing that halts learners in their path.

In connection with the lack of sufficient instructional materials, specifically

the academic kind, the students have to rely on the internet for their assignments

and lesson references. Although the world-wide-web has been of great use to us

in our research or daily uses, not everything on the web is connected or correct at

all. Self-studying techniques and materials may also be used, but then again, not

everything that is studied about is connected with one another.

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The use and need of learning materials can decrease the difficulty that both

the students and teachers are experiencing in class. With such equipment, there

will not be any misunderstandings in class about certain topics or lessons, such as

who was the real founder of a company. Grades will gradually improve due to

their understanding of the material. Students would not have to rely on the

internet as much in their studies, since the internet is proven to be a distraction in

their studies.

In our school, specifically the previous batch of Grade 11 students in

Valeriano E. Fugoso Memorial High School, we did not have such materials for

our studies since we were the pioneers of the Senior High School division during

that time. We did not have the books or things that we needed during the 1st

semester, the rest only coming in during our 2nd semester in the school. We had to

rely on the internet for our answers to assignments and instructional materials for

lessons, which resulted in similar typed assignments passed by different students,

or sometimes performing plagiarism or the ‘copy and paste’ method for

assignments.

We, the researchers, have thought of forming this research topic not only to

gather data to identify and formulate a solution, but to also inform future

researchers who might cite our work. As the former Grade 11 students of

Valeriano E. Fugoso Memorial High School, as well as the pioneers of the Senior

High School Department, have experienced the lack of sufficient learning

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materials since we were the start of the SHS Department. We had to rely on only

our teacher’s notes and lessons, and our own research on the internet and other

reference books and guides. Thus, we began our research on searching for the

relationship of insufficient learning materials to the academic performances of

Grade 11 Senior High School students of Valeriano E. Fugoso Memorial School in

the School Year 2017 to 2018.

THEORETICAL FRAMEWORK

This research is based on the theory of Ausubel (1963) which is concerned

with how individuals learn large amounts of meaningful material from

verbal/textual presentation in a school setting. According to Ausubel, learning is

based upon the kinds of super ordinate, representational and combinational

processes that occur during the reception of information. A primary process in

learning is subsumption in which new material is related to relevant ideas in the

existing cognitive structure of a substantive, non-verbatim basis.

CONCEPTUAL FRAMEWORK
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The conceptual framework of this study is depicted in the paradigm given

below.

Figure 1 presents the conceptual paradigm of the study for the evaluation of

the relationship of insufficient learning materials on the academic performances

of Grade 11 Senior High School students in the SY 2017-2018; Basis for a Proposed

Reading Material.

Frame 1 presents the input, which is the academic performances of Grade

11 Senior High School Students in the SY 2017 – 2018, as well as questionnaires

and Respondent's pre-test and posttest.

Frame 2 reflects the process which involves the use of a survey and the

statistical gathering of data using the five-point likert scale, weighted mean,

standard deviation and t-test and assessment of proposed informational reading

materials.

Frame 3 contains the output which is the proposed informational reading

material.

INPUT PROCESS OUTPUT

Academic
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FRAME 1 FRAME 2 FRAME 3

FEEDBACK

FIGURE 1: Conceptual Paradigm of the Study

STATEMENT OF THE PROBLEM

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This study aims to figure out the relationship of insufficient learning

materials on the academic performances of Grades 11 students in Valeriano E.

Fugoso Memorial High School, and to develop a proposed informational reading

material.

The statements of the problems to be answered are the following:

1. What is the academic performance of Grade 11 Senior High School students in

the School Year 2017-2018?

2. What are the effects of insufficient learning materials towards the academic

performances of the Grade 11 students?

3. Based on the findings, what informational reading material may be proposed?

4. How acceptable the proposed informational reading material as assessed by

the teacher’s respondents in terms of:

4.1 Internal

4.1.1 Introduction

4.1.2 Objectives

4.1.3 Content, and;

4.1.4 Application

4.2 External

4.2.1 Presentation

4.2.2 Language and Style

4.2.3 Organization, and;

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4.2.4 Usefulness

5. Is there a significant difference between the pre-test and posttest of the two

groups before and after using the proposed informational reading material?

HYPOTHESIS

This study hypothesized that there is no significant difference between the

pretest and posttest of the two groups before and after using the proposed

informational reading materials.

SCOPE AND LIMITATIONS

The scope of the study covers the Grade 11 Senior High School students of

SY 2017-2018, Senior High School teachers and school administrators of Valeriano

E. Fugoso Memorial School. The school is located at the Boys Town Complex,

Parang, Marikina City.

Moreover, the evaluation of the acceptability of the proposed informational

reading materials was based on the results of the assessments of the teachers

regarding the introduction, objectives, contents, application, presentation,

language and style, organization, and usefulness of the developed material.

SIGNIFICANCE OF THE STUDY

This is significant to the following:

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Students. This will help with any difficulty that they are experiencing. They

won’t be relying as much on the internet for materials on the subjects that they are

studying, since not everything on the web is connected to the lesson that they are

currently taking. They will gain more knowledge if they are using learning

materials.

Teachers. They would not experience such difficulty when they are teaching

the students, and to make the lessons easier to learn and understand. With the

assistance of learning materials, it is easier for the teacher to develop an

understanding for the lesson that their students are about to take, so that their

pupils will not have a difficult time understanding the lesson given to them.

School Administrators. Like the teachers, they would not experience

difficulties with trying to find learning materials for the students and the teaching

materials for teachers. They won’t have to worry about worn out books from

breaking if there were newer ones to replace the older ones.

Future Researchers. This is so that they can use this as a basis for their own

research, whether the topic for their research is related or not.

DEFINITION OF TERMS
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For better clarifications in understanding the terms related to the study, the

following terms were defined conceptually and operationally:

Academic Performance – the extent to which a student, teacher or institution has

achieved their short or long-term educational goals

Acceptability – the degree of satisfaction of the respondents in approving the

reading material

Aims – have the intention of achieving

Assessment – the evaluation or estimation of the nature, quality or ability of

someone or something

Content – the material dealt with in a field of study

Conundrum – a confusing or difficult problem

Depicted – to show (someone or something) in pictures, paintings, photographs

etc.

Distraction – a state in which you are very annoyed or upset; something that makes

it difficult to think or pay attention

Evaluation – to judge the value or condition of (someone or something) in a careful

and thoughtful way or manner

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Gradually – moving or changing in small amounts; happening in a slow way over

a long period of time

Hypothesis – an idea or theory that is not proven but that leads to further study or

discussion

Insufficient – not having or providing enough of what is needed

K to 12 – a short form for the publicly-supported school grades prior to college.

These grades are kindergarten (K) and the 1st through the 12th grade (1-12)

Language and Style – the grammars and terms used in the proposed reading

material

Learning – a process of gaining knowledge or skills by the way of studying

Misunderstanding – a failure pf trying to understand something

Plagiarism – the practice of taking someone else’s work or ideas and passing them

off as one’s own

Pursuit – an activity that one engages in as a location, profession or avocation

Questionnaires – a written set of questions that are given to people in order to

collect facts or opinions about something

Relying – to be dependent
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Self-studying – a way of learning about a subject that involves studying alone at

home, rather than in a classroom with a teacher

Shortage – a state of which there is not enough of something that is needed

Standard Deviation – a measure of the dispersion of a frequency distribution that

is the square root of the arithmetic mean of the squares of the deviation of each of

the class frequencies from the arithmetic mean of the frequency distribution

Statistical – of, relating to, based on, or employing the principles of statistics

Teachers – refers to the mentors teaching in the Junior High Department ranging

from Teacher I to Teacher III

Theory – an idea or set of ideas that is intended to explain facts or events

Usefulness – the functionality of the developed reading materials

Validation – the process of reviewing the reading material through questionnaire

which the respondent answered to evaluate the proposed instructional reading

material

Weighted Mean – is a kind of average. Instead of each data point contributing

equally to the final mean, some data points contribute more “weight” than others
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World Wide Web – an information system on the internet that allows documents

to be connected to other documents by hypertext links, enabling the user to search

for information by moving from one document to another

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

LITERATURE

LOCAL

Sasson (2009) stated that the quantity of materials depends on the number of

learners using them, organization of the materials, group arrangement, time

management and records management.

Montague, Wulfrek and Ellis (1983) highlighted that the best design does not

compensate for the lack of skills needed to develop quality instruction. An

instruction is a set of events that facilitate learning whilst design means a creative

pattern or a rational, logical, sequential process intended to solve problems. Thus,

instructional design can be defined as “the systematic process of translating

principles of learning and instruction into plans for instructional materials and

activities.”

Abolade (2009) emphasized that it is when original materials are not

available for use in teaching and learning that other types and forms of

instructional can be applied.

FOREIGN
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Abdullahhi (2010) said that instructional materials are tools locally made or

imported that help to facilitate the teaching/learning process.

Phyllis (2011) stated that instructional materials possess some inherent

advantages that make them unique in teaching. For one thing, they provide the

teacher with interesting and compelling platforms for conveying information since

they motivate learners to want to learn more and more. Also, by providing

opportunities for private study and reference, the learner’s interest and curiosity

are increasingly stimulated. Further, the teacher is assisted in overcoming physical

difficulties that could have hindered his effective presentation in a topic. They

generally make teaching and learning easier and less stressful. They are equally

dispensable catalysts of social and intellectual development of the learners.

Onyeachu (2010) defined instructional materials as ways and means of

making the teaching and learning process easy, more meaningful and

understandable.

Ikerionwu (Isola, 2010) referred to them as objects or devices, which help

the teacher to make a lesson much clearer to the learner. Instructional materials

are also described as a concrete or physical object which provides sound, visual or

both to the sense organs during teaching.

STUDIES

LOCAL
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Gaotlhobogwe (2012) found that in a developing context, a lack of resources

(i.e., the availability of materials, tools, and other equipment) in schools may

influence secondary school students' attitudes and perceptions toward technology

to such an extent that they did not choose the subject technology. The age of

students as a determinant has an influence on how students perceive technology

and their attitudes toward it.

Mottier (1999) observed that the more we live in increasingly technological

environments, the more the younger generation do not see it as technical anymore

and ironically, the more technology education is introduced in general education,

the more students turn to other studies.

FOREIGN

Momoh (2010) conducted a research on the effects of instructional resources

on students’ performance in West Africa School Certificate Examinations

(WASCE) in Kwara State. He correlated material resources with academic

achievements of students in ten subjects. Data were collected from the subject

teachers in relation to the resources employed in the teaching. The achievements

of students in WASCE for the past five years were related to the resources available

for teaching each of the subjects. He concluded that material resources have a

significant effect on student’s achievement in each of the subjects.

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Nwike and Onyejegbu (2013) revealed that those students taught with

instructional materials performed better than those taught without instructional

materials. This finding is in line with the work of Olagunju (2000) who found that

there was a remarkable difference in the achievement scores of students taught

with various instructional materials and those not exposed to the use of

instructional materials.

SYNTHESIS OF RELATED LITERATURE

LOCAL

Sasson (2009) emphasized that the quantity of the learning materials being

used depends on the students using them for their studies, or for teachers who use

the instructional materials for their lessons and teachings in their classes.

Montague, Wulfrek and Ellis (1983) stated in their research that the lack of

skills will not be compensated by the design of the learning material given to

students or teachers. An instruction is a set of events that facilitate learning whilst

design means a creative pattern or a rational, logical, sequential process intended

to solve problems.

Abolade (2009) stated that not all learning materials were readily available

to those who need them for their studies, but that other materials that can provide

the same service for their studies can be used instead.

FOREIGN
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Abdullahi, Phyllis, Onyeachu and Ikerionwu (2010 & 2011) stated that

learning materials were devices that are used to acquire knowledge, used in

teaching by both students and teachers, and that they are either locally made or

gotten from either a local resource or a foreign one. They provide the teachers and

learners with interesting and compelling platforms for conveying information.

SYNTHESIS OF RELATED STUDIES

LOCAL

Gaotlhobogwe and Mottier (2012 & 1999) found out that through their

studies, a lack of learning materials and resources affects not only the learners but

also the teachers who are in need of such materials for teaching in their lessons. In

their experiments as well, they stated that those who were given resources for a

test that they had given to a group of respondents, the ones who were given

learning materials had gotten higher marks than those who were not given any.

FOREIGN

Momoh, Nwike and Onyejegbu (2010 & 2013) had found out that in their

research about learning materials, those who were given things likes books have

gotten significantly higher marks and have more knowledge about certain topics,

unlike those who were given none.

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CHAPTER 3

METHODOLOGY

RESEARCH DESIGN

The study used the experimental method and descriptive method in

gathering the necessary data in the development of the Effects of Insufficient

Learning Materials on the Academic Performances of Grade 11 Students in the

Senior High School Department of VEFMS in the SY 2017-2018.

According to Gay (1992) as cited by Juan Ramirez, the experimental method

is the only method of research that can truly test hypotheses concerning cause-

and-effect relationships. It represents the most valid approach to the solution of

educational problems, both practical and theoretical, and to the advancement of

education as a science.

According to Sevilla as cited by Lacanilao (2008), descriptive methods

involve collection of data to test the hypothesis in order to answer questions

concerning the current status of the subject under the study. It is a direct source of

knowledge and is necessary to gather information about existing condition.

Also according to S.L. (2009), it is important to emphasize that descriptive

research methods can only describe a set of observations or the data collected. It

cannot draw conclusions from that data about which way the relationship goes.
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POPULATION AND SAMPLING

The methods for sampling used were purposive sampling and stratified

sampling.

Ritchie et al. (2003) defines purposive sampling as “A strategy where

members of a sample are chosen with a purpose to represent a location or type in

relation to the criterion”.

V. Parsons (2017) states stratified sampling as a probability sampling method

that is implemented in sample surveys.

Table 1. Distribution of Grade 11 Student Respondents in Valeriano E. Fugoso

Memorial High School

RESPONDENTS GENDER TOTAL

Male Female
Frequency Percent Frequency Percent Frequency Percent
Controlled 6 40.00 9 60.00 15 50.00
Treatment 7 46.67 8 53.33 15 50.00
Total 13 43.33 17 56.67 30 100.00
It can be gleaned from Table 1 that there are “15” or “50.00” percent of

controlled respondents, and “15” or “50.00” percent of treated respondents. A total

of “30” or “100.00” percent.

It can also be garnered from this table that “6” or “40.00” percent of the

controlled group are males while “9” or “60.00” percent are females, “7” or “46.67”

percent of the treatment group are males while “8” or “53.33” percent are females.
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A total of “13” or “43.33” percent for all the males and “17” or “56.67” percent of

all the females.

Table 2. Distribution of Teacher Respondents in Valeriano E. Fugoso Memorial

High School on the Acceptability on the Proposed Informational Reading

Material

Faculty Male Female Total

Frequency Percent Frequency Percent Frequency Percent
Teacher I 5 50.00 5 50.00 10 50.00
Teacher II 0 0.00 7 100.00 7 35.00
Teacher III 0 0.00 3 100.00 3 15.00
Total 5 25.00 15 75.00 20 100.00

It can be garnered from Table 2 that “10” or “50.00” percent of the teacher

respondents were Teacher I, “7” or “35.00” percent were Teacher II and “3” or

“15.00” percent were Teacher III. A total of “20” or “100.00” percent teacher

respondents.

It can also be seen in the table that “5” or “50.00” percent of the Teacher I

respondents were male while “5” or “50.00” percent were females, whereas “0” or

“0.00” percent of the Teacher II respondents were male while “7” or “100.00”

percent were females, meanwhile “3” or “100.00” percent of the Teacher III

respondents were female.

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RESPONDENTS OF THE STUDY

The subject respondents of the study were the One Hundred (100) Grade 11

Students. In which 39 respondents are from the General Academic Strand (GAS),

34 are from the Science Technology Engineering and Mathematics (STEM) and 27

respondents from the Technological and Vocational Livelihood (TVL) of Valeriano

E. Fugoso Memorial High School for the School Year 2017-2018.

RESEARCH INSTRUMENT USED

The analysis of pertained documents and survey questionnaires were the

main instrument used in gathering related data for the study. The questionnaires

were administered to the Grade 11 students of Valeriano E. Fugoso Memorial High

School for the School Year 2017-2018 in Boys Town.

The survey questionnaires were the main instrument used in gathering

relevant data for the study. The survey questionnaires were composed of two

distinct parts that helps to identify the qualities and experiences of the respondents

that are needed to be observed. The first part is the demographic, wherein the

profiles of the respondents were asked. Then, the second part was the questions

that gather the experiences of the respondents related to the study.

 Boys Town Complex, Parang, Marikina City
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DATA GATHERING PROCEDURES

The following procedures were adapted by the researcher to gather the

needed data for the study.

1. A letter of permission from the school principal to conduct the study.

2. After the approval of letter asking permission from the school principal, the

letter has sent to the Research Adviser

3. The questionnaires checklists were formulated.

4. Upon the completion of the hard copy and soft copy of the Survey

questionnaires, the researcher begun to visit the different Senior High School

students of the different strands in Valeriano E. Fugoso Memorial High School.

5. Questionnaires were retrieved and the data consisting who are bullied

students respondents were tabulated and analyzed. Finally, the results of the

students who were given and/or have used insufficient learning materials

were treated statistically to find out if there is significant difference.

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STATISTICAL TREATMENT OF DATA

The statistical tools to analyze and interpret the gathered data and results were

used:

1. Percentage. This was used to compare the size of different magnitudes.

𝑓
𝑃= × 100
𝑁

Where:

F = frequency

N = total number of respondents

100 = constant factor

2. Weighted Mean. This measures the number of students who were given

and/or have used insufficient learning materials.

𝑤1 𝑥1 + 𝑤2 𝑥2 + ⋯ + 𝑤𝑛 𝑥𝑛
𝑋̅ =
𝑤1 + 𝑤2 + ⋯ + 𝑤𝑛

Where:

𝑋̅ = weighted mean

𝑥1 , 𝑥2 , … 𝑥𝑛 = are the grouped of numbers or scores

𝑤1 , 𝑤, … 𝑤𝑛 = denotes the number of times occurrence

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Five-point Likert Scale as the criterion served as the basis for the interpretation of

the data. The scales used were as followed:

Assessment of the Proposed Informational Reading Materials

For the Introduction, Objectives, Content, Application, Presentation, Language

and Style, Organization and Usefulness of the Proposed Informational Reading

Material

Option Equivalent Verbal Symbol

Interpretation
5 4.20 – 5.00 Strongly Agree SA
4 3.40 – 4.19 Agree A
3 2.60 – 3.39 Moderately MD
Agree
2 1.80 – 2.59 Disagree D
1 1.00 – 1.79 Strongly SD
Disagree
For Acceptability

Option Equivalent Verbal Symbol

Interpretation
5 4.20 – 5.00 Very Highly VHA
Acceptable
4 3.40 – 4.19 Highly HA
Acceptable
3 2.60 – 3.39 Acceptable A
2 1.80 – 2.59 Less LA
Acceptable
1 1.00 – 1.79 Not NA
Acceptable
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3. Mean Percentage Score. This is the percentage equivalent of the mean score

and used for interpretation of data collected.

𝑥
𝑀𝑃𝑆 = 𝑥 50 + 50
𝑛

Where:

x = Mean

N = Number of Items

Verbal Interpretation for Performance Level

MPS Descriptive Rating

96 - 100 Mastered

86 - 95 Closely Approximately Mastery

66 - 85 Moving Towards Mastery

33 - 65 Average Mastery

15 - 32 Low Mastery

5 - 14 Very Low Mastery

0-4 Absolutely No Mastery

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4. Standard Deviation. This measures the degree of difference of the academic

performance of the subject respondents.

Ʃ (𝑥− 𝑥̅ )2
S= √
𝑛−1

Where:

S= standard deviation

x = sum of the scores

n = number of cases

5. T-test. This measured the significant effects between the insufficient learning

materials and academic performance mean score of the subject respondents.

The formula for the T-test:

𝑥̅0 − 𝑥̅1
𝑇=
𝑠 20 𝑠 21
√ +
𝑛1 𝑛2

Where:

𝑥̅1 = Mean of first set of values

𝑥̅2 = Mean of second set of values

S1 = Standard deviation of first set of values

S2 = Standard deviation of second set of values

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n1 = Total number of values in first set

n2 = Total number of values in second set.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 Boys Town Complex, Parang, Marikina City
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Sub-problem No. 1: What is the academic performance of Grade 11 Senior High

School students in the School Year 2017-2018?

Table 3 Academic Performance of Grade 11 Senior High School Students in the

School Year 2017-2018, 2nd Semester

RESPONDENTS ̅
𝑿 SD MPS VERBAL ABBREVIATION
INTERPRETATION
GAS 89.18 3.99 94.59 Closely Approximately CAM
Mastery
STEM 87.76 2.57 93.88 Closely Approximately CAM
Mastery
TVL 80.74 4.19 90.37 Closely Approximately CAM
Mastery
OVERALL 85.89 3.58 92.95 Closely Approximately CAM
COMPOSITE Mastery
It can be seen from table 2 that the Academic Performance of Grade 11 Senior

High School students in the SY 2017-2018, 2nd semester has obtained an overall

composite mean of “85.89” with an overall composite Mean Percentage Score

“92.95”, verbally interpreted as “Closely Approximately Mastery (CAM)”.

On the other hand, the Technical Vocational Livelihood (TVL) respondents

has garnered an overall composite of “80.74” with an overall composite Mean

Percentage Score “90.37”, verbally interpreted as “Closely Approximately Mastery

(CAM)”, whereas the Science, Technology, Engineering and Mathematics (STEM)

respondents had gotten an overall composite of “87.76” with an overall composite

Mean Percentage Score “93.88”, verbally interpreted as “Closely Approximately

Mastery (CAM)”, wherein the General Academic Strand (GAS) respondents had
 Boys Town Complex, Parang, Marikina City
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obtained an overall composite of “89.18” with an overall composite Mean

Percentage Score “94.59”, verbally interpreted as “Closely Approximately Mastery

(CAM)”.

Sub-problem No. 2: What are the effects of insufficient learning materials

towards the academic performances of the Grade 11 students?

Table 4 Effects of Insufficient Learning Materials in the Academic Performances

of Grade 11 Senior High School Students in the School Year 2017-2018

CHOICES FREQUENCY PERCENTAGE RANK

Low grades 38 21.11 3
Loss of focus 41 22.78 2
Lack of participation 28 15.56 4
in class
Insufficient 67 37.22 1
knowledge
Financial 2 1.11 6
Loss of resources 4 2.22 5
TOTAL 180 100.00
It can be shown from table 3 that “Insufficient Knowledge” placed Rank 1

with “67” or “37.22 percent” as to the effects of insufficient learning materials in

the academic performances of Grade 11 Senior High School students in the SY

2017-2018, whereas “Loss of Focus” ranked 2nd with “41” or “22.78 percent”, while

“Low Grades” ranked 3rd with “38” or “21.11 percent”, wherein “Lack of

Participation in Class” ranked 4th with “28” or “15.56 percent”, while “Loss of

Resources” ranked 5th with “4” or “2.22 percent” and “Financial” ranked 6th with

“2” or “1.11 percent”.

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Sub-problem No. 3: Based on the findings, what informational reading material

may be proposed?

Figure 2. Proposed Informational Material on the Effects of Insufficient

Learning Materials

Based on the findings, the most appropriate informational reading material

to use by the researchers to introduce the topic to the readers is through a

brochure or pamphlet.
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Frame 1 contains the front page of the pamphlet, the effects of insufficient

learning materials and the causes of informational learning materials.

Frame 2 contains the objectives of the material, the introduction, the

contents and the different forms of learning materials that can be used.

Sub-problem No. 4: How acceptable is the proposed informational reading

material assessed by the respondents in terms of:

4.1 Internal as to:

4.1.1. Introduction
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Table 5 Assessment of the Respondents as to the Introduction

Teacher 1 Teacher 2 Teacher 3 Composite Mean

Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.

1. Relevant 4.20 VHA 4.43 VHA 4.33 VHA 4.32 VHA 1

to the lesson
or topic.
2. Arouse 4.00 HA 4.43 VHA 4.33 VHA 4.25 VHA 2
students’
interest and
curiosity.
3. Simple, 4.40 VHA 4.29 VHA 4.00 HA 4.23 VHA 3
clear and
brief.
4. Provided 4.20 VHA 4.00 HA 3.00 A 3.73 HA 5
with
illustration
(if needed).
5. Gives 4.20 VHA 4.00 HA 4.00 HA 4.07 HA 4
bird’s eye
view of the
concepts to
be
discussed.
Overall 4.20 VHA 4.23 VHA 3.93 HA 4.12 HA
weighted
mean
It can be gleaned in Table 5, as to the Teacher 1 rated majority of the

indicators of introduction as “Very Highly Acceptable”, as supported by the

weighted means of “4.20”, “4.40”, “4.20” and “4.20” respectively, except for

question number two (2), which had accumulated a weighted mean of “4.00” or “

Highly Acceptable”. Combining the mean values has resulted to an overall

weighted mean of “4.20”, verbally interpreted as “Very Highly Acceptable”. For

Teacher 2, three (3) indicators have accumulated weighted means of “4.43”, “4.43”

and “4.29” respectively, with the verbal interpretation of “Very Highly

Acceptable”, whereas two (2) indicators have received weighted means of “4.00”
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for both, resulting in a verbal interpretation of “Highly Acceptable”. Combining

the mean values has resulted to an overall weighted mean of “4.23” or “Very

Highly Acceptable” as a verbal interpretation. For Teacher 3, two (2) indicators

have acquired the weighted means of “4.33” for both, resulting in the verbal

interpretation of “Very Highly Acceptable”, whereas two (2) indicators have

garnered the weighted means of “4.00”for both with the verbal interpretation of

“Highly Acceptable”, while the last indicator has the weighted mean of “3.00” or

“Acceptable”. Combining the mean values results in the overall weighted mean of

“3.93” or “Highly Acceptable."

The overall assessment of the three groups of respondents where “Relevant

to the lesson topic” acquiring a composite mean of “4.32”, verbally interpreted as

“Very Highly Acceptable”, has ranked 1st. Ranked 2nd is the indicator “Arouse

students’ interest and curiosity” with the composite mean of “4.25”, verbally

interpreted as “Very Highly Acceptable”. “Simple, clear and brief” has acquired

the 3rd rank with a composite mean of “4.23” and a verbal interpretation of “Very

Highly Acceptable”. In the 4th rank is “Gives bird’s eye view of the concepts to be”

with a composite mean of “4.07” and a verbal interpretation of “Highly

Acceptable”. Ranked 5th is “Provided with illustration (if needed)” with a

composite mean of “3.73” and a verbal interpretation of “Highly Acceptable.”

Combining the mean values resulted in an overall weighted mean of “4.12” and a

verbal interpretation of “Highly Acceptable.” This implies that the proposed

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informational reading material as to the introduction was relevant yet must

provide more illustrations for further inquiry.

4.1.2. Objectives

Table 6 Assessment of the Respondents as to the Objectives

Teacher 1 Teacher 2 Teacher 3 Composite Mean

Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.

1. Objectives 4.20 VHA 4.57 VHA 4.00 HA 4.26 VHA 5

are specified
and clearly
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stated in the
material.
2. Objectives 4.50 VHA 4.43 VHA 4.00 HA 4.31 VHA 4
are realized
within the
time
allotment.
3. Objectives 4.50 VHA 4.43 VHA 4.33 VHA 4.42 VHA 1
are
expressed in
a language
that is easy
to
understand.
4. Objectives 4.70 VHA 4.43 VHA 4.00 HA 4.38 VHA 3
are related
to the
content
within the
material.
5. Objectives 4.80 VHA 4.43 VHA 4.00 HA 4.41 VHA
gives a clear 2
overview of
the topic
within the
given
material.
Overall 4.54 VHA 4.46 VHA 4.07 HA 4.36 VHA
Weighted
Mean
It can be seen from Table 6, as to the rated indicators of Teacher 1, the entirety

of the objectives were rated with the weighted means of “4.20”, “4.50”, “4.50”,

“4.70” and “4.80” respectively, with a verbal interpretation of “Very Highly

Acceptable”. Combining the mean values resulted in an overall weighted mean of

“4.54”, verbally interpreted as “Very Highly Acceptable.” For Teacher 2, all the

indicators have received a verbal interpretation of “Very Highly Acceptable”, with

the weighted means of “4.57”, “4.43”, “4.43”, “4.43” and “4.43”. Combining the

mean values resulted in an overall weighted mean of “4.46” with the verbal

interpretation of “Very Highly Acceptable.” Lastly, for Teacher 3, the majority of

the rated indicators have the verbal interpretation of “highly Acceptable” with the
 Boys Town Complex, Parang, Marikina City
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weighted mean of “4.00” for the indicators, except for one indicator that had

garnered the weighted mean of “4.33” with a verbal interpretation of “Very Highly

Acceptable.” Combining the mean values resulted in an overall weighted mean of

“4.07” with the verbal interpretation of “Highly Acceptable”.

Out of all the overall assessments of the three groups, “Objectives are

expressed in a language that is easy to understand” has ranked 1st with a weighted

mean of “4.42” with a verbal interpretation of “Very Highly Acceptable”. Ranked

2nd is “Objectives gives a clear overview of the topic within the given material”

with the weighted mean of “4.41” and the verbal interpretation of “Very Highly

Acceptable”. Following that, “Objectives are related to the content within the

material” has acquired the weighted mean of “4.38” and the verbal interpretation

of “Very Highly Acceptable”. Garnering the 4th rank is “Objectives are realized

within the time allotment” with a weighted mean of “4.31” and the verbal

interpretation of “Very Highly Acceptable.” In 5th rank with the weighted mean of

“4.26” and the verbal interpretation of “Very Highly Acceptable” is “Objectives

are specified and clearly stated in the material”. Combining the mean values

resulted in the overall weighted mean of “4.36” with the verbal interpretation of

“Very Highly Acceptable”. This implies that the Proposed Informational Reading

Material as to the Objectives is clearly understood in a language known to the

readers but must have more specific and clear objectives.

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4.1.3. Contents

Table 7 Assessment of the Respondents as to the Contents

Teacher 1 Teacher 2 Teacher 3 Composite Mean

Criteria Rank
W.M. V. I. W.M. V. I. W.M. V. I. W. M. V. I.

1. The contents 4.60 VHA 4.43 VHA 4.00 HA 4.34 VHA 1

are stated in a
simple and
clear language.
2. The contents 4.30 VHA 4.00 HA 4.00 HA 4.10 HA 4
facilitate the
understanding
of the different
concepts.
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3. The 4.20 VHA 4.29 VHA 4.00 HA 4.16 HA 3

discussions are
acceptable to
the students’
interest and
level of
comprehension.
4. The contents 4.30 VHA 4.29 VHA 4.00 HA 4.20 VHA 2
are arranged in
a way to easily
identify each
subject matter.
Overall 4.35 VHA 4.25 VHA 4.00 HA 4.20 VHA
Weighted Mean
It can be gathered from Table 7, as to the rated indicators of Teacher 1, the

indicators have received a verbal interpretation of “Very Highly Acceptable” with

the weighted means of “4.60”, “4.30”, “4.20” and “4.30” respectively. Combining

the mean values has resulted in an overall weighted mean of “4.35” with the verbal

interpretation of “Very Highly Acceptable”. For Teacher 2, the majority of the

indicators have garnered the weighted means of “ 4.43”, “4.29”and “4.29”

respectively with the verbal interpretation of “Very Highly Acceptable”, except

for one indicator which has the weighted mean of “4.00” and the verbal

interpretation of “Highly Acceptable.” Combining the mean values results in the

overall weighted mean of “4.25” with the verbal interpretation of “Very Highly

Acceptable.” As for Teacher 3, all of the indicators has the weighted mean value

of “4.00” with the verbal interpretation of “Highly Acceptable”. Combining the

mean values results in the overall weighted mean of “4.00” and the verbal

interpretation of “Highly Acceptable”.

The overall assessment of the three groups of three respondents, ranked 1 st

with the weighted mean of “4.34” and the verbal interpretation of “Very Highly
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Acceptable” is “The contents are stated in a simple and clear language”. Ranked

2nd is “The contents are arranged in a way to easily identify each subject matter”

with the weighted mean of ”4.20” and the verbal interpretation of “Very Highly

Acceptable”. In the 3rd rank, with the weighted mean of “4.16” and the verbal

interpretation of “Highly Acceptable” is “The discussions are acceptable to the

students’ interest and level of comprehension”. Lastly, “The contents facilitate the

understanding of the different concepts” has acquired the 4th rank with the

weighted mean of “4.10” and the verbal interpretation of “Highly Acceptable”.

Combining the mean values results in the overall weighted mean of “4.20” with

the verbal interpretation of “Very Highly Acceptable”. This implies that the

Proposed Informational Reading Material as to the Contents is stated in a simple

and clear language but need to facilitate the understanding of the contents more.

4.1.4. Application

Table 8 Assessment of the Respondents as to the Application

Teacher 1 Teacher 2 Teacher 3 Composite Mean

Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.

1. The 4.80 VHA 4.29 VHA 4.33 VHA 4.47 VHA 1.5
material
provides
awareness to
the teachers
about the
insufficiency
of some
learning
materials.
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2. The 4.60 VHA 4.14 HA 4.33 VHA 4.36 VHA 4

material
provides
sufficient
knowledge
for the
students
regarding the
implied
subject topic.
3. The 4.20 VHA 4.57 VHA 4.33 VHA 4.37 VHA 3
material is
appropriately
designed and
developed
for the
viewing of
the students.
4. The 4.50 VHA 4.57 VHA 4.33 VHA 4.47 VHA 1.5
material is
sufficient for
the use in
future
research
projects.
Overall 4.53 VHA 4.39 VHA 4.33 VHA 4.42 VHA
weighted
mean
It can be seen Table 8, as to the rated indicators of Teacher 1, all indicators

have a weighted mean of “4.50”, “4.60”, “4.20’, and “4.50” with the verbal

interpretation of “Very Highly Acceptable”. Combining the mean values results

in the overall weighted mean of “4.53” with the verbal interpretation of “Very

Highly Acceptable”. For Teacher 2, the majority of the indicators have gathered

the weighted means of “4.57”, “4.57” and “4.29” respectively, with the verbal

interpretation of “Very Highly Acceptable”, except for one indicator that has

acquired a weighted mean of “4.14” with the verbal interpretation of “Highly

Acceptable”. Combining the mean values results in the overall weighted mean of

“4.39” with the verbal interpretation of “Very Highly Acceptable”. For Teacher 3,

all of the indicators have a weighted mean of “4.33” with the verbal interpretation
 Boys Town Complex, Parang, Marikina City
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of “Very Highly Acceptable.” Combining the mean values results in the overall

weighted mean of “4.33” with a verbal interpretation of “Very Highly

Acceptable”.

The overall assessment of the three groups of three respondents, ranked 1.5

with the weighted mean of “4.47” and a verbal interpretation of “Very Highly

Acceptable” are “The material provides awareness to the teachers about the

insufficiency of some learning materials” and “The material is sufficient for the

use in future research projects”. In the 3rd rank, with the weighted mean of “4.37”

and a verbal interpretation of “Very Highly Acceptable” is “The material is

appropriately designed and developed for the viewing of the students”. Lastly, in

the 4th rank is “The material provides sufficient knowledge for the students

regarding the implied subject topic” with the weighted mean of “4.36” and a

verbal interpretation of “Very Highly Acceptable”. Combining the mean values

results in the overall weighted mean of “4.42” and the verbal interpretation of

“Very Highly Acceptable”. This implies that the Proposed Information Reading

Material as to the Application is sufficient in the use for future researches and also

provides awareness towards the teachers, but lacks the materials needed to

provide students the knowledge about the topic.

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4.2 External As to:

4.2.1. Presentation

Table 9 Assessment of the Respondents as to the Presentation

Teacher 1 Teacher 2 Teacher 3 Composite Mean

Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.

1. The 4.10 HA 4.14 HA 4.00 HA 4.08 HA 4

material
clearly
identifies the
concepts of
the subject
matter.
2. The 4.50 VHA 4.29 VHA 4.00 HA 4.26 VHA 1
material is
appealing to
the eyes of
the readers.
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3. The 4.40 VHA 4.14 HA 4.00 HA 4.18 HA 3

presentation
of the
material is
clear and
easy to
understand.
4. The 4.30 VHA 4.43 VHA 4.00 HA 4.24 VHA 2
presentation
provides
satisfactory
information
and
knowledge
about the
subject
matter.
Overall 4.33 VHA 4.25 VHA 4.00 HA 4.18 HA
weighted
mean
It can be seen from Table 9, as to the rated indicators of Teacher 1, the

majority of it has garnered the weighted means of “4.50”, “4.40” and “4.30” with

the verbal interpretation of “Very Highly Acceptable”, whereas one indicator had

a weighted mean of “4.10” with the verbal interpretation of “Highly Acceptable”.

Combining the mean values results in the overall weighted mean of “4.33” with

the verbal interpretation of “Very Highly Acceptable”. For Teacher 2, half of the

rated indicators were given a verbal interpretation of “Very Highly Acceptable”

with the weighted means of “4.43” and “4.29” respectively, while the other half

were given the verbal interpretation of “Highly Acceptable” with the weighted

means of “4.14” for both. Combining the mean values resulted in the overall

weighted mean of “4.23” with the verbal interpretation of “Very Highly

Acceptable”. For Teacher 3, all of the rated indicators were given a weighted mean

value of “4.00” with a verbal interpretation of “Highly Acceptable”, resulting in

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the overall weighted mean of “4.00” and a verbal interpretation of “Highly

Acceptable”.

The overall assessment of the three groups of three respondents, ranked 1 st

is “The material is appealing to the eyes of the readers” with a weighted mean

value of “4.26” and a verbal interpretation of “Very Highly Acceptable.” Ranked

2nd is “The presentation provides satisfactory information and knowledge about

the subject matter” with the weighted mean of ”4.24” and a verbal interpretation

of “Very Highly Acceptable”. “The presentation of the material is clear and easy

to understand” had acquired the 3rd rank with the weighted mean of “4.18” and

the verbal interpretation of “Highly Acceptable”. Ranked 4th is “The material

clearly identifies the concepts of the subject matter” with the weighted mean of

“4.08” and a verbal interpretation of “Highly Acceptable”. Combining the mean

values results in the overall weighted mean of “4.18” with the verbal interpretation

of “Highly Acceptable”. This implies that the Proposed Informational Reading

Material as to the Presentation is appealing to the eyes of the reader but does not

clearly identify the concepts of the subject matter.

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4.2.2. Language and Styles

Table 10 Assessment of the Respondents as to the Language and Styles

Teacher 1 Teacher 2 Teacher 3 Composite Mean

Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.

1. The 4.40 VHA 3.71 HA 4.00 HA 4.04 HA 4

structure,
style and
format are
appropriate
to the target
level.
2. There are 4.40 VHA 4.43 VHA 3.67 HA 4.17 HA 1
sample
provisions
for learning
new
meanings.
3. Clearly 4.50 VHA 4.14 HA 3.67 HA 4.10 HA 3
explains
each topic of
the subject
matter.
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4. The 4.00 HA 4.43 VHA 4.00 HA 4.14 HA 2

material is
clearly
observing
correct
grammar.
Overall 4.33 VHA 4.18 HA 3.84 HA 4.11 HA
weighted
mean
In can be gleaned in Table 10, as to the rated indicators of Teacher 1, the

majority of the rated indicators has acquired the weighted means of “4.40”, “4.40”

and “4.50” with the verbal interpretation of “Very Highly Acceptable”, whereas

the last indicator has a weighted mean of “4.00” with the verbal interpretation of

“Highly Acceptable”. Combining the mean values results in the overall weighted

mean of “4.33” with the verbal interpretation of “Very Highly Acceptable”. For

Teacher 2, half of the indicators were given the verbal interpretation of “Very

Highly Acceptable” with the weighted mean for “4.43” for both, while the other

half has the weighted means of “3.71” and “4.14” respectively, with the verbal

interpretation of “Highly Acceptable”. Combining the mean values results in the

overall weighted mean of “4.18” with the verbal interpretation of “Highly

Acceptable”. For Teacher 3, all of the indicators were given a verbal interpretation

of “Highly Acceptable” with the weighted means of “4.00”, “3.67”, “3.67” and

“4.00” respectively. Combining the mean values results in the overall weighted

mean of “3.84” with the verbal interpretation of “Highly Acceptable”.

The overall assessment for the three groups of three respondents, ranking 1st

is “There are sample provisions for learning new meanings” with the weighted

mean of “4.17” and the verbal interpretation of “Highly Acceptable”. In the 2 nd

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rank with the weighted mean of “4.14” and the verbal interpretation of “Highly

Acceptable” is “The material is clearly observing correct grammar”. Ranked 3rd is

“Clearly explains each topic of the subject matter” with the weighted mean of

“4.10” and the verbal interpretation of “Highly Acceptable”. Ranked 4th is “The

structure, style and format are appropriate to the target level” with the weighted

mean of “4.04” and the verbal interpretation of “Highly Acceptable”. Combining

the mean values results in the overall weighted mean of “4.11” with the verbal

interpretation of “Highly Acceptable”. This implies that the Proposed

Informational Reading Material as to the Language and Styles provides sample

provisions for learning new meanings but lacks the proper structure, style and

format appropriate for the target level.

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4.2.3. Organization

Table 11 Assessment of the Respondents as to the Organization

Teacher 1 Teacher 2 Teacher 3 Composite Mean

Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.

1. 4.30 VHA 4.43 VHA 4.67 VHA 4.47 VHA 1

Organization
is flexible,
permitting
variation in
the
sequence.
2. The 4.30 VHA 4.00 HA 4.00 HA 4.10 HA 5
organization
and selection
of topics fits
the subject
matter.
3. The 4.40 VHA 4.00 HA 4.67 VHA 4.36 VHA 2
structure,
style and
format are
appropriate
to the target
level.
4. Topics 4.30 VHA 4.14 HA 4.33 VHA 4.26 VHA 4
within the
material is
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well
organized.
5. The 3.80 HA 4.57 VHA 4.67 VHA 4.35 VHA 3
content is
presented at
a cognitive
level.
Overall 4.22 VHA 4.29 VHA 4.47 VHA 4.31 VHA
weighted
mean
It can be gleaned from Table 11, as to the rated indicators of Teacher 1, that

most were given the weighted means of “4.30”, “4.30”, “4.40” and “4.30”

respectively, with a verbal interpretation of “Very Highly Acceptable”, whereas

the other indicator has the weighted mean of “3.80” and the verbal interpretation

of “Highly Acceptable” Combining the mean values resulted in the overall

weighted mean of “4.22” with the verbal interpretation of “Very Highly

Acceptable”. For Teacher 2, two indicators have acquired the weighted means of

“4.43” and “4.57” respectively with the verbal interpretation of “Very Highly

Acceptable” while three indicators have the weighted means of “4.00”, “4.00” and

“4.14” with the verbal interpretation of “Highly Acceptable”. Combining the mean

values results in the overall weighted mean of “4.29” and the verbal interpretation

of “Very Highly Acceptable”. For Teacher 3, majority of the indicators have the

weighted means of “4.67”, “4.67”, “4.33” and “4.67” with the verbal interpretation

of “Very Highly Acceptable”, whereas the last indicator has the weighted mean of

”4.00” and the verbal interpretation of “Highly Acceptable”. Combining the mean

values results in the overall weighted mean of “4.47” with the verbal interpretation

of “Very Highly Acceptable”.

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The overall assessment of the three groups of three respondents, ranked 1 st

is “Organization is flexible, permitting variation in the sequence” with the

weighted mean of “4.47” and the verbal interpretation of “Very Highly

Acceptable”. In the 2nd rank with the weighted mean of “4.36” and the verbal

interpretation of “Very Highly Acceptable” is “The structure, style and format are

appropriate to the target level”. “The content is presented at a cognitive level” was

given the 3rd rank with the weighted mean of “4.35” and the verbal interpretation

of “Very Highly Acceptable”. Ranked 4th is “Topics within the material is well

organized” with the weighted mean of “4.26” and the verbal interpretation of

“Very Highly Acceptable”. Ranked 5th is “The organization and selection of topics

fits the subject matter” with the weighted mean of “4.10” and the verbal

interpretation of “Highly Acceptable”. Combining the mean values results in the

overall weighted mean of “4.31” with the verbal interpretation of “Very Highly

Acceptable”. This implies that the Proposed Informational Reading Material as to

the Organization entails that the organization is flexible and permits variation in

sequence but has selection of topics that do not fit the subject matter.
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4.2.4. Usefulness

Table 12 Assessment of the Respondents as to the Usefulness

Teacher 1 Teacher 2 Teacher 3 Composite Mean

Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.

1. The 4.80 VHA 4.29 VHA 4.33 VHA 4.47 VHA 1.5
material
grants
visuals and
ideals about
the contents
of the
subject
matter.
2. The 4.60 VHA 4.14 HA 4.33 VHA 4.36 VHA 4
material is
sufficient
for the use
in future
research
projects.
3. The 4.20 VHA 4.57 VHA 4.33 VHA 4.37 VHA 3
concepts in
the material
are simple
to
understand.
4. The 4.50 VHA 4.57 VHA 4.33 VHA 4.47 VHA 1.5
material
provides
information
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regarding
the given
subject
topic.
Overall 4.53 VHA 4.39 VHA 4.33 VHA 4.42 VHA
weighted
mean
It can be seen Table 8, as to the rated indicators of Teacher 1, all indicators

have a weighted mean of “4.50”, “4.60”, “4.20’, and “4.50” with the verbal

interpretation of “Very Highly Acceptable”. Combining the mean values results

in the overall weighted mean of “4.53” with the verbal interpretation of “Very

Highly Acceptable”. For Teacher 2, the majority of the indicators have gathered

the weighted means of “4.57”, “4.57” and “4.29” respectively, with the verbal

interpretation of “Very Highly Acceptable”, except for one indicator that has

acquired a weighted mean of “4.14” with the verbal interpretation of “Highly

Acceptable”. Combining the mean values results in the overall weighted mean of

“4.39” with the verbal interpretation of “Very Highly Acceptable”. For Teacher 3,

all of the indicators have a weighted mean of “4.33” with the verbal interpretation

of “Very Highly Acceptable.” Combining the mean values results in the overall

weighted mean of “4.33” with a verbal interpretation of “Very Highly

Acceptable”.

The overall assessment of the three groups of three respondents, ranked 1.5

with the weighted mean of “4.47” and a verbal interpretation of “Very Highly

Acceptable” are “The material grants visuals and ideals about the contents of the

subject matter” and “The material provides information regarding the given
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subject topic”. In the 3rd rank, with the weighted mean of “4.37” and a verbal

interpretation of “Very Highly Acceptable” is “The concepts in the material are

simple to understand”. Lastly, in the 4th rank is “The material is sufficient for the

use in future research projects” with the weighted mean of “4.36” and a verbal

interpretation of “Very Highly Acceptable”. Combining the mean values results

in the overall weighted mean of “4.42” and the verbal interpretation of “Very

Highly Acceptable”. This implies that the Proposed Information Reading Material

as to the Usefulness grants visuals and ideals about the content of the subject

matter, as well as provides information about it, but is not sufficient to be used for

future research projects.

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Table 13 Summarization of Assessment of the Acceptability of the Proposed

Informational Reading Material

Teacher 1 Teacher 2 Teacher 3 Composite

Criteria Mean Rank
W.M V.I. W.M V.I. W.M V.I W.M. V.I.
1. Internal
1.1 Introduction 4.20 VHA 4.23 VHA 3.93 HA 4.12 HA 7
1.2. Objectives 4.54 VHA 4.46 VHA 4.07 HA 4.36 VHA 3
1.3. Content 4.35 VHA 4.25 VHA 4.00 HA 4.20 VHA 5
1.4. Applications 4.53 VHA 4.39 VHA 4.33 VHA 4.42 VHA 1.5
2. External
2.1. Presentation 4.33 VHA 4.25 VHA 4.00 HA 4.19 HA 6
2.2. Language and 4.33 VHA 4.18 HA 3.84 HA 4.11 HA 8
Styles
2.3. Organization 4.22 VHA 4.29 VHA 4.47 VHA 4.31 VHA 4
2.4. Usefulness 4.53 VHA 4.39 VHA 4.33 VHA 4.42 VHA 1.5
Overall Weighted 4.38 VHA 4.31 VHA 4.50 VHA 4.27 VHA
Mean
It can be seen in Table 13, as to the rated indicators of Teacher 1, that the all

were given the weighted means of “4.20”, “4.54”, “4.35”, “4.53”, “4.33”, “4.33”,

“4.22” and “4.53”, with the verbal interpretation of “Very Highly Acceptable”.

Combining the mean values results in the overall weighted mean of “4.38” with

the verbal interpretation of “Very Highly Acceptable”. For Teacher 2, the majority

were given the weighted means of “4.23”, “4.46”, “4.25”, “4.39”, “4.25”, “4.29” and

“4.39” respectively, with the verbal interpretations of “Very Highly Acceptable”,

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while the other was given a weighted mean of “4.18” and the verbal interpretation

of ”Highly Acceptable”. Combining the mean values results in the overall

weighted mean of “4.31” with the verbal interpretation of “Very Highly

Acceptable”. For Teacher 3, five indicators were given the weighted means of

“3.93”, “4.07”, “4.00”, “4.00” and “3.84” with the verbal interpretation of “Highly

Acceptable”, whereas the three other indicators have the weighted means of

“4.33”, “4.47” and “4.33” with the verbal interpretation of “Very Highly

Acceptable”. Combining the mean values results in the overall weighted mean of

“4.50” with the verbal interpretation of “Very Highly Acceptable”.

The overall assessment of the three groups of three respondents,

ranked 1.5 with the weighted mean of “4.42” and a verbal interpretation of “Very

Highly Acceptable” are “Applications” and “Usefulness”. Ranked 3rd is

“Objectives” with the weighted mean of “4.36” and the verbal interpretation of

“Very Highly Acceptable”. Ranked 4th is “Organization” with the weighted mean

of “4.31” and the verbal interpretation of “Very Highly Acceptable”. Ranked 5th is

“Content” with the weighted mean of “4.20” and the verbal interpretation of “Very

Highly Acceptable”. Ranked 6th is “Presentation” with the weighted mean of

“4.19” and the verbal interpretation of “Highly Acceptable”. Ranked 7th is

“Introduction” with the weighted mean of “4.12” and the verbal interpretation of

“Highly Acceptable”. Ranked 8th is “Language and Styles” with the weighted

mean of “4.11” and the verbal interpretation of “Highly Acceptable”. Combining

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the mean values results in the overall weighted mean of “4.27” with the verbal

interpretation of “Very Highly Acceptable”.

Sub-problem No. 5 Is there a significant difference between the pre-test and

the posttest of the two groups before and after using the proposed

informational reading material?

Table 14 Significant Different between the Pre-Test Scores of the Two Groups

Before using the Proposed Informational Reading Material

Verbal
Respondents Pre-Test T-Test Decision
Interpretation
SD
Controlled 4.60 1.86
Treatment 5.20 1.26 5.05 Significant Reject 𝐻𝑜
Critical Value 0.05 = ±1.699127

Table 15 Significant Difference between the Posttest Scores of the Two Groups

After using the Proposed Informational Reading Material

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Post-Test Verbal
Respondents T-Test Decision
SD Interpretation
Controlled 9.67 0.90

Treatment 9.87 0.35 8.85 Significant Reject 𝐻𝑜

Critical Value 0.05 = ±1.699127

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

1. On the Academic Performances of Grade 11 Senior High School Students in

the School Year 2017-2018, 2nd Semester

It can be seen from table 2 that the Academic Performance of Grade 11

Senior High School students in the SY 2017-2018, 2nd semester has obtained an

overall composite mean of “85.89” with an overall composite Mean Percentage

Score “92.95”, verbally interpreted as “Closely Approximately Mastery

(CAM)”.

On the other hand, the Technical Vocational Livelihood (TVL)

respondents has garnered an overall composite of “80.74” with an overall

composite Mean Percentage Score “90.37”, verbally interpreted as “Closely

Approximately Mastery (CAM)”, whereas the Science, Technology,

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Engineering and Mathematics (STEM) respondents had gotten an overall

composite of “87.76” with an overall composite Mean Percentage Score

“93.88”, verbally interpreted as “Closely Approximately Mastery (CAM)”,

wherein the General Academic Strand (GAS) respondents had obtained an

overall composite of “89.18” with an overall composite Mean Percentage Score

“94.59”, verbally interpreted as “Closely Approximately Mastery (CAM)”.

2. On the Effects of Insufficient Learning Materials in the Academic

Performance of the Grade 11 Students

It can be shown from table 3 that “Insufficient Knowledge” placed Rank

1 with “67” or “37.22 percent” as to the effects of insufficient learning materials

in the academic performances of Grade 11 Senior High School students in the

SY 2017-2018, whereas “Loss of Focus” ranked 2nd with “41” or “22.78 percent”,

while “Low Grades” ranked 3rd with “38” or “21.11 percent”, wherein “Lack of

Participation in Class” ranked 4th with “28” or “15.56 percent”, while “Loss of

Resources” ranked 5th with “4” or “2.22 percent” and “Financial” ranked 6th

with “2” or “1.11 percent”.

3. On the Informational Reading Material to be Proposed

Based on the findings, the most appropriate informational reading

material to use by the researchers to introduce the topic to the readers is

through a brochure or pamphlet.

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Frame 1 contains the front page of the pamphlet, the effects of insufficient

learning materials and the causes of informational learning materials.

Frame 2 contains the objectives of the material, the introduction, the

contents and the different forms of learning materials that can be used.

4. On the Acceptability of the Proposed Informational Reading Material

4.1 Internal as to:

4.1.1. Introduction

It can be gleaned in Table 5, as to the Teacher 1 rated majority of the

indicators of introduction as “Very Highly Acceptable”, as supported by the

weighted means of “4.20”, “4.40”, “4.20” and “4.20” respectively, except for

question number two (2), which had accumulated a weighted mean of “4.00”

or “ Highly Acceptable”. Combining the mean values has resulted to an overall

weighted mean of “4.20”, verbally interpreted as “Very Highly Acceptable”.

For Teacher 2, three (3) indicators have accumulated weighted means of “4.43”,

“4.43” and “4.29” respectively, with the verbal interpretation of “Very Highly

Acceptable”, whereas two (2) indicators have received weighted means of

“4.00” for both, resulting in a verbal interpretation of “Highly Acceptable”.

Combining the mean values has resulted to an overall weighted mean of “4.23”

or “Very Highly Acceptable” as a verbal interpretation. For Teacher 3, two (2)

indicators have acquired the weighted means of “4.33” for both, resulting in
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the verbal interpretation of “Very Highly Acceptable”, whereas two (2)

indicators have garnered the weighted means of “4.00”for both with the verbal

interpretation of “Highly Acceptable”, while the last indicator has the

weighted mean of “3.00” or “Acceptable”. Combining the mean values results

in the overall weighted mean of “3.93” or “Highly Acceptable."

The overall assessment of the three groups of respondents where

“Relevant to the lesson topic” acquiring a composite mean of “4.32”, verbally

interpreted as “Very Highly Acceptable”, has ranked 1st. Ranked 2nd is the

indicator “Arouse students’ interest and curiosity” with the composite mean

of “4.25”, verbally interpreted as “Very Highly Acceptable”. “Simple, clear and

brief” has acquired the 3rd rank with a composite mean of “4.23” and a verbal

interpretation of “Very Highly Acceptable”. In the 4th rank is “Gives bird’s eye

view of the concepts to be” with a composite mean of “4.07” and a verbal

interpretation of “Highly Acceptable”. Ranked 5th is “Provided with

illustration (if needed)” with a composite mean of “3.73” and a verbal

interpretation of “Highly Acceptable.” Combining the mean values resulted in

an overall weighted mean of “4.12” and a verbal interpretation of “Highly

Acceptable.” This implies that the proposed informational reading material as

to the introduction was relevant yet must provide more illustrations for further

inquiry.
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4.1.2. Objectives

It can be seen from Table 6, as to the rated indicators of Teacher 1, the

entirety of the objectives were rated with the weighted means of “4.20”, “4.50”,

“4.50”, “4.70” and “4.80” respectively, with a verbal interpretation of “Very

Highly Acceptable”. Combining the mean values resulted in an overall

weighted mean of “4.54”, verbally interpreted as “Very Highly Acceptable.”

For Teacher 2, all the indicators have received a verbal interpretation of “Very

Highly Acceptable”, with the weighted means of “4.57”, “4.43”, “4.43”, “4.43”

and “4.43”. Combining the mean values resulted in an overall weighted mean

of “4.46” with the verbal interpretation of “Very Highly Acceptable.” Lastly,

for Teacher 3, the majority of the rated indicators have the verbal interpretation

of “highly Acceptable” with the weighted mean of “4.00” for the indicators,

except for one indicator that had garnered the weighted mean of “4.33” with a

verbal interpretation of “Very Highly Acceptable.” Combining the mean

values resulted in an overall weighted mean of “4.07” with the verbal

interpretation of “Highly Acceptable”.

Out of all the overall assessments of the three groups, “Objectives are

expressed in a language that is easy to understand” has ranked 1st with a

weighted mean of “4.42” with a verbal interpretation of “Very Highly

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Acceptable”. Ranked 2nd is “Objectives gives a clear overview of the topic

within the given material” with the weighted mean of “4.41” and the verbal

interpretation of “Very Highly Acceptable”. Following that, “Objectives are

related to the content within the material” has acquired the weighted mean of

“4.38” and the verbal interpretation of “Very Highly Acceptable”. Garnering

the 4th rank is “Objectives are realized within the time allotment” with a

weighted mean of “4.31” and the verbal interpretation of “Very Highly

Acceptable.” In 5th rank with the weighted mean of “4.26” and the verbal

interpretation of “Very Highly Acceptable” is “Objectives are specified and

clearly stated in the material”. Combining the mean values resulted in the

overall weighted mean of “4.36” with the verbal interpretation of “Very Highly

Acceptable”. This implies that the Proposed Informational Reading Material as

to the Objectives is clearly understood in a language known to the readers but

must have more specific and clear objectives.

4.1.3. Contents

It can be gathered from Table 7, as to the rated indicators of Teacher 1,

the indicators have received a verbal interpretation of “Very Highly

Acceptable” with the weighted means of “4.60”, “4.30”, “4.20” and “4.30”

respectively. Combining the mean values has resulted in an overall weighted

mean of “4.35” with the verbal interpretation of “Very Highly Acceptable”. For

Teacher 2, the majority of the indicators have garnered the weighted means of
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“ 4.43”, “4.29”and “4.29” respectively with the verbal interpretation of “Very

Highly Acceptable”, except for one indicator which has the weighted mean of

“4.00” and the verbal interpretation of “Highly Acceptable.” Combining the

mean values results in the overall weighted mean of “4.25” with the verbal

interpretation of “Very Highly Acceptable.” As for Teacher 3, all of the

indicators has the weighted mean value of “4.00” with the verbal interpretation

of “Highly Acceptable”. Combining the mean values results in the overall

weighted mean of “4.00” and the verbal interpretation of “Highly Acceptable”.

The overall assessment of the three groups of three respondents, ranked

1st with the weighted mean of “4.34” and the verbal interpretation of “Very

Highly Acceptable” is “The contents are stated in a simple and clear language”.

Ranked 2nd is “The contents are arranged in a way to easily identify each

subject matter” with the weighted mean of ”4.20” and the verbal interpretation

of “Very Highly Acceptable”. In the 3rd rank, with the weighted mean of “4.16”

and the verbal interpretation of “Highly Acceptable” is “The discussions are

acceptable to the students’ interest and level of comprehension”. Lastly, “The

contents facilitate the understanding of the different concepts” has acquired

the 4th rank with the weighted mean of “4.10” and the verbal interpretation of

“Highly Acceptable”. Combining the mean values results in the overall

weighted mean of “4.20” with the verbal interpretation of “Very Highly

Acceptable”. This implies that the Proposed Informational Reading Material as

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to the Contents is stated in a simple and clear language but need to facilitate

the understanding of the contents more.

4.1.4. Application

It can be seen Table 8, as to the rated indicators of Teacher 1, all indicators

have a weighted mean of “4.50”, “4.60”, “4.20’, and “4.50” with the verbal

interpretation of “Very Highly Acceptable”. Combining the mean values

results in the overall weighted mean of “4.53” with the verbal interpretation of

“Very Highly Acceptable”. For Teacher 2, the majority of the indicators have

gathered the weighted means of “4.57”, “4.57” and “4.29” respectively, with

the verbal interpretation of “Very Highly Acceptable”, except for one indicator

that has acquired a weighted mean of “4.14” with the verbal interpretation of

“Highly Acceptable”. Combining the mean values results in the overall

weighted mean of “4.39” with the verbal interpretation of “Very Highly

Acceptable”. For Teacher 3, all of the indicators have a weighted mean of “4.33”

with the verbal interpretation of “Very Highly Acceptable.” Combining the

mean values results in the overall weighted mean of “4.33” with a verbal

interpretation of “Very Highly Acceptable”.

The overall assessment of the three groups of three respondents, ranked

1.5 with the weighted mean of “4.47” and a verbal interpretation of “Very

Highly Acceptable” are “The material provides awareness to the teachers

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about the insufficiency of some learning materials” and “The material is

sufficient for the use in future research projects”. In the 3rd rank, with the

weighted mean of “4.37” and a verbal interpretation of “Very Highly

Acceptable” is “The material is appropriately designed and developed for the

viewing of the students”. Lastly, in the 4th rank is “The material provides

sufficient knowledge for the students regarding the implied subject topic” with

the weighted mean of “4.36” and a verbal interpretation of “Very Highly

Acceptable”. Combining the mean values results in the overall weighted mean

of “4.42” and the verbal interpretation of “Very Highly Acceptable”. This

implies that the Proposed Information Reading Material as to the Application

is sufficient in the use for future researches and also provides awareness

towards the teachers, but lacks the materials needed to provide students the

knowledge about the topic.

4.2 External as to:

4.2.1. Presentation

It can be seen from Table 9, as to the rated indicators of Teacher 1, the

majority of it has garnered the weighted means of “4.50”, “4.40” and “4.30”

with the verbal interpretation of “Very Highly Acceptable”, whereas one

indicator had a weighted mean of “4.10” with the verbal interpretation of

“Highly Acceptable”. Combining the mean values results in the overall

weighted mean of “4.33” with the verbal interpretation of “Very Highly

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Acceptable”. For Teacher 2, half of the rated indicators were given a verbal

interpretation of “Very Highly Acceptable” with the weighted means of “4.43”

and “4.29” respectively, while the other half were given the verbal

interpretation of “Highly Acceptable” with the weighted means of “4.14” for

both. Combining the mean values resulted in the overall weighted mean of

“4.23” with the verbal interpretation of “Very Highly Acceptable”. For Teacher

3, all of the rated indicators were given a weighted mean value of “4.00” with

a verbal interpretation of “Highly Acceptable”, resulting in the overall

weighted mean of “4.00” and a verbal interpretation of “Highly Acceptable”.

The overall assessment of the three groups of three respondents, ranked

1st is “The material is appealing to the eyes of the readers” with a weighted

mean value of “4.26” and a verbal interpretation of “Very Highly Acceptable.”

Ranked 2nd is “The presentation provides satisfactory information and

knowledge about the subject matter” with the weighted mean of ”4.24” and a

verbal interpretation of “Very Highly Acceptable”. “The presentation of the

material is clear and easy to understand” had acquired the 3rd rank with the

weighted mean of “4.18” and the verbal interpretation of “Highly Acceptable”.

Ranked 4th is “The material clearly identifies the concepts of the subject matter”

with the weighted mean of “4.08” and a verbal interpretation of “Highly

Acceptable”. Combining the mean values results in the overall weighted mean

of “4.18” with the verbal interpretation of “Highly Acceptable”. This implies

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that the Proposed Informational Reading Material as to the Presentation is

appealing to the eyes of the reader but does not clearly identify the concepts of

the subject matter.

4.2.2. Language and Styles

In can be gleaned in Table 10, as to the rated indicators of Teacher 1, the

majority of the rated indicators has acquired the weighted means of “4.40”,

“4.40” and “4.50” with the verbal interpretation of “Very Highly Acceptable”,

whereas the last indicator has a weighted mean of “4.00” with the verbal

interpretation of “Highly Acceptable”. Combining the mean values results in

the overall weighted mean of “4.33” with the verbal interpretation of “Very

Highly Acceptable”. For Teacher 2, half of the indicators were given the verbal

interpretation of “Very Highly Acceptable” with the weighted mean for “4.43”

for both, while the other half has the weighted means of “3.71” and “4.14”

respectively, with the verbal interpretation of “Highly Acceptable”.

Combining the mean values results in the overall weighted mean of “4.18” with

the verbal interpretation of “Highly Acceptable”. For Teacher 3, all of the

indicators were given a verbal interpretation of “Highly Acceptable” with the

weighted means of “4.00”, “3.67”, “3.67” and “4.00” respectively. Combining

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the mean values results in the overall weighted mean of “3.84” with the verbal

interpretation of “Highly Acceptable”.

The overall assessment for the three groups of three respondents, ranking

1st is “There are sample provisions for learning new meanings” with the

weighted mean of “4.17” and the verbal interpretation of “Highly Acceptable”.

In the 2nd rank with the weighted mean of “4.14” and the verbal interpretation

of “Highly Acceptable” is “The material is clearly observing correct grammar”.

Ranked 3rd is “Clearly explains each topic of the subject matter” with the

weighted mean of “4.10” and the verbal interpretation of “Highly Acceptable”.

Ranked 4th is “The structure, style and format are appropriate to the target

level” with the weighted mean of “4.04” and the verbal interpretation of

“Highly Acceptable”. Combining the mean values results in the overall

weighted mean of “4.11” with the verbal interpretation of “Highly

Acceptable”. This implies that the Proposed Informational Reading Material as

to the Language and Styles provides sample provisions for learning new

meanings but lacks the proper structure, style and format appropriate for the

target level.

4.2.3. Organization

It can be gleaned from Table 11, as to the rated indicators of Teacher 1,

that most were given the weighted means of “4.30”, “4.30”, “4.40” and “4.30”
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respectively, with a verbal interpretation of “Very Highly Acceptable”,

whereas the other indicator has the weighted mean of “3.80” and the verbal

interpretation of “Highly Acceptable” Combining the mean values resulted in

the overall weighted mean of “4.22” with the verbal interpretation of “Very

Highly Acceptable”. For Teacher 2, two indicators have acquired the weighted

means of “4.43” and “4.57” respectively with the verbal interpretation of “Very

Highly Acceptable” while three indicators have the weighted means of “4.00”,

“4.00” and “4.14” with the verbal interpretation of “Highly Acceptable”.

Combining the mean values results in the overall weighted mean of “4.29” and

the verbal interpretation of “Very Highly Acceptable”. For Teacher 3, majority

of the indicators have the weighted means of “4.67”, “4.67”, “4.33” and “4.67”

with the verbal interpretation of “Very Highly Acceptable”, whereas the last

indicator has the weighted mean of ”4.00” and the verbal interpretation of

“Highly Acceptable”. Combining the mean values results in the overall

weighted mean of “4.47” with the verbal interpretation of “Very Highly

Acceptable”.

The overall assessment of the three groups of three respondents, ranked

1st is “Organization is flexible, permitting variation in the sequence” with the

weighted mean of “4.47” and the verbal interpretation of “Very Highly

Acceptable”. In the 2nd rank with the weighted mean of “4.36” and the verbal

interpretation of “Very Highly Acceptable” is “The structure, style and format

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are appropriate to the target level”. “The content is presented at a cognitive

level” was given the 3rd rank with the weighted mean of “4.35” and the verbal

interpretation of “Very Highly Acceptable”. Ranked 4th is “Topics within the

material is well organized” with the weighted mean of “4.26” and the verbal

interpretation of “Very Highly Acceptable”. Ranked 5th is “The organization

and selection of topics fits the subject matter” with the weighted mean of “4.10”

and the verbal interpretation of “Highly Acceptable”. Combining the mean

values results in the overall weighted mean of “4.31” with the verbal

interpretation of “Very Highly Acceptable”. This implies that the Proposed

Informational Reading Material as to the Organization entails that the

organization is flexible and permits variation in sequence but has selection of

topics that do not fit the subject matter.

4.2.4. Usefulness

It can be seen Table 8, as to the rated indicators of Teacher 1, all indicators

have a weighted mean of “4.50”, “4.60”, “4.20’, and “4.50” with the verbal

interpretation of “Very Highly Acceptable”. Combining the mean values

results in the overall weighted mean of “4.53” with the verbal interpretation of

“Very Highly Acceptable”. For Teacher 2, the majority of the indicators have

gathered the weighted means of “4.57”, “4.57” and “4.29” respectively, with

the verbal interpretation of “Very Highly Acceptable”, except for one indicator

that has acquired a weighted mean of “4.14” with the verbal interpretation of
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“Highly Acceptable”. Combining the mean values results in the overall

weighted mean of “4.39” with the verbal interpretation of “Very Highly

Acceptable”. For Teacher 3, all of the indicators have a weighted mean of “4.33”

with the verbal interpretation of “Very Highly Acceptable.” Combining the

mean values results in the overall weighted mean of “4.33” with a verbal

interpretation of “Very Highly Acceptable”.

The overall assessment of the three groups of three respondents, ranked

1.5 with the weighted mean of “4.47” and a verbal interpretation of “Very

Highly Acceptable” are “The material grants visuals and ideals about the

contents of the subject matter” and “The material provides information

regarding the given subject topic”. In the 3rd rank, with the weighted mean of

“4.37” and a verbal interpretation of “Very Highly Acceptable” is “The

concepts in the material are simple to understand”. Lastly, in the 4th rank is

“The material is sufficient for the use in future research projects” with the

weighted mean of “4.36” and a verbal interpretation of “Very Highly

Acceptable”. Combining the mean values results in the overall weighted mean

of “4.42” and the verbal interpretation of “Very Highly Acceptable”. This

implies that the Proposed Information Reading Material as to the Usefulness

grants visuals and ideals about the content of the subject matter, as well as

provides information about it, but is not sufficient to be used for future

research projects.
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Summary of the Assesment

It can be seen in Table 13, as to the rated indicators of Teacher 1, that the

all were given the weighted means of “4.20”, “4.54”, “4.35”, “4.53”, “4.33”,

“4.33”, “4.22” and “4.53”, with the verbal interpretation of “Very Highly

Acceptable”. Combining the mean values results in the overall weighted mean

of “4.38” with the verbal interpretation of “Very Highly Acceptable”. For

Teacher 2, the majority were given the weighted means of “4.23”, “4.46”,

“4.25”, “4.39”, “4.25”, “4.29” and “4.39” respectively, with the verbal

interpretations of “Very Highly Acceptable”, while the other was given a

weighted mean of “4.18” and the verbal interpretation of ”Highly Acceptable”.

Combining the mean values results in the overall weighted mean of “4.31” with

the verbal interpretation of “Very Highly Acceptable”. For Teacher 3, five

indicators were given the weighted means of “3.93”, “4.07”, “4.00”, “4.00” and

“3.84” with the verbal interpretation of “Highly Acceptable”, whereas the three

other indicators have the weighted means of “4.33”, “4.47” and “4.33” with the

verbal interpretation of “Very Highly Acceptable”. Combining the mean

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values results in the overall weighted mean of “4.50” with the verbal

interpretation of “Very Highly Acceptable”.

The overall assessment of the three groups of three respondents,

ranked 1.5 with the weighted mean of “4.42” and a verbal interpretation of

“Very Highly Acceptable” are “Applications” and “Usefulness”. Ranked 3rd is

“Objectives” with the weighted mean of “4.36” and the verbal interpretation of

“Very Highly Acceptable”. Ranked 4th is “Organization” with the weighted

mean of “4.31” and the verbal interpretation of “Very Highly Acceptable”.

Ranked 5th is “Content” with the weighted mean of “4.20” and the verbal

interpretation of “Very Highly Acceptable”. Ranked 6th is “Presentation” with

the weighted mean of “4.19” and the verbal interpretation of “Highly

Acceptable”. Ranked 7th is “Introduction” with the weighted mean of “4.12”

and the verbal interpretation of “Highly Acceptable”. Ranked 8th is “Language

and Styles” with the weighted mean of “4.11” and the verbal interpretation of

“Highly Acceptable”. Combining the mean values results in the overall

weighted mean of “4.27” with the verbal interpretation of “Very Highly

Acceptable”.
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CONCLUSIONS

Based on the findings of the study, the following conclusions are drawn:

1. The academic performance of the Grade 11 Senior High School students is

verbally interpreted as “Closely Approximately Mastery (CAM), as seen in

Table 3.

2. As to the effects of insufficient learning materials, insufficient knowledge is

considered to be ranked 1st while financial was ranked 6th.

3. The provided informational reading material provides eye-catching visuals

that are appeasing to the eyes of the readers, but lacks more information that

can provide more in-sight for the readers.

4. Out of all the assessments of the acceptability of the proposed informational

reading material, “Applications” and “Usefulness” were ranked 1st due to how

efficient its uses and applications were for both students and teachers.
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5. There is a significant difference between the pre-tests of the controlled and

treatment groups, and a significant difference between the posttests of the

controlled and treatment groups of the student respondents.

RECOMMENDATIONS

Based on the findings and conclusions, the following recommendations are

drawn:
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1. Students may use other medias, like online copies of already existing books, to

increase their repertoire of easy-to-access lessons and related information.

2. Other informational reading materials can be used to further increase the

students and teachers knowledge on topics and lessons relating to the subject

being taught.

3. Eye-catching designs and motifs for lessons may be used to catch the attention

of readers, allowing them to increase their knowledge and focus more on the

topic.

4. Added applications such as activities that are related to the topic, may help in

letting the readers understand the topic more, rather than leaving them in the

dark about meanings for some deep words and/or rather old information.

5. The study is significant for the education of the students, as well as for the

teachings of instructors, for it could help them identify what can be considered

as insufficient learning materials, as well as acquire more efficient materials

that can provide sufficient knowledge on certain topics.

6. The Department of Education can provide assistance with providing more

efficient learning materials for schools, as well as conduct seminars for teachers

to help aid academically challenged students due to the inconsistency of

insufficient learning materials.

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BIBLIOGRAPHY

A. Books

Ausubel, D. (1963). The Psychology of Meaningful Verbal Learning. New York:

Grune & Stratton. 1963.

B. Journals, Periodicals and Magazines

C. Theses / Dissertations

D. Websites

https://www.theodysseyonline.com/lack-of-material

https://researcholic.wordpress.com/2016/11/15/what-is-purposive-sampling/

https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118445112.stat05999.pub2