DEVELOPMENT AND EFFECTIVENESS OF SUPPLEMENTAL MATERIALS IN

TEACHING CONTEMPORARY ISSUES IN SELECTED TEACHERS IN

An Undergraduate Thesis

Presented to the Faculty of College of Education

University of Rizal System

Antipolo City

In Partial Fulfillment of

the Requirement for the degree

Bachelor of Secondary Education

Major in Social Studies

AARON MARTINEZ DIMAGUILA

2022

Chapter 1
 THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, background of the study, theoretical

framework, conceptual framework, conceptual model, statement of the problem,

hypothesis of the study, scope and limitation of the study, significance of the study,

and definition of terms.

Introduction

Face-to-face classes have been suspended due to unexpected health crises,

Covid-19 pandemic. Classes all over the world turn to remote learning. According to

United Nations Educational, Scientific and Cultural Organization (UNESCO) data as of

September 2020, 80 countries continue to implement nationwide or local school

closures, affecting about 1.1 billion students globally. Also, according to a recent

UNICEF report, more than 90% of countries have implemented some form of remote

learning policy in response to the pandemic.

The success of achieving what the teachers are expected to achieve in an

instructional situation depends on the suitability of the instructional materials, adequacy,

and effective utilization of the materials (Olaitan & Agusiobo, 1994). Abdu-Raheem

Bilqees Olayinka (2016) conducted research on the effects of instrumental materials on

student academic performance in Nigeria. It says that the public should be aware of the

benefits of instructional materials in assisting the understanding of social studies; the

emphasis should be placed on instructional materials to instill an interest in learning

social studies; and, finally, government and non-governmental organizations should

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collaborate in the provision of instructional materials for effective teaching and learning

of social studies in secondary schools.

According to the study of Hilda Ng’etich Tuimur and Bernard Chemwei (2015)

about the availability and use of instructional materials in the teaching of conflict and

conflict resolution in primary school in Nandi North District, Kenya. It stated that the

existing teacher preparation for teaching Conflict and Conflict Resolution is insufficient

in terms of their ability to design relevant teaching and learning resources and use them

effectively in the teaching and learning process.

Our country as of this moment is in the process of adapting to the new normal

form of education and continuous innovations of educators and active involvement of

other stakeholders are the driving force for its success (Dangle & Sumaoang, 2020).

DepEd Secretary Briones says "Life goes on," that education should continue amid

challenges. Practically, distance learning as an urgent response to ensure continuity of

education here in the country without compromising the health of our learners and

school personnel has been implemented. In the DepEd Order No. 12 S. 2020, The

Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in

the Light of Covid-19 Public Health Emergency, The Department of Education has

developed a Basic Education Learning Continuity Plan, that will help the students to

learn amidst the pandemic. Where possible, the teacher shall do home visitations to

learners needing remediation or assistance (Llego, n.d.). Supplementary materials are

essential because students are a diverse group of learners with different learning needs

and learning styles. These teaching materials should support or enhance curricula;

relevant to the learning outcomes and contents of the course; appropriate in content

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and emotional development, and age of students; and absence of stereotypes.

Whenever possible, priority should be given to resources developed and produced in

the local areas (Karli, 2020).

Another task of teachers after selecting/developing the appropriate

supplementary materials is to use them. The materials selected or developed according

to Tomlinson, (2012) should be informative, instructional, experiential, eliciting, and

exploratory. It should also be developed for learning rather than for teaching.

Unfortunately, not all students who are now enrolled in the new normal setup

education have the capacity to easily engage in the lesson provided, specifically in the

activities and resources. Educators rapidly adapted remote learning resulting in a

scramble for teachers to ensure that students had remote access to instructional

materials. The aim of Supplementary Learning Materials is to make students master the

competencies based on the given most essential learning competencies prepared by

the Department of Education (DepEd). In doing so, once they mastered the concept,

they could easily comprehend questions and answer them correctly, thus, the better

academic gain is achieved.

According to the study of Rotas, E. & Cahapay M. (2020) “Difficulties in Remote

Learning: Voices of Filipino Students in the Wake of COVID-19 Crisis” stated that the

students are having difficulty in the vague contents. Also, the students tend to listen

carefully yet they still cannot understand the lesson. In terms of the asynchronous class,

the students are having a hard time understanding the module and some instructions

3
were not clear to them. Another thing is the uploaded activities within a week, and the

student stated that they are losing the value of the lesson.

Resources are already available given by DepEd so teachers are guided,

unfortunately, there are times that the said resources are either unsuited or not enough,

thus supplemental materials were introduced. Teachers, therefore, should select and

use certain supplementary materials based on their learners’ learning styles and needs

(Riasati & Zare, 2010). As future educators believe that appropriate and enough

materials should be considered, thus the researchers intended to craft supplementary

materials to fulfill the needs of the students and the objectives of the lesson. This

venture was conducted to offer findings in improving the academic achievement of

students tIme of new normal set up of education. Moreover, researchers will try to

develop supplemental materials with aggregate resources and activities and test if it

promotes more integrated and effective effects in teaching contemporary issues.

Researchers aim that the result of this study will give a helping hand for our teachers.

Background of the Study

In the Republic Act 10533, also known as the Enhanced Basic Education Act of

2013, has extended the years of schooling in basic education from 10 years to 12 years.

In school year 2018-2019, an additional 2 years representing Grades 11 and 12 will be

introduced in the basic education system through senior high school. This causes an

individual to be autonomous, creative, can think critically, and to have the capacity and

willingness to transform others and one’s self.

4
 In the K to 12 Curriculum Guide in Social Studies, Contemporary Issues

manifested a deep understanding and appreciation of contemporary economic,

environmental, political issues and challenges, human rights, education, and civic

responsibility, and citizenship in the face of countries at present using investigative

skills, analysis of data and various references, research, critical thinking, effective

communication, and intelligent decision making.

Many countries lack clearly defined, attainable learning teaching materials

provision targets, as well as data to predict learning teaching materials supply and

distribution to schools (Read, 2016). On the other hand, Teachers were already working

out how to integrate technology into their classrooms before the pandemic even started.

Multimedia and digital resources are a growing source of knowledge as well for

teachers and learners (UNESCO, 2014a; Jacob, 2016).

The study of Adeogun (2001) revealed a strong positive link between

instructional resources and academic performance. Additionally, schools that possess

more instructional resources performed better than schools that have less instructional

resources. This finding supported the study by Babayomi (1999) that private schools

performed better than public schools because of the availability and adequacy of

teaching and learning resources. Adeogun (2001) noted that there was a low level of

instructional resources available in public schools and hence commented that public

schools had acute shortages of both teaching and learning resources.

Furthermore, According to Gagne et al, instructional material can be used to

develop higher learning abilities to the learners through self-teaching or guided learning.

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According to Tomlinson, (2012) materials selected/developed should be informative,

instructional, experiential, eliciting, and exploratory. (p. 143). The teacher sometimes

has to modify the selected materials according to the levels of students and contexts

providing clear instruction. Ur (2013) classifies the supplementary materials into two:

paper and digital. According to her, reference books, textbooks, teacher handbooks,

books for extensive reading, reading, worksheets, test papers, word cards, pictures

(posters and flashcards) are paper supplementary materials. Several studies in Africa

as well documented the positive correlation between textbooks and learning

achievement (UIS, 2012). Similarly, the interactive whiteboards (IWBs) and data

projects, internet, websites, interactive, digital tools, wikis and blogs, digital recording,

production, and e-books are digital supplementary.

Theoretical Framework

According to Mayer et al., (2015) E- learning theory is about designing

educational technology use to promote effective learning by reducing extraneous

cognitive load. This idea supports as well by North Carolina's elearning education

initiative as “utilizing electronic technologies to access educational curriculum outside of

a traditional classroom. ”

This research presents a critical overview of the current concepts of designing

supplementary teaching materials in the Philippines. According to Gagne et al (2005),

Instructional Material can be used to develop higher learning abilities to the learners

through self-teaching or guided learning. Since this study aims to develop

supplementary materials that Grade 10 teachers will use, and by considering the current

status of our educational system, and students' interests, researchers consider

6
instructional materials which are integrated with the use of new technology. Dodge

(1997) who observed that using technologies like simulation devices open new horizons

for individual learning tools, environment resources, and services.

E-Learning theory is built on cognitive science principles that demonstrate how

the use and design of educational technology can enhance effective learning (David,

2015; Wang 2012). Based on this, Mayer, Sweller, and Moreno (2015) established 11

design principles for learners using technology (Mayer, Sweller & Moreno, 2015;

Wikipedia, 2020). These principles demonstrate “how educational technology can be

used and designed to promote effective learning” (Wang, 2012, p.346). The eleven

principles of the model that can promote effective learning are (1) Multimedia principle:

Using two formats of audio, visual, and text instead of using one or three. (2) Modality

principle: Explaining visual content with audio narration instead of on-screen text. (3)

Coherence principle: Avoiding irrelevant videos and audio. (4) Contiguity principle:

Aligning relevant information to corresponding pictures concurrently. (5) Segmenting

principle: Managing complicated content by breaking a lesson into small parts. (6)

Signaling principle: Offering signals for the narration, such as arrows, circles, and

highlights. (7) Learner control principle: Allowing the learner to control their learning

pace. (8) Personalization principle: Presenting words in a conversational and informal

style. (9) Pre-training principle: Providing descriptions or explanations for key concepts

in a lesson before the main procedure of that lesson. (10) Redundancy principle:

Presenting visuals with audio or on-screen text but not both. (11) Expertise effect:

Considering that design principles may have a different effect on learners with various

7
amounts of prior knowledge. (Clark & Mayer, 2016; Mayer, 2003; Mayer & Moreno,

2003; Mayer et al., 2015).

Conceptual Framework

The conceptual diagrams represent how the study will be done. It illustrates how

well the data for this research was collected.

Frame 1 There was input, process, output, and feedback in the conceptual

model of this study. The input includes the: Profile of the teachers: Sex, Age,Years of

teaching araling panlipunan, Position, and School affliation. The second was the level of

acceptability of respondents to the developed supplemental materials in teaching

contemporary issues with respect to objectives, content, organization, suitability,

Presented, Language use and Usability of materials.

Frame 2 For the process of the study, the researchers conducted an online

survey through a google form. The survey questionnaires were being sent to the social

media of teachers. After the teacher respondents answered all the questionnaires, the

researchers retrieved all of them. And lastly, the data were being interpreted and

analyzed.

Frame 3 For the output of the study, the researchers were able to determine the

level of effectiveness of supplemental materials in teaching Contemporary Issues in

Selected Teachers in National High School in Antipolo City, the School year 2021-2022

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Conceptual Model

9
 Figure 1:

Input, Process, Output of Development and effectiveness of Supplemental

Statement of the Problem

10
 This study aims to determine and test the supplementary materials and test its

effectiveness in Teaching Contemporary Issues in selected teachers in National High

school.

Specifically, this study seeks to answer the following:

1. What is the demographic profile of respondents in terms of;

1.1 Sex

1.2 Age

1.3 Years of teaching Araling Panlipunan

1.4 Position

1.5 School Affiliation

2. What is the level of acceptability of respondents to the developed

supplemental materials in teaching contemporary issues with respect to;

2.1 Objectives

2.2 Content

2.3 Organization

2.4 Suitability

2.5 Presented

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 2.6 Language use

2.7 Usability of Materials

3. Is there a significant difference in the level of acceptability of the teacher respondents

to the developed supplemental materials in teaching Contemporary Issues with respect

to their profile?

Hypothesis of the Study

This will test the null hypothesis if there is no significant relationship of the sex,

age, years in teaching araling panlipunan, position, and school affiliation of the selected

teachers on selected national high school in Antipolo City on the supplemental material

in contemporary issues that the researcher will develop. Therefore the researchers will

reject the null hypothesis

Scope and the Limitation

This is a quantitative study focusing on the development and acceptability of

supplementary materials in teaching contemporary issues of selected teachers in

National High School in Antipolo City, school year 2021-2022. The researchers will only

focus on some areas where the students were having difficulty in the subject matter

“Kontemporaryong Isyu.” Based on DepEd Most Essential Learning Competencies

(MELCs) of Araling Panlipunan. The teachers who served as respondents were the

Selected teachers in National High School in Antipolo City, the school year 2021-2022.

Significance of the Study

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 This study will benefit the following:

Teachers

The result of this study may help teachers to empower their lesson and to

support the instructional materials that the teacher uses. This will also serve as a

fortification on the discussion of the teacher.

Students

The result of this study may help students to aid the difficulties that they

experience upon answering the materials. And to make the supplemental material

easier to understand on the part of the students so that they have a shorter time to

construct their ideas.

Future Researchers

This study may be used by the future researchers as a reference on the study

that they will conduct that is related to the development and acceptance of

supplementary materials.

Definition of Terms

13
 For the purpose of clarification, the following terms are defined either operationally

and conceptually.

Contemporary issues- it refers to subject courses in a Grade 10 Junior HighSchool

level.

MELCs (Most Essential Learning Competencies)- it is the primary reference for all

Schools, Schools Division Offices, and Regional Offices in determining and

implementing learning delivery approaches that are suited to the local context and

diversity of learners, while adapting to the challenges posed by COVID-19.

Remote learning - is a type of learning where the student and the educator, or

information source, are not physically present in a traditional classroom environment.

Supplemental material- are academic support linked to the regular materials. It

includes relevant material and additional data.

Chapter 2

RESEARCH METHODOLOGY

This chapter features the research methods and procedures that were used

in this study. This includes research design, setting of the study, subject of the

study, sources of data, and procedures of the study.

Research Design

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 This research was a quantitative approach in nature. The SIS International

Research (2021) defined quantitative research as a method of collecting and analyzing

data from various sources in an organized manner. To get results, you'll need to apply

computational, statistical, and mathematical methods. The information is then carefully

gathered from only those persons who are most relevant to the study's objectives. This

sample, known as a target segment, is a collection of people who are similar in a variety

of ways. Researchers use Descriptive research as a type of study that describes a

population, scenario, or occurrence. If a research problem, that focuses on answering

the how, what, when, and where questions rather than the why. Evaluation research It is

a common research design that involves conducting a systematic assessment of the

value of resources committed to a project or goal to achieve. It applies social research

methods to collect and evaluate helpful needs for organizational processes and

products. Researchers will use surveys questionnaire A survey is made up of a

collection of questions prepared by the researcher that are to be answered by the

research subject. Surveys will be distributed to respondents electronically. This design

was chosen to meet the objectives of the study, to determine the development and

acceptability of supplementary materials in teaching contemporary issues in selected

teachers.

The setting of the Study

15
 The researchers will conduct a study at a selected national high school in the

Division of Antipolo City, province of Rizal. The respondents of the study will be the

selected teachers in Grade 10 that teach Kontemporaryong Isyu”.

Dalig National High School was located at National Road, Sitio Parugan Antipolo

City, Rizal. It started its operation in November 2011 with some pioneering teachers. In

its first year of operation, it already had an initial enrollee of 320 students and it tripled in

its second-year operation.

San Jose National High School was located at Sen. Lorenzo Sumulong

Memorial Circle, Sitio Pulong Banal Antipolo City, Rizal. It was founded in 1999, Ms.

Melinda D, Gedang prepared all the documents needed to establish five extension

schools of Antipolo National High School, with the help of Mayor Angelito C. He signed

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the Resolution No. 3-A series of 1999 that recommends to the Department of Education

about the opening of San Jose, Mambugan, San Isidro, and Muntindilaw as an

extension of Antipolo National High School.

Subject of the Study

This research is about the development and effectiveness of supplementary

materials in teaching contemporary issues in selected National High Schools.

Researchers will give the questionnaires and materials on selected teachers in Dalig

National High and San Jose National High School. The researchers came up with the

number and nature of respondents in the belief that chosen respondents are fitted and

were appropriate enough for the evaluation, besides the focus of the study are the

teachers.

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Source of Data

The researcher will use a likert scale to gather quantitative data from the selected

Araling Panlipunan teachers in Selected National High School in Antipolo City that will

serve as the basis of this study. Likert Scale is a rating system, used in questionnaires

that is used to measure their attitude, perception, and opinion. The likert scale can help

the researcher to identify if the respondents will agree or disagree with the suggestions

that the researcher will present on creating an instructional material. In the study, the

range and its verbal interpretation were used to rank respondents' level of perception on

the various alternative assessment methods. In every statement or question, there will

be four(4) choices that the respondents can pick. The choices were “Strongly Agree,”

“Agree,” “Disagree,” “Strongly Disagree” to determine the acceptability of the

supplemental materials that the researcher will develop. Each choice has a numerical

value that is given in the table below. Conventionally, the response gathered from the

respondents were coded numerically. In this study, “Strongly Agree: will be equivalent

for 4, “Agree” will be equivalent to 3, “Disagree” will be equivalent to 2, and “Strongly

Disagree” is equivalent to 1. In determining the maximum and the minimum point in the

likert scale, the range will be calculated as (n-1=n/4) whereas “n” depends on the rating

of the respondents. For example the respondents selected the answer “strongly agree”,

therefore it will be 4 then subtract 1, the answer is 3, then divide it by 4, the answer is

0.75

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 Range Verbal Interpretation

3.26-4.00 Strongly Agree

2.513.25 Agree

1.76-2.5 Disagree

1.00-1.75 Strongly Disagree

Procedure of the Study

The following are the procedures that the researcher will execute once the

research proposal has been approved by the research instructor which is entitled as the

Development and Acceptability of Supplementary Instructional Materials in Teaching

Contemporary Issue. The researcher will generate a permission letter in order to

conduct a study in the proposed High School (Dalig National High School and San Jose

National High School) that will be signed by the Class Adviser, Research Instructor, and

the Dean of College of Education

When the letter has been approved, the researcher will interview the Grade 10 Araling

Panlipunan Teachers on what are the hindrances that the teachers encounter in

teaching “Kontemporaryong Isyu”. After that, the researcher will give a questionnaire to

the respondents (through google form) to know if the respondents will agree or disagree

with the statement or questions that the researcher will provide.

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Statistical Treatment

The following are the statistical treatment that the researcher will use

to analyze the data and to generate some results:

1. A survey form will be used to determine the profile of the respondents such

as Sex, Age, Years in teaching Social Studies, Position, School Affiliation.

2. Mean Scores will be used to compute the mean and gather the acceptability

of the teachers in the supplemental materials.

3. Likert Scale will be used to determine whether the Selected Teachers in

Dalig National High School will agree or disagree on the Objectives,

Content, Organization, and Suitability that the researcher will present.

4. One Way ANOVA will be used to determine the difference of the

acceptability of the Selected Teachers in Dalig National High School in the

Supplementary Instructional Materials that the researcher will develop.

Gantt Chart

Activity Sept Oct Nov Dec Jan Feb Mar Apr

1. Title Defense

2. Formulation
of Research
Proposal
(Chapter 1 & 2)

3. Research
Proposal

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4. Generation of
Letter to
conduct the
study

5. Data
gathering
(Interview,
Google Forms)

6.
Experimentation
of the
Instructional
Materials

7. Interpretation
of Data

8. Final Defense
of Research

References

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