Documente Academic
Documente Profesional
Documente Cultură
ISSN No:-2456-2165
Abstract:- Design, utilization and improvement of Keywords:- Validation; Development; Workbook; Basic
instructional materials in which its role in the country’s Drawing.
educational system at all levels of instruction is directed
towards improving the quality of education in the I. INTRODUCTION
country. A developmental study was conducted on the
validity and reliability of a developed workbook in Quality education and human resources are two most
Basic Drawing along the areas of content in terms of important determining factors of progress and development
objectives, contents, organization and mechanics and of a nation. In fact, it is embodied in the 1987 Philippine
procedures. And further determined its format validity Constitution that, “the State shall protect and promote the
in terms of accuracy, illustrations, presentation, right of all citizens to quality education at all levels”. Such
readability, time allotment, and usefulness. Three mandate is being supported by R.A. 9155 or the
experts, and faculty and students of the University of Governance of Basic Education Act of 2001 and R.A. 6655
Eastern Philippines rated the workbook. The entire or the Free Secondary Education Act. These fundamental
study was completed during the School Year 2018-2019. laws have laid down the tenets for accessibility and
Results of the study showed that the bases for the realization of education among its citizenry.
workbook were determined by the faculty handling
drawing in three years in the UEP System who revealed Vis-à-vis this mandate for quality education and pursuant
that students have poor performance in drawing also to Republic Act 10533 otherwise known as, “An Act
subject. From the bases, suggested inputs in the Enhancing The Philippine Basic Education System By
workbook included lettering, oblique drawing, Strengthening Its Curriculum And Increasing The Number
isometric drawing, geometrical figures, polygon Of Years For Basic Education, Appropriating Funds
construction, ellipse drawing, orthographic drawing, Therefor and For Other Purposes, specifically in Section 5
one point perspective, two point perspective and section (g/h) which states that- “(g) The curriculum shall use the
construction. The assessment of the experts with respect spiral progression approach to ensure mastery of
to content validity showed strongly agreed and found knowledge and skills after each level; and (h) The
the items to be much valid in terms of content, curriculum shall be flexible enough to enable and allow
particularly on the learning objectives, contents, schools to localize, indigenize and enhance the same based
organization and mechanics, and procedures. Similarly, on their respective educational and social contexts. The
the assessment of the faculty on content validity production and development of locally produced teaching
revealed that all of the respondents also agreed on its materials shall be encouraged and approval of these
contents, particularly in the areas of learning objectives, materials shall devolve to the regional and division
contents, organization and mechanics, and procedures education units”.
of the workbook and items were found to be much
valid. On format validity, results indicated that all of The said mandate shall be attained through the design,
the respondents have agreed and found the workbook utilization and improvement of instructional materials with
to be much valid, particularly on the format in terms of the aim of upgrading the country’s educational system at all
accuracy, illustrations, perspectives, readability, time levels of instruction thereby contributing to the attainment
allotment and usefulness of the workbook. There were of national goals and development. As such, State
significant differences on all aspects of the workbook in Universities are also compelled to produce instructional
terms of acceptability between the faculty and students. materials for use in various subject areas. Congruent to
Thus, the study failed to reject the null hypothesis. this, Executive Order No. 46, was issued to create the
However, when the workbook was subjected to Presidential Commission on Educational Reforms to refine
reliability test, results showed that the workbook did a comprehensive and feasible program of reforms in the
not meet the requirements for a reliable material in all three (3) educational levels- basic education, secondary,
of its aspects considering that all of the values in and higher education, in facing the new millennium and the
accuracy, illustrations and presentations, readability, educational challenge of the future. The DepEd, the
time allotment, and usefulness were below the Congress, and colleges and universities and other
acceptable value of 0.70. As such, the workbook still stakeholders had the impression that the basic education
needed further improvement. and higher education are deficient not only in books but
Table 1:- Mean Ratings on the Content Validity of the Workbook as Assessed by the Experts
As indicated in Table 1, the assessment of the experts or outputs from the students. On the other hand, for the
showed that on the content validity of the workbook in condition, “statements were time bounded”, the experts were
terms of learning objectives, were all found to be “much of the belief that the learning objectives, although were
valid with an average mean rating of 3.93. Specifically, each crafted so well, still did not reflect very clearly in terms of
benchmark statement has obtained the following mean time limits as to when the contents or lessons be completed.
ratings: the learning objectives were clearly stated (4.0);
were measurable (3.96); learning objectives were result On the content of the workbook, the following were
oriented (4.17); and statements were time bounded (3.58). the mean ratings: “the activities were based on the content
From among the statements, the highest mean rating was of the course syllabus” (3.57); “the activities stimulated
attributed to “learning objectives were result oriented” with creative and analytical thinking (4.00); and “activities are
4.17 mean rating and the lowest was obtained by the properly organized and proceeds from simple to complex
condition, “statements were time bounded”. (4.18). All mean ratings were interpreted as “much valid”
which resulted to an average mean rating of 3.9 interpreted
With these results, it can be inferred that the experts as “much valid”.
have perceived the learning objectives to have been well
stated to trigger the necessary skill or application of the From the results, it can be deduced that the experts
course through doing exercises which would generate results assessed the contents to have triggered the concepts and
Table 4:- Mean Ratings on the Format Validity of the Table 5:- Mean Ratings on the Format Validity of the
Workbook in Basic Drawing in Terms of Illustrations and Workbook in Basic Drawing in Terms of Readability, Time
Presentations Allotment, and Usefulness
Table 5 presents the mean ratings on the format Moreover, on the aspect of readability as reflected in
validity of the workbook in Basic Drawing in terms of Table 6, the teacher- respondents found out that the
illustrations and presentations. As reflected in the table, languages, signs and symbols were stated in correct
only two conditions have obtained “very much valid” grammar and used sufficient familiar vocabulary to ensure
results” and these were, “the exercises present topics which learning having obtained the means of 4.21 and 4.67,
are chronologically arranged in accordance with the respectively, which were interpreted as “very much valid”.
syllabus” with a mean rating of 4.58 and “procedures are
clearly presented in step by step manner to improve On the other hand, in relation to time allotment,
students’ higher order thinking skills” with a mean rating of teacher respondents found out that the time set for specific
4.60 as perceived by the teachers in the area of activity provides sufficient duration to complete each
presentations. This implies then that on the part of the activity or plate. The workbook also contains sufficient time
teachers, these conditions have satisfactorily met the for analyzing procedure and helping students develop their
requirements on the test of validity in terms of format, ability to discover and conceptualize things having obtained
particularly on the way the concepts were presented. mean ratings of 4.27 and 4.29, respectively interpreted as
Meaning to say, the workbook has complied with the “very much valid”. Furthermore, in terms of usefulness the
mandates of the University, in particular, and the actual value of the workbook serves its purpose, according
Commission on Higher Education, in terms of providing to the teacher respondents gaining a mean rating of 4.64
students with topics that would develop their higher order which is interpreted as “very much valid”.
thinking skills and topics were so arranged so as to facilitate
better understanding of the concepts. It can be gleaned from the data that the assessment of
both the teacher and student respondents in terms of the
On the other hand, there were some conditions which format validity of workbook was “much valid” having a
were perceived to be only on the average in as far as format grand mean of 3.90. This means that in terms of accuracy,
validity was concerned. Out of the four conditions given in illustrations, presentations, readability, time allotment, and
illustration, there were two which were rated as “undecided: usefulness, the workbook was highly accepted as an
or equivalent to valid while there was one condition rated by instructional material by the respondents and it addresses the
the teachers as “undecided” in the area of presentation. All needs, interest and level of teaching and learning among the
the rest of the conditions were rated as “much valid”. This academic members of the University.
implies then that although there were areas which were not
really perceived to be good, still the workbook has met the
requirements in terms of illustrations and presentations for it
to be valid.
Table 6:- Test of Significant Difference on the Assessment of the Faculty and Student Respondents on the Acceptability of
Workbook in terms of Accuracy
It could be possible that students did not see what the were one in saying that in terms of accuracy, the workbook
teachers have seen about the accuracy of the workbook was still perceived to be acceptable.
along this criterion. Considering that they have a differing In terms of illustrations, significant differences were
perspective since teachers have to treat the workbook as an found on two conditions and these were on, “motivate
instructional material while the students have to consider students’ interest, making learning effective” and “provide
such as a learning material, then this could have influenced visual clues” having t-values of 4.53 and 3.92, respectively.
their varying perceptions which resulted then to differences They were found to have yielded significant differences
on the assessment. Following instructions and directions are since their values were lesser than 0.05 level of significance.
usually exercised by the students and not the teachers. This Hence, the study failed to reject the null hypothesis in these
finding, therefore, should be given attention considering that two conditions. This implies therefore that the teachers and
students are the ones who are going to make use of the the students have differed in their perceptions as regards the
materials. But, in general, the two groups of respondents acceptability of the workbook when it comes to motivating
the interest of the students and in providing visual clues.
Table 7:- Test of Significant Difference on the Assessment of the Faculty and Student Respondents on the Acceptability of
Workbook in terms of Illustrations and Presentations
On the other hand, if results are to be analyzed based o.05 level of significance. Thus, in these two particular
on the ratings of the students and the teachers, it can be aspects, the null hypothesis was rejected.
gleaned from the table that the students have given lower
ratings than the teachers. It follows therefore that the The highly significant results imply that some students
significant difference was rooted from the presumption that find the material not presented chronologically or in
students have perceived the workbook to be less motivating accordance with the syllabus. They have significantly lower
and less appealing in terms of visual effects as have been mean compared to rating given by the teachers. In addition,
thought by the teachers. teachers rated to the workbook to target the higher order
thinking skills of the students. This, however, was not true
However, since the average result obtained no according to the students. In fact, there was highly
significant difference, then it implies that in general, the two significant difference found on this indicator having a
groups of respondents were in agreement that the workbook significance value of 0.01.
was acceptable in terms of illustration.
However, taking it as a whole, result shows that in
In the aspect of presentations, results revealed that two terms of presentations, the workbook was perceived
conditions have obtained highly significant difference these similarly by both respondents. Meaning to say, there was no
were on, “the exercises present topics which are disagreement on the part of the teachers and the students in
chronologically arranged in accordance with the syllabus” their perception that the workbook has passed the
and “exercises present higher order thinking skills” having t- requirements of acceptability in terms of illustrations.
values of 4.53 and 5.18, respectively which were lesser at
Table 8:- Test of Significant Difference on the Assessment of the Faculty and Student Respondents on the Acceptability of
Workbook in terms of Readability, Time Allotment, and Usefulness
REFERENCES