Sample Action Research 6s6d2b

Republic of the Philippines Department of Education Region IV – A : CALABARZON Division of Rizal MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL San Juan, Taytay, Rizal

DEVELOPMENT AND EVALUATION OF AN INSTRUCTIONAL MODULE IN VISUAL GRAPHIC DESIGN USING PHOTOSHOP

An Action Research Presented to the Department of Education Division of Rizal

ROMMEL Z. DE LEON Researcher

August, 2017

ABSTRACT

This study will focus on the assessment of two groups of respondents on the development and evaluation of an instructional module in Visual Graphic Design using Photoshop during the School Year 2017-2018. The two groups of respondents will be the forty (40) Junior High School students enrolled in the Visual Graphic Design on the exploratory courses of TLE-ICT and twenty (20) Senior High School students taking up Empowerment Technologies. The second group of respondents will be the four (4) teachers handling the aforementioned courses both in Junior and Senior High School. A researcher-made questionnaire will be utilized as the main research instrument to be istered to the respondents, to determine their assessments. Focus Group Discussion (FGD) and structured interview will also be used in this study to gather additional data and for clarification of other information. The questionnaire for the teacher- and student-respondents consisted of 5 parts: (1) Objectives, (2) Content, (3) Graphics, (4) Language Used and (5) Evaluation and Exercises. For the tabulation and interpretation of data, the Statistical Package for Social Sciences (SPSS) will be utilized. The following statistical tools will be used: (1) Frequency Distribution and Percentage to tabulate the profile of the respondents; (2) Weighted Mean for the evaluation of the two groups of respondents; and (3) t-Test for testing the significant difference between the assessments of the two groups of respondents.

CONTEXT AND RATIONALE Educators are continually trying to teach students in an interesting and engaging manner. Some experts believe they have discovered a more efficient and effective teaching method in the form of modular education, especially under the new K-12 Curriculum in the Philippines. Soriano (2012) described modular instruction as one approach that is proven to be effective in the learning process of the students. Students here are given the modules which he needs to read the concept and perform the given activity either in or out of the classroom. He does it at his own pace, learns in his own style and performs everything on his own. The instructor facilitates learning through consultations. This considers the learners capacity to learn, his interests and background knowledge. Modular teaching is one of the most widespread and recognized teaching-learning techniques in the United States, Australia and many other Western countries, including the Asian region. All kinds of subjects are being taught through modules. It is a recent development based on programmed learning, a well established and universally recognized phenomenon. This considers the individual differences among the learners which necessitate the planning for adoption of the most appropriate teaching techniques in order to help the individual grow and develop at her/his own pace. Marayag (2014) asserted that the modular materials have established their edge over the other kinds of learning materials because these serve as enrichment for fast learner and as review or remedial materials for slow learners in relatively short span of time.

Modules serve as the basic learning resource most importantly to the future Senior High School (SHS) students who will take the Tech-VocLivelihood Track. In its Basic Education Program midterm report, the Department of Education (DepEd) said that 46.5 percent or about 1.04 million students will get into the Technology-Vocational-Livelihood Track in 2018. The Technology and Livelihood Education (TLE) framework in general secondary schools have drafted various modules as in the teaching of the TLE exploratory courses, but none yet on the field of Visual Graphic Design. The module is designed to be a teacher-assisted learning kit or a self-learning kit on competencies that students ought to possess which will help them to earn a Certificate of Competency which leads to a National Certificate (NC) Level in Grade 11 or 12. Considering this trend in teaching, the researcher identified the development and evaluation of the proposed module for Tech-Voc-Livelihood students, acquiring basic skills in the simplest way is the reason why the researcher finds it necessary to develop a module. Furthermore, every year the Commission on Higher Education (CHED) issues a list of Top 10 highest paying entry level jobs in the Philippines. Almost always on the Top 5 slot were IT-related degrees. With this, the researcher, who is a Graphic Artist, is also inspired by the need for revitalizing the teaching of ICT through an instructional module with a step-by-step procedures and illustrations which will surely enhance the teaching objectives of the course in Visual Graphic Design.

RESEARCH QUESTIONS Specifically, this study intended to provide answers and solutions to the following research questions: 1. What are the stages in the development of the instructional module in the teaching of Visual Graphic Design in Technology and Livelihood Education (TLE) using the ADDIE Model? 2. How do the respondents assess the instructional module with regard to the following: 2.1. objectives; 2.2. content; 2.3. graphics; 2.4. language used; and 2.5. evaluation and exercises? 3. What is the difference between the assessments of teachers and students in the instructional module in of the aforementioned variables? 4. What implications can be drawn from the use of the instructional module in Visual Graphic Design? 5. What instructional module can be developed for the teaching of Visual Graphic Design?

PROPOSED INNOVATION, INTERVENTION AND STRATEGY Programmed instruction, as in the case of modules, is an important educational innovation and teaching strategy. It can offer a solution to the problems of teaching instruction. It is a technique of self-instruction that involves the presentation of instructional materials to demonstrate skills and

comprehension (Salandanan, 2010). Magsalin (2013) stressed the important feature of programmed instruction as to the design to incorporate instructional characteristics and to give advance definition of the learning outcome. Based on her study “Development of Instructional Manual in Geometry”, an instructional manual should be developed to initiate changes like diverting the teaching-learning process from teacher-centered to student-centered. Also, on the findings of her study, the instructional manual greatly helped both the teachers and the students that is why she recommended that each student should be given an instructional manual to work on their own pace. Lardizabal (2012) also mentioned that students might be encouraged to perform better because the material strictly follows the principles underlying the utilization of modular instruction. The proposed module offers much greater potential for the teaching-learning process. This puts teaching and learning in a tutorial mode where the steps and strategies are emphasized to develop and acquire mastery in Visual Graphic Arts. It will also revitalize the teaching of ICT through an instructional module with step-by-step procedures both in English and Filipino which will surely enhance the teaching objectives of the course in Visual Graphic Design.

ACTION RESEARCH METHODS A. Participants The first group of respondents of the study will be the forty (40) Junior High School students enrolled in the Visual Graphic Design on the exploratory

courses of TLE-ICT and twenty (20) Senior High School students taking up Empowerment Technologies during School Year 2017-2018. The second group of respondents will be the four (4) teachers of handling the aforementioned courses both in Junior and Senior High School.

Respondents Students Teachers Total

Frequency and Percent Distribution F % 60 93.75 4 6.25 64 100

B. Data Gathering Method The research instrument refers to the tools that facilitate the gathering of information and data that a study. The instruments to be used to obtain the data required are the following:

Questionnaire This instrument was selected due to its relatively faster collection of results as compared with other techniques. Aside from the pre-established fact that faculty and the students were highly literate that they can easily answer straight-forward questions. The questionnaire for the teacher- and student-respondents consisted of 5 parts: (1) Objectives, (2) Content, (3) Graphics, (4) Language Used and (5) Evaluation and Exercises. The questionnaire for teacher- and student-respondents consisted of questions that are very simple, brief and clear to avoid confusion and interpretation of the respondents.

To reinforce the validity and suitability of the instrument to this field of study, the opinion and expertise of experienced practitioners and educators will be sought. Books and similar studies also served as guides in constructing the questionnaire. Before floating the questionnaire to the specified respondents, it will be pilot-tested to some colleagues in the faculty and some friends. Comments and suggestions from them will be considered in the improvement of the questionnaire. Hence, the initial draft of the questionnaire will be counterchecked by the adviser and revisions will be made with the approval of the ists. To determine whether revisions are still needed, faculties from other departments will be asked to critic the trial questionnaire and will be interviewed aside from examining their responses. The researcher, however, is aware that the questionnaire as a tool for investigation has inherent limitations. The value of the findings largely depends on the sincerity, truthfulness and objectivity of the respondents. It cannot totally be unbiased. Interviews will be conducted for clarification purposes only. The questionnaire will be translated in Filipino language for the student-respondents to comprehend its contents.

Structured Interview Structured interview will also be utilized to gather the needed data from the teachers about their evaluation on the instructional module; and its implications in the teaching of Visual Graphics Design under Technology and Livelihood Education (TLE) and Empowerment Technologies subject.

Focus Group Discussion (FGD) Focus Group Discussion (FGD) will also be incorporated in this study. FGD is a good way to gather together people from similar backgrounds or experiences to discuss a specific topic of interest. It allows the participants to agree or disagree with each other so that it provides an insight into how a group thinks about an issue, thus the range of opinion and ideas will arise (http://www.odi.org/publications/5695-focus-group-discussion). With the help of a , the topic to be discussed will be introduced to the group of participants – selected teachers and students as respondents. The topic include the problems that they have encountered in the teaching of Visual Graphic Design using Photoshop and the lessons to be included in the developed module based on the course syllabus. The respondents participated in a lively and natural discussion amongst themselves.

C. Data Analysis Plan To analyze and interpret the data to be gathered, descriptive statistics such as weighted mean, frequency, percentage, rank distribution and verbal interpretation will be utilized for numerical analysis and for comparing magnitude. The following statistical tools will be applied: 1. Weighted Mean will enable us to calculate an average that takes into the importance of each value to the overall total (Levin, 1998 as cited by Aquino, 2011).

The use of the weighted mean will be employed in this study to describe the evaluation ratings in the teacher- and student-respondents checklist in the following areas: (1) Objectives, (2) Content, (3) Graphics, (4) Language Used and (5) Evaluation and Exercises. The questions itemized in the questionnaire will be answerable with descriptive answer with corresponding scales shown below: Mean Ranges

Arbitrary Points

Point Scale

Qualitative Description

4.51 – 5.00 3.51 – 4.50 2.51 – 3.50 1.51 – 2.50 1.00 – 1.50

5 4 3 2 1

Highly Evident Moderately Evident Evident Slightly Evident Not Evident

2. Independent Sample t-Test will be used for problem number three (3), to determine the significant difference between the assessments of the two groups of respondents as reflected between their mean scores. (Levin, 1998 as cited by Aquino, 2011).

ACTION RESEARCH WORKPLAN

COST ESTIMATES

PLANS FOR DISSEMINATION AND ADVOCACY Curriculum writers and instructional material developers may constantly assess the proposed instructional module for its strengths and weaknesses to target possible areas of improvement. The proposed instructional module in the teaching of Visual Graphic Design using Photoshop may be adopted and institutionalized by DepEd Rizal.

REFERENCES

A. Books Salandanan, G. (2010). Methods of teaching (Revised Edition). Quezon City: Lorimar Publishing, Inc. B. Unpublished Theses / Dissertations Aquino, Rolando J. (2011). Effectiveness of Proposed Instructional Material in the Basic Integration Formula of Integral Calculus, Rizal Technological University. Campugan, Joven D. (2014). Effectiveness of Electrical Installation and Maintenance Module of Grade 7 as Assessed by the Teachers and Students of Manuel I. Santos Memorial National High School, University of Rizal System, Taytay Campus. Lardizabal, Jaige B. (2012). Effects of Technology in Students Performance in Mathematics: Basic Enhanced Curriculum, Rizal Technological University. Magsalin, Hazel (2013). Development and Evaluation of Module in Genetics, Rizal Technological University. Marayag, Michelle A. (2014). Development and Evaluation of Instructional Materials in Mathematics, Rizal Technological University. Soriano, Elpidio T. (2012). Development and Evaluation of Software in Analytic Inputs in a Deg Guide, Rizal Technological University.

D. Online Sources http://shef.ac.uk/lets/toolkit/f-a/student-evaluation http://donbalderas.hubpages.com/hub/Modularized-Instruction-in-PhilippineSchools http://www.odi.org/publications/5695-focus-group-discussion http://sociology.about.com/od/Types-of-Samples/a/Purposive-Sample.htm http://sociology.about.com/od/Types-of-Samples/a/Random-Sample.htm