DEVELOPMENT OF MODULE IN TEACHING PANITIKAN

FOR GRADE 10 STUDENTS

A Research Paper

Presented to the Faculty of the

College of Education

Central Philippine University

Iloilo City

In Partial Fulfillment

of the Requirements for the Course

Education 3111 (Research in Education)

Zion Myles G. Dela Cruz

Dyna A. Demonteverde

Meakah Faith C. Espinosa

Remelyn N. Latañafrancia

Gisann L. Somogat

June 2021
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APPROVAL SHEET

“DEVELOPMENT OF MODULE IN
TEACHING PANITIKAN FOR
GRADE 10 STUDENTS”

By

Zion Myles G. Dela Cruz, Dyna A. Demonteverde, Maekah Faith C. Espinosa,

Remelyn N. Latañafrancia, Gisann L. Somogat

Upon the unanimous approval of the Oral Examination Committee:

__________________________________________

MERLE L. JUNSAY, Ph.D., Chairperson

________________________ __________________________
EDEN GOMEZ, Member NENITA MINO, Member

______________________________
MA. ALINA C. PESCADERA, Adviser
 ii

_________________________________
MERLE L. JUNSAY, Ph.D

Dean

DEVELOPMENT OF MODULE IN TEACHING PANITIKAN FOR GRADE 10 STUDENTS

Zion Myles G. Dela Cruz, Dyna A. Demonteverde, Maekah Faith C. Espinosa,

Remelyn N. Latañafrancia, Gisann L. Somogat.

ABSTRACT

The study aimed to develop a module in Panitikan for Grade 10 students for a public

school in Iloilo Province. It utilized a developmental research approach and Input-

Process-Output (IPO) design in developing the learning module. The involved

participants of the study were the five Filipino teachers in a National High School in Iloilo.

Focus-group discussions are conducted among five teachers in order to determine the

content and design of the module. Semi-structured interviews were used. The gathered

data from the FGD were analyzed and transcribed using thematic analysis which

generated five themes. These includes learners can’t understand instructions in the

module, provide visuals representations and other links in the module, learners

difficulties in understanding stories in Panitikan, provide hands on activities and

exercises in the module and strategies of teachers in teaching Panitikan. The

researchers’ made a questionnaire that was administered to the three Filipino teachers

to determine the validity of the developed module. Results showed that there is a

need to provide various activities and assessment in the developed module. Based

on the evaluation, it revealed that the developed module was highly acceptable with
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respect to its content, objectives, activities, assessment, as well as to the overall

presentation of the developed module based on the evaluation process done by

teacher participants. This study concluded that the developed module by researchers

can be used in Panitikan for Grade 10 students.

ACKNOWLEDGMENT

To our Almighty God for giving us wisdom, strength, and helping us overcome all
the challenges we encountered in pursuing our study and making it possible.

We would like to extend our sincerest gratitude to all the people who helped and
have shared their effort and expertise in making this research possible.

We are very thankful to the Dean of the College of Education, Dr. Merly Junsay,
and to our research adviser, Professor Ma. Alina Pescadera, for their continuous support
in the making of our study. Your patience, understanding and guidance helped us
throughout the process.

Our sincerest gratitude to the panellists, Professor Eden Gomez and Professor
Nenita Mino, for sharing their expertise, knowledge, and suggestions for the improvement
of the study and making it possible.

To our families for their moral support and financial assistance throughout the
conduct of the study.

To God be the glory.

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TABLE OF CONTENTS

Page

ABSTRACT……………………………………………………………………………ii

ACKNOWLEDGMENT………………………………………………………………iii

TABLE OF CONTENTS……………………………………………………………..iv

LIST OF FIGURE…………………………………………………………………….vii

LIST OF TABLES……………………………………………………………………viii

CHAPTERS

CHAPTER I: INTRODUCTION

Background and Rationale of the study ……………………… 1

Objectives of the study………………………………………….. 3

Theoretical Framework ………………………………………… 3

Definition of Terms ……………………………………………… 4

Significance of the Study ………………………………………. 5

Scope and Limitation …………………………………………… 6

CHAPTER II: REVIEW OF RELATED LITERATURE

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Development of Learning Modules ……………………………. 7

CHAPTER III: METHODOLOGY

Study Design …………………………………………………… 10

Procedure …………………………………………………......... 11

Participants ……………………………………………………… 12

Instrumentation …………………………………………………. 13

Analysis ………………………………………………………….. 13

CHAPTER IV: RESULTS AND DISCUSSION

Introduction ……………………………………………………… 14

Thematic Analysis of Teacher Participants ………………….. 15

Evaluation of the Developed Module …………………………. 33

CHAPTER V: SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary ………………………………………………………… 34

Findings ………………………………………………………….. 36

Conclusion ………………………………………………………. 36

Recommendations ……………………………………………… 37

CHAPTER VI: REFERENCES ………………………………………………….. 38

CHAPTER VII: APPENDICES

Appendix A ………………………………………………………. 40

Appendix B ………………………………………………………. 43

Appendix C ………………………………………………………. 46

Appendix D ………………………………………………………. 47
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Appendix E ………………………………………………………. 52

Appendix F ………………………………………………………. 61

Appendix G ………………………………………………………. 62

Appendix H ………………………………………………………. 63

List of Figure

Figure No. Title Page No.

1 Input-Process-Output in the Development of Module 11

in Panitikan for Grade 10 Students

vii
 viii

List of Tables

Table No. Title Page No.

1 Summary of themes on Challenges 16

Encountered by teachers

2 Summary of themes in utilization of Instructional Materials 18

3 Summary of themes in Learners difficulties in Modular Learning 20

4 Summary of themes on the Activities to Includes in the module 22

5 Summary of Theme on Teaching Strategies of Teachers 24

6 The level of acceptability of the developed module in 26

Panitikan with respect to content

7 The level of acceptability of the developed module in 28

Panitikan with respect to objectives

8 The level of acceptability of the developed module 30

In Pantikan with respect to Activities

9 The level of acceptability of the developed module in 31

Pantikan with respect to Evaluation or Assessment

10 The level of acceptability of the developed module in Panitikan 33

with respect to presentations of the overall module

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CHAPTER I

Introduction

This chapter discusses the background and rationale, research objectives,

theoretical framework, definition of terms, significance of the study, scope and limitation.

Background and Rationale

COVID-19 has harmed individuals all over the world due to an alarming health

issue. According to the UNESCO research, the lockdown of schools and campuses has

impacted more than 1.5 billion children in 165 countries. As a result, face to face

engagement of students and teachers within the school has also been suspended. The

Philippines is in the process of adapting to the new normal form of education at present,

and continuous innovations of educators and active involvement of other stakeholders are

the driving force for its success. For the continuity of education and for every school to still

attain its mission and vision, which is to provide quality education to every Filipino learner,

the Department of Education implemented the Modular Approach.

In the Philippines, the diagnosed coaching employees collectively with the

Education Program Supervisors organized modules, according to the “Most Essential

Learning Competencies”. According to Gonzales (2015), modular preparation is one of

these coaching strategies wherein the scholars ought to examine the whole lot within side

the module the usage of his personal attempt at his personal pace. This approach differs

from the conventional one in which an instructor provides the lesson and the scholars

simply pay attention to examine the ideas presented. To surpass the problems confronted

via way of means of the scholars within side the conventional school room situation,

modular technique can be a great opportunity considering the fact that it’s miles student-
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targeted self-paced, and calls for no note-taking. Because of this pandemic, the education

sector is one of the highly affected branches in the society, especially when it comes to

the teaching and learning process.

Philippine literature or Panitikan give everyone an awareness of the Filipino

people’s literary traditions, serving as containers of ideals and aspirations that are

precisely the social underpinnings for any nation-building goal (Andaquig 2019). However,

the Department of Education concedes that teaching Filipino and “Panitikan” to most

students is still a challenge. While some pupils can understand English words,

understanding Filipino is somewhat a difficult task and as time passes by, many students

no longer appreciate the subject. The gathered evidences have challenged Filipino

teachers to provide an instructional material in Panitikan subject.

In order to address this problem, developing learning module is needed. Thus, the

researchers aimed to develop module which includes relevant content, learning materials,

suitable activities or assessments to improve instruction in teaching Panitikan Subject to

Grade 10 Students. This study aimed to address the difficulties or problems and to meet

the necessary objectives of teaching Panitikan. As defined by Taneja (1989), a module is

a unit of work and a course of instruction that is virtually self contained and a method of

teaching that is based on the concept of building up skills and knowledge in discrete units.

The introduction of this type of instructions in learning process meets out the need of

individual and allows students to work at their own pace.

Furthermore, this study is significant because it provides instructional materials for

teaching Panitikan as a subject. The self-learning modules are already considered as

learning packages, containing discussion and a series of evaluation and assessment.

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Statement of the Problem

This study primarily aimed to develop a Module in Teaching Panitikan for Grade

10 Students.

Specifically this study aimed to:

 determine the challenges encountered by teachers in teaching Panitikan subject in

using modular approach

 design and develop a module in Panitikan for teachers teaching grade 10 high

school students

 evaluate the developed module

Theoretical Framework

The study is anchored on Bruner’s constructivism theory, which covers the idea of

learning as an active process in which individuals learning are able to generate new

concepts based on what they know now as well as what they knew in the past. According

to Bruner's work (1996), even a very young learner is capable of acquiring any information

as long as education is organized effectively and appropriately. Teachers' role in

constructivist teaching is to enable students to learn on their own with the help of any

instructional tools. Providing modules to students will help them to study at their own pace

and develop critical thinking skills.

Hence, Jerome Bruner’s Theory of Constructivism was integrated into the

construction of the developed module for teaching Panitikan as a subject. The content and

activities included in the module to be developed will be learner centered. In this way,
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through the developed module, learners are able to construct knowledge without the

assistance of the teacher. The module includes hands on activities for the students.

Through this, learners will be actively involved in the construction and understanding of

the Panitikan subject, most especially in the making of short stories or Maikling Kwento. In

addition to that, the developed module will also consider the learner experiences and

needs, which will make them realize the importance of the topic and on how they will

relate it to their daily lives.

Definition of Terms

The following terms were defined conceptually and operationally to provide better

understanding and interpretation of the terms used in the study.

Development of Module. The modules are based on a relevant scientific question, a set of

learning objectives, a plan for assessing student achievement, and a dataset that provides

an opportunity to explore the scientific concept or environmental problem. (EDDIE,

Teaching). In this study, it refers to the making of module in Panitikan subject which

includes all the necessary procedures from outlining the contents of the module and

identifying the validity of the develop module based on the validation of the experts in the

field of Filipino subject and the teachers as the respondents.

Module in Panitikan. The module is intended to introduce students to the teaching of

Panitikan in schools and more, particularly how students response to Panitikan can be

reconciled with formal literary-critical approaches. (According to Dr. Sarah 2019). In this

study, it refers to the teaching material that the researchers will construct and will be used

by the Grade 10 Filipino teachers. This module is composed of various interactive learning
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activities. The Maikling Kwento Module in Panitikan is the intended outcome which will be

provided to the teachers and students.

Significance of the Study

The study focused on developing a module in Teaching Panitikan for Grade 10

students; specifically it will be useful to the following:

Grade 10 Students. As the primary recipient of the study, the students will be provided

with learning materials that are appropriate for their learning needs during this pandemic.

The interactive activities in the module will be a good venue for them to engage actively

with the learning material, even in the absence of their teacher and classmates.

Filipino Teachers. The developed module can be used as a supplementary instructional

material in the teaching of Panitikan specifically on the Maikling Kwento. This will help

them encourage their students in actively participating in the class. This could also help

them for the preparation of their lesson planning which suit for flexible learning.

School Administrators. The result of this study will give them insights on the importance of

modules in teaching high school students in Panitikan. It can also help them to construct a

concrete plan to address the current situation of the students in this time of health crisis.

Future Researchers. This can serve as data basis and reference for future related studies

and researchers. In addition, this will help them to conduct more relevant study that will

help improve the distance and flexible learning in the country and as well as the current

situation of the students.

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Scope and Limitation

This study is limited only on the development of Module in Panitikan for Grade 10

Students in one of the national high school in Iloilo province. The developed module is

composed of discussions, activities, assessment and objectives. This module is focused

on the topic of Maikling Kwento which contains three different stories in particular: “Ang

Kwintas, Aguinaldo ng mga Mago and Ang Alaga of the Panitikan in Mediterranean”. The

content of the developed module in Panitikan was based on the Most Essential Learning

Competencies (MELCs) set by the DepEd. The study focused on the construction of the

module, its validation and evaluation with respect to its objectives, content, activities,

presentation, and assessment. The effectiveness of the developed module will be

evaluated by the participants. This module was created for the purpose of adapting to the

new normal system of education amidst the health crisis we are facing that hinders face to

face teacher and student interaction.

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CHAPTER II

Review of Related Literature

This chapter reviewed the related literature and studies which provide additional

information to reinforce facts pertinent to the present studies.

Development of Learning Modules

The working strategy and actual writing of the modules are referred to as module

development. A module, according to Morley (2001), is a self-study bundle. According to

Richards (2006), a module is a self-contained and self-contained learning sequence with

its own set of objectives (165). Morley (2001) emphasizes the significance of a module in

which each learner has complete control over the materials (Silva 2004).

As stated by Wilkerson (1973), he developed and validated modules utilizing five

stages of which the first four may be identified as the stages of planning and development.

These stages were (i) exploratory reading and research into the area of the instructional

system and attitude; (ii) completion of rough draft and collection of revision data from

researchers and reviewers; (iii) revision of the modules; and (iv) informal field test.

On the other hand, Nepomuceno, as cited by Balderas (2016) who describes

module as distinctive, identifiable skills or set of skills or outcomes other than skills. It is

fairly short so as to make students use their study time efficiently. He point out the

reasons why modules are needed in teaching. He explains why modules are necessary in

the classroom. The first is to promote learning autonomy, ensure minimal criteria are met,

provide remedial units, give fundamental education, upgrade content, improve instructor

competences, accommodate individual learning differences, consolidate crucial areas in a

course, and encourage mastery. He also defines a module as one that allows for the
 8

organization of multiple sequences of experiences to represent the teacher's or student's

specific interests. As cited he said that modules should be self-contained, self-pacing,

short and well defined, adequately motivating, properly sequenced, and providing

opportunities for interaction with learners, clearly written with correct language, accurate,

not in conflict with other subject matter and values, and utilizing every opportunity to

achieve learning outcomes (Balderas, 2016).

Moreover, when teaching modules are used, the focus of the learning process

shifts from what the teacher claims to have taught to what the student can demonstrate.

They can help students grasp what they should know and should do at the end of the

module. This material is important since it describes how beneficial modules may be.

(Gronland, 1970).

In addition, the use of the module corresponds to constructivist learning

methodologies. A learning module is a comprehensive and officially planned learning

experience that includes a logical and well-defined set of learning objectives and

assessment criteria. In constructivist learning strategy, the developed module aids with

the learner’s knowledge construction and facilitate their active participation in the learning

process. The module enables the student’s active interaction with the learning material

instead of passively reading the material. Moreover, module provides various learning

activities to students and gain feedback from their experience (Dick & Carey, 2001).

Other Related Studies on the Development of Module

In the study conducted by Lardizabal (2004), he mentioned that a module is a

package of learning activities that learners have to accomplish. It can be use as part of a

course, as a complete course, or as a curriculum design. A module can be a short-

segment program interwoven between other forms of instruction to cover limited, specific
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units rather than an entire course. By describing the constraints of a module and how it

can be employed in the current learning environment, Lardizabal’s literature connects to

the current study.

As indicated by Suwanawongse (1991), other study methods meet only a few of

the prerequisites for efficient learning, whereas modular Instruction meets all of them. In

time and space, all of the elements are brought together. Individual differences are

catered to and the objectives are achieved because students work on their own pace.

They have built-in statements of objectives informing students about what they should be

able to learn after instruction. The content in the modules is organized in logical steps.

Modules also allowed an endless number of media and methods to be used by students.

Furthermore, Knapp (2006) further explains that, it is very imperative that the

course embraces; the modules for the students, the modules should link with the main

lesson and have activities that match with the lesson. The activities in the modules should

be thought-provoking and should aid in the learning process of the student.

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CHAPTER III

Methodology

This chapter provides an overview of the research design, sampling procedure,

participants of the study, instrumentation and the data analysis.

Study Design

The researchers used a developmental research technique to provide an empirical

foundation for the module. Developmental research design, according to Seel (1994), is

the process of turning a specified design into a physical form. In other words, it is the

process of designing, developing, and validating instructional materials, which comprises

module design, planning, and evaluation.

In particular, the researchers utilized the Input-Process-Output (IPO) model in

development of the learning module as shown in Figure 1. According to American

Psychology Association, IPO model is an analysis of performance and processing

systems that assume raw materials (input) are transformed by internal system process to

generate results (output).

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INPUT PROCESS OUTPUT

 DepEd  Designing and • Module in

Curriculum developing of Panitikan

guide module for Grade

 Filipino  Evaluation of 10

textbooks, the developed students

journals and module

websites  Transcription

 Filipino of data

Teachers gathered

teaching  Identifying

Panitikan themes using

thematic

analysis

Figure 1: Input-Process-Output which shows the development of module in Panitikan

subject

Procedure

In order to come up with a reliable study, the researchers utilized the Input-

Process-Output (IPO) model. The first step in Input-Process-Output model is input. In the

input phase, the researchers first scanned the DepEd curriculum guide to identify what are

the specific topics under Panitikan in Grade 10. In addition to the input part, focus group
 12

discussion was conducted to the teachers teaching Panitikan to gather necessary data. It

involves the consultation and consensus of ideas and expertise from experts in Filipino

subject. The information gathered will be the basis to determine the content suitable for

students, activities and objectives to be included in development of module. The gathered

data undergo transcription process to identify the significant statement, common themes

and sub-themes.

As to the process phase, after the transcription of gathered data, the researchers

developed a module in Panitikan based on the responses and themes gathered from the

Focus Group Discussion (FGD). A researcher’s made questionnaire was validated by the

three experts in the field of Filipino to ensure validity and reliability. After the validation of

the questionnaire the developed module were then evaluated by the teacher participants

of the study to determine its acceptability.

The output step pertains to the developed module in teaching Panitikan subject for

Grade 10 students.

Participants of the Study

In this study, the involved participants are the Filipino teachers in one of the

National High School in Iloilo Province in the School Year 2020-2021. In the input phase,

during the focus group discussion the participants were the five Filipino teachers teaching

Panitikan. In the process phase, three experts were sought by the researchers for the

validation of the research-made questionnaire and three teachers were also sought to

evaluate the developed module.

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Instrumentation

DepEd’s Curriculum Guide was utilized by the researchers to identify the specific

learning topics under Panitikan subject. The research instruments were used are the

semi-structured interview guide that were used during the conduct of focus group

discussion and the self-made questionnaire which contains the five aspects of module to

determine level acceptability of the developed module. Recorder was utilized to have a

clear and easy transcription of the data gathered.

The responses of teacher participants to the questions were scaled using the

“three- point-scale” or Likert Scale system and with its weighted mean and interpretation

as follows:

Range Verbal Interpretation

2.50 and above Highly Acceptable

1.50 -2 .49 Acceptable

1.0 – 1.49 Less Acceptable

Analysis

Qualitative analysis was utilized in analyzing the data gathered. Qualitative

analysis defines as the analysis of qualitative data such as text data from interview

transcripts and the interpretation of patterns and themes. (Hubermans, 2000). A thematic

analysis was used to analyze the data from the Focus Group Discussion (FGD). On the

other hand, a descriptive analysis was also used in presenting the analysis of the

evaluators and statistical tools were also utilized in interpreting and getting the correct

evaluation scores done by teacher participants.

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CHAPTER IV

Findings and Discussions

This chapter represents the findings and analysis of the data gathered in Focused

Group Discussion (FGD) about the Development of Module in Panitikan. The data were

analyzed according to the objectives of the study. The interview analysis was done

through the use of qualitative analysis tool which is thematic analysis. This tool had

helped examine the gathered data to identify the significant statement, themes and

common sub-themes.

The result of Focus Group Discussion (FGD) with the teacher participants

revealed that each of them were able to make their own conceptualizations in teaching

Panitikan through modular approach. In addition, they have shared their own

insights and perceptions towards the Development of Module in Panitikan.

Based on the focus group discussion conducted by researchers to the five teacher

participants of one of the National High School in Iloilo Province, the researchers came

up with four themes that served as a basis in the development of module with respect to

its content. The following are the themes:

1. Learners can’t understand instructions in the module

2. Provide visual representations and other links in the module

3. Learners difficulties in understanding stories in Panitikan

4. Provide hands on activities and exercises in module

5. Strategies of Teachers in teaching Panitikan

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Theme 1: Learners can’t understand instruction in the module

Table 1 below reveals the responses of the participants when asked about the

challenges they encountered in teaching the Panitikan subject. Participants shared the

challenges they have encountered in the modular approach of learning. Participants are

aware that modular scheme is the most common approach in these trying times. The

participants stated that majority of them find it hard and challenging. In addition,

participants cannot exactly discuss their lessons effectively in this modular approach.

Participants are also challenged with crafting up the desired module and with the

distribution of it.

In addition, participants also shared that they were bombarded with queries from

both students and parents about their concerns in the module, wherein teachers

address them even beyond of their office hours. However, despite of the difficulties they

encountered, teachers are still determined to do their duties and to continue to teach

students amidst the pandemic.

This finding is related to the fact that the Department of Education concedes that

teaching Filipino and “Panitikan” to most students is still a challenge. While some pupils

can understand English words, understanding Filipino is a difficult task. And as time

passes by, many students no longer appreciate the subject.

 16

Table 1: Significant statements and summary of themes on learners can’t understand

instructions in the module

Significant Statement Themes Sub-themes

● We cannot apply what ❖ Learners ⮚ Needs to be discuss

we want for us for can’t rather than giving it
students especially the understand to students to read
below average instructions
students in Panitikan. It in the module ⮚ Students don’t
is needed to discuss answer their
rather than reading activities in module
only.
⮚ Students have
● Most of the students do difficulties in
not answer writing understanding
activities which it is instructions which
difficult for us to solve lead for them to skip
their grades. the given activities

● I can’t easily express

my ideas to my
students on how they
will answer their given
task especially for
those who have
difficulties in
understanding the
instruction.
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Theme 2: Provide visual representations and other links in the module

Table 2 below reveals the responses of the participants when asked about the

instructional materials that can be used in modular learning. The researchers observed

that some teachers used the same set of materials in delivering their lesson. Based on

their responses with respect to the utilization of materials in teaching Panitikan,

specifically in Maikling Kwento, it can be seen that majority of them considered

integration of technology through the use of video presentation and other film-type

materials. Moreover, some of them also considered using modules and other copies of

the story to be discussed to effectively teach students. Hence, these materials were

considered by the researchers to be included in the development of module which

focuses on the topic of Maikling Kwento.

It is essential that illustrations such as pictures and charts are included in the

module, in order to attract learner’s attention and to enhance their understanding about

the lesson. Moreover, the utilization of such illustration provides effective teaching

demonstrations for the students to understand the lessons and activities provided in a

much clearer way.

This finding is related to the discussion by Dick & Carey (2001), that module

enables the student’s active interaction with the learning material instead of passively

reading it. Moreover, the module provides various learning activities to students and

gains feedback from their experience.

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Table 2: Significant statements and Summary of themes in utilization of Instructional

materials

Significant Statement Themes Sub-themes

● In my teaching I ❖ Provide visual ⮚ The use of modules

used Module and representations
the hard copy of my and other links ⮚ The use of films as
lesson to effectively in the module supplemental
teach students. materials
● You can use videos,
Google forms and ⮚ The integration of
PowerPoint technology in
presentation. Module
● Films can be used
as supplemental
materials to assist
the students to
better understanding
of the lessons on
modules.
● Use pictures and
videos also from
YouTube and
television. They may
also use different
audio-visual
materials that we
have suggested.
● The instructional
materials I used in
my teaching process
is the Copy of
literary work or
story.
● Aside from the text
students are much
more interested to
watch the story in
video format or even
in radio form. I
recommend to use
film type materials
as references for an
in depth learning.

Theme 3: Learners difficulties in understanding stories in Panitikan

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Table 3 below reveals the responses of the participants when asked about the

difficulties encountered by learners in modular learning. The participants have observed

students’ difficulties or challenges in answering their modules, most especially with the

lesson of Maikling Kwento. From the responses given by the teachers, it came out that

students are not interested in reading stories and this gave them difficulty in answering

their activities. In addition, students find it difficult to answer some questions provided in

their modules, especially those questions which require higher-order thinking skills

(HOTS). This is one of the concerns of teachers because some students have low skill in

reading comprehension.

This theme is relevant to the development of the module for it helps the

researchers to plan and established an effective content that will help students easily

understand the topic being discussed. The researchers have included stories wherein

students can relate it to their real life situations. Through this, students will be able to

read and figure out the importance of stories and how they can be able to apply it in a

real world. The researchers also provided questions which are connected to the stories

and topic provided to ensure that students can easily understand. In addition, since

Panitikan subject is broad, it is quite difficult for the students to understand easily what

they have read, that is why it is important that the given stories and topic will be related

to their real life situation. In the modules, real-life activities and performance task were

included.

This finding is related to what the Department of Education concedes that

teaching Filipino and “Panitikan” to most students is still a challenge. While some pupils

can understand English words, understanding Filipino is a difficult task. And as time

passes by, many students no longer appreciate the subject.

 20

Table 3: Significant statements and summary of themes in learners difficulties in

Modular learning

Significant Statement Theme Sub-themes

● Students feel it boring ❖ Learners ⮚ Most of students

and not interesting to difficulties in felt boring in
read, so it’s hard for us understanding reading and they
teachers because we stories in find it not
cannot know if they Panitikan interesting
understand the lesson.
⮚ Difficulties in
● Most of the students reading
find it hard in comprehension
understanding the short
story if not explained ⮚ Analyzing stories in
well. Module

● Pagsusuri ng Maikling ⮚ Answering

Kwento” I think this one questions in Their
of the common module most
difficulties of the especially in HOTS
learners in answering
their Module.

● The common difficulties

or challenges that
learners encountered in
answering module is in
answering questions
specially in HOTS and
other work sheets.

Theme 4: Provide hands on activities and exercises in module

Table 4 below reveals the responses of the participants when asked about the

activities to be included in the development of module. The majority of the participants

 21

chose to use chart and graphic organizers in making relevant activities. Also,

participants pointed out that it is necessary to prepare an activity in which students can

enhance their vocabulary from the words they don’t understand which came from a

particular story. On the other hand, participants provide activities which utilize social

media platforms and integration of technology for the students to enhance their ability in

creating videos align with their lesson. From there responses, researchers consider this

to be included in the development of the module in Panitikan.

Activities that must be included in the modules must be attainable and be written

in a simple way in order for the students to easily understand. In construction of the

activities, this must be written in organized manner with accordance to the lesson. Also,

the researchers included different types of activities in the module to give students

the opportunity to do more and help them to improve their ability and construction of

knowledge. The activities and assessment provided in the module are suitable to the

level of learners.

This finding is related to the discussion of Knapp (2006), which explains that it is

very imperative that the course embraces modules for the students. The modules should

link with the main lesson and have activities that match with the lesson. The activities

in the modules should be thought-provoking for students and should an aid to them.

Table 4: Significant statements and Summary of themes on the activities to includes in

the module

Significant Statement Theme Sub-themes

 22

● I suggest that you will ❖ Provide hands ⮚ Widen their

clear the obstacle and on activities vocabularies and
widen their and exercises includes games and
vocabulary through in module other activities
crossword puzzle,
context clues, mix ⮚ Utilizing chart and
letters and four pics graphic organizers
one word.
⮚ Utilizing other social
● I suggest that the media platforms
assessment you will
use are the venn
diagram, GRASPS,
Pagsusuring
Panitikan or Suring-
basa for exercises.

● One of the task can

be required to the
students is recording.

● Using social media

as a platform of
learning or any
printed materials that
can be related to the
topic which is Maikling
Kwento.

● The activities that I

used which is relevant
to students learning
process which
needed to be included
in the development of
module is the
Concept Mapping.

Table 5: Summary of Theme on Strategies of Teachers in teaching Panitikan

Researchers found out the strategies of teachers in teaching Panitikan. Based

from the data gathered some of the teachers said that one of the effective strategy or

technique in teaching is the mastery of your lesson, so that if your students have any
 23

clarification or concerns you could easily address it. Also, the teacher-participants cited

that they used other manipulative materials for students to easily understand the lesson.

They point out that they used or include audio-visual presentation in making their lesson

lively, videos from YouTube and other film type materials for in-depth learning. On the

other hand, they utilized GRASP which are the activities included in the module to

effectively assess the learning process of students.

It is important that illustrations such as charts and videos provided with link were

included in the developed module to attract learner’s attention and to enhance their

understanding about the given topics. In addition to that, with the integration of videos it

can provide effective demonstrations that are not on the module. Through this, students

will be able to visualize what learnings they can gain about the topic and thus, it will

deepen their understanding for an in-depth learning.

This findings is related to the discussion of Gronland (1970), of when teaching

modules are used, the focus of the learning process shifts from what the teacher claims

to have taught to what the student can demonstrate he has learned. They can help

students grasp what they should know and be able to do at the end of a module. This

material is important since it describes how beneficial modules.

Table 5: Significant statements and Summary of themes on strategies of teachers in

teaching Panitikan

Significant Statement Themes Sub-theme

 You must master your  Strategies of  Mastering the
lesson so that if teachers in lessons
 24

students will ask teaching

question it is easy for Panitikan  Using of audio-
you to answer, think visual presentation
of interesting activities
that will enhance
student’s  Watch story in
participation. video format

 You can use audio-  Using of GRASPS

visual presentation to
make the lesson lively
you can upload the
video in YouTube and
share the link with
your students.

 Aside from the text

students are much
more interested to
watch the story in
video format or even
in radio form. I
recommend to use
film type materials as
references for an in
depth learning.

 One of these is
GRASPS which one
of the activities I used
in writing the module
to teach literature
effectively and assess
their learning.

Level Acceptability of the Developed Module

In order to determine the acceptability of the develop module, the researchers

administered a self-made module evaluation questionnaire to the three teacher-

 25

participants on one of the National High School in Iloilo who are currently teaching

Panitikan. The questionnaire is composed of five aspects which are the content,

objectives, activities, assessment, and the over-all presentation of the module with their

corresponding mean and verbal interpretation.

Table 6: Presents the level of acceptability of the developed module in Panitikan subject

as evaluated by the participants with respect to content.

It is depicted in the table 6 that for the participants, the content of the module is

highly acceptable, as evidenced by a high composite mean of 2.8 or 3. The following

supporting item were deemed highly acceptable by the teacher-participants: “based on

the Most Essential Learning Competencies (MELCS) set by the DepEd, are

suitable to the level of the learners, and are relevant to the needs of the learners.” The

references are varied and accessible, with a mean score of 3 and interpreted as highly

acceptable. “Useful and promote growth and learning of the learners”, on the other hand

turn out to be the rated as the lowest, with a mean score of 2.33 and interpreted as

acceptable. This means that teacher-participants agreed on the content provided on the

developed module.

This was also implies that the content of the developed module in Panitikan

subject is suitable to the level of learners, at the same time relevant to their daily

activities, and it was highly acceptable to be used in the discussion of the Panitikan,

specifically in Maikling Kwento.

These findings are related to the discussion of Lardizal (2004), who says that

module can be used as part of a course, as a complete course, or as a curriculum

 26

design. A module can be a short-segment program interwoven between other forms of

instruction to cover limited, specific units rather than an entire course.

Content Mean Verbal Interpretation

1. Are based on the

Most Essential
Learning 3 Highly Acceptable
Competencies
(MELCS) sets by
DepEd
2. Are suitable to the
level of the learners
3 Highly Acceptable

3. Are relevant to the

needs of the learners
3 Highly Acceptable

4. Are useful and

promote growth and
learning of the 2.33 Acceptable
learners
5. References are
provided with varied,
and accessible 2.67 Highly Acceptable

Total Mean: 2.8 or 3 Highly Acceptable

Table 7: Presents the level of acceptability of the developed module in Pantikan subject

as evaluated by the participants with respect to objectives.

 27

In the table 7, it shows the result of the evaluation of the participants in the level of

acceptability of the developed module with respect to its objectives. For the teacher-

participants, the objectives of the module are highly acceptable. They view the aspects

as “clear and simple, are attainable, are based to the topic and relevant” with a mean

score of 3 and perceived as highly acceptable. It is followed by “measurable” with a

mean score of 2.33 as the lowest and as acceptable. Based on the table, the total mean

score of the module with respect to its objectives as evaluated by teacher-participants is

2.8 or 3 and interpreted as highly acceptable. This means that teachers are amenable

on the objectives provided by the researchers in the developed module. Result implies

that the developed module employs clear objectives that students must achieve in a

particular lesson and it is a big help for teachers in setting aims or expectations in

teaching Panitikan most especially in the Maikling Kwento.

A learning objective should clearly define the expected outcome of a course in

terms of demonstrable skills or knowledge that will be acquired by the learner as a result

of the instruction provided. Well-defined and articulated learning objectives are important

because it Provide students with a clear purpose on which to focus their learning efforts.

This finding is related to the discussion of Suwanawongse (1991), wherein individual

differences are catered to and the objectives are achieved because students work on

their own pace. They have built-in statements of objectives informing students

about what they should be able to learn after instruction.

Objectives Mean Verbal Interpretation

1. Are clear and simple

3 Highly Acceptable
 28

2. Are attainable

3 Highly Acceptable

3. Are based to the topic

3 Highly Acceptable

4. Measurable

2.33 Acceptable

5. Relevant

2.67 Highly Acceptable

Total Mean: 2.8 or 3 Highly Acceptable

Table 8: Presents the level of acceptability of the developed module in Pantikan subject

as evaluated by the participants with respect to Activities.

Table 8 presented the level of acceptability of the developed module made by

researchers as evaluated by participants with respect to activities. It can be drawn from

the table that the teachers are amenable with the activities provided in the module with a

total mean of 2.8 or 3 which corresponds a highly acceptable. The following supporting

item was deemed highly acceptable by the teacher-participants: “to support and

enhance the understanding of the learners of the topic. Activities are appropriate to the

level of learners in terms of their cognitive, affective and psychomotor domains with a

mean score of 3 and were verbally interpreted as highly acceptable. “It is followed by

that “questions are easy to understand, directions are provided and easy to

understand and lastly, criteria for assessing students’ performance are available and

appropriate with the same mean score 2.67, which also corresponds to highly

acceptable”.
 29

The result implies that the activities made by the researchers in the developed

module are well-suited to the level of learners’ and can help them to think critically and

creatively. This also implies that the activities in module are highly acceptable to be

included in the topic of Panitikan, which give focus on the Maikling Kwento. Activities are

necessary in the developed module as it support students’ educational development. It

enhances students’ understanding, skills, or effectiveness in a specific area by engaging

multiple learning styles, as well as it serves to infuse fun into learning and bolster

students’ confidence and ability to think critically.

This finding is related to the discussion Dick & Carey (2001), wherein they state

that in constructivist learning strategy, the developed module an aid with the learner’s

knowledge construction and facilitate their active participation in the learning process.

The module enables the student’s active interaction with the learning material instead of

passively reading the material. Moreover, the module provides various learning activities

to students and gains feedback from their experience.

Activities Mean Verbal Interpretation

1. Questions are easy to

understand
2.67 Highly Acceptable

2. Directions are
provided and easy to
 30

understand 2.67 Highly Acceptable

3. Support and enhance

the understanding of
the learners of the 3 Highly Acceptable
topic

4. Activities are suitable

to the level of learners
in terms of their 3 Highly Acceptable
cognitive, affective
and psychomotor
domains

5. Criteria in assessing
the performance task
of the students are 2.67 Highly Acceptable
available and
appropriate

Total Mean 2.8 or 3 Highly Acceptable

Table 9: Presents the level of acceptability of the developed module in Pantikan subject

as evaluated by the participants with respect to Evaluation or Assessment.

It can be concluded with a total mean of 2.8 or 3, with the verbal interpretation of

“highly acceptable” that the developed module made by the researchers is highly

acceptable with respect to its evaluation or assessment. Among the sub-items shown in

the table, “all items in the test are geared toward measuring the learners’ mastery of the

lessons learned” has a mean score of 2.67, indicating that it is highly acceptable. It is

followed by,” directions are clear and easy to understand, type of test are varied,

questions or items cover the entire lesson or the topic”, with a similar mean score of 2.33

and lastly, “formulation of questions are based on higher order thinking skills”, with a

mean of 2. All are interpreted as Acceptable.

The result leads to an implication that teachers are amenable on the assessment

provided in the module which evidently require learners to think critically and
 31

creatively. Evaluation or assessments measure the knowledge and skills of learners

in a specific lesson or topic. Assessment is a key component of learning because it helps

students monitor their own learning. A well-designed assessment encourages active

student participation, especially when the mode of delivery is innovative and engaging.

This result is related to the explanation of Nepomuceno as cited by Balderas

(2016), who describes module as distinctive, identifiable skills or set of skills or

outcomes other than skills. In other words, it is fairly short, which enable students to

use their study time efficiently.

Evaluation/Assessment Mean Verbal Interpretation

1. Directions are clear 2.33 Acceptable

and easy to understand
2. All items in the test are 2.67 Highly Acceptable
geared toward
measuring the learner’s
mastery of the lessons
learned.

3. Formulation of 2 Acceptable
questions are based on
higher order thinking
skills
4. Types of test are 2.33 Acceptable
varied.
5. Questions or items 2.33 Acceptable
cover the entire lesson
or the topic
Total Mean: 2.33 Acceptable

Table 10: Presents the level of acceptability of the developed module in

Panitikan subject as evaluated by the participants with respect to presentations of the

overall module.

In the table 10 presented, the participants perceived the developed module in

Panitikan follows the requirements with respect to its overall presentation as proven by

the items,” the font size are readable and appropriate to the learners, with the highest
 32

mean of 3 which corresponds to the highly acceptable. It is followed by “pictures are

clear and easy to view, all parts and items of the modules are logically sequenced and

organized, the lay-out, style, spacing, and format of the whole module are appropriate

and correct with the mean score of 2.33 which perceive as acceptable, and lastly the

illustrations and graphics used matches or supports the topics in the module with a

mean of 2 which understood as acceptable. The results implies that the developed

module contained illustrational graphics or pictures which served as a visual

representation of the lesson that enable learners to easily understand the concepts and

stories provided by researchers in the developed module. In general, the developed

module is acceptable with respect to its overall representation with a total mean of 2.4.

The result implies that teachers are in favor when it comes to the overall

presentation of the developed module, wherein learners can easily grasp the concept

provided in the module.

This is related to the theory of Balderas (2016) that a module should be self-

contained, self-pacing, short and well defined, adequately motivating, properly

sequenced, clearly written with correct language, accurate, and not conflict with other

subject matter and values and utilizing every opportunity in order to achieve learning

outcomes.

Presentations Mean Verbal Interpretation

1. The illustrations 2 Acceptable

and graphics used
matches support
the topics in the
module

2. The font size are 3 Highly Acceptable

readable and
appropriate to the
learners
 33

3. Pictures are clear 2.33 Acceptable

and easy to view

4. All parts and items 2.33 Acceptable

of the module are
logically
sequenced and
organized
5. The lay-out, style, 2.33 Acceptable
spacing, and
format of the whole
module are
appropriate and
correct
Total Mean: 2. 4 Acceptable

CHAPTER V

Findings, Conclusions, Recommendations

This chapter presents the summary, the conclusion drawn based on the findings

of the study and the recommendations of the researchers.

 34

Summary

The gathering of data in the study involved the five teachers of one of the National

High School in Iloilo who currently in the service of teaching Panitikan. A focus group

discussion (FGD) with the use of a semi-structured interview guide was conducted to

gather necessary data and ideas on what to include in the module.

A module evaluation questionnaire was used as an instrument in the evaluation of

the developed module. Qualitative analysis was used in analyzing the data collected and

descriptive analysis was used in presenting the analysis of the evaluators which were

utilized to determine the findings of the study.

Generally, the study was purposely conducted to design and develop module in

Panitikan for Grade 10 Students.

Specifically, this aimed to:

1. determine the challenges encountered by teachers in teaching Panitikan subject in

using modular approach

2. design and develop module in Panitikan subject

3. evaluate the developed module

Based on the Focus Group Discussion that the researchers conducted, the

findings about the challenges encountered by teachers in teaching Panitikan in modular

approach and the content needed to be included in the developed module are hereby

summarized:

1. There are various challenges faced by teachers in modular approach. The study

found out that teachers find it hard dealing in modular approach of learning because they
 35

cannot exactly apply what is the intended learning outcome. It was also discussed that

teacher’s has difficulties in solving grades because most the students do not answer all

the given activities.

2. Teachers used same set of instructional materials in delivering the lesson. The study

found out that majority of the teachers considered integration of technology such as;

videos from YouTube and television, Google forms and PowerPoint presentation, films

can be used as supplementary materials to assist better student understanding.

3. In this time of pandemic, students have also encountered difficulties in the modular

learning approach. The study found out that students find it boring and not interesting,

and some stories provided are not clear and understandable. Thus, it is difficult for them

students to answer some questions which require higher order thinking skills (HOTS).

4. Teachers provide essential learning activities in module. The study showed that

teachers chose to use chart and graphic organizers in making relevant activities. In

addition, teachers pointed out that it is necessary to prepare an activity, in which

students can enhance their vocabulary from the words they don’t understand and not

familiar with.

5. The results of the evaluation revealed that the modules developed by the researchers

in Panitikan for Grade 10 Students were effective and highly acceptable with respect to

its content, objectives, activities, presentation, and assessment. Thus, it can be used by

Filipino teachers in teaching Panitikan.

Conclusions

From the aforementioned findings, the researchers formulated the following conclusions:
 36

1. The researchers concluded that it is necessary to get input from teachers that must

be included in the content of the developed module.

2. Activities included in the module should be learner-centered. It should enhance

learner’s participation and develops their knowledge construction and critical thinking

skills.

3. There is a need to provide visual presentations of the lessons for learners to easily

grasp the concept provided in the module.

4. It is concluded that, with respect to the activities provided it should have simple and

clear directions for students to easily understand.

5. The researchers concluded that since the developed module was highly acceptable

from the evaluation of participants this can be used as a supplementary material in

teaching Panitikan in high school.

Recommendations

From the findings and conclusions drawn, the following are the recommendations:

1. Teachers should continue to construct a module that enhances the critical thinking

ability of the students and to develop the students love for learning.

2. Researchers highly recommend that learners should utilize the module effectively for

it helps them to become a more active and self-directed learners.

 37

3. For parents they can use the developed module in monitoring their child’s

performance or progress and guiding them in answering the module.

4. For school administrators the researchers highly recommends providing support in

developing learning materials that would help improve the teaching and learning

process.

5. For future researchers they can use this as their reference in conducting related

studies. Researchers highly recommend them to conduct studies in other areas of

Panitikan.

REFERENCES

Ambayon, C. (2020). Modular-Based Approach and Students’ Achievement

inLiterature.Retrievedat://www.journals.aiac.org.au/index.php/IJELS/article/view/6
198
 38

Andaquig, J.P. (2019). Strengthen Filipino, Panitikan, and Constitution Instruction

in Basic and Tertiary Education https://www.ibon.org/strengthen-filipino-panitikan-
and-constitution-instruction-in-basic-and-tertiary-education/

Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard Retrieved at

https://www.hup.harvard.edu/catalog.php?isbn=9780674897014

DepEd Admits Students "Struggle" with Learning Filipino, Panitikan under K-12.
Retreived at: https://www.thesummitexpress.com/2018/11/deped-admits-students-
struggle-with-learning-filipino-literature-under-k-12.html?m=1

Evelyn C. Torrefranca (2017) Development and Validation of Instructional Modules on

Rational Expressions and Variations.Retrieved at:
https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/375

Garillos, M.N.T (2012) Development and Validation of Instructional Module in Biology for
Second Year High School TVC-Sta. Teresa National High School Retrieved at:
.http://www.sciepub.com/Education/abstract/3229

Kadzera, C. M. (2006).Use of Instructional Technologies in Teacher Training

Colleges in Malawi.Ph.DThesis.Virginia Polytechnic Institutes and State
University. Retrieved at: https://vtechworks.lib.vt.edu/handle/10919/27728

Loughran& Amanda (2000). Effectiveness of Modular Teaching in Biology Secondary

Level.Retrievedathttps://www.researchgate.net/publication/45937563_Effectivenes
s_of_Modular_Teaching_in_Biology_at_Secondary_Level

Nurhayati, M.E Purnomo, Subadiyono and S. Meidarini (2018) Developing Module

Experts in DulmulukPerforamnce in University Students. Retrieved at:
https://knepublishing.com/index.php/Kne-Social/article/view/2628

O’Neill G, Moore S, McMullin B. (2005). Modules for Learning. Emerging Issues in the
Practice of University Learning and Teaching. Dublin: AISHE .Retrieved at:
https://moodle.gprc.ab.ca/pluginfile.php/199036/mod_book/chapter/7258/donnelly-
fitzmaurice-Designing_Modules_for_Learning.pdf
 39

Delos Reyes Laroza, R. (2015).Validation and Effectiveness of Modules in Personality

Development and Public Relations. Retrieved at: http://www.ijsrp.org/research-
paper-0915.php?rp=P454495

Sadiq S., Dr. Samir, S. (2014). Effectiveness of Modular Approach in Teaching at

University Level. Retrieved at: http://www.sciepub.com/reference/242146

Suwanawongse, P. (1991). SEAMEO-INNOTECH: Modular Instruction. Thailand:

SEAMEO-Presents.Retreived at https://serpp.pids.gov.ph/serpp/searchpub.php?
param=SEAMEO+INNOTECH

Taneja, R. (1989). Dictionary of Education.Anmol Publication Murare New Dehli,

India.Available at: www.iiste.org

Appendix A

Letter for Panels

October 06, 2020

Prof. Ma. Alina Pescadera

Faculty, Department of Education
 40

This University

Dear Prof. Pescadera:

Greetings of peace!

We are third year education students enrolled in Research 1 this first semester.
One of the requirements of the subject is a research proposal. Our group is
proposing a research problem, entitled, “Development of Module in Teaching
Panitikan for Grade 10 Students”. Knowing your expertise in the field, we would
like to request you to be our adviser during our concept defense on October 08,
2020 at 4:50-5:10PM (time). The said defense will be through zoom. A link will be
sent to you before the schedule.

We look forward to seeing you during the defense. Thank you very much and
more power to you.

Very sincerely yours,

Zion Myles DelaCruz

Dyna Demonteverde

Maekah FaithEspinosa

Remelyn Latañafrancia

Gisann Somogat

October 06, 2020

Prof. Eden Gomez

Faculty, Department of Education
This University
 41

Dear Prof. Gomez:

Greetings of peace!

We are third year education students enrolled in Research 1 this first semester.
One of the requirements of the subject is a research proposal. Our group is
proposing a research problem, entitled, “Development of Module in Teaching
Panitikan for Grade 10 Students”. Knowing your expertise in the field, we would
like to request you to be one of our panel members during our concept defense
on October 08, 2020 at 4:50-5:10PM (time). The said defense will be through
zoom. A link will be sent to you before the schedule.

We look forward to seeing you during the defense. Thank you very much and
more power to you.

Very sincerely yours,

Zion Myles Dela Cruz

Dyna Demonteverde

Maekah Faith Espinosa

Remelyn Latañafrancia

Gisann Somogat

October 06, 2020

Prof. Nenita Mino

Faculty, Department of Education
This University
 42

Dear Prof. Mino:

Greetings of peace!

We are third year education students enrolled in Research 1 this first semester.
One of the requirements of the subject is a research proposal. Our group is
proposing a research problem, entitled, “Development of Module in Teaching
Panitikan for Grade 10 Students”. Knowing your expertise in the field, we would
like to request you to be one of our panel members during our concept defense
on October 08, 2020 at 4:50-5:10PM (time). The said defense will be through
zoom. A link will be sent to you before the schedule.

We look forward to seeing you during the defense. Thank you very much and
more power to you.

Very sincerely yours,

Zion Myles Dela Cruz

Dyna Demonteverde

Maekah Faith Espinosa

Remelyn Latañafrancia

Gisann Somogat

APPENDIX B

Letters for Validators

June 01, 2021

 43

Prof. Nenita T. Mino

Faculty, Department of Education

This University

Dear Prof. Mino:

Christian Greetings!

In connection with our research entitled “Development of Module in Panitikan for

Grade 10 Students” may we ask for your valuable time to be one of our validators
in the said study this Second Semester 2020-2021. Your time spent to check and
validate our questionnaire checklist provided will be of great help.

Thank you and God Bless!

Sincerely yours,

Dyna Demonteverde

Zion Myles Dela Cruz

Maekah Faith Espinosa

Remelyn Latañafrancia

Gisann Somogat

Noted by:

Ma. Alina Pescadera

Adviser

June 01, 2021

Prof. Eden Gomez

Faculty, Department of Education

 44

This University

Dear Prof. Gomez:

Christian Greetings!

In connection with our research entitled “Development of Module in Panitikan for

Grade 10 Students” may we ask for your valuable time to be one of our validators
in the said study this Second Semester 2020-2021. Your time spent to check and
validate our questionnaire checklist provided will be of great help.

Thank you and God Bless!

Sincerely yours,

Dyna Demonteverde

Zion Myles Dela Cruz

Maekah Faith Espinosa

Remelyn Latañafrancia

Gisann Somogat

Noted by:

Ma. Alina Pescadera

Adviser

June 01, 2021

Prof. Liza Dooma

Faculty, Department of Education

 45

This University

Dear Prof. Dooma:

Christian Greetings!

In connection with our research entitled “Development of Module in Panitikan for

Grade 10 Students” may we ask for your valuable time to be one of our validators
in the said study this Second Semester 2020-2021. Your time spent to check and
validate our questionnaire checklist provided will be of great help.

Thank you and God Bless!

Sincerely yours,

Dyna Demonteverde

Zion Myles Dela Cruz

Maekah Faith Espinosa

Remelyn Latañafrancia

Gisann Somogat

Noted by:

Ma. Alina Pescadera

Adviser

Appendix C

INTERVIEW GUIDE
 46

Research Title: Development of Module in Teaching Panitikan for Grade 10

Student

(Open-Ended Questions)

1. Is it okay to share with us your teaching strategies in teaching Panitikan

specifically in Maikling Kwento? How can this be apply in modular approach?

2. What are the instructional materials you used in teaching Panitikan that can

be apply in modular learning?

3. As a teacher, what are the common challenges or difficulties of learners in

answering their modules in Filipino specifically in Maikling Kwento?

4. May you suggest to us some relevant activities which are essential to be

included in Filipino modules especially in Maikling Kwento?

5. What are the challenges you have encountered as Filipino teachers in this

modular approach?

Appendix D

Results from Focus Group Discussion

 47

(Participant 1)

1. One important strategy in teaching Panitikan is that you must master your

lesson so that if students will ask question it is easy for you to answer, think of

interesting activities that will enhance students participation.

2. In my teaching I used Module and the hard copy of my lesson to effectively

teach students

3. Students nowadays are more fun in watching and listening compare in

reading. They feel it boring and not interesting, so its hard for us teachers

because we cannot know if they understand the lesson

4. I suggest that you will clear the obstacle and widen their vocabulary through

crossword puzzle, context clues, mix letters and four pics one word.

5. It is very hard for us in dealing modular because we cannot apply what we

want for us for students especially the below average students in Panitikan . It

is needed to discuss rather than reading only.

(Participant 2)
 48

1. You can use audio-visual presentation to make the lesson lively and the

student can understand the Maikling Kwento easier. You can upload the video

in YouTube and share the link with your students

2. You can use videos, Google forms and PowerPoint presentation

3. Most of the students find it hard understanding the short story if not explained

well especially story line and it is based on real life situation

4. I suggest that the assessment you will use are the Venn diagram, GRASPS,

Pagsusuring Panitikan or Suring-basa

5. Most of the students do not answer writing activities which it is difficult for us

to give them some scores and to solve their grades.

(Participant 3)

1. Aside from the text students are much more interested to watch the story in

video format or even in radio form. Reading nowadays among student is the

least among their priorities. But if we teachers insist for them to read or

recommend to use film type materials as references for an in depth learning

2. Films can be used as supplemental materials to assist the students to better

understanding of the lessons on modules

3. Reading long stories especially unrelated topics makes the student get bored

as you reach. Most likely Maikling Kwento. But one trick to it is give them half

of the story to read and let them make or create the ending of the story, after

that present the correct ending which is presented by the writer

 49

4. One of the task can be required to the students is recording. Allow them to

read and record the story and allow them to give their own personal point of

view on the story and the lesson being learned (podcast type)

5. Modular scheme is the most common approach in this trying times. It is very

challenging for the teachers from crafting to distribution. Then on the day of

retrieval it is frustrating that only 5% among students compiled the required

activities needed to be submitted.

(Participant 4)

1. As I ask one of the writers of the Module in Filipino, I can say that the

strategies I have learned and used in face to face Learning have been very

helpful. One of these is GRASPS which one of the activities I used in writing

the module to teach literature effectively and assess their Learnings as well.

With the help, the scope of the Learning of the students becomes wider. They

try to relate themselves to the given situation. For example, they will be a

storyteller. How they will use their learnings from literature to effectively

accomplish their performance and what strategies they can adapt to

accomplish the given task.

2. We can use pictures and videos also from YouTube and television. It doesn’t

mean that if we are using modules approach we will settle in reading. If the

students have a good connection, they can use the link that we have provided

in order from them to expand their learnings from the literature they have
 50

read. They may also use different audio-visual materials that we have

suggested.

3. Pagsusuri ng Maikling Kwento” I think this one of the common difficulties of

the learners in assuring their Module. We, teachers have to expand our time

and effort in order for our learners to understand the proper way of “Pagsusuri

ng Maikling Kwento”. We all know that this generation need to develop their

critical thinking skills in order for them to evaluate an article especially a short

story. In analyzing the short, you need to find the hidden meaning of the

words or statements contained in the article so that you can get the message

it wants to convey.

4. Using social media as a platform of learning or any printed materials that can

be related to the topic which is Maikling Kwento

5. To be honest, I can’t easily express my ideas to my students on how they will

answer their given task especially for those who have difficulties in

understanding the instruction.

(Participant 5)
 51

1. There is a big difference between teaching in the classroom than the modular

approach. I think it is easier for a student to learn when the instruction is held

in the classroom or school than to do self study (modular) when short stories

or other literature is studied).

2. The instructional materials I used in my teaching process is the Copy of

literary work or story

3. The common difficulties or challenges that learners encountered in answering

module is in answering questions or other module work

4. The activities that I used which is relevant to students learning process which

needed to be included in the development of module is the Concept Mapping

5. The challenges I encountered during this modular approach is that monitoring

of students at all times even beyond office hours. Also, preparing and

checking of module/answer sheets and students have a more queries than

usual (unlike when in the classroom the discussion is easier to give

instructions and answer questions by not answering repeatedly and lastly

teachers are obligated to be active online at all times to address the questions

of students and parents)

Appendix E
 52

Questionnaire -Rating Scale

DEVELOPMENT OF MODULE IN TEACHING PANITIKAN FOR GRADE 10

STUDENTS

Direction:

Kindly rate the module according to the given criteria and check the
appropriate box that corresponds to your rating using the following scale:

Weighted Scale Description

3 Highly Acceptable

2 Acceptable

1 Less Acceptable

DEVELOPMENT OF MODULE IN TEACHING PANITIKAN FOR GRADE 10

STUDENTS

Highly Acceptabl Less

Acceptable e Accepta
ble
Content 3 2 1
 Are based on the Most Essential /
Learning Competencies (MELCS)set
by DepEd
 Are suitable to the level of the /
learners
 Are relevant to the needs of the /
learners
 Are useful and promote growth and /
learning of the learners
 53

 References are provided, varied, and /

accessible
Objectives
1 Are clear and simple /
2 Are attainable /
3 Are based to the topic /
4 Measurable /
5 Relevant /

Activities

 Questions are easy to understand /

 Directions are provided and easy to /
understand
 Support and enhance the /
understanding of the learners of the
topic
 Activities are suitable to the level of /
learners in terms of their cognitive,
affective and psychomotor domains

 Criteria in assessing the performance /

task of the students are available and
appropriate.

Test/Evaluation
o Directions are clear and easy /
to understand
o All items in the test are geared /
toward measuring the learner’s
mastery of the lessons
learned.
o Formulation of questions are /
based on higher order thinking
skills
o Type of tests are varied /
o Questions or items cover the /
entire lesson or the topic

Presentations of the whole module

• The pictures (illustrations)graphics /

used matches (enhances,
support)the topics in the module
• The font size are readable and /
 54

appropriate to the learners

• Pictures are clear and easy to view /
• All parts and items in the module are /
logically sequenced and organized
• The Lay-out, style, spacing, and /
format of the whole module are
appropriate and correct.

Do you think this module is now ready to use as an instructional material in

teaching Panitikan specially in Maikling Kwento?

/ (Yes) (No)

Comments and Suggestions: Typo-errors must be edited to make the module

valid. Each lesson must have the objectives so that the learners will know if they
have attained the expected objectives.

PROF. LIZA DOOMA

PROF. EDEN GOMEZ

PROF. NENITA T. MINO

Validators

Questionnaire -Rating Scale

DEVELOPMENT OF MODULE IN TEACHING PANITIKAN FOR GRADE 10

STUDENTS

Direction:
 55

Kindly rate the module according to the given criteria and check the
appropriate box that corresponds to your rating using the following scale:

Weighted Scale Description

3 Highly Acceptable

2 Acceptable

1 Less Acceptable

DEVELOPMENT OF MODULE IN TEACHING PANITIKAN FOR GRADE 10

STUDENTS

Highly Accepta Less

Acceptable ble Acceptabl
e
Content 3 2 1
1.Are based on the Most Essential /
Learning Competencies (MELCS) set
by DepEd
2.Are suitable to the level of the /
learners
3.Are relevant to the needs of the /
learners
4.Are useful and promote growth and /
learning of the learners
5.References are provided, varied, /
and accessible
Objectives
1. Are clear and simple /
2. Are attainable /
3. Are based to the topic /
4. Measurable /
 56

5. Relevant /

Activities

1. Questions are easy to understand /

2. Directions are provided and easy to /
understand
3. Support and enhance the /
understanding of the learners of the
topic
4. Activities are suitable to the level of /
learners in terms of their cognitive,
affective and psychomotor domains

5. Criteria in assessing the /

performance task of the students are
available and appropriate.

Test/Evaluation
1. Directions are clear and easy /
to understand
2. All items in the test are /
geared toward measuring the
learner’s mastery of the
lessons learned.
3. Formulation of questions are /
based on higher order thinking
skills
4. Type of tests are varied /
5. Questions or items cover the /
entire lesson or the topic

Presentations of the whole module

1. The pictures (illustrations) graphics /

used matches (enhances, support)the
topics in the module
2. The font size are readable and /
appropriate to the learners
3. Pictures are clear and easy to view /
4. All parts and items in the module /
are logically sequenced and organized
5. The Lay-out, style, spacing, and /
format of the whole module are
appropriate and correct.
 57

Do you think this module is now ready to use as an instructional material in

teaching Panitikan specially in Maikling Kwento?

/ (Yes) (No)

Comments and Suggestions:Ang mga teksto ay hindi dapat nakapaloob sa

mga kahon. Maaring gumamit ng rubric sa pagbibigay ng iskor sa mga mag-
aaral.

PROF. LIZA DOOMA

PROF. EDEN GOMEZ

PROF. NENITA T. MINO

Validators

Questionnaire -Rating Scale

DEVELOPMENT OF MODULE IN TEACHING PANITIKAN FOR GRADE 10

STUDENTS

Direction:

Kindly rate the module according to the given criteria and check the
appropriate box that corresponds to your rating using the following scale:

Weighted Scale Description

 58

3 Highly Acceptable

2 Acceptable

1 Less Acceptable

DEVELOPMENT OF MODULE IN TEACHING PANITIKAN FOR GRADE 10

STUDENTS

Highly Accept Less

Acceptable able Acceptabl
e
Content 3 2 1
1. Are based on the Most Essential /
Learning Competencies (MELCS) set
by DepEd
2. Are suitable to the level of the /
learners
3. Are relevant to the needs of the /
learners
4. Are useful and promote growth and /
learning of the learners
5. References are provided, varied, /
and accessible
Objectives
1. Are clear and simple /
2. Are attainable /
3. Are based to the topic /
4. Measurable /
5. Relevant /

Activities

1. Questions are easy to understand /

2. Directions are provided and easy to /
understand
3. Support and enhance the /
understanding of the learners of the
topic
4. Activities are suitable to the level of /
 59

learners in terms of their cognitive,

affective and psychomotor domains

5. Criteria in assessing the /

performance task of the students are
available and appropriate.

Test/Evaluation
o Directions are clear and /
easy to understand
o All items in the test are /
geared toward measuring
the learner’s mastery of the
lessons learned.
o Formulation of questions /
are based on higher order
thinking skills
o Type of tests are varied /
o Questions or items cover /
the entire lesson or the topic

Presentations of the whole module

• The pictures (illustrations)graphics /

used matches (enhances,
support)the topics in the module
• The font size are readable and /
appropriate to the learners
• Pictures are clear and easy to view /
• All parts and items in the module /
are logically sequenced and
organized
• The Lay-out, style, spacing, and /
format of the whole module are
appropriate and correct.

Do you think this module is now ready to use as an instructional material in

teaching Panitikan specially in Maikling Kwento?

/ (Yes) (No)
 60

Comments and Suggestions: Please indicate the objectives in each topic and
kindly state the instructions for activities clearly.

PROF. LIZA DOOMA

PROF. EDEN GOMEZ

PROF. NENITA T. MINO

Validators

Appendix F
 61

Draft of Module
 62

Appendix G

Plagiarism Scan Certificate

 63

Appendix H

Certificate of Technical Aspect