DEVELOPMENT AND VALIDATION OF DISCOVERY-BASED MODULES IN

TEACHING CHEMISTRY

A Thesis

Submitted to

The Faculty of the Graduate School

Saint Columban College

Pagadian City

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Education

Major in Science

By

ENRICO D. MEDINA

May 2022
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Approval Sheet
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Abstract

Medina, Enrico D. (2022). Development and Validation of Discovery-Based Modules in

Teaching Chemistry. Unpublished Master’s Thesis. Saint Columban College,
Pagadian City.

This study is focused on developing and validating the discovery-based modules in

chemistry that will help criminology students learn the least-learned general chemistry
(organic) concepts through a discovery learning approach. There were two developed
discovery-based modules in the study and consisted of the following parts: Pre-test,
Overview, Safety Precaution, Advance Preparation, Review, Activity Proper, Post-
Activity Discussion, Post-test, Application, and Reference. A descriptive–developmental
approach was utilized in the development and validation of the modules and guided by
the Analysis-Design-Development-Implementation-Evaluation (ADDIE) model. The
modules were validated by five (5) teacher-experts who validated the objectives,
contents, format and language, presentation, and usefulness aspects using the validation
instruments and five (5) student-users who evaluated the format and content aspects using
evaluation forms and conducted interview feedback using the validated interview guide
questions. The teacher-experts and student-users of the study are purposively selected.
Findings revealed that both teacher-experts and student-users rated the two developed
discovery-based modules as excellent and strongly agreed on all pertaining aspects of the
modules, in terms of objectives, content, format and language, presentation, and
usefulness. The feedback of the student-users revealed interactive, well-designed,
discovery-based, and outcome-based themes perceived as the characteristics of the
developed chemistry modules. Therefore, it was concluded that the developed discovery-
based modules in chemistry are valid, acceptable, and could be used as supplementary
material for criminology students and further recommended for possible replication to
cover the other least-learned concepts in general chemistry (organic).

Keywords: Instructional modules, development, validation, criminology, discovery

learning, chemistry
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Acknowledgement

This thesis exemplifies that there is no achievement without making sacrifices as

the researcher's research journey starts to progress. The researcher is forever grateful and

beyond blessed with the kind support and guidance of the people who became part of the

study and serve as the fuel for his enthusiasm to undertake this educational research

journey with the firm and unwavering determination that made it possible for him to

achieve this humble achievement in his academic career.

Warmest thanks to Dr. Lee G. Baraquia, the thesis adviser, for his fast response to

the researcher's queries. Even chatting late at night was not a problem for him. His

guidance and instructions were admirable. The way he exerts a good amount of pressure

to make this study possible and finish on time suits the researcher's personality and

preferences. He is a truly remarkable thesis adviser, with whom the researcher is

genuinely out and proud to be his advisee.

Worthy of gratitude to the distinguished members of the panel headed by Dr.

Gilbert A. Celesio together with Dr. Marie Concepsion L. Celesio, Mr. Matthew T.

Sabasales, and Dr. Ramil E. Ecot whose valuable expertise, insights, guidance, and

instructions provided the researcher with a broader spectrum of knowledge and necessary

information.

The researcher is highly indebted to the teacher-experts and student-users for their

validation and evaluation of the developed discovery-based modules in chemistry that

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helped the researcher come up with excellent instructional materials. This research study

is impossible to undertake without their full support.

Special thanks to the Research Director of Saint Columban College, Dr. Genesis

Naparan, for his support and guidance extended to the researcher.

To the beloved parents, Michael D. Medina and Janette D. Medina, who are the

prayer warriors on this challenging journey. The researcher has surpassed the challenges

he faced in this journey because he is filled with love and full of prayers.

The supportive siblings of the researcher, Jovelyn M. Mendoza, Menerva D.

Medina, and Agnes M. Benito were thoughtful and understanding in providing him with

words of encouragement whenever he lost hope of finishing on time.

The researcher is blessed with newfound friends in this master's journey: Nhorcita

Sagrado, Zcharina Cabase, Reymund Saavedra, Shaima Gani, Norma Fe Miguela, Bimia

Geraldizo, and Jacqueline Dolino, who did not hesitantly share their supportiveness and

extended their help to the researcher in the course of the study.

Finally, the researcher's primary source of strength is the Almighty God. He

bestowed talent, skills, wisdom, passion, commitment, and dedication on the researcher

in accomplishing the study.

ENRICO D. MEDINA
Researcher
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Dedication

Finishing the Master of Arts in Education Major in Science program is an arduous

task to fulfill. This roller-coaster journey would not be possible without the support of the

following people behind this humble success. In this dedication, you are worthy of being

mentioned here.

My beloved parents serve as my motivation in this very challenging journey. They

were my prayer warriors and inspiration to complete this study.

To my sisters, my eldest sister in particular, for her financial support during the

course of the study. Without their love and help, I would not have completed this

research study. They were a constant reminder of my ambition to pursue them.

My thesis adviser, whom I idolized ever since I was his student in research trends.

His guidance, support, patience, and words of encouragement fueled my research journey

to release my potential in the field of research.

Lastly, to Almighty God, who is all worthy of praises, glory, and thanksgiving, He

is the source of my knowledge and provides strength, hope, patience, and love.
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Table of Contents
Page
Approval Sheet ii
Abstract iii
Acknowledgement iv
Dedication vi
List of Tables ix
List of Figures x
Chapter 1 1
Introduction 1
Background of the Study 1
Conceptual Framework 11
Statement of the Problem 14
Significance of the Study 16
Definition of Terms 18
Chapter 2 20
Research Method 20
Research Design 20
Research Environment 20
Research Participants 21
Research Validators 21
Sampling Techniques 23
Research Instruments 23
Data Gathering Procedure 25
Data Analysis 29
Ethical Consideration in Research 32
Chapter 3 34
Results and Discussion 34
Validation Results of Discovery-Based Modules by the Teacher-Experts 34
Comments and Suggestions from Teacher-Experts 42
Evaluation Results of Discovery-Based Modules by the Student-Users 45
Feedback from Student-Users 53
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The Objective Aspect of the Discovery-Based Modules in Chemistry 65

The Content Aspect of the Discovery-Based Modules in Chemistry 66
The Format and Language Aspect of the Discovery-Based Modules in Chemistry 68
The Presentation Aspect of the Discovery-Based Modules in Chemistry 69
The Usefulness Aspect of the Discovery-Based Modules in Chemistry 69
Enhanced Discovery-Based Modules in Chemistry based from Feedback of
Teacher-Experts and Student-Users 71
Chapter 4 97
Summary of Findings, Conclusion, and Recommendations 97
Summary of Findings 97
Conclusion 100
Recommendations 100
References 102
Appendix A - Plag Scan Result 113
Appendix B - Grammarly Result 114
Appendix C - Validation Form for Teacher-Experts 115
Appendix D - Evaluation Form for Student-Users 118
Appendix E - Interview Guide Questions for Student-Users 120
Appendix F - Consent Form 123
Appendix G - Letter to the President 124
Appendix H - Letter to the Dean 125
Appendix I - Letter to the Teacher-Experts 126
Appendix J - Letter to the Student-Users 127
Appendix K - Letter to the Qualitative Research Experts 128
Appendix L - Certification of the Teacher-Experts 129
Appendix M - Certification of the Student-Users 130
Appendix N - Certification of Validated Interview Guide Questions for Student-Users131
Appendix O - Discovery-Based Module 1 132
Appendix P - Discovery-Based Module 2 175
Curriculum Vitae 221
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List of Tables

Table No. Title Page

1 Topic Outline of the Discovery-Based Modules in Chemistry 26

2 Teacher-Experts Validation Ratings of Discovery-Based Module 1 35
3 Teacher-Experts Validation Ratings of Discovery-Based Module 2 39
4 Comments and Suggestions of the Teacher-Experts on Discovery- 43
Based Modules in Chemistry
5 Student-Users Evaluation Ratings of Discovery-Based Module 1 46
6 Student-Users Evaluation Ratings of Discovery-Based Module 2 50
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List of Figures

Figure No. Title Page

1 The Schematic Diagram of the Study 12

2 Sample of Interactive from the Discovery-Based Module 2 55
3 Sample of Well-Designed from the Discovery-Based Module 2 59
4 Sample of Discovery-Based from the Discovery-Based Module 1 62
5 Sample of Outcome-Based from the Discovery-Based Module 1 64
6 Enhanced Discovery-Based Module 1 73
7 Enhanced Discovery-Based Module 2 85
 Chapter 1

Introduction

Background of the Study

The outbreak of the COVID-19 global pandemic impacted negatively on people's

lives all around the world (WHO, 2020). It emerged unexpectedly, at a time when no one

was able to prepare for its impacts on society and the economy (Cuaton, 2020). As the

number of cases increased and human-to-human transmission was confirmed, the World

Health Organization pronounced an outbreak of a Public Health Emergency of

International Concern (Adhikari et al., 2020). The Philippines, in particular, placed itself

in a difficult situation as a result of the increasing cases of the health crisis. Avoiding and

mitigating risks of infection in the academic community has become a high priority for

education systems such as Higher Education Institutions (HEIs). The implementation of

community quarantine resulted in various changes in the education system. The

traditional conduct of face-to-face classes was suspended and was moved to online

learning that permits instruction to continue despite school closure due to the

implementation of community quarantine across the country (Pawilen, 2021; Cuaton,

2020; Castroverde & Acala, 2021).

    Thus, exploring various innovative learning modalities is pivotal for transitioning

from traditional face-to-face to flexible teaching and learning. The educational paradigm

shift in the teaching and learning process is necessary for transitioning and transforming

traditional face-to-face to the new normal education (CHED CMO NO. 4, 2020). In the
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new normal, the Philippine Education System faces various challenges in teaching and

learning (Castroverde & Acala, 2021). However, Education should continue, and learning

never stops, even in these challenging times (UNESCO, 2020). In addition, UNESCO of

2020 stresses that “Education cannot wait. If learning stops, we lose human

capital.”  Therefore, the Commission on Higher Education (CHED) adopted and

implemented different learning modalities. One learning modality is flexible learning in

addressing the prevention and mitigation of the spread of COVID-19, as cited by Cuaton

(2020).

Flexible learning is one pedagogical approach that allows flexible time, place, and

audience, which is considered to be a learner-centered approach that caters to the needs

of the students. It frequently uses remote or distance education delivery methods and

technological capabilities. In this way, learners become empowered, independent, and

self-determined, while teachers are considered facilitators (CHED CMO NO. 4, 2020;

Pawilen, 2021).

Since, in flexible learning, the teacher and student are separated in time and

location, this requires the educator to redesign and adjust the curricula and instruction in

the program and courses to be accessible to various learners through various learning

delivery systems. One curricular and instructional adjustment made in terms of

implementing specially designed materials is the self-instructional modules, which are

primarily offline activities (CHED CMO NO. 4, 2020; Pawilen, 2021).

This type of learning modality is considered for the curricular adjustments for

shifting to flexible learning in HEIs because learners are situated differently in terms of
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time, mode, place, and pace during the pandemic. It enables the customization of delivery

modes through modules, learning packets, or online workshops to meet students' needs

for access to high-quality education amidst the pandemic as part of the development of

the Education Continuity Plan (Cuaton, 2020; Pawilen, 2021). The Higher Education

Institutions (HEIs) adapt to the implementation of Flexible Learning modalities by the

Commission on Higher Education (CHED) (Anzaldo, 2021; Dangle & Sumaoang, 2020;

Pawilen, 2021). 

A self-instructional learning module is an instructional learning material that has

been utilized purposively in shifting to flexible learning amid the pandemic (Pawilen,

2021; Castroverde & Acala, 2021; Dangle & Sumaoang, 2020). The use of instructional

material such as modules supports the theory of Piaget (1954). Cognitive development

theory states that children construct and understand the world around them by

experiencing disparateness of their prior knowledge versus what they discover in their

environment. The cognitive developments meant how children think, explore, and figure

out things by themselves. Therefore, cognitive development is a progressive

reorganization of the mental process due to biological maturation and environmental

experience.

The paramount importance of using modules, it gives an opportunity for the

student to learn independently, for teachers to improve teaching and learning activities,

and facilitate the effectiveness of the instruction (Fradd et al., 2001; Matarazzo et al.,

2010; Madrazo & Dio, 2020). The Module is systematically arranged and designed to

help the student learn the subject independently with minimal guidance from the teacher.
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The students in their learning can utilize the Module to search or find information on the

topic being studied that is packed in systematically, containing a set of planned learning

activities and explored experiences designed to aid the learners to achieve a specific

learning objective or learning competencies (Daryanto, 2013). 

          A learning module consists of lesson contents, learning objectives, methods,

competencies, and instruction for self-learning activities presented in a module for

students to build knowledge on it (Hamdunah et al., 2016; Madrazo & Dio, 2020). This

material allows individualized instruction for students to utilize self-instructional

modules in print or digital format (Gueta & Janer, 2021). 

Moreover, modules are designed for the user to master specific learning

objectives with a minor teacher's role (Akinbobola et al., 2010). It means the teacher acts

as a facilitator who guides and gives directions to the user (Udo, 2010). The usage of

modules that have a high ability to learn will be more quickly master the material.

Meanwhile, students with low learning speed can be learned by repeating the parts not

being understood (Sukiman, 2011). Modules make students learn individually and adjust

the learning speed according to their ability (Septiani et al., 2014).

         The study activities found in the module are arranged to assist students in

accomplishing various goals articulated clearly (Nasution, 2015). A module with concept

maps, colored charts, and images can increase students' learning motivation. Concept

maps in modules improve students' memory, attention, and understanding. Color charts

and images stimulate students' brains, making learning more fun (Ellizar et al., 2013).

The module that is appropriate to the level of knowledge and the learner's age with the
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language quickly understood helps the students learn and understand the subject easier

and master specific learning objectives and essential learning competencies (Sholihah &

Efendi, 2017).

Research revealed that Modules could help the students who have a high ability to

learn more quickly master the material; meanwhile, students who have low speed in

learning through repeating the parts that have not been understood (Sukiman, 2011). The

Module provides flexibility to students who work individually or in groups. Students can

seek, explore, and discover the concepts and principles of knowledge that must be

mastered according to its development. In this manner, students can act as the learning

centers that can construct their knowledge actively, so the modules developed must be

designed in stages that can aid and facilitate learners to develop critical thinking skills

that fall in the category. This is in line with the findings of Ellizar and Djamas stated that

the critical thinking ability of high school students is relatively low at 35.13% (Ellizar &

Djamas, 2012) so the students thinking ability should be trained and improved to think

critically and adequately so that the students can solve a problem (Phiters, 2000).

         In modular distance learning, printed modules are delivered to either parents or

legal guardians and students of legal age. At the same time, digital format modules can be

accessed online. This type of modular learning provides guidance and establishes a

connection with the students (Flipscience, 2020). The students learn with the help of their

parents or guardians, who act as teachers at home since education is held at home. On the

other hand, the teachers will guide the parents while teaching their children at home and

answer parents' questions whenever they have queries about the particular subject and
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lesson (Anzaldo, 2021; Flipscience, 2020). The use of a module promotes the

independent study of the learners according to their age and level of knowledge with

easy-to-understand language, which results in developing students' autonomous learning

with minimal assistance from the teacher (Prastowo, 2015; Handayani, 2018). 

However, it has been reported that Modular Distance Learning in the New Normal

Education revealed that some parents pampered their children and did their tasks instead

of them. The activity sheets found in the self-learning modules were answered by parents,

guardians, or tutors. Additionally, not all learners are committed to doing their

modules (Anzaldo, 2021), which results in numerous arising challenges being met by the

learner during the pandemic. The study of Gueta and Janer (2021) reveals the challenges

of the use of self-learning modules by the pupils, such as the following: (1) Module

contents are hard to understand and lengthy; (2) Self-procrastination in reading and

answering the module; (3) Gadget distraction at home; (4) Less interaction with peers and

teachers to develop interest and encouragement.

In connection to this, the researcher aims to develop self-instructional modules that

hope to defy all the presented challenges observed by using a learning approach. This

research will use discovery learning as an approach in developing the self-instructional

module to activate the students in learning through thinking and finding out the new

concepts learned (Pappas, 2014) so that the learners' interest increases, more importantly,

foster academic honesty (Husian & Sugiarti, 2021).

Discovery learning is a model that helps learners achieve active learning, acquire

knowledge, and build scientific concepts that learners discover themselves (Carin, 1997).
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The use of discovery learning as an approach to develop self-instructional materials such

as modules adheres to Bruner (1961) that discovery learning follows active learning and

knowledge that automatically generates the best results. He also suggested that the

learning is more meaningful for students if they are focused on understanding the

structure of information and must identify themselves. Fundamental principles rather than

passively learning or accepting teachers' explanations (Santrock, 2007).

Additionally, discovery learning is an inquiry-based, constructivist learning theory

for education (Pappas, 2014). These are based on the idea that students are encouraged to

construct their understanding of the knowledge in the world through experiencing things

and reflecting on those experiences. It follows a self-directed learning process or

"Instructionless" way of learning (Kotte & Nguyen, 2021). Discovery learning can be a

powerful instructional approach that guides and motivates learners to explore information

and concepts to construct new ideas, relationships, and create new models of thinking and

behavior.

Inquiry-based learning is an approach to educating and inspiring learners rather

than memorizing facts or learning passively from the teachers. In this manner, the learner

can construct their understanding and knowledge. Inquiry-based learning requires

learners to be involved in the learning process to search for knowledge by questioning

and investigating.

The constructivist approach demands students to construct their meaning from

their own learning experiences. The constructivist view of learning is an active process

that results from self-constructed meanings. It established a connection between prior

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knowledge and present understanding, emphasizing that past experiences influence

learning. The constructivist approach adheres to the belief that individual constructs and

reconstruct meaning depending on experience. Learner continues reflecting and

evaluating the accumulated knowledge, which constructs new meanings. Constructivism

is based on the assumption that no two learners can build up the same meaning out of one

situation because the absorption or assimilation of knowledge is personal.

Several research findings claimed that a discovery-based module would reduce

the teacher's role, which means the teacher is not thoroughly explaining the center of

learning. Still, the teacher acts as a facilitator who guides and directs the students (Ellizar

et al., 2018). This process allows the learner to learn at their own pace, and a learner can

acquire the skills, knowledge, and attitude in the absence of the teacher through a

discovery-based module (Padmapriya, 2015). The discovery learning process improves

students' critical thinking skills (Desriyante et al., 2019). In addition, discovery learning

can enhance the mastery of materials, retention, and transfer of knowledge and

understanding (Sukiman, 2011). Thus, learners can develop positive attitudes learning in

the discovery learning process and improve learning outcomes (Yerimadesi et al., 2018).

The discovery learning model has the characteristics of a scientific approach, and it could

be used to enhance and strengthen critical thinking skills. This approach encourages

students to think and analyze independently to find their knowledge and understanding

(Yuliani, 2015), the same way as Risdianto said that using the model of discovery

learning gives the student develop thinking ability (Risdianto, 2013).

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Furthermore, according to the research of Sugiarti & Husian (2021), discovery

learning, "An Influence of the Contextual-Based Discovery Learning Model on the

Academic Honesty of High School Students," revealed that implementing Contextual-

Based Discovery Learning in Chemistry on the topic Acid-Base affects students'

academic honesty. The academic honesty test and observation showed that learners being

taught with Contextual-Based Discovery Learning achieved significantly higher than

those learning without Contextual-Based Discovery Learning, indicating an influence of

the Contextual-Based Discovery Learning model on the academic honesty of high school

students (Sugiarti & Husian, 2021).

     There are several published related articles on the validity and practicality of

modules, particularly in teaching chemistry that uses a discovery learning approach, such

as the "Validity and Practicality of Buffer Solution Module Based on Discovery Learning

with a Scientific Approach to Increase the Critical Thinking Ability of 11th Grade High

School Students" (Lestari et al., 2019). Based on the research and data analysis results,

the level of validity is very high and very high practicality level from small group

questionnaire results, high field test results questionnaire, and high practicality level from

results of questionnaire response teacher. The same research findings generated by

Desriyante et al., that the "Validity and Practicality of Redox Reaction Module based on

Discovery Learning with Scientific Approach to Increase the Critical Thinking Ability of

10th Grade High School Students". Also, the same results are recorded on the topics of

Acid-Base Module Based on Guided Discovery Learning for Senior High School

(Yerimadesi et al., 2018). 

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However, there is no online research on the development and validation of

discovery-based modules in teaching chemistry that can be used in the higher educational

institutions (HEIs) in modular distance learning settings in the new normal education.

Most of the published related research online is on the development of discovery-based

modules in chemistry in the K to 12 education programs.

Moreover, the researcher institution has not strictly utilized and implemented a

module format that could be used by all the teaching staff of the institutions in teaching

all the courses offered. It has resulted in various forms of module format created solely

by the teachers in delivering their given courses, particularly for general education, such

as teaching general chemistry. Therefore, it is imperative to develop a discovery-based

module as there are no studies conducted on creating a module that focuses on teaching

chemistry in HEIs. The development of the module will be based on the discovery

learning approach as a chosen model by the researcher to provide the learner an

independent learning active involvement with the concept and principles that lead them to

learning goals (Nasution et al., 2020). Moreover, it will offer learning opportunities to

enhance students' knowledge and overcome deficiencies in learning (Gordon & Nicholas,

2013; Madrazo & Dio, 2020). Hence, the development of the module will undergo a

validation process to the pool of experts in the field as to the validity of the produced

self-instructional materials as a product of the study could be used in the classes for

teaching chemistry courses.

The General chemistry (organic) course is an additional general education course

(AdGE) administered to criminology students, usually during their second year in the
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Bachelor of Science in Criminology Program. This course allows the criminology

students to study the general concepts of chemistry, such as common elements, the

principles of chemical reactions, and the chemistry of carbon and carbon compounds with

organic chemistry, with particular attention to criminal investigations (CHED CMO NO.

21, 2005; CHED CMO NO. 04, 2018). The course General chemistry (organic) is vital

for criminology students in crime scene processing (Barar, 2016) and forensic science in

investigating and detecting crime as they will apply the knowledge, skills, scientific

attitudes, and values learned from undertaking the course (CHED CMO NO. 04, 2018,

Daalen, 2016).

Conceptual Framework

The study's rationale is to develop and validate the module based on the discovery

learning approach. Figure 1 on the next page presents the schematic diagram of the study.

This illustrates the Analysis-Design-Development-Implementation-Evaluation (ADDIE)

model as a schematic diagram of the study. The series of steps in the model has been

modified and customized to suit the nature of designing and developing instructional

learning modules in chemistry.

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Figure 1

The Schematic Diagram of the Study

Analysis. Identification of the least-learned general

(organic) chemistry concepts.

Design. Module format selection, writing learning

objectives, and content of the least-learned general
(organic) chemistry concepts.

Development. Design and develop discovery-based

chemistry modules, initial consultation, and modification
of the discovery-based chemistry modules.

Implementation. Validation of chemistry teacher-

experts, comments, and suggestions, and Criminology
Student-users evaluation and feedback of the discovery-
based chemistry modules.

Evaluation. The final revision of the discovery-based

modules in chemistry and analysis of the audio recording
transcript of the criminology student-users feedback.

Figure 1 illustrates the process of development and the validation of discovery-

based modules in chemistry by adapting the ADDIE model as the main approach used in
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validating and evaluating the aspects of the developed modules in chemistry (Cullata,

2020). The Analysis-Design-Development-Implementation-Evaluation (ADDIE) is an

acronym for ADDIE (Rogayan & Dollete, 2019). Instructional designers generally use

this ADDIE model for teaching (Morrison, 2010). According to Nawi et al. (2015), this

model is well-structured and organized as it is used to describe the systematic process of

instructional development, such as instructional materials.

The ADDIE Instructional Design model was first created in the 1970s by the Center

for Educational Technology at Florida State University and initially established by the

United States armed forces as part of a military training initiative (Branson et al., 1975).

Through the efforts of educational technology experts in scrutinizing practices and

activities in the teaching-learning process in education and training programs.

Instructional designers generally use this model for teaching (Morrison, 2010). The

establishment of the ADDIE model was implemented in designing instructional materials

to attract learners’ motivations (Reiser & Dempsey, 2002). According to Fajaryati et al.

(2016), this ADDIE model is a creative and innovative idea to motivate the learners to

enhance their understanding and improve the learning outcome of the study through

developing instructional materials.

The Discovery learning approach integrated into this study aims to provide relevant

learning in chemistry concepts to criminology students’ and give them opportunities to

become scientists or problem solvers. These are important skills for criminology students

to develop higher order thinking skills (Anderson et al., 2001) based on their cognitive

process of understanding the chemistry concepts behind meanings, facts, truths, and
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correlations in the information in the discovery-based module. These adhere to the

scientific learning approach based on inquiry-based instruction and constructivist

learning theory in utilizing the developed discovery-based modules in chemistry (Pappas,

2014; Siregar, Rosli, & Maat, 2019; Lestari, Hardeli, Dewata, & Ellizar, 2019).

The integration of the discovery learning approach in the development of the

discovery-based modules in chemistry follows the syntaxes of the discovery learning

approach as described by the Ministry of Education and Culture, such as stimulation,

problem-oriented, data collection and processing, verification, and generalization

(Ariyana et al., 2020; Nasution, 2020; Khotimah, 2021). These syntaxes are integrated

into the aspects of the discovery-based module in chemistry based on the content, format,

and presentation aspects. It will aid the criminology students as student-users in

investigating information presented in the discovery-based module on chemistry topics in

general chemistry (organic) and accomplish the set of planned learning activities or

experiments incorporated in the module systematically to discover the chemistry concepts

and learn them on their own (Kuneni et al., 2017; Nasution, 2020).

In this way, student-users in the discovery-based module in chemistry can seek to

improve their critical thinking skills and learning outcomes (Anggraeni et al., 2020;

Kartika et al., 2018; Rusdani et al., 2020; Yerimadesi et al., 2019), and their analytical

skills (Wulandari et al., 2018), increase generic science skills and foster academic

honesty (Husain & Sugiarti, 2021).

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Statement of the Problem

        The study primarily aims to determine the Development and Validation of

Discovery-Based Modules in Teaching Chemistry of the undergraduate criminology

students at Dr. Aurelio Mendoza Memorial Colleges in Ipil, Zamboanga Sibugay.

Specifically, this study sought to answer the questions below:

1. What is the validity of the Discovery-Based Modules in Chemistry as evaluated by the

teacher-experts based on:

1.1. Objectives;

1.2. Content;

1.3. Format and Language;

1.4. Presentation; and

1.5. Usefulness?

2. What is the validity of the Discovery-Based Modules in Chemistry as evaluated by the

student-users based on:

2.1. Format; and

2.2. Content?
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3. What are the comments and suggestions of the teacher-experts on the Discovery-Based

Modules in Chemistry based on:

3.1. Cover Page;

3.2. Overview;

3.3. Pre-Test;

3.4. Safety Precaution;

3.5 Advance Preparation;

3.6. Review;

3.7. Activity Proper;

3.8. Post-Activity Discussion;

3.9. Post-Test;

3.10. Application; and

3.11. Reference?

4. What are the student-users feedback on the Discovery-Based Modules in Chemistry?

5. Based on the findings of the study, how can the Discovery-Based Modules in

Chemistry be revised?
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Significance of the Study

The importance and relevance of the study lie in its capability to develop

Discovery-Based Modules that could be used in Teaching Chemistry for HEIs.

Specifically, the research benefited the following individuals and groups that direct

recipients of this developmental study.

School Administrators. The study helps the school administrators of the educational

system guide the academic dean, curriculum planners, and other decision-makers through

feedback and making plans for teachers' development and in-service training to effect

changes in the teaching process. This study's findings provide baseline data to School

Administrators /Heads in framing plans and activities to assist teachers in using

Discovery-Based Modules for all science and math courses. The developed discovery-

based module in teaching chemistry courses may serve as an alternative learning material

that was based and aligned with the outcome-based education of the criminology

profession.

          Curriculum Implementers. Through this study, curriculum implementers may

devise the curriculum to strengthen their academic performance to achieve quality

education.

          Chemistry Teachers. Through this study, chemistry teachers determine the

criminology student's strengths and weaknesses, adapt to the new normal in education

platforms, and prepare Discovery-Based Modules as part of the learning instructional

delivery mode and awareness of the nature and extent of teaching Chemistry using

discovery-based modules.     
 18

Parents. The findings of the study may enhance parents' active participation in

supporting their child, helps strengthen their partnership as supporters of the school in

achieving the high academic performance of their children, and their involvement in the

study habits of their children where they play as parent-teacher following-up their

children in their lessons.

          Students. This exploration may be of great help to learners. Achieving the

continuity of learning will help them cope with the new trends in learning modality. It

could help them learn Chemistry and study well using the Discovery-Based Modules.

Through this research, students may serve as the ultimate beneficiaries by integrating

discovery-based learning as teaching strategies that are suitable and applicable to the

learners' needs in this time of the pandemic.

          Other researchers. Lastly, the outcome of the study's results and findings may

become a benchmark of helpful information to other researchers with similar research

phenomena on developing modules as flexible learning in science, particularly in

chemistry.

Definition of Terms

         The following operational terms were used extensively in this study and are taken

according to the description given below:

         ADDIE Model. It stands for Analysis, Design, Develop, Implement, and Evaluate.

This instructional model guides the development of discovery-based modules in

chemistry.
 19

Content. The content of the discovery-based modules in chemistry is derived from

the least-learned general chemistry (organic) concepts. The content of the module is

measured by its relevance to the objectives, ease to understand of the lesson, supportive

by illustrative examples, fully discussed the lesson, and given equal emphasis.

Discovery-Based Module.  The developed module is integrated with the discovery

learning approach, which helps the learners achieve active learning, acquire knowledge

and build scientific concepts by themselves in designing and developing the instructional

material.

Format and Language. The format and layout of the discovery-based module in

chemistry are measured on its organization of information to make the lesson interesting.

The language and use of chemical symbols in delivering the content of the discovery-

based module in chemistry are clear, concise, well-defined, and easy to follow.

Objectives. The objectives of the discovery-based module in chemistry are anchored

on the least-learned general chemistry (organic) concept, which is relevant to the content.

The objective measurement accounts for the needs of the student-users, manner of clear

statement, well-planned, specific, measurable, and attainable.

Presentation. The presentation aspect of discovery-based module in chemistry

content follows logical order form presented in unique way to draw attractiveness, and

interest to the student-users.

 20

         Student-Users. This term refers to the College students at Dr. Aurelio Mendoza

Memorial Colleges at the same time evaluators or Leigh experts of the Discovery-Based

Module.

Teacher-Experts. A person who is an expert in an area or topic. In this study, they

are Chemistry and Criminology teachers and experts in instructional designing,

particularly module writing, who also acted as the learning material's validators.          

Usefulness. The term usefulness is one aspect of the discovery-based module in

chemistry that refers to providing motivation and guidance to master the concept

independently, develop critical thinking, analytical skills, and time management, and

cater to the student-users' needs in using the module.

 Chapter 2

Research Method

        This chapter presents the research methods, which include the research design,

research environment, research participants, research validators, sampling techniques,

research instrument, data gathering procedure, data analysis, and ethical considerations.

Research Design

This study has utilized the descriptive–developmental research design as it focuses

on developing instructional material in the form of a discovery-based module in

chemistry. It is descriptive as it describes the least-learned general chemistry (organic)

concepts. It is developmental because the researcher developed the discovery-based

chemistry modules from the criminology students' least-learned general chemistry

(organic) concepts. The Analysis-Design-Development-Implementation-Evaluation

model was used to guide the study process to design and develop an effective discovery-

based chemistry module.    

Research Environment

         The development of discovery-based modules in chemistry as the heart of the study

has been developed at Dr. Aurelio Mendoza Memorial Colleges, a private college in Ipil,

Zamboanga Sibugay, where the researcher is a part-time instructor of the institution

under the college of criminology.

 21

Research Participants

The research participants of the study are the purposively selected five (5) student-

users who evaluated the developed discovery-based module in chemistry. The selected

student-users satisfied the following criteria: (1) The student-users are bonafide students

from the institution in the academic year 2021-2022 during the second semestral period;

(2) The student-users must be enrolled under the program Bachelor of Science in

Criminology; (3) Lastly, the student-users must be taking the General Chemistry

(Organic) course at the time of the conduct of the study under the supervisee of the

researcher himself.

Research Validators

The study's research validators are the five (5) teacher-experts who are

purposively selected and are composed of two (2) public and three (3) private teachers or

instructors in Higher Education Institutions (HEIs), which their educational qualifications

are described below.

(1) He is a Doctor of Criminal Justice at the University of Cebu under the Doctor

of Philosophy graduate program in Criminology. He currently serves as the College of

Criminology Dean at the Dr. Aurelio Mendoza Memorial Colleges in Ipil, Zamboanga

Sibugay, the top-performing school in the province where he taught major courses,

including Forensic Chemistry for criminology.

(2) She is a full-time teaching faculty at Gov. Alfonso D. Tan College (GADTC)

in the Institute of Arts and Sciences (IAS), teaching chemistry courses for the BS
 22

Criminology program. She is currently writing her master's thesis at Saint Columban

College in the Master of Arts in Education Major in Science program.

(3) He is a licensed chemist and a college instructor at the Institute of

Chemistry at the University of the Philippines Los Baños Laguna and is currently

completing his thesis for a Master of Science in Chemistry at the same university.

(4) She is an associate professor at Western Mindanao State University-

Zamboanga City (WMSU) in the Chemistry Department, College of Science and

Mathematics, where she taught chemistry courses in the BS Criminology program. She

has a master's degree in chemistry from Mindanao State University-Iligan Institute of

Technology (MSU-IIT) and completed academic requirements (CAR) in the Doctor of

Education at Western Mindanao State University in Zamboanga City.

(5) He is a graduate of BSED in Science and a Master of Arts in Education major

in Science at Mindanao State University, Tawi-Tawi College of Technology and

Oceanography. Furthermore, he is a faculty at the Graduate School of Saint Columban

College in Pagadian City. He's currently writing his dissertation for his Doctor of

Philosophy in Science Education major in Biology at Bukidnon State University.

All of the teacher-experts described above have been teaching various chemistry

courses for at least three years and have attended several onsite or virtual seminars and

training workshops on Module making.

 23

Sampling Techniques

A non-probability purposive sampling technique was utilized in selecting the five

(5) teacher–experts from the various colleges and universities across the country and five

(5) student-users of Dr. Aurelio Mendoza Memorial Colleges. They are involved in

validating and evaluating the discovery-based module in chemistry. The teacher-expert in

the study were purposively chosen since they have acquired experience teaching

chemistry in HEIs, making them a competent expert in validating the discovery-based

module in chemistry (Callanta et al., 2019).

Research Instruments

The research instruments employed in the study are the validation form for

teacher-experts, evaluation form for student-users in the development and validation of

discovery-based modules in chemistry, and validated interview guide questions to seek

student-users feedback. The teacher-experts and student-users validation and evaluation

forms in the study have used primarily to validate or evaluate the discovery-based

learning module in chemistry using a five-point rating scale that was cited from a study

by Torrefranca (2017) as adapted from Marin (2003) and Marasigan (2003), which

generates the rating scale and descriptive interpretations.

The degree value of ratings by the teacher-experts validation are determined and

interpreted as follows: Excellent = 4.50 – 5.00 (Strongly Agree); Very Good = 3.50 –

4.49 (Agree); Good = 2.5 – 3.49 (Undecided); Fair = 1.50- 2.49 (Disagree); and Poor =

1.00 – 1.49 (Strongly Disagree).

 24

The degree value of ratings by the student-users evaluation are determined and

interpreted as follows: Strongly Agree (4.50 – 5.00); Agree (3.50 – 4.49); Undecided (2.5

– 3.49); Disagree (1.50- 2.49), and Strongly Disagree (1.00 – 1.49).

The numerical rating scale and descriptive interpretations served as the basis for

determining the acceptability of the developed discovery-based chemistry modules in

terms of the objectives, content, format, language, presentation, and usefulness aspects

for the teacher-expert as validators of the study and the student-users evaluation of the

format and content aspects of the discovery-based module in chemistry.

The pertaining items of the teacher-experts validation and student-users evaluation

forms are modified to suit the nature and purpose of the study. The content of the

modified forms is presented by the following means: (1) Directions on how the learning

materials will be validated; (2) The series of statements as the basis for the validation of

the discovery-based module; (3) A section for general comments and suggestions for

improvement of the discovery-based module; (4) The participant's name for both teacher-

experts and student-users with their signatures, respectively.

The researcher developed the interview guide questions with interview protocol

and validated by the experts in the qualitative study in the institution. The interview guide

questions were used to seek feedback from the developed discovery-based chemistry

modules used by the student-users. The interview guide has three sets of written

questions: (1) Engaging questions, (2) Exploratory questions, and (3) Exit questions.

Hence, the researcher considered himself as the primary instrument.

 25

Data Gathering Procedure

          The data gathering process has involved the following activities, which have been

done correctly in a subsequent manner. The researcher wrote a formal letter of permission

to conduct the study and an authorization letter to the School President or the

administration and Dean of the College of Criminology Department.

Analysis. In the analysis phase, general chemistry (organic) textbooks and existing

course syllabus were examined to develop a new course syllabus in general chemistry

(organic) that is used primarily by the researcher in the study and were validated by the

experts. The chemistry instructors in the criminology program identified the least-learned

general (organic) chemistry concepts through an interview via mobile call. Based on the

interview, they have noticed that criminology students have some misconceptions in

learning the general chemistry (organic) about balancing chemical equations, acids, and

bases, chemical bonding, the structure of organic molecules and compounds, identifying

functional groups, chemical nomenclature, and organic reaction mechanisms.

The researcher purposively selected the least-learned general chemistry (organic)

concepts from the feedback of the chemistry instructors, particularly in the organic

chemistry area on the structure of organic molecules and organic functional groups that

were the basis for developing discovery-based modules in chemistry. The researcher

identified the titles of two discovery-based modules, Structure of Organic Molecules: Use

of Marshmallow Model and Organic Functional Groups, based on the least-learned

general chemistry (organic) concepts. Table 1 shows the topics outlined for the

development of the discovery-based modules in chemistry. In this phase, the purposive

 26

selection of the five (5) teacher-experts and five (5) student-user as validators and

evaluators of the discovery-based modules were also identified.

Table 1

Topic Outline of the Discovery-Based Modules in Chemistry

Least-Learned General Module Discovery-Based Module

Chemistry (Organic) Concept No. Title
1 Structure of Organic Molecules:
Organic Molecular Structures Use of Marshmallow Model
Functional Groups 2 Organic Functional
Groups

Design. After the least-learned general-chemistry (organic) concepts were

identified and created, the discovery-based chemistry modules title and following the

purposive selection of the teacher-experts and student-user, the researcher designed an

appropriate learning objective, assessments, and content lesson to address the

criminology students' least-learned general chemistry (organic). The researcher has

identified the format of the discovery-based chemistry modules adapted from the

published self-learning module in chemistry by the University of the Philippines National

Institute for Science and Mathematics Education Development (UP NISMED, 2021). The

format includes Pre-test, Overview, Safety Precaution, Advance Preparation, Review,

activity Proper, Post-Activity Discussion, Post-test, Application, and Reference,

respectively.

Pre-test. A 5-item quiz to verify what students already know about the topic.
 27

Overview. It presents a "sneak peek" of the lesson that includes a prerequisite

competency, skills, and learning concepts needed to learn and the key questions the

students must answer.

Safety Precaution. This includes the safety precautions that need to be considered

in performing the activity.

Advance Preparation. It presents the needed materials to prepare before doing the

activity.

Review. It presents the essential concepts to be reviewed related to the previous

lesson.

Activity Proper. This presents the step-by-step procedural method for performing

the activities. This section contains guide questions that students need to answer.

Post-Activity Discussion. It discusses the results and concepts involved in the

activity.

Post-test. A three-part quiz to verify what students have learned in the module

lesson.

Application. It represents the context of chemistry in our daily life by presenting

the common examples of chemistry we encounter daily.

Reference. It is the collection of the list of references and useful links used in this

developed module.
 28

Development. In this phase, the researcher designed and developed the first draft of

the discovery-based chemistry modules and integrated discovery-based learning activities

in the modules using discovery learning syntax (Carin, 1993; Khabibah et al., 2017).

The first draft of the discovery-based module underwent presentation and

consultation with the thesis adviser, chemists, chemistry teachers, criminologists,

criminology teachers and students, colleagues, and module experts to let the developed

discovery-based modules be revised initially before the final validation. The initial

validation and feedback from the above-mentioned were taken into account to modify the

module's first draft the module such until the developed module is ready to be presented

to the teacher-experts and finally to the student-users, respectively.

     Implementation. The developed discovery-based module was presented to the five

(5) teacher-experts. The validation process was carried out subsequently to cater to the

teacher-expert comments, suggestions, and recommendations before presenting to the

next teacher-experts. The researcher made sure that the teacher-expert comments,

suggestions, and feedback were considered to revise the discovery-based module in

chemistry. The teacher-experts, comments, and suggestions are presented in Table 4, and

revision made by the researcher on the suggestions of teacher-experts to the discovery-

based modules was presented in Table 7.

After the researcher had revised the discovery-based chemistry modules were

printed out and presented the revised discovery-based chemistry modules to the intended

student-users during the final term in May, the first and second weeks during the first

semester of the academic year 2021-2022 since the least-learned general chemistry

(organic) concepts fall under the final term of the first semester based from the course
 29

syllabus. After the student-user performed and answered all the discovery learning

activities and guide questions on the discovery modules, the researcher collected their

output and checked. The researcher then provided the student-user with the evaluation

form to evaluate the aspect of each module and conducted an interview through a mobile

call with the student-user at their most convenient time. An audio recording was done per

the student participants' consent, and the interview lasted 15-25 minutes and added

follow-up questions to the response of the student-user that were not captured in the

interview guide questions.

Evaluation. In this phase, the discovery modules were enhanced after the

completion of the validation and evaluation feedback forms of the teacher-expert and

student user, respectively. On the other hand, thematic analysis was used appropriately to

analyze the interview transcripts to present the student-user feedback on the discovery-

based module developed. This helped examine different student-users perspectives,

highlighting similarities and differences and generating unexpected insights. Primarily,

thematic analysis was carried out for its principles on how to code, identify and interpret

the emerging themes to report the feedback of the student-user (Kiger & Varpio, 2020).

The researcher then offered a holistic definition, explanation, and review of the

experiences of the student-users of the developed discovery-based modules in chemistry.

The researcher performed member checking of the transcriptions to ensure the reliability

of emerging themes from the transcripts (Ramirez et al., 2022).

 30

Data Analysis

The data obtained from validation and evaluation of the discovery-based modules

from the teacher-experts and student-users were treated statistically using numerical and

descriptive statistics like frequency count and weighted mean to measure central

tendencies using MS Excel and SPSS (Creswell, 2012: 183). The researcher provided a

holistic analysis of the student-users experiences in the utilization of the developed

discovery-based modules in chemistry. Thus, the student-users feedback was analyzed

using thematic analysis to extract the themes from familiarization with the interview

transcripts, generated codes, searching for the themes, reviewing the themes, identifying

the themes, and interpretations of the themes that emerged.

There were six steps used: (1) Acquainting yourself with the interview transcripts,

(2) generating initial codes of the student-user, (3) searching for the themes that emerged,

(4) reviewing the themes, and (5) defining and naming the themes. Lastly, (6) produce a

report on emerging themes (Braun & Clarke, 2006).

The first step was to familiarize with the data from the interview transcripts. After

the data collection from the interviews by the student-users, the researcher engaged

himself in the audio recording materials through repeated listening, transcribing, and

reading (Braun & Clarke, 2006), which can serve as an excellent guide for the researcher

to familiarize himself with the data as it may give patterns and ideas to the researcher

(Kiger & Varpio, 2020).

The second step was to generate the initial codes for the student-users. Initially,

there were ten (10) codes, and these initial codes were identified from the transcribed
 31

data for extracting parts or lines that were highlighted as potentially relevant to a theme

or issue reflected in the transcribed data. The researcher manually did the coding for four

(4) student-users and assured that the initial codes were not repeatedly used.

The third step was theme searching. In this step, the pre-identified themes are

potentially relevant and allowed to be carefully analyzed and sorted to form relevant and

meaningful themes. Some found codes were combined, refined, and removed.

The fourth stage was reviewing the themes. The themes at this stage were already

pre-identified and have been checked for further refinements. In this step, the identified

themes need to be re-sorted and modified to reflect better and capture the highlighted

lines in the codes, and others may be removed. It was found that there were themes that

needed to be separated into two meaningful themes.

The fifth step was to define and name the themes. In this step, the researcher asks

for an expert. Debriefing on the themes was formulated to ensure the reliability of the

themes and coherence with the part of the lines of the transcribed data that the themes

were captured. Now, the themes are honed based on the most important parts of each

theme that highlight the parts of each line's story that best show how the themes have

been identified and defined.

Lastly, the sixth step was to produce a report on the themes. In this step, the

themes were fully established. The write-up already began at this step to present the

findings and interpretation based on the performed thematic analysis. The final report of

the themes and supporting narrative transcripts are credible and authentic. The researcher
 32

then uses the student's transcript to quote the respective student-user codes. The literature

is then used to back up the argument in the report.

Ethical Consideration in Research

The researcher strictly followed the ethical consideration in research that guided

the study's research design. Furthermore, the researcher observed the "Data Privacy Act

of 2012," also known as Republic Act No. 10173. To safeguard the information gathered

and the experiences and abilities of the participants. The ethical considerations employed

in the study are described below.

           Intellectual Property. The researcher gave credits to icon developers, layout

artists, and internet citation images used in the discovery-based module's development. 

           Anonymity and Confidentiality. The research study involved various

personalities, such as teacher-experts, to solicit relevant information from the validation

results, which was treated with utmost respect and consideration for their contribution to

the development of the study. In the same way, for the student-users of the developed

discovery-based modules where the researcher has assured to seek approval from the

College of Criminology Dean, which has direct authority over the student-users

participation in the study. The researcher concealed their identity and confidentiality. In

this study, pseudonyms that are specific to the names of the teacher-experts and student-

users are used.

           Voluntarily Participation. The voluntary participation of the teacher-experts and

student-users was verified by appending their names and signatures on the validation and
 33

evaluation forms. This means that the teacher-experts and student-users of the study

understand, agree, and accept the terms of the study's nature. The researcher did not force

them to participate in the validation and evaluation process of the discovery-based

module in chemistry. The teacher-experts and student-users who participate have the

freedom to withdraw without penalty anytime for any or no reason. 

           Informed Consent and Assent. A written and signed consent letter proved that the

teacher-experts and student-users who participated voluntarily and after being told about

the study. The researcher also explained to the teacher-experts and student-users that the

data collected from their responses in the validation and evaluation form are used

primarily for the purpose of the study only and not for other purposes. Most importantly,

no information was fabricated or falsified in the conduct of the study.

 Chapter 3

Results and Discussion

This chapter presents the results and discussion, which include the presentation,

analysis, and interpretation of the validation, evaluation ratings, and feedback of the

developed discovery-based modules in chemistry.

As described in the development process of the discovery-based modules in

chemistry, two groups rated the developed modules, which are the (5) teacher-experts and

(5) student-users, on the respective aspects of the developed modules to determine the

general acceptability of the developed modules in chemistry. The detailed results of the

teacher-experts validation and student-user evaluation based on the two developed

modules are presented and interpreted below.

Validation Results of Discovery-Based Modules by the Teacher-Experts

The results shown here are the validity rating of the five (5) teacher-expert

validators of the discovery-based modules in chemistry. The teacher-expert validators of

the study validated the two (2) discovery-based modules based on the five aspects, which

include: (1) objectives, (2) content, (3) format and language, (4) presentation, and (5)

usefulness aspects of the discovery-based modules in chemistry as to the degree value of

4.50 – 5.00 (Strongly Agree) = Excellent; 3.50 – 4.49 (Agree) = Very Good; 2.50 – 3.49

(Undecided) = Good; 1.50 – 2.49 (Disagree) = Fair; and 1:00-1.49 (Strongly Disagree) =

Poor as cited from the study of Torrefranca (2017) as adapted from Marin (2003) and

Marasigan (2003), to evaluate the discovery-based modules in chemistry.

 35

As reflected, Table 2 exhibit the rating results of the teacher-experts validation of

the discovery-based module 1 in chemistry entitled “Structure of Organic Molecules: Use

of Marshmallow Model.”

Table 2

Teacher-Experts Validation Ratings of Discovery-Based Module 1

 36

           As presented in Table 2, the discovery-based module 1 entitled Structure of

Organic Molecules: Use of Marshmallow Model obtained an excellent remark by the

teacher-experts (M = 4.92; SD = 0.17) of its acceptability. Similar remarks as excellent

material has been developed were observed from the average validation ratings of the

teacher-experts on the individual aspects of the first discovery-based module as to the

objectives (M = 5.00; SD = 0.00), content (M = 4.96; SD = 0.09), format and

language (M = 4.88; SD = 0.27), presentation (M = 4.84; SD = 0.29), and usefulness (M

= 4.92; SD = 0.18), of the developed materials.  

          In detail, all teacher-experts validator strongly agreed that the developed discovery-

based module 1 have objectives that are clearly stated (1), well-planned, formulated, and

organized (2), stated specific, measurable, and attainable (3), relevant to the topics of

each lesson (4), and account the needs of the students (5) signifying that it was excellent.

Likewise, in the content aspect of the discovery-based module 1, teacher-experts rated the

content on its sub-content aspect as excellent on the lessons are relevant to the defined

objectives (1), lessons are fully discussed (3), supportive by illustrative examples and

practice tasked are suited to the level of students (4), and each of the topics was given

equal emphasis in the lesson (5). Furthermore, teacher-experts rated the sub-aspect of the

format and language as excellent, signifying that the discovery-based module was found

to be well-organized, making the lesson more interesting to the intended user (1) and the

language used were easy to understand (2).

Regarding the presentation aspect of the discovery-based module 1, it was

revealed to be an excellent lesson in the discovery-based module, presented in a unique

and original form (2), and discovery learning activities were presented clearly (3). Lastly,
 37

the teacher-experts responded on the usefulness aspect and believed that the discovery-

based module would help the students master the topics at their own pace (2) and allow

the student to use their time more efficiently (3). Lastly, the discovery-based module will

serve as supplementary material that can cater to the student's needs (5) as they rated the

sub-aspect as excellent. As shown in table 2, the variation of rating responses of the

teacher-experts is minimal.

On the other hand, inter-rater agreement by the teacher-expert was calculated to

establish the extent to which the teacher-expert agreed on the level of performance

ratings on the various aspects of the discovery-based module in chemistry and to have a

more realistic measurement of consistency ratings of the teacher-experts because the

validation scores range from 4 to 5. As depicted in Table 2, the mean inter-rater

agreement in terms of percentage showed a range from 84% in the presentation aspect to

100% in the objective aspect of the discovery-based module 1 by the teacher-experts.

In detail, the teacher-experts were consistently rated strongly agree on the

objective aspect as to clearly stated (1), well-planned, formulated, and organized (2),

stated specific, measurable, and attainable (3), relevant to the topics of each lesson (4),

and account the needs of the students (5). Similarly, high consistency ratings are

observed in the content aspect, which pertains to how the content of the lessons is

relevant to the defined objectives (1), lessons are fully discussed (3), supported by

illustrative examples, and practice tasks are suited to the level of students (4), and each of

the topics was given equal emphasis in the lesson (5). In the format and language aspect

of the discovery-based module, teacher-experts consistently rated as strongly agreed in

 38

the format and layout as well-organized can make the lesson more interesting to the

intended user (1), and the language used was easy to understand (2). Likewise, in the

presentation aspect, the teacher-expert rated consistently the lesson discovery-based

module are presented in a unique and original form (2), and discovery learning activities

were presented clearly (3). Finally, on the usefulness aspect, teacher-experts that

consistently rated the discovery-based module will help the students master the topics at

their own pace (2) and allow the student to use their time more efficiently (3). Lastly, the

discovery-based module will serve as supplementary material that can cater to the

student's needs (5), as they strongly agree.

As reflected in Table 3 presents the rating results of the teacher-experts validation

of the discovery-based module 2 in chemistry entitled “Organic Functional Groups.”

 39

Table 3

Teacher-Experts Validation Ratings of Discovery-Based Module 2

 40

In Table 3, the second discovery-based module in chemistry entitled Organic

Functional Groups was observed to be excellent (M = 4.91; SD = 0.18 as validated by

the teacher-experts. The same remarks were obtained on the aspect of the second

discovery-based module in chemistry as to the objectives (M = 5.00; SD = 0.00),

content (M = 4.84; SD = 0.29), format and language (M = 4.84; SD = 0.36),

presentation (M = 4.88; SD = 0.27), and usefulness (M = 5.00; SD = 0.00), of the

developed materials.  

           In detail, discovery-based module 2, rated as excellent by the experts on the

objective aspect as to clearly stated (1), well-planned, formulated, and organized (2),

stated specific, measurable, and attainable (3), relevant to the topics of each lesson (4),

and account the needs of the students (5). Similarly, high consistency ratings of excellent

are observed on the content aspect, which pertains to how the content of the lessons is

relevant to the defined objectives (1), and lessons are fully discussed (3). In the format

and language aspect of the discovery-based module, teacher-experts consistently rated the

instructions in the discovery-based module 2 as excellent as the developed material are

concise and easy to follow (5) as strongly agree. Likewise, in the presentation aspect, the

teacher-expert rated consistently the lesson discovery-based module are presented in a

unique and original form (2), and adequate examples are given to each topic (5). 

Finally, on the usefulness aspect, teacher-experts believed that the discovery-based

module 2 will motivate the students to study the general chemistry (organic) course (1),

will help the students master the topics at their own pace (2), allow the student to use

their time more efficiently (3), will develop critical thinking ability, analytical thinking,

and reasoning skills of students in answering (4) and lastly the discovery-based module
 41

will serve as supplementary material that can cater the needs of the student (5) as they

have rated an excellent remark. As observed in table 3, the variation of rating responses

of the teacher-experts was found to be very small.

Meanwhile, the inter-rater agreement by the teacher-experts on the level of

performance ratings on the various aspects of the discovery-based module 2 depicted in

Table 3 showed the mean inter-rater agreement showed in a percentage range from 84%

in the content, format, and language aspects to 100% in the objective and usefulness

aspects of the discovery-based module 2 by the teacher-experts.

In detail, the teacher-experts were consistently rated as strongly agreed on the

objective aspect as to clearly stated (1), well-planned, formulated, and organized (2),

stated specific, measurable, and attainable (3), relevant to the topics of each lesson (4),

and account the needs of the students (5). Similarly, high consistency ratings were

observed on the content aspect, which pertains to how the content of the lessons is

relevant to the defined objectives (1), and lessons are fully discussed (3). In the format

and language aspect of the discovery-based module, teacher-experts consistently rated the

instructions in the discovery-based module 2 are concise and easy to follow (5) as

strongly agree.

Likewise, in the presentation aspect, the teacher-expert rated consistently the lesson

discovery-based module are presented in a unique and original form (2), and adequate

examples are given to each topic (5). Finally, on the usefulness aspect, teacher-experts

that consistently rated the discovery-based module will motivate the students to study the

general chemistry (organic) course (1), will help the students master the topics at their
 42

own pace (2), allow the student to use their time more efficiently (3), will develop critical

thinking ability, analytical thinking, and reasoning skills of students in answering (4) and

lastly the discovery-based module will serve as supplementary material that can cater the

needs of the student (5) as strongly agree.

Comments and Suggestions from Teacher-Experts

After the teacher-experts validated the two discovery-based modules and provided

some comments, suggestions, and recommendations on the two discovery-based modules

in chemistry based on the key parts of the developed materials using the validation forms,

the researcher subsequently addressed and incorporated all the necessary changes and

improvements by the teacher-experts that can be made to do the discovery-based modules

in chemistry be more useful to the criminology students (Clemente & Domingo, 2021).

Table 4 depicts the overall suggestions made by the teacher-experts validation on the

discovery-based modules and is summarized in Table 4 on the next page.

 43

Table 4

Comments and Suggestions of the Teacher-Experts on Discovery-Based Modules in

Chemistry
 44

The comments and suggestions of the teacher-experts observed in the developed

discovery-based chemistry modules were a typological and arrangement error. It only

required minimal revision made to the developed materials. In particular, Teacher-expert

1 suggested the usage of the general (organic) chemistry course description obtained from

the CHED CMO No. 21, series 2005 and the correct descriptive meaning of PDEA as

Philippine Drug Enforcement Agency. Teacher-experts 2 suggested that some organic

chemistry terminologies can lead to student confusion. All in all, teacher-expert 2, found

the material pleasant and ultimately put it together in the discussion.

Furthermore, Teacher-expert 3 noted that no structural formula has been provided

in row 3 of table 2, on the review part of discovery-based module 1 and suggested on the

same module, page vii, the table of content were adjusted. Teacher-experts 4 found that a

few statements need to be changed for both modules and must be consulted by a language

expert. Lastly, it was evident in Table 4 that the last teacher-experts (TE5) who validated

the discovery-based modules returned the validation forms without any revisions to

make.

Teacher-Expert 5 commented that the modules were very comprehensive, easy to

navigate, and clearly guided the learners in discovering the concepts in a very organized

manner. This is highly recommended to be used for the intended user. This implies that

all of the recommendations and suggestions of the previous teacher-experts who

validated the discovery-based modules were already addressed. 

 45

Evaluation Results of Discovery-Based Modules by the Student-Users

The conduct of the evaluation and interview feedback to the student-user of the

developed discovery-based chemistry modules were carried out to strengthen the claims

of the teacher-experts validation in the views and perception of the student-user as they

have utilized the developed materials. This supported the claims and has established the

general acceptability and validity of the discovery-based chemistry modules (Sadiq &

Zamir, 2014).

The results shown here are the evaluation rating of the five (5) selected student-

user of the discovery-based modules in chemistry. The student-users of the study

evaluated the two (2) discovery-based modules in chemistry based on the two aspects,

solely on: (1) format and (2) content aspects as to the scale of 4.50 – 5.00 = Strongly

Agree; 3.50 – 4.49 = Agree; 2.50 – 3.49 = Undecided; 1.50 – 2.49 = Disagree; 1:00-1.49

= Strongly Disagree as cited from the study of Torrefranca (2017) as adapted from Marin

(2003) and Marasigan (2003), to evaluate the discovery-based modules in chemistry.

As reflected in Table 5, exhibit the rating results of the student-users evaluation of

the discovery-based module 1 in chemistry entitled “Structure of Organic Molecules: Use

of Marshmallow Model.”
 46

Table 5

Student-Users Evaluation Ratings of Discovery-Based Module 1

 47

As shown in Table 5, the discovery-based module 1, entitled Structure of Organic

Molecules: Use of Marshmallow Model, obtained an excellent remark by the student-user

evaluator (M = 4.92; SD = 0.14). The same finding remarks as excellent were observed

from the evaluation ratings of the student-users on the aspects of the discovery-based

module as to the format (M = 4.96; SD = 0.09) and content (M = 4.88; SD = 0.19) of the

developed materials used by the students.  

In detail, the student-users strongly agree on the format aspect as to the layout of

the discovery-based module 1 is arranged in logical and sequential order (1), instructions

in the module are emphasized well (2), font size and style are readable (3), chemical

symbols are well-defined (4), key concepts and points are highlighted to focus attention.

At the same time, the reading (6), illustrations, pictures, and captions were laid out for

easy reference (8), and activity discussion and guide questions were arranged sequentially

and easy to follow (9). Lastly, the discovery-based module format in a convenient

manner considering the paper size used (10) strongly agrees.

Likewise, in the content aspect of the discovery-based module 1, student-users

strongly believed that they have easily understood the objectives in each lesson (1),

instructions in each lesson (2), and illustrations guided them easily in following the

instructions in the discovery-based module (5), discovery learning activities in the form

of the laboratory had helped them to understand the topic fully (6), appreciate the styles

of illustration and written expressions (7), and finally, they have enjoyed performing and

answering the activities as presented in the form of laboratory activities (8) as they have

strongly agreed on base on their responses. As gleaned from Table 5, the variation of

rating responses of the student-users was found to be very small.

 48

Meanwhile, the inter-rater agreement in terms of percentage was calculated to

describe the level of performance ratings on the various aspects of the discovery-based

module 1 and to have a more realistic measurement of the consistency of the ratings from

the evaluation response of the student-user because the evaluation scores range from 4 to

5. As depicted in Table 4, the mean inter-rater agreement by percentage showed a range

from 88% in the content to 96% in the format aspects of the discovery-based module 1.

by the student-users.

In detail, the student-users were consistently rated strongly agree on the format

aspect as to the layout of the discovery-based module 1 is arranged in logical and

sequential order (1), instructions in the module emphasized well (2), font size and style

are readable (3). The chemical symbols are well-defined (4), and key concepts and points

are highlighted to focus attention while reading (6). The illustrations, pictures, and

captions were laid out for easy reference (8), activity discussion and guide questions were

arranged sequentially and easy to follow (9), and lastly, the discovery-based module

format in a convenient manner considering the paper size used (10) of strongly agree.

Likewise, in the content aspect of the discovery-based module 1, student-users

were consistently rated they have easily understood the objectives in each lesson (1) and

instructions in each lesson (2). Illustrations guided them efficiently in following the

instructions in the discovery-based module d(5), and discovery learning activities in the

form of the laboratory helped them to understand the topic fully (6) and appreciate the

styles of illustration and written expressions (7). Finally, they have enjoyed performing
 49

and answering the activities as presented in the form of laboratory activities (8) as

strongly agree.

Table 6 presented the rating results of the student-users of the discovery-based

module 2 in chemistry entitled “Organic Functional Groups.”

 50

Table 6

Student-Users Evaluation Ratings of Discovery-Based Module 2

As presented in Table 6, the discovery-based module 2, Organic Functional

Group, obtained an excellent remark from the student-user evaluator (M = 4.93; SD =

 51

0.14). The same finding remarks as excellent were observed from the evaluation ratings

of the student-users on the aspects of the discovery-based module as to the format (M =

4.96; SD = 0.09) and content (M = 4.88; SD = 0.19) of the developed materials used by

the students.  

           In detail, the student-users strongly agree on the format aspect as to the layout of

the discovery-based module 2 is arranged in logical and sequential order (1), and

instructions in the module are emphasized well (2). Font size and style are readable (3),

chemical symbols are well-defined (4), and key concepts and points are highlighted to

focus attention. At the same time, the reading (6), titles, and subtitles are clearly defined

(7), illustrations, pictures, and captions were laid out for easy reference (8), activity

discussion and guide questions are arranged sequentially and easy to follow (9), and

lastly, discovery-based module format in a convenient manner considering the paper size

used (10) of strongly agree.

Likewise, in the content aspect of the discovery-based module 2, student-users

believed that they easily understood the objectives in each lesson (1) and instructions in

each lesson (2). Illustrations guided them easily in following the instructions in the

discovery-based module (5), and discovery learning activities in the form of the

laboratory had helped them to understand the topic fully (6). They appreciate the styles of

illustration and written expressions (7), and finally, they have enjoyed performing and

answering the activities as presented in the form of laboratory activities (8) as they

consistently evaluated the sub-aspect as strongly agree. As shown in table 6, the variation

of rating responses of the student-users is very small.

 52

Meanwhile, inter-rater agreement in terms of percentage of the discovery-based

module 2 from the evaluation response of the student-user depicted in Table 6 revealed

the mean inter-rater agreement by a percentage ranging from 88% in the content to 98%

in the format aspects of the discovery-based module 2 by the student-users.

In detail, the student-users were consistently rated strongly agree on the format

aspect as to the layout of the discovery-based module 2 is arranged in logical and

sequential order (1), instructions in the module emphasized well (2), font size and style

are readable (3), chemical symbols are well-defined (4), key concepts and points are

highlighted to focus attention while the reading (6), titles, and subtitles are clearly

defined (7), illustrations, pictures, and captions were laid out for easy reference (8),

activity discussion and guide questions are arranged sequentially and easy to follow (9),

and lastly, discovery-based module format in a convenient manner considering the paper

size used (10) of strongly agree.

Likewise, in the content aspect of the discovery-based module 2, student-users were

consistently rated that they easily understood the objectives in each lesson (1),

instructions in each lesson (2). Illustrations guided them easily in following the

instructions in the discovery-based module (5), discovery learning activities in the form

of the laboratory had helped them to understand the topic fully (6), appreciate the styles

of illustration and written expressions (7), and finally, they have enjoyed performing and

answering the activities as presented in the form of laboratory activities (8) as strongly

agree.
 53

Feedback from Student-Users

In addition to the validity results of the discovery-based modules in chemistry

validated by the teacher-experts and evaluated by the student-users, an interview was

conducted (mobile call) to extract their perceptions and experiences of the student-users

feedback after they had used the developed materials. They were four (4) themes

emerged from the student-users feedback based on their experiences in utilizing the

discovery-based modules in chemistry. They were: Interactive, Well-Designed, Outcome-

Based, and Discovery-Based.

Overall, the student-user described their experiences in using the discovery-based

modules as enjoyable and fascinating in unlocking the topics presented in the materials

and detailed verbal responses from the transcript, which are given below. When the

student-users were asked about what are their learning experiences in using the

discovery-based module in chemistry? The data from the transcript revealed positive

feedback from the student-users experiences. 

Interactive. Four (4) participants from the student-users shared their thoughts and

experiences in using the discovery-based modules in Chemistry as the first significant

theme that emerged from the transcripts is interactive. This theme refers to the developed

modules being interactive, engaging, and exciting to explore. It is inextricably tied to the

development of engaged learning and enhancing cognitive skills through interactive

learning modules. This holds true for learners who actively contribute to knowledge
 54

creation, synthesis, and generalization. Learners are motivated, interested, and focused

when learning modules incite and stimulate thorough instructions and activities.

In the context of interactive discovery-based learning modules, student-users

bewailed their experiences when they asked What are their learning experiences in using

the discovery-based module in chemistry? Student-Users evidently claimed how

operative the discovery-based modules were in directing them throughout the sequence,

assessments, and evaluations. They affirmed,

“I enjoyed in utilizing the discovery-based modules kay naa kay time

mag-scanned kung aha ko pwede magbalik-balik. Then, ang module
nga nahatag sako kay naa na tanan samot na ang ang mga examples
nga kinahanglan. Naa sa iya tanan, naan na sa module, sir. I am really
thankful ingato ang arranged. Actually, sir nindot gyud kayo siya kay
na-arranged gyud hantud sa application. Medyo challenging siya pero
na-enjoyed kayo nako ang challenging part. [I enjoyed utilizing the
discovery-based modules because I had time to scan and go back when
needed. I required a variety of examples, which were provided to me.
The module had everything that I needed. I was really thankful that it
was arranged constructively until its application. They were difficult,
but I thoroughly appreciated them.]-SU4, SU3, SU1

Student-User 2 expressed his happiness and comfortability in using the developed

chemistry modules. He said,

“I feel happy sir kay nagamit nako siya nga module kay na-apply nako
akong habit sa pagbasa ug modules ug murag comfortable rako sir.
Unya dali ra siya masabtan. Ang mayo ani kay nakuha niya akong habit
nga akong preference nga humanon nako sapag understand. [I felt
happy, sir, because I was able to utilize the module and eventually apply
my reading habits to the point where I felt much more at ease. It was
light to understand. It captured my preference and habit of continuing,
finishing, and understanding the module.]-SU2

He further avowed that,

“Mas na-amazed mi sa pagbuhat sa module, sir kay mura dili siya
module, mura gyud kag ga-discussed. Example aning Family group kay
naa gihapon kay, “Hi, I am your teacher, I will be your guide, so on and
so forth. Murag naay teacher unya nagabasa rami. Basta sir nindot
 55

imong pagkabuhat sa module. [I was astounded at how the module was

created as if you were the one who physically discussed it, and it wasn't a
module at all. It appeared like there was an instructor, and we were
merely reading since you had like, "Hello, I am your teacher." I will be
your guide and so on. " Whatever, such a wonderful module, sir.]-SU2

However, Student-User 2 also experience some difficulties with the topics at first.

He pointed out the part of the modules that cater to his needs. He deliberately said,

“Naay unclear concept, sir, pero okay raman sir kay katong pagprovide
nimog QR code ug katong mga videos kay gi-explained man sab didto sa
videos. So, mas nahatagan pag deeper understanding mas makacatch up
sa lessons kay na explained gyud didto ug taman. Tapos naa pjud mga
pictures nga gigamit para ma-explained gyud ug tarong ang module.
[There were some ambiguous concepts, sir, but it was okay because you
provided the QR code and videos that explained the latter. And so, I was
able to catch up with the lessons when they were explained thoroughly
with a much deeper understanding. Additionally, there were also images
that laid down a clearer understanding of the module.]-SU2

A sample of an interactive extract from the discovery-based modules in chemistry

is shown in Figure 2.

Figure 2

Sample of Interactive from the Discovery-Based Module 2

 56

According to Bomia (1997), student engagement is the willingness to participate

in the learning process. The student's willingness to utilize can be attributed to the chosen

approach, which is discovery learning, which allows the student to independently learn

the concept and would not depend on the physical teacher while using the developed

material (Prinstin & Handayati, 2020).

Interactive learning modules that are thorough, logical, and user-friendly seem to

benefit and be appreciated by students. Students better understand the expectations for

success and learning in the course when the course learning objectives are specified. The

creation of well-structured courses and the encouraging of student engagement is crucial.

This may result in students' positive learning and satisfaction perceptions (Eom et al.,

2006). Hence, there are advantageous inferences for offering interactive learning modules

that provide chances and possibilities for students to connect with one another in addition

to a high level of instructor involvement. If given a chance to connect, students have a

more comprehensive understanding of what they have studied and feel satisfied with their

progress.

Students' degree of interest unclothed by their interactions with others and their

desire to learn about the subjects, topics, or learning modules have all been referred to as

indicators of their interactive learning. Several effective factors related to student

interactive learning include attitude, personality, motivation, effort, and self-confidence

(Mandernach et al., 2011). Jaggars and Xu (2016) observed an interaction between the

course and student grades. By evaluating student engagement and considering these
 57

affective aspects, instructors can plan effective lessons and activities that will encourage

students to be more active participants in their learning and coursework (Jennings et al.,

2006; Mandernach et al., 2011).

When students are motivated to do well in their courses, involved or invested in

their desire to learn, and willing to exert the effort expected by their instructors, they are

more likely to be engaged in their education (Mandernach et al., 2011). Course

engagement extends beyond the traditional ways of measuring instructional effectiveness

and includes student mastery of course learning objectives, retention, and student

perceptions of satisfaction, whereas "consideration of the impact of instructional

activities on student engagement provides a complete picture of the teaching-learning

dynamic" (Mandernach et al., 2011). This claim was observed and manifested based on

the responses of the student-users.

Well-designed. Another theme that developed from the transcripts is well-

designed. This theme refers to the quality of the design, illustrations, layout,
format, and appropriate chemical symbols, which can help a student understand the
lesson in the material (Wiley, 2019). This theme infers that every lesson and piece
of assessment is in line with the desired outcomes and that the well-designed
module is constructively aligned so that learners may actively create their own
understanding. A well-designed module can only be successful and effective when
the learning objectives or outcomes align with the assessment and the teaching
strategy. Student-users showed positive feedback and exploration when asked what
particular aspect of the discovery-based module gets their attention or interest?

Student-User 1 deliberately appreciated and shared his thoughts on how seamless

and distinct the discovery-based module design is from others. He noted,

 58

“Lahi rakayo siya sir sa ubang modules kay clear ang words ug lay-out
kay ang ubang teachers or instructors kay ihatag ra wala man lang ka-
effort, or style or good format. Gusto kayo nako ang discovery-based
modules sa Chemistry, sir kay 100% ang effort. [It was distinct from
other modules since the language and layouts were comprehensible,
unlike other teachers or instructors, who simply would lay down or
distribute the modules without agreeing or exerting any effort, style, or
acceptable format. I genuinely appreciated the discovery-based modules
in Chemistry, sir, for you had put 100% effort into it.]-SU1

Student-User 2 appreciated and shared his thoughts on how the discovery-based

module was well-written and designed. He noted,

“Tapos ang font size, text kay okay pud kayo, sir. Dili siya dako, dili pud
siya gamay kayo. Sakto rgyud siya kayo gyud nga makabasa rakag
tarong kay dili sya crowded kayo. [The font size and text were just right
—not too small or large. It was easy to read because it wasn't packed and
kept my interest.]-SU2

Another student-user evidently agreed, supported the claims, and went to details.

He confirmed that,

“Ganahan ko sa imong guide icon, sir. Mura kag naa karun dnhi sir,
murag naa diri samo gaguide gyud. Dali rasab namo sya makita ug
mabasa kay dako siyag texts, Makuha gyud among attention. [I really
appreciated the guide icon, sir. It seemed as though you were here,
carefully directing us. The larger wording made it simple to read and
gaze at. We were really drawn to it.] - SU3

Figure 3 on the next page shows a well-designed sample extract from the
discovery-based modules in chemistry.
 59

Figure 3

Sample of Well-Designed from the Discovery-Based Module 2

A well-designed module is a self-sufficient, formally organized, and

systematized learning experience with a coherent and clear set of learning
outcomes and assessments. A structured, comprehensive approach to the process
with an emphasis on the student's learning is required while designing modules.
Cheng and Abu Bakar (2017) stressed that the educational process of designing a
module does not just concentrate on the content and how the materials are intended;
the designs, readable texts, clarity, images, graphics, layouts, physical look, and
illustrations offered an excellent presentation.
 60

Moreover, Cossid (2021) claimed that colored images and pictures or visual
illustrations could trigger student engagement and interest in learning and
completing the developed material because it is well-designed. This was observed
and manifested based on the responses of the student-users.

Discovery-Based. This theme is the standpoint of the development and evaluation

of the discovery-based module in Chemistry that emerged from the transcript. This

exemplifies the discovery learning approach, which allows students to take control of

their learning through hands-on exploration, and inquiry rather than memorizing (Drexel

University, 2000), but students must discover for themselves (Fatihah et al., 2020).

Further, student-users believe that this approach allows them to learn new concepts in the

discovery-based modules in chemistry by performing the learning activities found in the

modules. When they were questioned about the veracity and applicability of the

discovery-based module, specifically, what learnings have they gained in using the

discovery-based modules in chemistry? Their responses were,

“Nakatuon ko, sir, particular atong mangitag bagay sa kusina ng mga

ingredients na makatabang sa pagdiscover gikan sa mga material sa
balay. Wala kasi kayo koy idea sir ato sir maoto pag start ngyud sa
activity naa nakoy much idea like identification of the products nga
nakatabang sa pagdiscover ug pagcategorize sa chemical products
according to its functional groups, sir. [I now knew and learned that the
material ingredients in the kitchen could be used to identify them by
scanning the list of the ingredients. I initially lacked prior knowledge, but
when the activity began, I was able to recognize the items, which helped
me find and classify chemical products located in the kitchen according
to their functional groups.]-SU1

Another student-user supported the claim that,

“Kining sa structure of organic molecules gani, sir…example atong

gihatag nga activity nga gi-required mi nimo mangitag marshmallow
and toothpick sir kay naexplained kayo syag tarong sa akoa sir. Nakuha
gyud nako ang realistic, ang perspective bitaw kay maapply gyud nako
 61

katong gahimo ko sa activity. [I was given a full explanation of the

structure of organic compounds, including examples of activities that
required us to locate toothpicks and marshmallows. While engaging in
the activity, I gained applicable and realistic perspectives.]-SU2

Moreover, student-user 3 expressed his enthusiasm on this matter. He stated,

“Sa structure sir kay nalingaw kayo ko kay naa diay samo palibot.
Dghan kaayong compounds nga naa ra sa balay. Kumpyansa rakayo sa
mga combination sa mga elements sa foods, medicine, and hygiene.
Overall para sa two modules, makaenjoy tapos challenging pero naa
new knowledge nakuha ug na experienced. [I found it to be really
enjoyable, sir, particularly the structure that can be located in our
surroundings. There are compounds in our house. Unknowingly, there
is a combination of elements found in foods, medicines, and hygiene.
My overall rating of the two modules was that they were challenging
yet entertaining that advanced me with new knowledge and
experience.]-SU3

Finally, student-user 4 claim and reinforced this theme of the discovery-based

module. It further underscored that,

“Ganahan kayo ko sa performance task sa activity sir ba kay naay

application. Makahands-on gyud ka unya makagenerate gyud syag more
idea and learning. Lahi rakayo sya sa multiple-choice questions kay kni
nga activity makadiscover ko ug learning concept. Tinood gyud sya nga
discovery-based module. Sakto gyud kayo. [I genuinely loved the
performance tasks of the application-related activities. You might engage
in a more hands-on activity to produce more ideas and learn. In contrast
to multiple-choice questions, this activity would help you acquire new
concepts. This discovery-based module is substantive and perfect.]-SU4

A sample extract from the discovery-based modules in chemistry as discovery-based

is shown in Figure 4.
 62

Figure 4

Sample of Discovery-Based from the Discovery-Based Module 1

The utilization of guide questions allowed student-users to discover the concepts

for themselves (Fatihah et al., 2020). The goal of the discovery learning approach is to

teach students how to discover concepts on their own. Students are encouraged to study

independently through active engagement with the chemistry lesson through exploration

of the discovery-based chemistry modules.

The importance of guide questions was to develop deep comprehension and foster

in-depth understanding through the practical activities in the appropriate materials to

establish the main goal of learning (Kuneni et al., 2017) in the developed discovery-based

chemistry modules. Thus, the integration of guide questions in the discovery learning
 63

activity of the modules provided the student-users to learn in-depth the chemistry

concepts on their own judgment, which adhered to the ultimate goal of the discovery

learning approach (Mostafaee, 2015; Kukar et al., 2012).

Evidently, the material encouraged students-users to experience discovery-based

learning activities that enabled them to discover the chemistry concepts in the chemistry

modules (Nasution et al., 2020; Sulistyowati, 2012). This was observed and manifested

based on the responses of the student-users.

Outcome-Based. This theme validates a result that differs from considering what

they will teach and learn in that it is centered on students' outcomes to build upon

throughout the process. It generates a mark in relation to the results and with the inclusive

criterion. This means students or learners would thereby acquire deeper knowledge since

they would need to provide proof that they had mastered each learning objective in the

module instead of just accumulating points.

When probed about the scope of the outcome-based learning module and how the

discovery learning activity enables them to discover and understand the lesson? In effect,

student-user 1 acclaimed and emphasized that,

“Interesting kayo sir, sa application kay kanang na-realized nako na ang

Chemistry kay importante siya sako kurso sa Criminology kay syempre
daghan kaayog investigation. Kailangan ug Chemistry sir para maka-
imbestiga ug tarong. [It was interesting, sir, because I have finally
realized that chemistry is necessary for my criminology course because it
covers various investigations that are relevant to my course.]-SU2

Further, student-user 3 shared his interest in the above claims when asked about

the salient points of the discovery-based module in Chemistry topics related to their

program. He narrated,
 64

“Yes, sir, if naa ka sa forensic laboratory, importante kayo ni siya sa

among course nga Criminology. [Yes, sir. If you were at a forensic
laboratory, it is important for our criminology course.]-SU3

A sample of an outcome-based extract from the discovery-based modules in

chemistry is shown in Figure 5.

Figure 5

Sample of Outcome-Based from the Discovery-Based Module 1

According to the Education University of Hong Kong (2019), the term "outcome-

based education" (OBE) means organizing all of a school's programs and teaching around

the specific outcomes that all students should be able to show when they graduate.
 65

Literature suggests that instead of lecturers, it affirms teachers as facilitators. Also, OBE

teachers help students get interested in new content and use their growing knowledge and

skills by putting together steps and giving students practical tasks (Rubicon West LLC,

2016).

Literature implies that developed modules with outcome-based characteristics

could improve student learning course outcomes and the quality of teaching. Even there

are various ways that students learn must be taken into account when making

instructional materials, and teachers must use these materials to help them teach better

and improve the quality of education (Callanta, 2019).

This unequivocally proves that the key component of outcomes-based learning is

the constant enhancement of students. A deeper grasp of the degree to which the students

are learning what is expected them to learn should be at the heart of outcome-based

assessment. The direct measures of their abilities of interest improve every student's or

learner's ability to think critically and perform genuinely. Students would thus be better

prepared to take ownership of their learning since they would be clear about what they

are endeavoring to learn. They would therefore gain a deeper understanding of what they

need to improve on and pinpoint it more accurately. This was observed and manifested

based on the responses of the student-users on the developed discovery-based chemistry

modules (Barkley & Major, 2016).

 66

The Objective Aspect of the Discovery-Based Modules in Chemistry

One crucial aspect in designing a learning material is the objective. The scope of

the content is based on the objective and is considered a vital part of the materials that

dictate the quality of the learning. Objectives serve as guiding tools that guide the

students to the desired results or outcomes of the planned course or material. As for the

teachers are guided to the path that will be followed and can inform students of what they

will be able to do. It also represents what is expected from the learner after going through

the course material (Singh, 2017).

Based on the validation results of the teacher-experts of the developed discovery-

based modules in chemistry, they have unanimously rated the two materials as excellent

at a 5.00 rating for both discovery-based modules. This implies that the objectives of the

two developed discovery-based learning materials are written in specific, measurable,

behavioral forms (Daries, 1981). They are also relevant to the content and account for the

student's needs. This suggests that if a module is highly acceptable, credible, and suitable

in terms of its goals and objectives, it is also highly valid (Sadiq & Zamir, 2014; Ramos

et al., 2021).

The Content Aspect of the Discovery-Based Modules in Chemistry

One of the most important aspects of making learning resources or materials, like

discovery-based modules for independent study, is the quality of the content. The content

of the material must jive with the objectives. The content should be delivered sequentially

and logically so students can move from one learning phase to the next. The logical
 67

organization will preserve the content's continuity and coherence. From the results of the

validation of the teacher-experts to the content aspects of the developed discovery-based

modules in chemistry, it was found that the two materials were excellently rated 4.84

(Module 2) and 4.98 (Module 1) for the overall content aspect of the modules. This

means that the content of the materials fits with the objective (1), and topics are fully

covered and discussed (3), which its strong points. This study's findings complement

Dejene and Chen's (2019), who stated that the assessment should be in accordance with

the module's learning objectives and encourage a comprehensive approach to learning.

Abi Hamid et al. (2017) agreed that modules are a series of systematic learning activities

based on a curriculum that fits students' learning skills. Moreover, the excellent remarked

of the developed module implies relevant, accurate, and informative content as well as

updated which can widen and develop an in-depth understanding of the criminology

student-users in general chemistry (Ilma et al., 2020; Oronce, 2021).

However, content should be absorbed by the student after going through the

material as this may assist students in developing and maintaining motivation to

understand the content. The student-users evaluated the developed discovery-based

materials from their perspective. It was found that overall ratings of 4.88 were given by

the student-users of the two developed modules, signifying that they strongly agreed with

the lesson instructions (2) were guided easily using the icon (5), and objectives in each

lesson (1). The discovery learning activities in the form of the laboratory helped them to

understand the topic entirely (6). They like the style of the illustrations and have also

enjoyed doing the activities and answering the questions they were given in the form of

laboratory activities (8) as its major points. The results provide strong evidence that the
 68

developed discovery-based modules in chemistry provide students with discovery

learning activities and a discovery approach that allows them to actively learn and

experience the materials (Ramos et al., 2021).

The Format and Language Aspect of the Discovery-Based Modules in Chemistry

The module format can be varied depending on the nature of the material

developed and the institution where it is developed. Language and communication

through illustrations, on the other hand, can pique learners' interests, stimulate

imagination, and improve comprehension. The teacher-experts validation revealed the

average ratings of the first module gaining a 4.84 rating and module 2 gaining a 4.86

average rating, signifying that teacher-experts were convinced that the discovery-based

module was well-organized, making the lesson more interesting to the intended user (1),

the language used was easy to understand (2), and making the developed material concise

and easy to follow (5) as it strong points. This suggests that learning can be made easy by

utilizing the developed materials (Reyes & De Guia, 2017).d

The student-users of the developed modules evaluated the format aspect, and it

was found that the first module's average ratings were 4.96 and 4.98 for the second

module evaluation in terms of average ratings for student-users. They firmly believed the

discovery-based modules were arranged in logical and sequential order (1), and the

instructions in the modules were emphasized well (2). Font size and style are readable

(3), chemical symbols are well-defined (4), and key concepts and points are highlighted

to focus attention. At the same time, the reading (6), illustrations, pictures, and captions

were laid out for easy reference (8), activity discussion and guide questions were
 69

arranged sequentially and easy to follow (9), and lastly, the discovery-based module

format in a convenient manner considering the paper size used (10) as it strong points.

The results findings align with Susani et al.'s report (2020), in which text and font are

readable, and instruction and information were presented clearly. This further confirmed

that the format of the developed modules adheres to the results findings of Callanta et al.

(2019) in terms of the modules' organization aspect must be organized based on the

lesson sequence to ensure the mastery of the topics presented.

The Presentation Aspect of the Discovery-Based Modules in Chemistry

The presentation aspect of the materials is an important feature of the material as it

allows the user to catch the user's interest and engage in the materials (Reyes & De Guia,

2017). From the results of the validation of the teacher-experts, it was found that the

average ratings were 4.84 (Module 1) and 4.88 (Module 2) that indicates the developed

discovery-based modules in chemistry were presented in a unique and original form (2)

of presenting the lesson as its strong point and that describe the developed discovery-

based modules in chemistry is an excellent material. This signifies that the developed

material draws the student-user engagement with the video activities through scanning

QR codes and simulation models presented in the developed modules, as cited by Mamun

(2016).

The Usefulness Aspect of the Discovery-Based Modules in Chemistry

The usefulness of the discovery-based modules in chemistry amplifies the course

general chemistry (organic) be understandable in terms of the contents, motivational to

study, developed critical thinking skills, allow students to use their time efficiently, and
 70

serve as useable materials to the student-user (Torrefranca, 2017; Sadiq & Zamir, 2014).

Further, Dahar (2012) highlighted the relationship between the usability of teaching

materials and students' academic success.

The results of the teacher-experts validation of the discovery-based modules in

chemistry in terms of the usefulness aspect were found to be 4.92 (Module 1) and 5.00

(Module 2), described as excellent materials developed. The teacher-experts imply that

the developed material has strong points in helping the student-user to master the topics

at their own pace and use their time efficiently. Moreover, teacher-experts believe that

the developed materials are student-friendly and cater to the students' needs. This claim is

backed by the findings of Blazar et al. (2016), appropriate lessons relevant to the

program, and a reasonable outcome to suit the intended user's capabilities. This will

provide the student's common needs and adjust the teacher's expectations, which must be

considered in the learning process (Callanta, 2019).

 71

Enhanced Discovery-Based Modules in Chemistry based on Feedback of Teacher-

Experts and Student-Users

After the researcher received the validation and evaluation forms from the teacher-

experts and then student-users feedback, these were collected and taken into account as

the basis for the enhancement of the materials from suggestions and recommendations

made. The great importance of feedback employed in the study is that it could improve

the learning experiences of the student-users (Al-Bashir et al., 2016). These were very

helpful for the researcher to be guided on what areas for improvements to the developed

materials can be made as it added to the general validity and acceptability of the

materials.

In detail, the following enhancements have been incorporated based on the

suggestions of the teacher-experts to the developed discovery-based modules in Table 4.

(1) Using the course description provided on the CHED CMO No. 21, series 2005. (2) On

the Pre-test part of discovery-based module 2, the descriptive meaning of PDEA was

corrected by Philippine Drug Enforcement Agency. (3) On the review of discovery-based

module 1, the structural formula has been provided in row 3 of the table, table name, and

number. (4) On page vii of the discovery-based module 1, the table of content was

adjusted. (5) Chemistry terminologies were highlighted to draw student-users attention to

the module. Lastly, (6) teacher-experts suggested language editor as a few statements

have to be changed, such as on the advance preparation part where gather word was

omitted. In addition, the five (5) student-users have not suggested any recommendations
 72

for revision on the developed modules based on the student-users evaluation results and

feedback during the interview.

The illustrations on the next page, shown in Figures 6 and 7 as highlighted in

yellow, present the enhanced key parts of discovery-based modules in chemistry based on

comments and suggestions of the teacher-experts and feedback of the student-users.

 73

Enhanced Discovery-Based Module 1

Figure 6: ( what did you enhance here?

 74

Figure 7: ( what did you enhance here?

75
76
77
78
79
80
81
82
83
84
85
 86

hh
 87

Figure 7

Enhanced Discovery-Based Module 2

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89
90
91
92
93
94
95
96
97
98
 Chapter 4

Summary of Findings, Conclusion, and Recommendations

This chapter provides a summary of findings on the development and validation of

the discovery-based modules in chemistry. The researcher created the conclusion based

on the result findings and a recommendation based on the outcome of the research study.

Summary of Findings

Based on data analysis and interpretation, the following result findings are

summarized:

1. What is the validity of the Discovery-Based Modules in Chemistry as evaluated

by the teacher-experts based on objectives, content, format and language,

presentation, and usefulness?

As reflected in Table 2, the validation results of the discovery-based module

1 entitled Structure of Organic Molecules: Use of Marshmallow Model have

obtained an excellent remark by the teacher-experts (M = 4.92; SD = 0.17).

Similar remarks as excellent material were observed from the average validation

ratings of the teacher-experts on the individual aspects of the first discovery-based

module as to the objectives (M = 5.00; SD = 0.00), content (M = 4.96; SD =

0.09), format and language (M = 4.88; SD = 0.27), presentation (M = 4.84; SD =

0.29), and usefulness (M = 4.92; SD = 0.18), of the developed materials.  

 98

In addition, the second discovery-based module in chemistry entitled

Organic Functional Groups was observed to be excellent (M = 4.91; SD = 0.18 as

validated by the teacher-experts. The same remarks were obtained on the aspect

of the second discovery-based module in chemistry as to the objectives (M =

5.00; SD = 0.00), content (M = 4.84; SD = 0.29), format and language (M =

4.84; SD = 0.36), presentation (M = 4.88; SD = 0.27), and usefulness (M = 5.00;

SD = 0.00). (CF. Table 3)

2. What is the validity of the Discovery-Based Modules in Chemistry as evaluated

by the student-users based on format, and content?

As reflected in Table 5, the evaluation results of the student-user on the

discovery-based module 1, entitled Structure of Organic Molecules: Use of

Marshmallow Model, obtained an excellent remark by the student-user

evaluator (M = 4.92; SD = 0.14). The same finding remarks as excellent were

observed from the evaluation ratings of the student-users on the aspects of the

discovery-based module as to the format (M = 4.96; SD = 0.09) and content (M =

4.88; SD = 0.19) of the developed materials used by the students.  

Meanwhile, the discovery-based module 2, Organic Functional Group,

obtained an excellent remark from the student-user evaluation (M = 4.93; SD =

0.14). The same finding remarks as excellent were observed from the evaluation

ratings of the student-users on the aspects of the discovery-based module as to the

format (M = 4.96; SD = 0.09) and content (M = 4.88; SD = 0.19) of the

developed materials used by the students. (CF. Table 6)

 99

3. What are the comments and suggestions of the teacher-experts on the Discovery-

Based Modules in Chemistry based on cover page, overview, pre-test, safety

precaution, advance preparation, review, activity proper, post-activity discussion,

post-test, application, and reference?

As indicated in Table 4, the overall comments and suggestions of the

teacher-experts on the key parts of the discovery-based chemistry modules were

observed the following. The usage of the general (organic) chemistry course

description obtained from the CHED CMO No. 21, series 2005 and the correct

descriptive meaning of PDEA as Philippine Drug Enforcement. Some organic

chemistry terminologies were not highlighted, which can lead to student

confusion. No structural formula has been provided in row 3 of table 2, on the

review part of discovery-based module 1 and suggested in the same module, page

vii, the table of content were not adjusted. Few statements need to be changed for

both modules and must be consulted by a language expert. Lastly, the two

modules were very comprehensive, easy to navigate, and clearly guided the

learners in discovering the concepts in a very organized manner which is highly

recommended to be used for the intended user.

4. What are the student-users’ feedback on the Discovery-Based Modules in

Chemistry?

Based on the interview feedback of the student-users in utilizing the

discovery-based modules in chemistry revealed four (4) emerging

themes: Interactive, Well-Designed, Outcome-Based,  and  Discovery-Based,  as

reflected in the feedback from student-users on Chapter 3.

 100

5. Based on the findings of the study, how can the Discovery-Based Modules in

Chemistry be revised?

See the enhanced discovery-based chemistry modules in Chapter 3.

Conclusion

On the basis of the result findings, the developed discovery-based modules in

chemistry on the structure of organic molecules and organic functional groups are highly

valid, usable, and acceptable as validated by five (5) teacher-experts in terms of

objectives, contents, format and language, presentation, and usefulness aspects and

evaluated by the five (5) student-users in terms of format and content.

The teacher-experts and student-users agreed to all the items pertaining to the

aspects for validation and evaluation, which implies that the discovery-based modules in

chemistry satisfy the pertaining aspects, key parts, and features of supplementary learning

material. The feedback based on the interview of the student-users revealed the salient

characteristics of the developed discovery-based chemistry modules to be interactive,

well-designed, discovery-based, and outcome-based as emerging themes perceived by the

student-users feedback.

Recommendations

The following drawn recommendations of the study were made based on the

conclusions as to:
 101

1. Chemistry teachers in the criminology program in higher education institutions

may consider validating and utilizing the revised discovery-based chemistry

modules with their students to further execute its validity and effectiveness in the

present modular learning modality.

2. Criminology students from other colleges and universities may utilize and

evaluate the revised discovery-based chemistry modules in learning general

(organic) chemistry to determine other student-users evaluation and feedback of

the developed chemistry modules.

3. Future studies are suggested to chemistry teachers to design and develop

discovery-based modules to undertake other least-learned general (organic)

chemistry to engage students in the learning process as they continue their

learning pursuits in the present modular learning modality.

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Appendix A - Plag Scan Result

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Appendix B - Grammarly Result

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Appendix C - Validation Form for Teacher-Experts

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Appendix D - Evaluation Form for Student-Users

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Appendix E - Interview Guide Questions for Student-Users

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Appendix F - Consent Form

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Appendix G - Letter to the President

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Appendix H - Letter to the Dean

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Appendix I - Letter to the Teacher-Experts

q
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Appendix J - Letter to the Student-Users

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Appendix K - Letter to the Qualitative Research Experts

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Appendix L - Certification of the Teacher-Experts

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Appendix M - Certification of the Student-Users

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Appendix N - Certification of Validated Interview Guide Questions for Student-Users

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Appendix O - Discovery-Based Module 1

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Appendix P - Discovery-Based Module 2

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Curriculum Vitae

ENRICO D. MEDINA
Address: Laih, Siay, Zamboanga Sibugay
E-Mail: enrico.medina@sccpag.edu.ph
Mobile No.: 09289734189

PERSONAL PROFILE

Age : 25
Date of Birth : May 26, 1997
Place of Birth : Laih, Siay, Zamboanga Sibugay
Civil Status : Single
Occupation : Teacher
Father : Michael D. Medina
Mother : Janette D. Medina
Years of Teaching : 1 year
 221

EDUCATIONAL ATTAINMENT

Graduate Studies
Saint Columban College
Master of Arts in Education Major in Science
San Francisco District, Pagadian City
May 2022

City University of Pasay

Certificate in Teaching Program
Pasadeña St., F.B. Harrison, Pasay City
May 2020

Tertiary
Western Mindanao State University
Bachelor of Science in Chemistry
Normal Road, Baliwasan, Zamboanga City
March 2017

Secondary
Laih-Batu National High School
Laih, Siay, Zamboanga Sibugay
March 2013

Elementary
Isidro Miranda Memorial Elementary School
Laih, Siay, Zamboanga Sibugay
March 2009
 222

WORK EXPERIENCES

Dr. Aurelio Mendoza Memorial Colleges

College Instructor
Ipil, Zamboanga Sibugay
August 2021 - Present

Perma Colour, Inc.

Junior Chemist Officer
Block 58 Lot C-7 Phase III-F2 Dagat-dagatan, Caloocan City
November 2017 - September 2020

SEMINARS AND TRAININGS

Designing and Developing Instructional Materials

Philippine Institute of 21st Century Educators Inc.
February 18-20, 2022

How to Create Modules

Filipino Science Hub
August 30, 2021
 223

-oOo-
GRADUATE SCHOOL
Facebook page: SCC Graduate School Facebook account: SaintColumban GraduateSchool

COMPLIANCE FORM FOR THESIS 2

(to be accomplished after the Final Oral Defense)

July 21, 2022

Date of Final Orals

Name of Candidate: ENRICO D. MEDINA

Name of Adviser: DR. LEE G. BARAQUIA

Approved Title: DEVELOPMENT AND VALIDATION OF

DISCOVERY-BASED MODULES IN TEACHING
CHEMISTRY

Note: Please send this compliance form and your revised manuscript to
the panel members. The scanned copy of the minutes from the final
oral defense should also be attached to the manuscript after the
curriculum vitae. This should be signed first by your adviser before
you send this to the panel members one after the other.

SUGGESTIONS/RECOMMENDATIONS/CORRECTIONS COMPLIANC REMARKS

DURING THE FINAL ORAL DEFENSE E (The panel members
(Please copy and put here the suggestions/recommendations/corrections (Please highlight the will add their
parts with changes in comments in this
from the minutes during the final oral defense.) column if they are not
the manuscript.
Kindly indicate the satisfied with the
page Number here) compliance.) 
Fuse the preliminary part of Chapter 3 with Data Data
Gathering Procedure in Chapter 2 Gathering
Procedure
Page 25-31
Shorten the Abstract Abstract
Page iii
Rephrase last sentence of Conceptual Framework Conceptual
(Rogayan & Dollete…) Framework
Page 11-12
SOP1. What is the validity of the Discovery-Based Statement of
Modules in Chemistry as evaluated by the teacher- the Problem
experts based on: Page 14-16
SOP2. What is the validity of the Discovery-Based
 224

Modules in Chemistry as evaluated by the student-users

based on:
SOP3. What are the comments and suggestions of the
teacher-experts on the Discovery-Based Modules in
Chemistry based on:
Table 4. Comments and Suggestions of the Teacher- Table 4
Experts on Discovery-Based Modules in Chemistry (page Page 45
49)
Minimize the figures in Chapter 4 Figures in
Chapter 3
(Fused)
Fig 2. Page 55
Fig 3. Page 59
Fig 4. Page 62
Fig 5. Page 64
Elucidate the theme on Discovery-Based by Discovery-
adding/discussing guide questions found in your material Based
(page 79) (Feedback
from Student-
Users)
Page 62-63
Drop the asking of permission from UP-NISMED part Design
(Data
Gathering
Procedure)
Page 26
Review the QR codes and links Discovery-
Based Module
1
Page 3,12, 21,
23, 26
Discovery-
Based Module
2
Page 10, 16,
19, 25
Put copyright page instead of blank page Discovery-
Based Module
1&2
Page i
Cite the youtube videos in your manuscript Discovery-
Review all your in-text citations and references Based
Module1
Page 32-34
Discovery-
Based Module
 225

2
Page 32-35
Chapter 3. Results and Discussion Chapter 3
Page 36
Chapter 4. Summary of Findings, Conclusion, and Chapter 4
Recommendations Page 97
Add Summary of Findings Chapter 4
Page 97-100

Approved:

Adviser

MARIE CONCEPSION L. CELESIO, EdD. MATTHEW T. SABASALES, MA

Panel Member Panel Member

RAMIL E. ECOT, PhD.

External Expert

GILBERT A. CELESIO, EdD.

Chairman