Teachers’ Acceptability and Perceived Effectiveness of Grade 9 Learning Module: Implications for Instructional Material Development
DOI:
https://doi.org/10.67167/vertex.582Keywords:
Grade 9 Science module, teachers’ acceptability, perceived effectiveness, instructional material development, DepEd learning modulesAbstract
Learning modules have become an essential component of instructional delivery in the Philippine educational system, particularly in the Department of Education (DepEd). They are designed to support teachers in facilitating effective teaching and learning processes. However, limited empirical evidence exists regarding teachers’ evaluation of these module in the actual classroom settings. This study examined the acceptability and perceived effectiveness of Grade 9 Science learning modules and explored their implications for instructional material development. The study employed descriptive–correlational design employing an explanatory sequential approach. Quantitative data were collected through a structured survey administered to Grade 9 Science teachers from selected districts in Surigao del Sur. This was followed by qualitative interviews to provide deeper insights and explanations of the quantitative findings. Results indicated that the Grade 9 Science DepEd learning module were generally rated as acceptable and were perceived as effective instructional resources. Despite the positive feedback of teachers to the available learning modules, teachers also preferred leaning modules that has enhanced design and layout, content and delivery, and enriched supplementary features that could provide practical support for both teachers and learners. Statistical analysis revealed no significant difference on sex, length of service and educational attainment while significant difference exists with age, suggesting generational variations, attributed by accumulated teaching experiences and exposure to different instructional material designs. Furthermore, a moderate positive correlation was established between teachers’ preferences and their perceived effectiveness of the modules. These findings suggest that while the modules are broadly functional and supportive for teaching and learning process, targeted enhancements are necessary to better address teachers’ diverse needs and contextual realities.
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