ABSTRACT
This study aimed to develop and evaluate an instructional workbook in Mathematics 3 using the ASSURE instructional model design to address the least mastered competencies which involves multiplication and division of whole numbers. Specifically, the research sought to: (1) identify the instructional workbook that could be developed through the ASSURE model; (2) determine the level of acceptability of the developed workbook in terms of content, format, presentation and organization, and accuracy and up-to-datedness of information; and (3) ascertain whether there is a significant difference in the evaluation of the workbook between two groups of respondents. The study employed a quantitative, descriptive-comparative research design. The results of the evaluation of the instructional material experts and the grade 3 teachers of Kasibu West District showed that the respondents rated the instructional workbook in terms of content with a mean score of 27.57 and 27.65 points (passed), format with a score of 70.86 and 71.12 points (passed), presentation and organization with a mean score of 19.86 and 19.81 points (passed), and accuracy and up-to-datedness of information with a mean score of 23.86 and 24 (passed), respectively. No significant difference was found between the evaluations of the two groups of respondents. Further, pilot testing on the utilization of the developed instructional workbook is recommended to assess its effectiveness and impact to learners’ performance in Mathematics 3.
Keywords: ASSURE Instructional Model, development and evaluation of instructional workbook, least mastered competencies, multiplication and division of whole numbers
INTRODUCTION
Background of the Study
Teaching is complex, and it may be impossible to pinpoint exactly what type of teaching is better than others. One way to keep learners on their toes is to provide activities they are interested in doing on their own as a learning tool that can make learning interesting. At this time in education, the emphasis in instruction is for the teachers to be provided with all the necessary resource materials to help develop cognitive learning skills for all learners. To make that happen, an educator must continue to find ways to engage students with diverse needs and different backgrounds.
The future of every person is shaped in large part by their education. It is widely believed that education is one of the cornerstones of a better life. It gives one the ability to handle life. As a result, one of the government's primary goals is to benefit society by giving learners access to pertinent education that would enable them to become more prolific and globally competitive learners. An education system aims to realize the knowledge, attitudes, skills, and values that it wants to bring to individuals in a planned and systematic way (Aktan, 2020).
In today’s rapidly developing science and technology, Mathematics has become one of the learning areas with no doubt. Still, the performance level of the Philippines in international examinations in the field of mathematics is not yet at the desired level showing that there are some problems in teaching mathematics. For this reason, it is essential to understand the present problems faced by classroom teachers in Mathematics teaching and to improve the success rate of the Philippines' mathematics lessons starting from basic education.
Numeracy is one of the problems of the learners inside the classroom. Numeracy is one of the issues that needs to be addressed in the teaching-learning process in today’s generation.
According to the results of the Program for International Student Assessment (PISA) 2022, just 16% of pupils achieved at least Level 2 competency in Mathematics. This result is a clear indication that the Philippine Educational System is in its worst state. Students in the Philippines remain among the world’s weakest in Math, Reading, and Science. The country ranked 77th out of 81 countries with scores approximately 120 points lower than the average scores. The Department of Education said that the Philippines' poor performance in the 2022 Program for International Student Assessment (PISA) indicates a five- to six-year lag in learning competencies in the country (PISA 2022 Results Factsheets, 2023).
To address this need, the Early Language Literacy and Numeracy Program (ELLP) of the Department of Education (DepEd) - committed to providing inclusive and equitable quality education - is aggressively strengthening measures to give students a strong foundation in reading and numeracy.
Further, the Department of Education’s updated agenda includes the national benchmarking agenda that is MATATAG: Bansang Makabata, Batang Makabansa. Also, on 1 of MATATAG agenda, MAke the curriculum relevant for competency-based, job-oriented, active, and responsible citizens is the first component to ensure a more inbuilt literacy and numeracy program. In this regard, the need for the filling up the learning gaps in basic education should be tackled immediately since The Department of Education (DepEd) will prioritize improving literacy and numeracy programs as well as incorporating “peace competencies” into the K–12 curriculum in order to create citizens who are responsible, engaged and job-ready. As such, the Department of Education will encourage teachers to be innovative in teaching and in creating contextualized learning materials.
One way of achieving this is the utilization of appropriate educational materials in the classroom. Instructional materials are sometimes referred to as teaching aids for the purpose they serve in the teaching-learning process. Soper (2015) stressed that not only do teachers need good educational materials to connect to the learners, but they also need to use them in a way that enables learners to learn as much from them. Olawale (2014) proposed that instructional materials can also improve and be developed to match the needs of the learners.
For the learners to better understand the lessons in Mathematics, the teacher needs to apply contextualization in preparing instructional materials. This pertains to using a profound comprehension of ideas. As the curriculum may be enhanced to reflect pupils' different backgrounds, it becomes more and more significant. Brain connections are made by contextual learning, which results in the formation of meaningful patterns. Additionally, it integrates academic material with real-world context. According to Davtyan (2014), this also helps with long-term store memory, which will enable learners to apply it to their commitments at work later in life.
Taking into consideration the challenges in Mathematics, a contextualized instructional workbook on elementary Mathematics is a necessity to meet the learners’ needs and equip them with the skills required for their level. Learners with different needs and interests were the target users of this workbook. Teachers use instructional workbooks for supportive studying, promoting active learning, levitation interest in learning mathematics, and assessment.
Teachers employ instructional workbooks for evaluation, active learning promotion, stimulating student interest in mathematics, and supported studying. Workbooks are also recognized for their role in promoting experiential learning. Brown (2019) revealed that colorful illustrations and interactive activities in workbooks capture the attention of young learners, making the learning process enjoyable and effective. Furthermore, the affordability and accessibility of workbooks make them a practical choice for educators and parents. (Cevikbas, 2021).
In Kasibu West District, the grade 3 teachers at the different schools conducted a pre-test for the Rapid Mathematics Assessment which was issued by the Department of Education. In the pre-test result, it was found that the least mastered competencies were the multiplication and division of whole numbers, which are the major contents for the whole second quarter. Most of the grade 3 learners find difficulty in answering mathematical problems involving multiplying and dividing whole numbers. This condition of the learners prompted the researcher to address the learning difficulties through the development of an instructional workbook that can be used for instruction and intervention purposes.
This workbook would be the output of this study based on the needs of the Grade 3 learners in the different schools in the District of Kasibu West, Nueva Vizcaya.
By using such material in Mathematics, learners will be actively engaged in the learning process and overcome the stigma that when natural catastrophes strike during school days, the teaching-learning process stops. This study with an instructional workbook in Mathematics 3 is very beneficial and will lead the teacher and the learners to work hand in hand in achieving a common goal – digesting lessons in a self-paced manner – which is a skill that will be beneficial for them in school and life. Under the current curriculum, the K to 12, the spiral approach of teaching Mathematics is being implemented. Learners will certainly have difficulties dealing with Math in higher grade levels if they are not able to master the competencies taught from the preceding level, making the freshman year of Junior High School critical. With this, mastery of content in the Grade 3 curriculum must be guaranteed to ensure learning progress.
Furthermore, the use of instructional workbooks in Mathematics can improve reading comprehension and critical thinking by promoting mathematical concepts and language. Real-world examples and word problems enhance learners’ ability to interpret mathematical concepts within contextual frameworks.
Mathematics workbooks exposed learners to specialized vocabulary, improving reading comprehension and technical literacy. It encourages critical thinking by encouraging learners to evaluate mathematical information and solve problems. Diagrams, graphs, and charts enhance learners’ ability to interpret visual information. Problem-solving strategies are developed by providing step-by-step guidance and fostering systematic and logical reasoning. Gradual complexity and structured exercises facilitate learners’ progression while regular evaluations and constructive feedback enhance learners’ understanding. (NCTM 2014)
Hillary (2019) cited in his study that instructional workbooks play a pivotal role in fostering independent learning. Workbooks are designed with diverse learning needs in mind, providing content tailored to different grade levels, subjects, and abilities. Additionally, Gargrish (2020) claims that using workbooks as supplementary resources helps bridge learning gaps. The versatility of workbooks extends to their use in various educational settings, including classrooms, homes, and remedial programs. Workbooks are also recognized for their role in promoting experiential learning. Workbooks often incorporate real-world scenarios, case studies, and problem-solving tasks that encourage students to apply theoretical knowledge to practical situations. The affordability and accessibility of workbooks make them a practical choice for educators and parents alike (Cevikbas, 2021). Unlike traditional classroom methods that rely heavily on teacher-led instruction, workbooks encourage learners to engage with content at their own pace. Instructional workbooks are widely available in various formats, including print and digital, catering to different budgets and preferences (Chabay, 2019).
This research on the development of an instructional workbook in Mathematics for grade 3 learners plays a pivotal role in achieving various Sustainable Development Goals (SDGs). Specifically, this research intersects with contributing to quality education, gender equality, reduced inequalities, and partnerships for sustainable development.
The development of instructional workbooks in Mathematics contributes to quality education by enhancing learning outcomes and promoting student understanding and retention. By incorporating diverse content and accessibility features, workbooks foster inclusive education, addressing the needs of marginalized groups. This research aligns with the Sustainable Development Goal 4’s objectives, ensuring quality education for all (UNESCO, 2017). By addressing educational disparities, this research also contributes to reducing gender inequalities. The workbook’s gender-sensitive content challenges stereotypes and biases, promoting empowerment and autonomy for both boys and girls. The development and utilization of instructional workbooks in the teaching-learning process provides accessible, quality educational resources, bridging educational disparities. Inclusive education promotes social inclusion, addressing the needs of every learner especially those who belong to marginalized groups. Moreover, this study promotes partnership for the goals by fostering collaboration among educators, policymakers, and communities through capacity building and knowledge sharing to enable effective workbook implementation. By promoting quality education, gender equality, reduced inequalities, and partnerships, this research supports a more equitable and sustainable future.
Additionally, this research aligns with the National Research Agenda for Teacher Education (NRATE) which prioritizes teaching and learning, child protection, Disaster and Risk Reduction Management, Gender and Development, and Inclusive Education (Philippine Normal University, 2018). It corresponds to teaching and learning by focusing on the development of an instructional workbook to address the learning gaps of learners. The instructional workbook has the potential to enhance learning outcomes, increase learners’ engagement, and promote a deeper understanding of mathematical concepts. By addressing the needs of both teachers and learners, this study can make a positive impact on educational practices and learners’ learning outcomes. Furthermore, this research supports child protection principles by contributing to a safe and supportive learning environment, preventing learning gaps, promoting emotional well-being, supporting vulnerable learners, and building teacher capacity. It can have a positive impact on learners’ emotional and psychological well-being, which is essential for child protection. Moreover, this research integrates into Disaster Risk Reduction Management, as it provides continuity of education, ensuring learners can continue learning despite school closures due to disasters. As a tangible, low-tech material, it remains accessible even when digital resources are unavailable. This research can contribute also to inclusive education by providing accessibility, cultural sensitivity, differentiated instruction, and equity. The workbook developed by the researcher can be adapted to meet diverse needs, providing tiered instruction and reducing learning gaps. By promoting equal access to Math education, the workbook helps bridge socio-economic and ability-based disparities, ultimately fostering an inclusive learning environment where all learners can thrive.
Lastly, this research is aligned with the Nueva Vizcaya State University, College of Teacher Education research agenda, particularly on Contemporary Pedagogical Approaches that involve inclusive pedagogy, design thinking, experiential learning, and accessibility. The workbook’s design incorporates culturally responsive teaching, differentiated instruction, and universal design for learning principles, ensuring inclusivity and diversity, the study’s emphatic approach, and learner-centered focus reflect design thinking principles. Its interactive and engaging design facilitates hands-on learning experiences, real-world applications, and reflective learning that promotes experiential learning. The workbook’s design prioritizes physical, cognitive, and digital accessibility, ensuring that all learners can access and benefit from the learning resources. Furthermore, it supports contextualized teaching and learning by incorporating real-world applications, local and cultural relevance, interdisciplinary connections, and authentic assessment. By doing so, the workbook makes Math more relatable and meaningful to learners’ lives, increasing its relevance and motivating them to learn.
In the view of achieving the vision of the Department of Education, this study aims to develop and evaluate an instructional workbook in Mathematics 3, addressing the need for effective and engaging Math education. By aligning with the goals of the Department of Education, Sustainable Development Goals, National Research Agenda for Teacher Education, and the research agenda of the College of Teacher Education of Nueva Vizcaya State University, this research seeks to create a learning material that supports diverse needs of learners. Ultimately, this study endeavors to contribute to improved learning outcomes, increase learners’ engagement, and enhance academic achievement, thereby supporting the development of a more mathematically literate and resilient society.
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