Action Research: Remedial Modular Instruction: Strategy in Bridging Learning Gap in Visual Graphic Design (ICT) Specialization in Tle among Grade Ten Students of Rosario National High School

Abstract

INTRODUCTION

The K to 12 curriculums is designed to enhance the curriculum by giving students more time to master Learning Competencies. In the K to 12 Curriculum, the Technology and Livelihood Education students shall choose one particular skill in TLE that they want to experience and gain competencies, master it, and, later on, undergo skill assessment to gain a National Certificate. There are transferees in Rosario National High School where their previous TLE tracking are not aligned with their present TLE courses, especially in ICT. To minimize this problem, this action research aims to investigate how remedial modular instruction can be effective in bridging the learning gap of grade ten students in teaching their TLE specialization courses, particularly in Visual Graphic Design. It will also determine if a significant difference exists between the students' performance before and after the remedial teaching.

METHODS

This study was Pre-Experimental, using the one group pretest-posttest design. The target sample is only taken from the transferees in RNHS. The data were collected through a valid and reliable questionnaire. Mean and Standard Deviation were used to interpret and descriptively analyze the collected data. The test of Difference using Paired T-test was used to interpret the effectiveness of remedial classes in bridging the learning gap of grade ten students in learning Visual Graphic Design.

RESULTS

Based on the gathered data, the pretest of the participants reveals that there isa mean of 23.5333 and standard deviation of 11.71609. On the other hand, the posttest of the participants reveals that there is a mean of 58.86667 and standard deviation of 7.53910.In the comparison of the pretest and the post-test, there is a t-value of -7.01, 19 degrees of freedom and significant value of 0.000. It shows that there is a significant difference between the pretest and post-test of the participants after the remediation using the modular instruction in teaching Visual Graphic design.

DISCUSSIONS

Remedial Modular Instruction seems to be effective based on the performance of the students. On the other hand, TLE teachers may benefit from this study because modular remediation can be a part of their intervention. Moreover, there was a prepared work plan to be implemented during the In-Service Training which they can construct and develop for their own module for their different TLE specialization. The said module may be subjected to the LRMDS office for evaluation.