Automating Academic Reports through Electronic-Enhanced Material for Assessment and Review (Emar 1.0)for the Teachers of Division of Quezon

Abstract

INTRODUCTION

In a bid to improve efficiency and quality of education, technology has become an indispensable partner for teachers. Yet, with the non-standardized spreadsheets, teachers experience technical conflicts in the encoding and processing of reports. This calls for innovative materials to improve teachers' productivity. In this study, the researcher sought to explore the difficulties encountered by the teachers in the preparation of table of specifications, least-mastered competencies, item analysis, and mean-MPS reports to develop an Electronic-Enhanced Material for Assessment and Review (EMAR 1.0) and to determine its acceptability in terms of contents/features, clarity/technicality, practicality/ usability, and aesthetics/designs.

METHODS

A descriptive-evaluative design anchored on a qualitative research method was applied in this study. A focus group of 40 teachers and ICT coordinators from elementary to senior high school provided the data for the needs analysis, the results of which served as the basis for the development of EMAR 1.0. Its acceptability was determined using a validated questionnaire with the help of 200 G1 to G12 teachers and ICT coordinators. Respondents were purposively chosen from selected schools in theDepartment of Education Division of Quezon. Data were analyzed using percentage distribution, and Weighted Average Mean (WAM).

RESULTS

Teachers who participated encountered difficulties primarily related to saving and locating files (93%), unintended editing/ deleting of cells/data/formula (90%), making graphs (87%), analyzing/interpreting results (86%), and printing (75%) in preparing for assessment and academic reports. These data guided the development of the Electronic-Enhanced Material for Assessment and Review which was found to be highly acceptable in terms of contents/features (4.76), clarity/technicality (4.65), practicality/usability (4.81), and aesthetics/design (4.80) with an overall rating of 4.76 interpreted as highly acceptable.

DISCUSSIONS

Results showed that teachers need an automated material which digitally compiles all documents with protected and conditionally formatted cells for formula, graphs, and interpretations with utilization manual. In response, the EMAR 1.0 developed was deemed highly accepted by teachers and ICT coordinators. Yet, the essence of this innovative material falters without active practice from the users. Thus, the active use of EMAR 1.0 bids to improve the efficiency and productivity of all the G1 to G12 teachers ofDepartment of Education Quezon in assessment-related tasks and reports.