Instructional Material in Enhancing Competencies in the Written Discourse

Abstract

INTRODUCTION

The preparation of instructional materials is one of the major responsibilities of teachers when it comes to teaching and learning. However, choosing and preparing the appropriate instructional materials that will enhance the competencies in the written discourse of learners and will address the needs of learners is one of the challenges teachers encounter from time to time. In response to this challenge, the Department of Education's K to 12 Curriculum in Grade Four English included writing composition as one of the domains to be developed by the pupils. Moreover, Department of Education Order No. 42, s.2016 "Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program" aims to empower teachers to carry out quality instructions that recognizes the diversity of learners inside the classroom, is committed to learners' success, allows the use of varied instructional and formative assessment strategies and enables the teacher to guide, mentor and support learners in developing and assessing their learning across the curriculum.

METHODS

This study utilized descriptive qualitative method of research through a diagnostic test to categorize the third quarter competencies in the written discourse as well as to determine the proficiency level of the respondents in terms of competencies in the written discourse. Furthermore, the result from the diagnostic test conducted served as basis in preparing the module. The said module was validated and refined by the three jurors and was pilot tested with the respondents.

RESULTS

Based on the analysis of the data gathered, the findings of the study revealed that the respondents are developing and approaching proficient in terms of the third quarter competencies in grammar and writing composition and in order to enhance the proficiency level of the respondents, a module was prepared. This module allows learners to read and better understand the third quarter competencies through simple explanations and activities.

DISCUSSIONS

The categorized competencies in the written discourse are focused mainly on two domains, namely: grammar and writing composition. Despite the fact that there are more pupils in the developing and approaching proficiency, it is evident that they still fall short on the expected competencies in grade four. Thus, there is a need for further enhancement of these competencies. Development and distribution of modules to different schools would be a great help towards learning the categorized competencies.