Integrated-Based Learning Module: input to Enhance Learning Module in Information and Communication Technology for Grade 9 Students

Abstract

INTRODUCTION

The purpose of this study was to evaluate and measure the effectiveness of the developed integrated based-learning module in Information and Communications Technology. Specifically, it determined the overall mean perception of the developed integrated based-learning module in ICT terms of its components: overview, objectives, content and practice task and overall features: adaptability, clarity, content validity and usability. Furthermore, the pre-test and post-test scores of the student respondents both in the written and skills test were identified.

METHODS

Two groups, each consisting of ICT teachers, were formed to validate the developed module for their expertise in the subject matter. Teacher respondents filled in a form, indicated their preferences and rated each item. Students were also formed to validate and use the developed module. Student respondents filled up a form, indicated their preferences and rated each item. The pre-test and post-test scores of the respondents were also indicated for each lesson. The statistical tools used were weighted mean, standard deviation, frequency distribution, paired t-test and Pearson Product-Moment Correlation (Pearson r).

RESULTS

The statistical treatment of data revealed that the overall mean rating on the components of the integrated based-learning module as to overview, objectives, content and practice task were described as Agree and Strongly Agree. It also revealed that the overall rating of the overall features of the integrated based-learning module as to adaptability, clarity, content validity and usability were described as Agree and Strongly Agree. Similarly, the study disclosed that there is a significant relationship between the perceptions of the respondents in the developed integrated based-learning module and the written post-test scores. It also stated that there is no significant relationship between the perceptions of the respondents in the developed integrated based-learning module and the skills post-test scores. Furthermore, the study disclosed that there is a significant difference both in the written and skills pre-test and post-test scores of the respondents.

DISCUSSIONS

The author summarizes relevant research studies on developing instructional materials for use in the teaching-learning process, presents strengths and weaknesses, and gives recommendations for consideration prior to implementation.