Validation of Microsoft Office Module

Abstract

INTRODUCTION

Microsoft Office is an education application for 21st-century learners nowadays since the performance task and written works require the use of Microsoft Word, PowerPoint, and Excel. In particular, those who are enrolled in Technical Vocational and Livelihood track are still puzzled in using Microsoft Office even with its basic functions. With this situation, the researchers developed a module that has objectives, topics, activities, and evaluative exercises for the MS Office that is needed to be validated.

METHODS

Purposive sampling was used to determine the respondents of the study. Teachers that have expertise in ICT are chosen as the respondents. Quantitative research was utilized since it aims to validate the researcher-made module in terms of its format, content, relevance, sequence, and potential usability.

RESULTS

Likewise, the format of the module is deemed highly validated by the teachers and well-accepted by the students because of the language suit to the students' comprehension. More so, the module was said to be aligned on the new curriculum and is expected to be an effective instructional material to be exploited by instructors.

DISCUSSIONS

As interpreted by the results, the module's objectives are said to be specific, measurable, attainable, result-oriented, and time bounded. The topics are aligned in the curriculum for ICT students, sub-topics of the competency, measures proficiency, arouse the learners' interest, and time allotment given is enough. The activities are congruent to the objectives, have guide questions, interesting, use real-life situations and are varied. The evaluative exercises are parallel to objectives, are quantitative, are qualitative, have questions that develop critical thinking skills, and use paper and pen tests.The format uses simple and easy to understand language, language used meets the students' ability, terminologies are free from misinterpretation, statement construction observes the rule of spelling and grammar, and terms are well-defined. The contents are behavioral, meet the students' ability, given per topic, and congruent in the ICT competencies. For its potential usability, it is very useful to teachers and students, less teacher supervision is possible through this, caters the need for supplementary instructional material, relevant to the course of the students, and magnifies the technological interest of the students.