Enhancing Modules on Readings in Philippine History
An In-Depths Evaluation and Input for Improvement
DOI:
https://doi.org/10.48017/dj.v9i1.2752Keywords:
Module Evaluation, Flexible Learning, Modular Learning, Philippine History, New Normal EducationAbstract
Modular learning has been one of the resorted modalities due to restrictions brought about by the COVID-19 pandemic. Most educators, including Quezon City University academic personnel, were compelled to redesign course syllabi and develop instructional materials such as the writing of modules suited for distance learning. This study evaluated the module currently utilized in the Readings in Philippine History (RiPH) course and provided inputs for module enhancement. A descriptive method was employed to gather data from one hundred ninety-seven (197) students and nine (9) faculty members. The evaluation of faculty and students showed satisfaction with the module but the feedback revealed some lacking features and weaknesses in the modules, particularly in the content. Validation of various learning tools, like modules, should also be emphasized to ensure the quality of the educational material that is being provided. The inclusion of the student’s academic performance measures the learning effectiveness, necessitating validated rubrics to assess students’ outcomes through module utilization. Thus, the suggested improvements may provide future directions for the instructional materials as well as for teachers and students to achieve the main purpose even in a flexible learning environment.
Metrics
References
Abante, S. A., Cruz, R. R., Guevarra, D. F., & Larada, M. I., Macale, M. J., Roque, M.W., Salonga, L. C. &Cabrera S.W. (2021). A comparative analysis on the challenges of online learning modality and modular learning modality: A basis for training program. International Journal of Multidisciplinary Research and Analysis, Volume 4, 463-476. https://doi.org/10.47191/ijma/v4-i4-17
Ambayon, C. (2020). Modular-based approach and students’ achievement in Literature. International Journal of Education & Literary Studies, Vol. 8, Issue 3, 32-36. https://dx.doi.ord/10.7575/aiac.ijels.v.8n.3p.32
Bundsgaard, J. & Hansen, T. (2011). Evaluation of learning materials: A holistic framework. Journal for Learning Design, Vol. 4 No. 4, pp. 31-44. http://dx.doi.org/10.5204/jld.v4i4.87 Commission on Higher Education (2020, September 2). Guidelines on the implementation of flexible learning. ched.gov.ph/2021-ched-memorandum-orders/
Dayagbil, F., Palompon, D, Garcia, L., & Olvido M. (2021). Teaching and learning continuity amid and beyond the pandemic. Frontiers in Education, 6, 1-12.https://www.frontiersin.org/article/10.3389/feduc.2021.678692
Dechavez, M. D. (2023). Peer And Students’ Evaluation: An Instructional Module Enhancement. International Journal of Research and Innovation in Social Science, VII(I), 1360–1377.
Dejene, W. (2019). The practice of modularized curriculum in higher education Institutions: Active learning and continuous assessment in focus. Cogent Education, 6:1, 1-16
Ebrahim, S., Royale, M., Walker, E., & Kolakowski, M. (2020). A contextual approach to e-learning delivery in Higher Education Institution learning organizations. Journal of Higher Education Theory and Practice, 20(11), 12-24.
Friestad-Tate, J., Schubert, C., & McCoy C. (2014). Understanding modular learning and developing a strategic plan to embrace change. I-manager’s Journal on School Educational Technology, 9,4,32-44.
Gregorious, M. S. (2022). Improving academic performance through value-based education: Basis for new learning plan model in Philippine history [Unpublished master’s thesis]. National Teacher’s College.
Goode, Christina Marie, "Evaluating the Quality, Usability, and Potential Effectiveness of Online Learning Modules: A Case Study of Teaching with Technology Grant Recipients at the University of Tennessee, Knoxville. " PhD diss., University of Tennessee, 2003. https://trace.tennessee.edu/utk_graddiss/4291
Guido, R. (2014). Evaluation of a modular teaching approach in materials Science and Engineering. American Journal of Educational Research, 2, 1126-1130
Joaquin, JJB., Bianca, H, T., & Dacela, M.A. (2020). The Philippine Higher Education sector on the time of Covid-19. Front.Educ, 5:576371
Kong, S. (2016). Professional learning for 21st century education. J. Computer Education, 4 (1): 1-4. DOI:10.1007/s40692-016-0069.y
Licayan, R., Herrera, A., Bersano, M., & Idul, R.G. (2021). Readiness of students in flexible learning modality: A convergent parallel mixed-method study. International Journal of Asian Education, 2,4, 514-530. https://doi.org/10.46966/ijae.v214.118
Matthews, K.E., Garratt, C., & Macdonald, D. (2018). The higher education landscape: Trends and implication. Discussion paper. Brisbane: The University of Queensland.
Maloloy-on, M., Arnado, A., & Solania, N. (2021). Teacher’s Responses on the new normal learning delivery modalities: Prospective lifelong learning pathway. SMCC Higher Education Research Journal 8 10.18868 / sherj8g 08.00121.02
Mustapha, G. & Argungu I. (2018). Importance of Language in Teaching and Communication. International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
Olipas, C. N. P. (2023). Students’ Evaluation of the Instructional Learning Modules for Application Development and Emerging Technologies Course. Puissant –A Multidisciplinary Journal, 4, 1074–1089.
Pawilen, G. (2021). Preparing Philippine Higher Education Institutions for flexible learning during the period of Covid-19 pandemic: Curriculum and instructional adjustment, challenges, and issues. International Journal of Curriculum and Instruction 13(3) (2021) 2150-2166.
Rajabalee, Y. & Santally, M. (2021). Learning satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies (2021) 26: 2653-2656. https://doi.org/10.1007/s/0639-020-10375.
Torrefranca, E. (2017). Development and validation of instructional modules on rational expressions and variations. The Normal Lights, 11(1), 43 –73.
Yulastri, A., Hidayat, H., Ganefri, Edya, F., & Islami S. (2018). Learning outcomes with the application of product-based entrepreneurship module in Locational Higher Education. Jurnal Pendidikan Vokasi, 8,2, 120-131
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Michelle Gregorious, Edward Torrefranca, Susana Geno
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
.png){kind=logo}
