Development and Validation of A Workbook
Development and Validation of A Workbook
workbook.
I. INTRODUCTION
Despite the implementation of the BEC Curriculum,
significant problems still exist especially on the level of
knowledge, mastery and skills of the learners, lack of
instructional materials, laboratory apparatuses and physical
equipment, as manifested in results of the National
Achievement Test (NAT). In the National Achievement Test
(NAT)results of 2012, there are only few high performing
schools with mean percentage score (MPS) of 86% which is
still categorized as Closely Approximating Mastery while
there are sizable number of low performing schools with MPS
of 34% and categorized as Low to Absolutely No Mastery.
Furthermore, the Percentage of Correct Responses (PCR) per
learning competency measured by subject area showed that
the pupils performance in Mathematics is very low.
The act of teaching is so complex that it is nearly
impossible to claim that a specific way of teaching is superior
to other ways. But, one way of maintaining the interest of the
learners is to provide them with activities which they could
perform individually after being given the proper guidance,
instruction as a teaching tool such as workbook or module
III. METHODOLOGY
After determining the most and least learned competencies
in Mathematics VI in the National Achievement Test as
found out from the certification rating issued by the National
Education Testing and Resource Center (NETRC), the
workbook was developed following the competencies covered
by Mathematics VI in the National Achievement Test. The
140
International Journal of Humanities and Management Sciences (IJHMS) Volume 2, Issue 3 (2014) ISSN 23204044 (Online)
TABLE I
MASTERY LEVEL OF THE GRADE VI PUPILS PERFORMANCE IN MATHEMATICS IN THE NATIONAL ACHIEVEMENT TEST IN THE DIVISION OF NORTHERN SAMAR
FOR SCHOOL YEARS 2010-2012 BASED ON THE PERCENTAGE OF CORRECT RESPONSES (PCR) PER LEARNING AREA.
YEAR
TOTAL
MASTERY LEVEL
Mastery (M)
Closely Approximating Mastery
(CAM)
Moving Towards Mastery (MTM)
Average Mastery (AM)
Low Mastery (LM)
TOTAL
2010
2011
2012
3
6
0.90
17.91
30
85
8.96
25.37
1
42
0.30
12.54
34
187
3.38
18.61
168
97
7
50.15
28.96
2.09
160
55
5
47.76
16.42
1.49
112
125
55
33.43
37.31
16.42
440
277
67
43.78
27.56
6.67
335
100
335
100
335
100
1005
100
V. CONCLUSIONS
The Grade VI pupils have not mastered the learning
competencies. There is a need for elementary math teachers
to devise ways to teach word problems, particularly applied to
triangles, prisms and finding the rate. The developed
workbook is valid and acceptable. This signifies that the
material could be a potential tool to enhance learning in
Mathematics VI.
[2]
[3]
[4]
[5]
VI. RECOMMENDATIONS
1. Teachers should devise innovative ways to teach the least
learned skills.
2. The developed workbook should be published,
[6]
141
International Journal of Humanities and Management Sciences (IJHMS) Volume 2, Issue 3 (2014) ISSN 23204044 (Online)
TABLE II
THE MOST AND LEAST LEARNED LEARNING COMPETENCIES OF GRADE SIX PUPILS IN MATHEMATICS IN THE NATIONAL ACHIEVEMENT TEST RESULTS
Percentage Of
Competencies
Mastery Level
Rank
Correct Responses
Identifying congruent polygons
73.31
MTM
1
Interpreting data presented in a line graph
70.70
MTM
2
Reading and interpreting reading from electric meter/water meter
67.81
MTM
3
Subtracting dissimilar fractions in mixed forms with regrouping
Solving word problems involving body temperature
Solving word problems involving finding the percentage
Solving 1 to 3 step word problems involving addition and subtraction of
decimals including money
Reading and interpreting data presented in a circle graph
Solving 1-step word problem involving addition of fractions
Subtracting dissimilar fractions
Multiplying mixed form by a fraction
Solving word problems with proportions
Adding similar fractions in mixed forms with regrouping
Solving word problems involving measurement of surface area-trapezoid
Solving word problems involving measurement of surface area-triangles
Solving word problems involving finding the rate
Solving word problems involving measurement of solids-prism
Legend: MTM (Moving Towards Mastery) AM (Average Mastery)
67.62
67.15
66.15
MTM
MTM
MTM
4
5
6
65.99
AM
65.80
65.57
64.20
62.55
61.95
59.27
57.06
53.81
49.82
45.29
AM
AM
AM
AM
AM
AM
AM
AM
AM
AM
8
9
10
11
12
13
14
15
16
17
TABLE III
ASSESSMENT OF THE DEVELOPED WORKBOOK IN TERMS OF CONTENT VALIDITY
Indicator
Mean
Description
Objectives
relevant to the topics covered in Mathematics VI
specific and clearly stated
measurable
attainable
result oriented
time bounded
Section Mean
Concepts/Principles
gives insights and ideas what the activity is all about
provides background of concepts and information about the topic to be solved
arouses pupils interest to solve the exercises
attracts pupils attention
Section Mean
Directions
simple and clear
easy to follow
properly sequenced
can be done independently
Section Mean
Practical Exercises
relevance to objectives
adequate to develop pupils mathematical knowledge and skills
appropriate to pupils abilities
sufficient enough to determine mastery level of pupils
4.79
4.77
4.79
4.82
4.69
4.74
4.77
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
4.85
4.77
4.79
4.79
4.80
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
4.82
4.87
4.77
4.56
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
4.76
Strongly Agree
Strongly Agree
Strongly Agree
4.7
4.7
Section Mean
Reflection
motivates pupils to express their learning experience
gives insights to teacher if the pupils need remediation or enrichment
Section Mean
Topics
sequence according to PELC
carefully organized
well constructed
logically presented
Section Mean
GRAND MEAN
142
Interpretation
4.7
4.6
4.66
Strongly Agree
Strongly Agree
Strongly Agree
4.6
4.7
4.67
Strongly Agree
Strongly Agree
Strongly Agree
4.6
4.8
4.8
4.6
4.76
4.74
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
International Journal of Humanities and Management Sciences (IJHMS) Volume 2, Issue 3 (2014) ISSN 23204044 (Online)
TABLE IV
LEVEL OF ACCEPTABILITY OF THE WORKBOOK
Mean
Indicators
Clarity
information is clear and simple
language used is clear and easy to understand
the concepts for each activity are arranged logically to ensure that
there is no duplication
Section Mean
Usefulness
the materials prepare the pupils to think logically and critically
the concepts in the material are simple and comprehensible
as a whole the enrichment activity is teachable
the material provides opportunity for the development/ enhancement
of mathematical skills
the learning contents provide adequate information on the topics
presented
it encourages the pupils to become actively involved in the learning
activities
it stimulates the learners to intellectual activities
the activities seek to relate new concepts from previous learning
Section Mean
Language and Style
the presentation is clear observing
correct grammar
the language is clear and comprehensive in terms of vocabulary
there is sufficient familiar vocabulary to ensure learning
the structure, style and format are
appropriate to the target level
Section Mean
Illustrations
clear and simple
arouses pupils interest making learning effective and enjoyable
provides concrete visual clues
guides pupils to follow direction
relevant to the topic
Section Mean
Presentations
topics presented in logical and orderly sequences
the direction is concise, readable
143
Description
Interpretation
4.31
4.69
4.33
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
4.44
Strongly Agree
Very Acceptable
4.62
4.77
4.79
4.74
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
4.69
Strongly Agree
Very Acceptable
4.74
Strongly Agree
Very Acceptable
4.74
4.69
4.70
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
4.67
4.69
4.69
4.62
4.68
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
4.72
4.66
4.58
4.74
4.81
4.70
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
4.70
Strongly Agree
Very Much
Acceptable
4.73
Strongly Agree
4.70
4.71
Strongly Agree
Strongly Agree
Very Much
Acceptable
Very Acceptable
Very Acceptable
4.47
Strongly Agree
Very Acceptable
4.74
4.69
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
4.59
Strongly Agree
Very Acceptable
4.64
4.66
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable