Volume-2, Issue-5, September-2018: 121-128

International Journal of Recent Innovations in Academic Research ISSN: 2635-3040

Content Analysis of the Book 21 st Century Literature of

the Philippines: Basis for the Development of a
Competency-Based Learning Module

Romel M. Aceron and John Wilson A. Brucal

Graduate Program, College

E-mail: of Teacher Education, [email protected]
[email protected], Batangas State University, Philippines

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Abstract: 21 century entails a diversified and digitalized generation with continuous
changes. Education is one of the aspects of the society which has been affected by these
changes. Textbook is one of these instructional materials which can be easily accessed by the
students. However, textbooks to be used must also be ali gned with the competencies expected
for specific subject area. This paper aims to determine whether the textbook used in the
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subject 21 Century Literature from the Philippines and the World is aligned with the
learning competencies set by the Department of Education. Descriptive –qualitative type of
research has been used to analyze and interpret the results. Standardized evaluation criteria
used by Virginia Board of Education, documentary analysis of the textbook and curriculum
guide for the subject have been used to collect data. To analyze and interpret data, percentage
of agreement and Cohen‟s Kappa Interpretation have been utilized whether t he experts agreed

with the observation and analysis of the researcher. The findings revealed that the book is not
aligned with the learning competencies set by the Department of Education as agreed by the
invited experts. In this regard, a competency-based learning module can be developed in
order to meet the needs of the students as required by the learning competencies of the
subject.
Keywords: Competency-based learning module, Content analysis, Instructional materials,
Percentage of agreement, Textbook evaluation.

Citation: Romel M. Aceron and John Wilson A. Brucal. 2018. Content Analysis of the Book
st
21 Century Literature of the Philippines: Basis for the Development of a Competency-Based
Learning Module. International Journal of Recent Innovations in Academic Research, 2(5):
121-128.
Copyright: Romel M. Aceron and John Wilson A. Brucal., Copyright©2018. This is an
open-access article distributed under the terms of the Creative Commons Attribution License,
which permits unrestricted use, distribution, and reproduction in any medium, provided the
srcinal author and source are credited.

Introduction
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The 21 century is marked by diversified and digitalized generation. Today‟s trends are
characterized by continuous process of change. However, such change exposes people to
different challenges as they go along with the way on achieving better life in a globalized
society. Education is one of the aspects of the society which has been affected by these
changes. Teaching and learning process has been changed and adapted with the standards that
the modern generation requires to achieve life-long learning. According to Nichols (2013),
teachers are striving to let the students be ready to face the “real world” that exists and they
will face as they go along with their life. Teaching reading, writing and calculating are some
of the essential skills that teachers are rendering to students. More so, teachers are also

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Volume-2, Issue-5, September-2018: 121-128
International Journal of Recent Innovations in Academic Research ISSN: 2635-3040

teaching other skills like human-relation skills by asking students to work in a group, and
critical thinking skills by challenging them to be inquisitive about the things they experience.

In order to educate in the 21st century, there is a need for the teachers and facilitators to hold
and maintain students‟ attentiveness to learn using the material by demonstrating their
knowledge and applying it in the real world, mentioned by Teacher Certification (nd). They
must also try to increase their students‟ curiosity, which can help them become lifelong
learners. In addition, teachers must know how to adapt with the unexpected changes in
teaching and utilize available resources to encourage students to continue to learn beyond
classroom. Furthermore, Driscoll (2018) stressed that education is about giving students the
skills they need to succeed in this new world, and helping them grow the confidence to
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practice those skills. The coalition P21 or Partnership f or 21 Century Learning has identified
four „Skills for Today‟: creativity, critical thinking, communication and collaboration. These
four themes are expected to be integrated across curriculum.

The K to 12 Program aims to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship (nd). This program aims to adapt with the
challenges in the 21st century. Moreover, the K to 12 curriculum is standard and competency-
based. It is inclusive and built around the needs of the learners and the community. This calls
for the alignment of the pedagogy with the standards and competencies set by specifi c subject
area. In addition, assessment is also expected to be aligned with the standards and
competencies that were given properly communicated to the students.

In connection with this, instructional materials as a tool in rendering efficient and effective
learning must be considered. Textbook is one of these instructional materials which can be
easily accessed by the students. However, textbooks to be used must also be aligned with the
competencies expected for specific subject area. Discrepancies on content and opportunity for
skill practice in textbooks with the expected competencies can result to mismatch of acquired
skills with the needed skills as these supposedly to be acquired after taking a certain subject
or course have been neglected. This will not only affect students‟ learning but also the
classroom instruction.

According to Polikoff (2012), curriculum materials may be among the most important factors
on teachers‟ teaching-learning process. As new curriculum set standards, there is also an idea
about the alignment of “Common-core aligned” curriculum materials. Moreover, Hill (2001)
cited that teachers will not be able to implement the standards unless supported by quality
aligned materials. This coincides with the problem encountered by the researcher in teaching
literature using a certain textbook in 21st Century Literature of the Philippines.

Objectives of the Study

The researcher found out that there are some discrepancies in the textbook. It made the
researcher to formulate the following objectives: to describe the lessons and standards of
learning based on the competency stated in the curriculum guide for the subject 21st Century
Literature from the Philippines and the World; to determine the teaching-learning process of
the teacher using the instructional tool; to identify the stages to be considered in preparing the
materials; and to develop a competency-based learning module to meet the standards of
learning competencies of the subject 21st Century Literature of the Philippines and the
World.

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Volume-2, Issue-5, September-2018: 121-128
International Journal of Recent Innovations in Academic Research ISSN: 2635-3040

Methods and Materials

Research Design
The researcher made use of descriptive-qualitative design of research. According to Lambert
and Lambert (2012), the idea of qualitative descriptive studies is a complete abstraction, in
terms of day to day, of specific events experienced by individuals or groups of individuals.
Moreover, a qualitative descriptive approach needs to be the design of choice when a straight
forward description of a phenomenon is desired. It is an approach that is very useful when
researchers want to know, regarding events, who were involved, what was involved, and
where did things take place.

Furthermore, Shuttleworth (2011) noted that the design of qualitative research design is the
most flexible of the several experimental methods, including a variety of accepted methods
and structures. Though there is no standardized structure, this type of study still needs to be
carefully constructed and designed.

The researcher opted to use the descriptive–qualitative design since the study aims to know
the features of the textbooks and how is it related to the learning competencies of the subject.
In addition, the researcher also conducted a documentary analysis of the curriculum guide
and used standardized criteria to evaluate the textbook.

Participants
The respondents of this study consist of two experts, one is the English coordinator of
English department in the school where the researcher is teaching and one is a master teacher
in English subject.

Instrument
The main instrument used by the researchers was a standardized evaluation criteria used by
textbook review committee of Virginia Board of Education. The instrument is composed of
two sections. First is the correlation with the standards of learning and the other one is the
rubric for instructional design and support. However, the researchers used only the first
section since the focus of the study is only for the contents of the textbook and its alignment
with the learning competency of the subject. Also, the researchers considered the curriculum
guide for the subject 21st Century Literature of the Philippines and the World to know
whether the things included in the textbook is aligned or not.

Procedure
The researchers identified some problems encountered in teaching the subject 21st Century
Literature from the Philippines by considering the curriculum guide and textbook used in
teaching the subject. The researcher looked for an instrument to be used in evaluating the
textbook. They asked permission from the Virginia Board of Education to utilize the
organization‟s assessment tool in evaluating the alignment of an instructional material to a set
of standards. Upon approval, the researcher distributed the evaluation criteria to the
respondents/experts and immediately analyzed the retrieved information.

The researchers analyzed the experts‟ answer in the standardized evaluation criteria by
utilizing percentage of agreement and Cohen‟s Kappa interpretation. To interpret the
agreement among the participants of the study, the researchers used the Cohen‟s Kappa
Interpretation as shown in the Table 1.

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Volume-2, Issue-5, September-2018: 121-128
International Journal of Recent Innovations in Academic Research ISSN: 2635-3040

Table 1. Cohen’s Kappa Interpretation

Computed Percentage of Agreement Verbal Interpretation
0.81–1.00 Almost Perfect Agreement
0.61–0.80 Substantial Agreement
0.60
0.41– Moderate Agreement
0.21–0.40 Fair Agreement
0.01–0.20 Slight Agreement

≤0 No Agreement
To easily determine and compute the percentage of agreement, the researcher assigned
numerical representation for the descriptors used in the standardized evaluation criteria. The
numerical representations are as follows: 3 for Adequate, 2 for Limited and 1 for No
evidence.

Results and Discussion

Based on the responses of the respondents, the following findings were obtained:
Lessons and standards of learning based on the competency stated in the curriculum guide for
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the subject 21 Century Literature from the Philippines and the World. The responses of the
experts were compared with the idea of the researcher with regard to the textbook 21st
Century Literature from the Philippines and the World. The results are shown in Table 2. It
can be gleaned from the table that expert 1 and the researcher agreed that the lessons are

aligned with the standards while expert 2 said that there are only limited correlations between
the standards and the lessons. Meanwhile, the two experts and the researcher agreed to each
other on the contents of the textbooks that appear to be accurate, clear and in sequential order.
It was also agreed by the two experts and the researcher that the textbook provides limited
understandings, knowledge, and skills as it does not sufficiently address the needs of the
learners. It is the same with the response of the two experts and the researcher about the
opportunities provided for students to practice the essential skills wherein they considered it
as limited.

Table 2. Percentage of Agreement between a Panel of Experts and the Researcher as

to the Alignment of the Lesson with the Learning Competencies
Criteria E R DBP DBP DBP
1 2 1&2 1&3 2&3
Alignment of lessons 3 2 3 1 0 -1
with the standards
Sequential order of the 3 3 3 0 0 0
contents
Essential understandings 2 2 2 0 0 0
Opportunities provided to 2 2 2 0 0 0
practice essential skills

Total count of 0 in difference column = 3 4 3

Total ratings = 4 4 4
Proportion Agreement = 3/4= 0.75 4/4=0.1 3/4=0.75
Percentage of Agreement = 75 100 75
Overall Percentage of Agreement = Mean Agreement: 83.33% Almost
Perfect Agreement

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International Journal of Recent Innovations in Academic Research ISSN: 2635-3040

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