DEVELOPMENT OF INSTRUCTIONAL MATERIAL

IN PATTERNS AND ALGEBRA BASED ON THE

LEAST LEARNED COMPETENCIES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 1158-1170
Document ID: 2023PEMJ1325
DOI: 10.5281/zenodo.10072138
Manuscript Accepted: 2023-3-11
Psych Educ, 2023, 14: 1158-1170, Document ID:2023 PEMJ1325, doi:10.5281/zenodo.10072138, ISSN 2822-4353
Research Article

Development of Instructional Material in Patterns and Algebra

Based on the Least Learned Competencies
Jeanny Bhie A. Gari*, Manuel Malonisio
For affiliations and correspondence, see the last page.
Abstract
This design-based research was conducted to develop instructional materials in Patterns and Algebra
based on the least learned competencies of grade 8 students of Bacan National High School in the
Division of Aklan for School Year 2019-2020. The researcher used a researcher-made checklist and
focus group discussion guide to assess the least learned competencies of students in Patterns and
Algebra, Quality Assurance tools of learning resources for the acceptability of the developed
instructional materials, and test results for the performance of students before and after the utilization
of the module. Research findings revealed that there are 5 least learned competencies in Patterns and
Algebra which includes factoring the general trinomials, solving problems involving factors of
polynomials, solves problems involving rational algebraic expressions, solving problems involving
linear equations in two variables, and solving problems involving systems of linear equations in two
variables by (a) graphing, (b) substitution, and (c) elimination. The five self-learning modules
developed by the researcher were found acceptable and are effective instructional materials to meet
the standards in the Most Essential Learning Competencies in Patterns and Algebra since that it
successfully complied and passed the evaluation required by the Department of Education.
Therefore, in terms of content, language, and layout and format, the developed-instructional
materials are appropriate to use in order to address the concern on the least learned competencies in
Patterns and Algebra. Findings revealed that after the utilization of the developed-instructional
materials, students have improvement in their academic performance. Consequently, there is a
significant difference in the performance of students before and after the use of module.

Keywords: instructional materials, patterns and algebra, least learned competencies, grade 8 students

Introduction Philippines ranked lowest (Department of Education,

2010).

Mathematics is a school subject in the K to 12 In Grade 8, 28 out of 51 or 55% of DepEd's Most

Curriculum that provide opportunities for individuals Essential Learning Competencies (MELCs) includes
to develop skills and attitudes needed for effective Patterns and Algebra concepts. It deals with patterns,
participation in everyday living and prepare them for relationships, and changes among shapes and
further education and the world of work so that they quantities which includes the use of algebraic
make worthwhile contributions to the society at large notations and symbols, equations, and functions, to
(Department of Education). It facilitates participation represent and analyze relationships. Furthermore, in
in productive life activities, provides a way of making the National Mathematics Achievement Test, Capate
sen se of the wo r ld, ser v es as a m ean s of and Lapinid (2015) expressed that Patterns and
communication and operates as a gateway to progress. Algebra determined to be the lowest with 72.73% level
of achievement categorized as Beginning. Through
The achievement scores, whether in local or School Learning Action Cell (SLAC) with an ID
international examinations, are means to measure number 01, conducted during SY 2020-2021 by Bacan
comprehension on subject areas and highlights National High School Mathematics teachers, it was
students' academic performance (Capate and Lapinid, determined that Grade 8 students have low academic
2015). Based on the Programme for International performance in Patterns and Algebra.
Student Assessment 2018 result, a triennial
international test of Organisation Co-operating and Thus, to answer such problem, this study developed
Development, Filipino students ranked second to the instructional material in Patterns and Algebra based on
last, 78th of 79 countries, in Mathematics Literacy and the least learned competencies of students. This helps
was classified under the category of below Level 1 students to master rigorous mathematics standards and
proficiency. Moreover, in international test results of to address problems on poor results of assessments and
2008 TIMSS (Trends in International Mathematics and improve academic performance in Mathematics.
Science Study), in comparing the performance in
mathematics of the ten (10) participating countries, This study is anchored on Cognitive Constructivism

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Research Article

Theory. K to 12 Basic Education Curriculum 3.2 language; and

framework is supported by different underlying 3.3 layout and format?
learning principles and theories which includes 4. What is the performance of the students in Patterns
constructivism. Constructivism is a theory that and Algebra before and after the utilization of the
explains how an individual understands and explains module?
what she/he has learn. This is the theory that argues 5. Is there a significant difference in the performance
that knowledge is constructed when the learner is able of the students before and after the use of module?
to draw ideas from his/her own experiences and
connect them to new ideas. Therefore, this theory
claims that people can create new understandings or
Literature Review
can combine things, ideas, events and activities they
already know and believe in a manner of mutual Patterns and Algebra
interaction.
According to Torio (2015), Patterns and Algebra as a
According to Perry (2013), constructivist learning subject area is offered to first year high school as basic
environments incorporate consensually validated subject in mathematics. This subject serves as the
knowledge and professional practice standards, and basic foundation in solving problems in other
competencies are comprehensively evaluated. Learners m ath em atics sub jects like Geo metry and
are viewed as having a unique and individual zone of Trigonometry. This subject makes use of symbols,
ability where they are able to complete an activity usually letters of the alphabet, to represent numbers or
independently. Working collaboratively, students and quantities and express general relationships that hold
teachers determine what assistance is needed to move for all members of a specified set. If Algebra is used as
toward increasing that zone of independence. a tool in problem–solving in high school, it can also be
made possible in the elementary. It is for this reason
In this study, it is evident that the development of that the present researcher prepared an instructional
instructional materials that help students to improve material covering the most difficult area in
academic performance by making least learned mathematics coupled with the use of Algebra as a tool
competencies to mastered competencies was supported in problem–solving.
by cognitive constructivism. It explains how an
individual start to learn and explain the nature of In the study conducted by Torio (2015), the very low
knowledge and how it is gained instead of imitation performance of Grade V pupils in problem–solving
and repetition. It continues to open the minds of involved fraction reveal a regional, if not a national
educators, psychologists, learners and parents as to issue regarding the dismal, if not depressing
how learning and education can be changed so that all performance of students in Mathematics across levels.
persons may be guided to achieve their maximum In particular, this confirms the findings of past
potential. researches that reveal about the difficulties of learners
in various topics in mathematics across levels.
Research Questions Cabrillas (2010) found out that even college students
have difficulty in solving problems on fraction. Bañas
This study aimed to develop instructional materials in (2007) and Malasa (2001) found out the difficulties on
Patterns and Algebra based on the least learned rational number of learners in the elementary and high
competencies of grade 8 students of Bacan National school levels, respectively. Lina (2002) found out that
High School in the Division of Aklan for School Year the Grade V pupils were very weak in analysis and
2020-2021. organization of data in problem–solving. Fajardo
Specifically, the study aimed to answer the following (1997) also found out that third year students are weak
questions: in Mathematical problem–solving particularly
quadratic equation and rational expressions.
1. What are the least learned competencies of Grade 8 Consequently, Torio (2015) noted from the result of
students in Patterns and Algebra? her study that the post–test that the number of pupils
2. What instructional material in Patterns and Algebra using Algebra as a tool in solving problem has
can be developed based on the least learned increased from 7.5% during the pre–test to 20.9% in
competencies of Grade 8 students? the post–test. Out of 12, 10 used Algebra as a tool in
3. What is the acceptability of instructional materials, problem solving while only one presented other
as evaluated by experts, in terms of: solution and one pupil also gave an answer without
3.1 content; solution. This increase in the number of pupils using

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Research Article

Algebra as a tool in problem solving suggests the for carefully planned programs of exchange in the
effectiveness of using Algebra as a tool in problem curriculum.
solving to be able to arrive at the correct answer and to
facilitate their solution to the problem. Furthermore, Andres and Francisco (2008) suggested
that there must be an examination of the place of
Students' Performance in Patterns and Algebra formative process and summative evaluation of
curriculum programs and of the practical materials for
According to the Ph ilipp ine Institute for the actual process of installing new curricula in
Developmental Studies (2012), education plays an schools.
important role to every individual because it equips
him/her with the necessary knowledge and skills As presented by Biggs (2003), the implementation of
needed to become a functional member of the society. the curriculum should follow the Principle of
According to the World Bank, education can also be Alignment. It describes teaching as a balanced system
one of the strongest instruments for reducing poverty, in which all components support each other, as they do
thereupon improving the well-being of the people. in any ecosystem. To work properly, the three
However, to establish and maintain a high-quality components, namely Objectives, Instruction, and
education system, proper investments must be made Assessment, must be aligned with each other. In
(Philippine Institute for Developmental Studies, 2012). aligned teaching, there is maximum consistency
More so, there is a need to highlight the competence of throughout the system. The objectives must be clearly
students in subjects that prepares them for the world, stated in a manner that the level of understanding is
including Mathematics. Mathematics is one subject properly defined and not simply a list of topics to be
that pervades life at any age and in any circumstance. covered.
Thus, its value goes beyond the classroom and the
school. Algebra as a subject is offered to first year high school
as basic subject in mathematics. This subject serves as
Mathematics as a school subject, therefore, must be the basic foundation in solving problems in other
learned comprehensively and with much depth m ath em atics sub jects like Geo metry and
(Department of Education, 2013). The achievement Trigonometry. This subject makes use of symbols,
scores, whether in local or international examinations, usually letters of the alphabet, to represent numbers or
are means to measure comprehension on different quantities and express general relationships that hold
subject areas and highlight students’ over-all academic for all members of a specified set. If Algebra is used as
performance. The National Achievement Test (NAT) a tool in problem–solving in high school, it can also be
results for grade 6 in SY 2009-2010 showed only a made possible in the elementary. It is for this reason
69.21% passing rate while the NAT results for high that the present researcher prepared an instructional
school is at a low 46.38%. Moreover, in international material covering the most difficult area in
test results such as the 2003 TIMSS (Trends in mathematics coupled with the use of Algebra as a tool
International Mathematics and Science Study), the in problem–solving.
Philippines ranked 34th out of 38 countries in HS II
Math and ranked 43rd out of 46 countries in HS II Based on the findings of the study conducted by
Science; for grade 4, the Philippines ranked 23rd out Capate (2015), the researcher derived the following
of 25 participating countries in both Math and Science. conclusions: (1) The results of the formative tests and
the Mathematics Achievement Test (MAT) showed
In 2008, even with only the science high schools that students’ achievement is in the Beginning and in
participating in the Advanced Mathematics category, the Developing level for the three content areas of the
the Philippines ranked lowest (Department of Grade 8 Mathematics curriculum. These imply that
Education, 2010). As part of the efforts of the they struggle with their understanding or possess only
government to respond to the perceived needs of the the minimum knowledge and skills and core
education sector, the Department of Education understandings; pre-requisite and fundamental
(DepEd) had pushed for the change in the basic knowledge and/or skills have not been acquired or
education curriculum—the implementation of the developed adequately to aid understanding. (2) Most
“Enhanced K to 12 Basic Education Program”. Truly, of the least-mastered contents of the Mathematics
in the Philippine context, education remains a top Achievement Test were because of the non-alignment
priority. However, in implementing academic between the Objectives and the Instruction. There was
curricular changes specifically in Mathematics, many an imbalance in the system that led to poor surface
factors need to be considered. For one, there is a need learning. The non-alignment signified inconsistencies,

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Research Article

unmet expectations, and practices that contradict what Analyze phase to plan a strategy for developing the
is preached. (3) In terms of the nature of assessment, instruction. During this phase, you must outline how to
test items’ distractor which was answered more than reach the instructional goals determined during the
the correct answer shows only that these are good Analyze phase and expand the instructional
distractors. However, many students were answering foundation. Some of the elements of the Design Phase
an incorrect distractor. It only reflects that they are not may include writing a target population description,
critical problem solvers to be able discern the correct conducting a learning analysis, writing objectives and
answer. Furthermore, the root cause of misconceptions test items, selecting a delivery system, and sequencing
is retention of skills learned during instruction. the instruction. The outputs of the Design phase will
be the inputs for the Develop phase.
The findings of the study conducted by Doroliat and
Labo (2018) revealed that the computed performance The Develop phase builds on both the Analyze and
level of the grade 8 learners in the post-test is 33.6%
Design phases. The purpose of this phase is to generate
and interpreted as low performance and did not meet
the lesson plans and lesson materials. During this
the expectation of Department of Education.
phase you will develop the instruction, all media that
Researchers recommended that Strategic Intervention
will be used in the instruction, and any supporting
Materials may not only focused on unlocking
documentation. This may include hardware (e.g.,
difficulties but also provide more activities during and
simulation equipment) and software (e.g., computer-
after the mathematical problems. Activities that will
based instruction).
help the learners master the prerequisites in
mathematical problems like the fundamental
The Implementation phase refers to the actual delivery
operations, graphical presentations and mathematical
of the instruction, whether it's classroom-based, lab-
application using numerical expressions and the like is
based, or computer-based. The purpose of this phase is
provided.
the effective and efficient delivery of instruction. This
ADDIE Model phase must promote the students' understanding of
material, support the students' mastery of objectives,
Instructional design aims for a learner-centered rather and ensure the students' transfer of knowledge from
than the traditional teacher-centered approach to the instructional setting to the job.
instruction, so that effective learning can take place.
This means that every component of the instruction is This phase measures the effectiveness and efficiency
governed by the learning outcomes, which have been of the instruction. Evaluation should actually occur
determined after a thorough analysis of the learners’ throughout the entire instructional design process -
needs. within phases, between phases, and after
implementation. Evaluation may be Formative or
According to McGriff (2000), the ADDIE Model is an Summative. Arnilla (2022) used ADDIE model in
iterative instructional design process, where the results developing print-based storybook in the mother tongue
of the formative evaluation of each phase may lead the for teaching COVID-19 prevention in the Philippines.
instructional designer back to any previous phase. The Result shows that the ADDIE model can be used to
end product of one phase is the starting product of the guide the creation of health literacy material suited for
next phase. ADDIE is orderly since it builds up young children. Nabayra (2018) developed an e-
guidelines and systems, and also the convention for module as a tool for flipped classroom by utilizing
setting up the principles and methodology and ADDIE model. As its result, the e-module has
constitutes dependable ways to deal with planning excellently met the standards and no major revision is
direction, Alnajdi (2018). needed as reflected in the evaluation by the experts
and the students. Furthermore, Alnajdi (2018)
The Analyze phase is the foundation for all other
conducted a study on the effectiveness of designing
phases of instructional design. During this phase, you
and using a practical interactive lesson based on
must define the problem, identify the source of the
ADDIE model to enhance students’ learning
problem and determine possible solutions. The phase
may include specific research techniques such as needs performances. Result shows that students’
analysis, job analysis and task analysis. The outputs of performances had been effective positively based on
this phase often include the instructional goals, and a used a well-designed practical interactive lesson.
list of tasks to be instructed. Based on the experts’ reviews in this study, ADDIE
models are flexible and build effective training and,
The Design phase involves using the outputs from the subsequently, the performance of students.

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Research Article

Development of Instructional Materials Instructional Materials in Improving the Academic

Performance in Mathematics
Department of Education (2013) suggested that
instructional materials for K-12 include textbooks, Mathematics is an integral part of education and is a
laboratory manuals, other books about scientific required subject in the curriculum across levels in the
matters, kits, software, CDs, and other multimedia basic education level. In the secondary level,
materials, such as videos, that provide equipment and Mathematics requires more than just performing the
materials for various lessons. Not only are these basic operations or using formula to find an answer to
materials a primary source of classroom science a given problem. One of the main goals is to make
learning, but because the professional development for students effective problem solver. In the past several
teachers is often structured around instructional decades, there had been significant advances in the
materials, they also play a profound role in the understanding of the complex processes involved in
education of teachers. Thus, to achieve the learning problem–solving. Approaches like teaching for
goals of the Standards or Benchmarks, students and problem–solving, teaching through problem–solving
teachers must be provided with instructional materials and teaching about problem–solving have brought
that reflect these standards. Moreover, teachers will be ab o u t s i g n i f i c a n t i m p r o v e m e n t s in the
more likely to provide the requisite classroom problem–solving skills of students. However, these
experiences if professional development programs improvements have not lifted the rank of the
Philippines in both the National Achievement Test
provided by school systems are grounded in standards-
(NAT) and in international examination, vis-à-vis, the
based instructional materials. For these reasons, the
Third International Mathematics and Science Study
selection of instructional materials that reflect the
(TIMSS). The one–size–fits–all curriculum does not
learning goals of the standards is a central issue.
take into consideration individual differences of
Bureau of Secondary Education (BSE) addressed this students. Understanding and teaching are two different
things. Teachers need to understand what the learners
concern by issuing Memorandum No. 117 s. 2005
need and find solutions to lessen barriers that
directing the conduct of training workshops on
contribute to the failure of the teaching–learning
Strategic Intervention Materials (SIMs) for successful
process. Mathematics as a subject is a form of
learning to enhance teachers’ skills in test analysis and
communication and to teach Mathematics is to be able
interpretation, and capacitate them in developing
to communicate effectively. Teachers must be aware
various intervention materials for remediation and
of the learning styles of their students, develop and
enrichment of learning since SIMs was identified as
deliver the lessons clearly and monitor if the delivery
one of the instructional materials that will address the
has been received as it was expected.
declining quality of educational system of the country
in general and the performance of the secondary
schools in particular. These notions gave the Methodology
researcher the idea of helping teachers and students
from the upland and rural schools by developing a set
The research design that was utilized in this study is
of Contextualized Strategic Intervention Materials that
the design-based research design. Design-Based
will be used in teaching and remediation.
Research (DBR) is a methodology designed by and for
Contextualized Strategic Intervention Material or
educators that seeks to increase the impact, transfer,
CSIM is a Strategic Intervention Material (SIM) that
and translation of education research into improved
has been contextualized. The contextualization of this
practice. In addition, it stresses the need for theory
intervention material is in accordance to Republic Act
building and the development of design principles that
10533 or Enhanced Basic Education Act of 2013, guide, inform, and improve both practice and research
which states that “the curriculum shall be in educational contexts (Anderson & Shattuck, 2012).
contextualized and global” and “the curriculum shall
be flexible enough to enable and allow schools to In this study, design-based research was used to
localize, indigenize, and enhance (the curriculum) address the problem on poor academic performance in
based on their respective educational and social Mathematics by developing instructional materials
contexts.” DepEd Order No. 32, s. 2014 define according to the least learned competencies of the
contextualization as an educational process of relating students in Patterns and Algebra. This study followed
the curriculum to a particular setting, situation or area the phases of design-based research such as the
of application to make the competencies relevant, analysis of the problem, design and development of
meaningful, and useful to all learners. solutions and innovations, implementation of

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Research Article

interventions, and the evaluation and reflection on the competencies in Patterns and Algebra, focus group
implementation for enhancement and revisions. discussion guide, Quality Assurance tools of learning
resources, and performance in Patterns and Algebra.
Participants
Checklist on least learned competencies in Patterns
The development and evaluation of the instructional and Algebra. The researcher used a researcher-made
materials were based on the data collected from the checklist (see Appendix B.1) to identify the least
participants of the study. learned competencies in Patterns and Algebra based
from the MELCs released by DepEd to be used for
Students. The students of this study are the two school year 2020 – 2021. This research instrument was
hundred fifteen (215) grade 8 students of Bacan composed of 18 competencies with corresponding sub-
National High School in the district of Banga enrolled competencies and was utilized by nine (9) Grade 8
during the School Year 2021-2022 participated during Mathematics teachers of the Department of Education
the implementation of instructional material. Nine (9) in the division of Aklan. The checklist was subjected
of them participated during the online class and used for content and face validation by the experts to attain
Google Meet as the online classroom. They gave an acceptable degree of validity. They are composed
comments and suggestions for further improvement. of Mathematics Coordinator, English Coordinator,
Their test results were utilized to identify their Information and Communication Technology
performance in Patterns and Algebra before and after Coordinator, and a Guidance Counselor Designate.
the utilization of the module. Their suggestions, recommendations and comments
were used for the revision of the questionnaire. The
Teachers. To identify the least learned competencies, revised version was submitted to the research adviser
the researcher gave a researcher-made checklist and for further correction and suggestion.
focus group discussion guide to nine (9) grade 8
Mathematics teachers of the Department of Education Focus Group Discussion Guide. The focus group
in the division of Aklan. These teachers were chosen discussion guide (see Appendix B.2) was used to
by purposive sampling. The researcher identified them validate the identified least learned competencies of
by asking for the list of Mathematics teachers from the Grade 8 students in Patterns and Algebra. It was
District Mathematics Coordinators in the Division of composed of open-ended guide questions and was
Aklan and asking these teachers one-by-one if they utilized by the teachers during the one-shot focus
had free time and were willing to participate in the group discussion. The questions were divided into two
study. They identified the least learned competencies parts: (1) Establishing Rapport and (2) Experiences in
in Patterns and Algebra based on their students' record teaching Patterns and Algebra. Four (4) experts
for the school year 2019-2020 which includes written validated the content and face validity for
works and performance tasks. Likewise, they were appropriateness of the questions included. Their
interviewed through focus group discussion to validate suggestions, recommendations and comments were
the results. used for the revision of the questionnaire. The revised
version was submitted to the research adviser for
Experts. For the evaluation of the developed further correction and suggestion.
instructional materials, four (4) School Mathematics
Coordinators, three (3) Mathematics teachers, one (1) DepEd Evaluation Tool for Learning Resources. To
School English Coordinator, and one (1) School validate the acceptability of instructional materials,
Information and Communication Technology (ICT) DepEd Evaluation Tool for Learning Resources (see
Coordinator of the Department of Education in the Appendix B.3) was utilized. This was composed of
division of Aklan were the experts. The experts three evaluation tools: (1) content, (2) language, and
validated the acceptability of instructional materials (3) layout and format. The researcher visited four (4)
using the DepEd’s Quality Assurance tools for DepEd- School Mathematics Coordinators, three (3)
developed Learning Resources. They indicated Mathematics teachers, one (1) School English
minimal revisions and recommendations for the Coordinator, and one (1) School Information and
improvement of instructional materials. Communication Technology (ICT) Coordinator of the
Department of Education in the division of Aklan.
Instruments of the Study These experts evaluated the developed instructional
materials through the Quality Assurance tools for
For the purpose of this study, the researcher used Learning Resources. To determine if the instructional
researcher-made checklist on least learned material is acceptable, compliance to each criterion

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Research Article

must be achieved. In terms of content, there should be involved in the research endeavor in the conduct the
a 75% compliance in intellectual property rights, 100% study. In this study, all health protocols set by the
compliance in learning competencies, 71% compliance authorities were strictly complied. According to the
in instructional design and organization of material, Omnibus Guidelines through its 43rd resolution,
60% compliance in instructional quality, 71% released by the National Corona Virus Task Force of
compliance in assessment, 60% compliance in the Philippines last May 15, 2020, even under the most
presentation and organization, and 57% compliance in relaxed form of community quarantine, the children
the teacher’s support material. In terms of language, were not allowed to go out of their homes. The
there should be a 78% compliance in coherence and researcher followed the minimum public health
clarity of thought, 71% compliance in grammar and standards released by Inter – Agency Tasked Force
syntax, 67% compliance in spelling and punctuation, (IATF) stated in DepEd’s Basic Education Continuity
60% compliance in consistency in style, and 75% Plan to secure respondents’ safety. The required health
compliance in translation (for contextualized LRS). In standards involved following social distancing
terms of layout and format, there should be an 83% measures, wearing face mask and practicing proper
compliance in physical attributes, 71% compliance in hygiene consistent with the IATF health protocols,
book layout and design, 60% compliance in DOH health standards, local and national quarantine
typographical organization, and 23% compliance in rules and all other relevant protocols.
visuals.
The data for this study were gathered through the
Performance in Patterns and Algebra. To determine Analysis, Design, Development, Implementation,
the performance of the students in Patterns and Evaluation (ADDIE) model.
Algebra before and after the utilization of the module,
a 15-item multiple choice pre-test and post-test were Analysis. After the approval of the study, the
used. These were validated together with the self- researcher-made checklist and focus group discussion
learning modules and were pilot tested to a group of were conducted with nine (9) grade 8 Mathematics
students not part of the respondents. The results in the teachers for the identification of the least learned
pilot testing were used for reliability test using KR-21 competencies of Grade 8 students in Patterns and
and results revealed a coefficient of 0.79 which shows Algebra through Google form and Focal Group
that tests were reliable. Discussion. The Focus Group Discussion was
conducted on February 13, 2022 using Google meet as
Below is the scale to determine the passing or failing online conference room.
rate of the test.
Design and Development. The result of least learned
Table 1. Passing and Failing Rate of Pretest and competencies based on the most essential learning
Posttest competencies were the basis in developing
instructional materials. The researcher developed self-
learning modules as appropriate learning materials on
the five least learned competencies in Patterns and
Algebra for grade 8. Further, the materials followed
the format released by the Department of Education
Figure 1. .
Learning Resources Management and Development
System (LRMDS) which includes a title page,
copyright page, introduction, learning objectives,
Procedure discussion, assessment, additional activities, answer
key, and references. The development was based on
To start the study, the researcher prepared the needed the format constructed in the design stage.
letters to make the study legal. The researcher sent a
letter to the Schools Division Superintendent of the Implementation. The researcher conducted a one-
Department of Education Division of Aklan through week modular and online implementation of the
its research department to ask permission to conduct a researcher-developed instructional materials. One of
study. After, the researcher then sought for the the five modules was distributed to nine (9) Grade 8
approval of the Public Schools District Supervisor of students of Bacan National High School in the district
the district of Banga, whose teachers were involved in of Banga enrolled during the School Year 2021-2022.
the conduct of the study, and School Principal of An online class was conducted using Google Meet as
Bacan National High School, whose students are the online classroom. First, the researcher introduced

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Research Article

the study and its objectives. Also, the researcher Results

presented the developed instructional materials to the
students. Afterwards, the class went on using the self-
learning module developed by the researcher. Results This section presents the results of the analysis and
of pre-test and post-test and other activities of the self- interpretation of the data. It consists of three parts: (1)
learning modules were recorded for data interpretation. Least Learned Competencies in Patterns and Algebra,
For further improvement, suggestions and comments (2) Developed Instructional Materials in Patterns and
were gathered after the implementation.
Algebra, (3) Acceptability of the Developed
Evaluation. The researcher provided Quality Instructional Materials in Patterns and Algebra, (4)
Assurance tools for the DepEd-developed learning Performance of the Students in Patterns and Algebra
resources to the experts composed of four (4) School Before and After the Utilization of the Module, and (5)
Mathematics Coordinators, three (3) Mathematics Difference in the Performance of the Students in
teachers, one (1) School English Coordinator, and one Patterns and Algebra Before and After the Use of the
(1) School Information and Communication Module.
Technology (ICT) Coordinator of the Department of
Education in the division of Aklan to determine the Least Learned Competencies in Patterns and
acceptability of instructional materials in terms of Algebra
content, language and layout and format. To give
ample time, they were given two (2) weeks to In this study, the researcher-made checklist was
accomplish the tool. During the retrieval of tools, each administered to nine (9) Grade 8 Mathematics teachers
expert explained the minor errors and revisions in
of the Department of Education in the division of
every self-learning module. Their suggestions and
Aklan. The identification of least learned
recommendations were written on the tool. Results of
pre-test and post-test were used to determine the
competencies in Patterns and Algebra was based on
performance of students in Patterns and Algebra the Most Essential Learning Competencies of the
before and after the utilization of module. Department of Education with the frequencies greater
than or equal to seventy-five percent (≥75%). This
Ethical Considerations means that if there are 7 to 9 teachers determined a
specific competency as a competency where students
The researcher took considerations on ethical issues have low performance, then it will be considered as
and followed the National Ethical Guidelines for least learned competency.
Health and Health-related Research while conducting
the study. Participants of the study were informed on Table 2 revealed the least learned competencies of
the nature of the study. Since students are minors, the
Grade 8 students in Patterns and Algebra. Among all
researcher asked permission from the parents to allow
types of factoring polynomials, Competency 1.5 which
their children to participate in the study. This was done
through an informed consent. The consent explained
is factoring the general trinomials, shows 7 responses
the purpose of the study and stating the assurance that or 77.78% frequency rate. Competency 2 which is
the data collected will be confidential with respect to about solving problems involving factors of
both information about the student and information polynomials has 8 or 88.89% responses. In
that the student shares. It was the parents’ prerogative Competency 6, solves problems involving rational
to allow their child to be a part of the said study or to algebraic expressions, 9 or 100% of the teachers
refuse. The participation of students is voluntary and responded. For Competency 14 which discusses about
includes the right to withdraw from the research at any solving problems involving linear equations in two
time. Also, for permission, the researcher sent letters variables, 9 or 100% of teachers assessed that this is
to the school heads of teachers and experts who were one of the least learned competencies. 9 or 100% of
part of the study. With respect to the focus group teachers responded that Competency 18 which is all
discussion, the participants were encouraged to respect
about solving problems involving systems of linear
confidentiality and were informed that the discussion
equations in two variables by (a) graphing, (b)
will be recorded. The FGD was guided by the
researcher as the moderator. It was assured to all
substitution, and (c) elimination.
participants of the study that there will be no physical,
psychological harm, and other risk in conducting the
study.

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Psych Educ, 2023, 14: 1158-1170, Document ID:2023 PEMJ1325, doi:10.5281/zenodo.10072138, ISSN 2822-4353
Research Article

Table 2. Least Learned Competencies of Grade 8

Students in Patterns and Algebra

Furthermore, the researcher utilized the focus group

discussion guide and conducted an interview to the
teachers through Focus Group Discussion via Google
Meet for further verification of the results. Teachers
shared responses behind the results.

Based on the focus group discussion conducted by the

researcher, teachers shared students' performance in
Patterns and Algebra.

Teacher A shared that "I taught Mathematics 8 for 4

years and I have observed that students have poor
performance in Patterns and Algebra especially in
solving word problems. In this area, there were some
topics that learners learn easily and some that they
found difficult to master. That is why, the least learned
competencies in Patterns and Algebra are solving
problems involving factors of polynomials, rational
algebraic expressions, linear equations in two
variables, and systems of linear equations in two
variables by graphing, substitution, and elimination."

Teacher B expressed that "I have been teaching

Mathematics 8 in a private school for two (2) years

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Psych Educ, 2023, 14: 1158-1170, Document ID:2023 PEMJ1325, doi:10.5281/zenodo.10072138, ISSN 2822-4353
Research Article

and currently in a public school for one (1) year.

Generally, learners have poor academic performance which includes a title page, copyright page,
in Patterns and Algebra, the reason why I was introduction, learning objectives, discussion,
challenged teaching learners. Learners found difficult assessment, additional activities, answer key, and
in factoring general trinomials and solving problems references.
involving factoring. They were also challenged in
solving problems involving rational algebraic The table below shows the five developed-
expressions. With this, I used strategies to engage instructional materials.
learners in the learning process. I used different
instructional materials that were helpful to attain Table 3. Self-Learning Module Topics
objectives of every lesson."

Teacher C and Teacher D stated the same observation

that based on their records, learners have poor
performance in some topics under the area of Patterns
and Algebra. Most of these topics were problem
solving involving linear equations in two variables,
and systems of linear equations in two variables by
graphing, substitution, and elimination. In addition,
learners in their schools easily forget the lesson which
results to low results in their assessment.

Results show that Grade 8 learners have poor

performance in competencies that deal with problem
solving. The result seemed similar to the result of the In designing and developing a self-learning module,
study of Capate (2015) that students have least the Department of Education suggested the parts and
performance in solving rational algebraic expressions, corresponding description indicated in the table below.
linear equation in two variables including slope and Since that students prefer reading/writing and visuals
equation of a line, and problem-solving using systems as their learning style, each part of the self-learning
of equation. Bañas (2007) and Malasa (2001) found module includes word problems with illustrations (if
out the difficulties on rational number of learners in applicable). It is either the student will construct their
the elementary and high school levels, respectively. In own word problem or create an illustration.
addition, Doroliat and Labo (2020) found out that
Grade 8 learners have misconceptions in four selected The developed and designed self-learning module was
topics in mathematics such as linear equation and implemented to two hundred fifteen (215) students
inequalities, graphing and application. during a 1-week period of modular classes covering a
total of 5 hours. Of the 5-hour implementation, 3 hours
Developed Instructional Materials in Patterns and was allotted to a 1-session online class which includes
Algebra nine (9) students using the Google Meet as the online
classroom.
The design phase involves using the outputs from the
Acceptability of the Developed Instructional
analysis phase to plan a strategy for developing the
instruction. This stage expands the instructional Materials in Patterns and Algebra
foundation. The development phase generates the
Data below revealed the results of the acceptability of
instructional materials based on the results of analysis
and design stages (McGriff, 2000). the developed instructional materials in Patterns and
Algebra. The result shows that teachers found each
The instructional materials selected by the researcher criterion complied based on the requirement indicated
was self-learning module. It is the most appropriate IM in every criterion item.
to design and develop since that the dominant learning
Acceptability of the Developed Instructional
styles of the students were reading and writing and
visual. In designing and developing the self-learning Materials in Patterns and Algebra in terms of
modules, the researcher followed the format released Content. With regards to the intellectual property
by the Department of Education Learning Resources rights compliance, which requires 3 out of 4 or 75.00%
Management and Development System (LRMDS)

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Psych Educ, 2023, 14: 1158-1170, Document ID:2023 PEMJ1325, doi:10.5281/zenodo.10072138, ISSN 2822-4353
Research Article

Summary of Acceptability of the Developed

rating, teachers have a mean score of 4 or 100.00% Instructional Materials in Patterns and Algebra in
compliance. Criterion on learning competencies that terms of Content, Language, Layout and Format.
requires 1 out of 1 or 100.00% rating, teachers has a Each of the three criterion requires one-hundred
mean score of 1 or 100.00% compliance. Instructional percent compliance. The researcher complied all the
design and organization of material, with a seven (7) sub-criterion of content, three (3) sub-
requirement of 5 yeses out of 7 or 71.43%, has a mean criterion of language, and four (4) sub-criterion of
score of 7 or 100.00% compliance. Instructional layout and format which indicates a one hundred
quality that requires 6 out of 9 or 66.67% has a mean percent compliance. This means that the developed
score of 6.56 or 93.65% compliance. Assessment, instructional materials were acceptable.
which requires 5 out of 7 or 71.43% has a mean score
of 7 or 100.00% compliance. Presentation and Based on the stages followed using the ADDIE Model,
organization have a requirement of 3 out 5 yeses or the design of the self-learning modules developed for
60.00% garnered a mean score of 5 or 100% Grade 8 students in Patterns and Algebra were based
compliance. For the teacher's support material, on the analysis of the least learned competencies and
requiring 5 yeses out of 7 or 71.43%, has a mean score dominant learning styles of the students. These self-
of 7 or 100.00%. This shows that the developed self- learning modules were developed with the intention of
learning modules passed the standards of the teachers improving the poor academic performance of learners
with the use of DepEd-developed leaning resources in in Mathematics 8 by strengthening the least learned
terms of content. competencies with the helped of the identified learning
styles.
Acceptability of the Developed Instructional
Materials in Patterns and Algebra in terms of Performance of the Students in Patterns and
Language. In addition, with regards to the coherence Algebra Before and After the Utilization of the
and clarity of thoughts, which requires 7 out of 9 or Module
77.78% rating, teacher-respondent has a mean score of
8 or 88.89% compliance. Criterion on grammar and Table 4 revealed the results on the performance of the
syntax that requires 5 out of 7 or 71.43% rating, has a students in Patterns and Algebra before and after the
mean score of 7 or 100.00% compliance. Spelling and utilization of the module (see Appendix B.4). The
punctuation, with a requirement of 3 yeses out of 5 or mean score before the utilization of module was 8.77
60.00%, has a mean score of 5 or 100.00% (SD = 2.81). This is lower than the passing mean rate
compliance. This shows that the developed self- set by the DepEd which is 11.25 or 75% of the 15-item
learning modules passed the standards of the teacher- pre-test. After the utilization of the module, mean
respondent with the use of DepEd-developed leaning score is 12.34 (SD = 1.48), which means that students
resources in terms of language. passed the post-test. Results indicate that there were
improvements on the academic performance of
Acceptability of the Developed Instructional students in Patterns and Algebra after the utilization of
Materials in Patterns and Algebra in terms of modules.
Layout and Format. Lastly, under the evaluation of
layout and format, the intellectual property rights Table 4. Performance of the Students in Patterns and
compliance, which requires 10 out of 12 or 83.33% Algebra Before and After the Utilization of the Module
rating, has a mean score of 11 or 91.67% compliance.
Criterion on book and layout design requires 5 out of 7
or 71.43% rating, has a mean score of 6 or 85.71%
compliance. Typographical organization, with a
requirement of 3 yeses out of 5 or 60.00%, has a mean
score of 5 or 100.00% compliance. Visual has a
requirement of getting 3 yeses out of 13 or 23.08% has
a mean score of 10 or 76.92%. This shows that the Difference in the Performance of the Students in
developed self-learning modules passed the standards Patterns and Algebra Before and After the Use of
of the teacher-respondent with the use of DepEd-
the Module
developed leaning resources in terms of layout and
format. Table 5 revealed the result on the difference in the
performance of the students before and after the use of

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Psych Educ, 2023, 14: 1158-1170, Document ID:2023 PEMJ1325, doi:10.5281/zenodo.10072138, ISSN 2822-4353
Research Article

module. The mean score before the utilization of teachers composed of four (4) School Mathematics
module was 8.77. This is lower than the passing mean Coordinators, three (3) Mathematics teachers, one (1)
rate of 11.25 or 75% of the 15-item pre-test. After the School English Coordinator, and one (1) School
utilization of the module, mean score is 12.34, which Information and Communication Technology (ICT)
means that students passed the post-test. It showed a Coordinator of the Department of Education in the
mean difference of 3.57, z-value of -7.713 and p-value division of Aklan. Frequency, percentage and mean
of 0.000. Since the P-value is lesser than the level of were used to analyze the result in the evaluation stage.
significance which is 0.05, this indicates to reject the
null hypothesis. Therefore, there is a significant Results on the pre-test and post-test of students were
difference in the performance of the students before used to determine the performance of students in
and after the use of module. This means that students' Patterns and Algebra. The study has found statistically
academic performance in Mathematics were observed significant differences between the results before and
to have significant improvements after the utilization after the use of module developed based on the
of module. This further indicates that the module if learning styles and least learned competencies of
effective in increasing/improving the performance of students in Patterns and Algebra. The students'
the students in Patterns and Algebra. academic performance in Mathematics were observed
to have improvements after the utilization of module.
Table 5. Difference in the Performance of the Students
Before and After the Use of Module
Conclusion

Based on the findings of this study, the following

conclusions were drawn:

Majority of Grade 8 students in the division of Aklan

found some topics in Patterns and Algebra difficult to
Discussion understand as revealed by their least learned
competencies. 4 out of 5 or 80% of these competencies
are problem solving competencies. The result indicates
This study aimed to develop instructional materials in that students have difficulty in understanding real-life
Patterns and Algebra based on the lest learned world problems. In response, instructional materials
competencies of grade 8 students of Bacan National must be easy to understand and contain various
High School in the Division of Aklan for School Year relatable examples and activities.
2020-2021. The research design that was utilized in
this study was the design-based research. Data on the The self-learning modules developed by the researcher
least learned competencies in Patterns and Algebra are effective instructional materials to meet the
was gathered from the nine (9) grade 8 Mathematics standards in the Most Essential Learning
teachers of the Department of Education in the Competencies in Patterns and Algebra since that it
division of Aklan using the researcher-based checklist complied all the criterion items of the evaluation tools
and focus group discussion guide. required by the Department of Education. Therefore,
in terms of content, language, and layout and format,
The data gathered were used to design and developed the developed-instructional materials are appropriate
instructional materials, specifically, self-learning to use in order to address the concern on the least
modules. These were implemented to another set of learned competencies in Patterns and Algebra since
two hundred fifteen (215) Grade 8 students of Bacan that test scores of students were increased.
National High School in the district of Banga enrolled
during the School Year 2021-2022, nine (9) of them
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