1

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The Department of Education is one of the effective agencies of the

government in initiating changes through the erudition of the quality of education

in the Philippines. The aim of the government is to elevate the standard of

education through continues improvement of the curriculum based on the needs

of students and community. In fact, the new curriculum which is K to 12 programs

is focused on quality not quantity. The students from senior high school must be

equipped with skills before they will go to college proper. This new set in the

government will ensure more productive and competitive graduates equipped with

full knowledge as they go on the proper application of their chosen career but still

it’s not enough to reach the expected result; the mastery level. Despite the fact

that our government prioritizing a bigger allocation of budget for the Educational

Agency like Department of Education our educational system is still in the process

of improving its goal to excellence factors that contribute in the deterioration of our

educational system are the teachers benefit having low salaries, ineffective

curriculum, lack of conducive classroom and equipment, and school building. In

spite of these challenges, the government is optimistic, that these problems can

be resolve to its full objectives.

Teachers in different levels of education are also encouraged to conduct

action researches that would be a way of solving problems observed in the

 2

classrooms. Action researches may include writing and developing instructional

materials that fit on the learning abilities of the learners who belong to their classes.

Anent to this DepEd Order No. 13, series of 2012 referring to the guidelines

on the allocation, delivery and distribution of instructional materials (LM’S) to

support the K to 12 curriculum includes item no. 1 which states that:

The Department of education (DepEd) has allocated funds from

the Fiscal Year (FY) 2012 Textbook Funds and subsequent
years until FY 2015 for the provision of the centrally produced
learning activity packages (LAPs), modules, and other
instructional materials (OIMs).These materials will fill-in the gaps
of the textbooks (TXs) and teachers’ manuals (TMs) currently
being used in public elementary and secondary schools.

Instructional materials are the tools teachers use to teach their students.

Excellent instructional material has a big impact on the students learning since

students learn most by doing. Together with the excellent instructional materials

are its adequate numbers of units in proportion with the number of students.

Engaging in hands on activities gives the learners idea on how this experience can

be applied in a real life situation. This instructional material serves as an aid for

instruction. Through this, the teacher will be able to make his/her strategies in

teaching more effective and meaningful. It is much easier also for students to learn

and understand their lesson as well as acquire the skills necessary in the field.

Effective instructional materials will support the student’s learning in the

educational system. Effective learning is more realistic when the instructional

materials used by the teachers are made by them and are based on the needs and

interest of the students. One basic problem on the educational sectors particularly
 3

among teachers is the different paces by which students absorb lessons in

particularly in Araling Panlipunan. Students have the natural to dislike the subject.

Children who need remedial that help typically have not responded to the

traditional methods of instruction used in school. They may have trouble

remembering facts or visualizing the abstract concepts presented in many

problems.

Background of the Study

Department of education is now implementing the K to 12 curriculum.

Teachers are provided with modules and teaching guide for Grade 7, 8 and 9 for

exploratory but are of limited contents. Modules and textbooks for Grade 10 for

specialization are not yet sufficient. Lacking of references on this grade level in

Contemporary issue is observed. The teachers indeed, exert effort of making

research on the internet to avail teaching materials that would meet the needs of

the students. If problems on insufficient materials would not be settled, teachers

would really be required to find ways to avail the needed materials to meet the

learning competencies of the students. It is revealed on the recent concluded

School Achievement Test that Araling Panlipunan particularly grade 10 marked as

one low performance. The division, school, administrator, and principal seek to

determine the weak point of the subject. Based on my informal interviews to the

students, the subject Araling Panlipunan is given less importance because

teaching techniques are generally limited to lectures and learning is tantamount to

memorization of obscure terms and facts. Students also consider a tragedy

because it is the only subject in the basic education curriculum that explicitly
 4

teaches geography, history, current events, culture and heritage of the Philippines.

Also the difficulty in understanding and finding Araling Panlipunan as boring

subject is the way the concepts are being presented by the teachers, lacking of

modules and other references particularly in grade 10 might be also a factor with

that problem. Since Technology is ruling the modern world Electronic World Wide

Web has spread its tentacles far and wide and there is hardly anybody who has

been left untouched by it and the technological advancements have made society

take a leap toward success. Every technological reform is a small step towards

progress of mankind. Centuries ago, hardly anyone would have even dreamed of

working on a computer. Generations of the yester years would have hardly

imagined being able to communicate with people on the other side of the globe.

But there were some intelligent minds dared to dream of such revolutionary

discoveries and they made the impossible possible.

Kaur, Navpreet et al., (2013) Since the modern youth is so driven by it that

the day is not far when problem of drug abuse will be replaced by electronic abuse.

These devices are the boon and the bane of society since the students now a day

is a fan of a Japanese comics called Mannga as well as students nowadays are

exposed with cellphone the researcher will develop a similar instructional material

that help the teacher to teach as well to the students learning by using Virtual

Interactive Comics as Instructional Material in Araling Panlipunan 10 using their

mobile phone.
 5

(Goksu & Atici, 2013).The use of mobile phone more frequently when

compared with the computer , because access is easier and popular as Facebook,

YouTube , and Twitter indicating that the media are potentially used in learning.

Mobile-Learning or M-learning are implemented to the learning process in modern

education, where student can learn the matter anywhere and (Adegbija & Bola.

2015). M-Learning provides significant learning prospect for students who

regularly use mobile devices.

Application of computer technology, based on Maftoon, Hamidi and Sarem

(2012), can bring about motivation in language classrooms; therefore, the use of

CALL computer-assisted language learning (CALL) has shifted from seeing the

computer as a tool or partner to seeing it as a virtual environment is by no means

deniable and it should be encouraged at all levels of instruction in today’s

education (Montazeri & Hamidi, 2013)

Da Silva, (2016) using presentation of comics as a teaching strategy can

enhance competence development, assist in the development of innovation and

flexibility, and also contribute to reducing the gap between theory and practice. In

addition, it can help students develop a critical sense, help to establish

relationships between events and managerial situations, and encourage the

exchange of experiences, assisting in decision-making and allowing students to

represent a professional situation based on theoretical precepts. Finally, it

contributes to the development of reflective practice in the learning environment

and, in particular, promotes the development of creativity, something that was

observed throughout the implementation of the strategy.

 6

Having this observation, the researcher was prompted to consider a study

focusing on the Development and Evaluation of Virtual Interactive Comics as

Instructional Material in Araling Panlipunan 10 in selected secondary public

schools in the division of Antipolo City. The researcher believes that the output of

this study would be great help in the teacher in teaching the subject as well as it

well help the students to understand the topic easier and it will enhance the

performance of 4th year students.

Scope and Limitation of the Study

The study aimed to Develop and Evaluate Virtual Interactive Comics as

Instructional Material in Araling Panlipunan 10 for Third and fourth quarter in

Selected Public Secondary in the Division of Antipolo City These schools include

Dalig National High School, Mambugan National High School,Old Boso-Boso

National High School, Dela Paz National High School and Bagong Nayon II

National High School. This study will focus only on selected Grade 10 Students

and Araling Panlipunan 10, ICT Teachers of Selected schools in the Division of

Antipolo City on the academic year 2018-2019.

Statement of the Problem

The present study aimed to develop and Evaluate Visual Interactive Comics

as Instructional Material in Araling Panlipunan 10

Specifically, it sought to answer the following questions.

 7

1. What is the evaluation on the Developed Visual Interactive Comics as

Instructional in Araling Panlipunan 10 as perceived by the teachers and

students with respect to

1.1. Multimedia Design

1.2. Overall Interface

1.3. Behavior of Control

1.4. Customizability

2. Is there a significant difference on the evaluation on the Developed Visual

Interactive Comics as Instructional Material in Araling Panlipunan 10 as

perceived by the teachers and students with the above mentioned variables?

3. What are the recommendations of the respondents on the improvement of the

Developed Visual Interactive Comics as Instructional Material in Araling

Panlipunan 10?

Hypotheses of the Study

The following null hypotheses were tested:

1. There is no significant difference on the evaluation on the Developed Visual

Interactive Comics as Instructional Material in Araling Panlipunan 10 as

perceived by the teachers and students with the above mentioned variables.

Theoretical Framework

This study will anchor on the learning occurs as a result of experience that

becomes meaningful to the individual. Since the learner will be the focus of reform

of efforts, the learning process needs to be viewed as a complex of processes

 8

mainly involving a learner in various learning experiences and one of these is

exposure to modern technology.

Kumar 2016, Technology is inspiring kids to become creative and

innovative. Creativity and innovation will make students successful in their career

and life. Classroom Technologies help students & teachers in the process of

receiving and giving education systematically. Technology helps in facilitating

syllabus, acquisition of knowledge and skills.

This study was anchored on the theory of Taber (2011) on constructivism.

In view of constructivist, it is based on the premise that students learn best when

the subject matter is meaningful and related to their interest and experiences. The

role of the teacher in this orientation is a facilitator who provides a stimulating,

challenging but safe learning environment that promotes hands-on experiences,

intellectual risk-taking and cooperation.

Learning can use different practices. Teachers are always using different

visual aids to stimulate the interest of the students to attain the higher goals of

learning. Recently studies shows that using computers in the form of instructional

materials are very useful and effective in increasing student’s performance.

INPUT PROCESS OUTPUT

 Constructivist  Construction
theory by
Taber
 Validation and
 9

 Developed
Virtual Interactive
Comics as
Instructional
Material in Araling
Panlipunan 10

FEEDBACK

Figure 1: Conceptual Model Showing the Development and Evaluation of Virtual

Interactive Comics as Instructional Material in Araling Panlipunan 10

Conceptual Framework
 10

The framework is based on the Constructivist learning theory of Taber.

The first is frame is represents learning theory which the researcher based his

study, profile of the respondents and the questionnaire checklist made by the

researcher .The second frame represent construction validation and modification

of the questionnaire checklist and tabulation of analysis and interpretation of data

and the last frame represents the output of the study the Developed Visual

Interactive Comics as Instructional Material in Araling Panlipunan 10.

The line from the output frame processes and input presents feedback. This

means that the system is a continuous process which does not stop after the output

was achieved and also feedback transmits whatever reception it may get from the

output of the study.

Definition of Terms

The following terms are defined operationally in the study to clarify and

simplify the study.

Behavior of Control- it refers to the menu button of the developed Virtual

Interactive Comics.

Comics. In the study it refers to the materials which the respondents will be

evaluated.

Development. In the study it refers to the construction of the test items

intended for gifted and talented learners.

Evaluate- this refers to the process how the teachers and students assess

the developed virtual interactive instructional material.

 11

Multimedia-This refers to graphics, music, sound effects, voice, video, and

animation, in any combination, in the same program or presentation which will be

used by the teacher in teaching AP

Overall Interface- it refers to the design wherein the basis of the evaluator

in evaluating the developed material

Students-it refers grade 10 respondents that will evaluated the developed

instructional material

Teachers- it refers to the selected grade 10 Araling Panlipunan and ICT

teachers as respondents.

Customization- it refers to how the respondents make changes on the

develop materials made by the researcher.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDY

 12

This chapter presents the variables and the corresponding review of foreign

and local literatures and studies quoted statements and topics for the purpose of

enriching and guiding the researcher in the pursuit of the study.

Related Literature

Multimedia Design

Cox ,D. Sandor, E. et al (2018) as technological advances careen through

our physical and virtual worlds, it is imperative that artists and designers grapple

with these tools and methods capitalized within the military, industrial, and

entertainment complexes. Artists and designers who can utilize and invent within

the technological landscape are critical to the ongoing humanism with which

technology must be fused. It is essential that artists test, deconstruct, play, and

repurpose the technologies of our rapidly changing world. New Media Futures: The

Rise of Women in the Digital Art is not only a testament to a group of artists,

designers, scientists, and thinkers who have taken...

Miller D, Zhao A (2017) Opening the classroom with the use of screencast,

screencast are in essence, video lecture their digital format carries all the benefits

of the medium the ability of the students to learn in distance , the ability of the

students to learn asynchronously and the ability to scale the classroom, in this

sense, the author are using the word open” in a somewhat different fashion that it

is use elsewhere rather than speaking about open licensing or remixing material

he is specifically referring to a process expanding boundaries in the classroom.

 13

Caliva (2010) Stated that with the integration of computer in the classroom

students world of technology and the quality of education and also the chances for

authentic communication worldwide with be enhanced The teacher can

further utilize their educational tools by computer based tools because change

in educational paradigm does not occurred overnight some educators and

researcher have discovered common ground combining the traditional and virtual

classroom.

Bencheva, N. (2010) Electronic learning materials should thus contain not

only the text, but also elements that are able to draw attention to important terms

and also continuously motivate the learner and retain his attention by pictures,

videos, sound recordings etc. It consists therefore of hypertext and other elements

such as blocks notes, definitions and examples that are implemented directly into

hypertext (and are highlighted by icon or marginal), and also of multimedia

elements prepared in the form of files and web destinations. Multimedia elements

are typically stored as objects in a local store and then included into the text of the

e-learning material

Han (2010) Emphasized that the utilization of multimedia and internet in the

reading instruction provide tools and rich environment for foreign language learner

and rich environment for foreign language learner and its becoming wider and

more efficient. This teaching reform is good way to carry out the quality oriented

education which concentrates learner well rounded development

According to Guitart et al. (2013) improvising instructional tools needs the

collaborative efforts by teachers, students, and researchers in perfecting it.

 14

Another factor is the resources that should be readily available in the classroom

environment. In the support of learning the opinions of students should be

considered. By doing so, appropriate sequencing should be done to ensure the

attainability of the learning outcomes.

According to Edwards (2013) one of the skills of high school teacher is

discovering new and innovative methods of teaching. Bulk researches showed that

there are teaching methodologies and approaches that effectively enhance the

learning process. Utilizing technology-based learning and attention-management

techniques to classes can benefit both the teachers and students. Teacher’s ability

to visualize the concepts with a goal of mastery can definitely facilitate learning in

a long term effect.

Teachers should be skillful enough to manage their classroom by adding

components to their technology devices. Computers, videoconferencing

technology, digital cameras, can be used to enhance a student’s learning

experience. Even technologies that can be found inside the classroom can be used

in teaching. For instance, teachers may assign projects to its students like

multimedia such as video, films and audio and asking them to explore on these.

Interface

Briones,B. (2017) the use of ICT in teaching Physics and the students’

performance in Physics-8. Findings of the study revealed that: (1) The ICT

competency level of the Grade-8 Physics Teachers is proficient. The teachers are

in the basic level both in Pedagogy and Organization and Administration domains;
 15

(2) The ICT-based innovative practices performed by the teachers in teaching

Physics which were categorized into three themes such as (1) lesson preparation,

(2) lesson implementation, and (c) collaboration; (3) There is a moderate positive

correlation that exists the between the teachers’ level of competency in the use of

ICT and the students’ performance in Physics. The relationship is found to be

significant; (4) The teachers perceived that the use of ICT; helped improve

students’ understanding of science ideas, increases students’ motivation in

learning science ideas, stimulates students’ interest to scientific ideas, facilitates

the teaching and learning process, and provides teacher the opportunity to be

innovative in delivering the lesson. The teachers also enumerated the top five most

pressing challenges encountered that includes the following; poor/no internet

connection, lack of seminars and trainings in ICT, lack of technical support, lack of

time to plan and prepare lessons using ICT, and unavailability of ICT tools and

software: and (5) An Enhancement Program entitled “ICT Competency

Enhancement Program for Physics Teachers.” was proposed to address the

advancement of the competency level of the teachers in the use of ICT for a more

innovative teaching and learning process.

Salandanan (2008) pointed out that every teacher must be knowledgeable

of different teaching methodologies and strategies. This knowledge will help them

to become more proficient on their teachings. The style of approaches was

matched with the different instructional materials to make the lessons concrete for

the learners. Attention and interests were fully caught leading to the attainment of

objectives.
 16

Sweller, (2010) Instructional materials with low element interactivity consist

of chunks of information (elements) that can be processed individually and as such

impose less of a cognitive load upon learners. High element interactivity

instructional materials impose a high cognitive load upon learners that may exceed

the capacity of working memory

Larawan (2013) explains that a module is a standardized instruction

logically designed in order to present a well-structured lesson with specific

objectives, task and activities, and assessments. Most of teachers now create their

own module to motivate students and to enhance their ability in acquiring deep

understanding since it is activity-based.

Florida Statute (2012) defined instructional materials as items having

intellectual content that by designed served as a major tool for assisting in the

instruction of a subject or a course. These items may be available inbound,

unbound, kit or package form and may consist of hard backed or soft backed

textbooks, consumables, learning laboratories, manipulative, electronic media,

and a computer courseware or software. The term does not include electronic or

computer hardware even if such hardware is bundled with software or the other

electronic media, nor does it include equipment or supplies. This is an expanded

of definition of what is generally classified as textbooks.

Bulman and Fairlie (2016) address existing literature on technology and

education in the paper Technology and Education: Computers, Software, and the

Internet. In summary, investments in technology have ambiguous educational

impact, and most often limited educational gains. Investments in technology in

 17

education are commonly divided into three categories; general investments in ICT

in school, individual student laptops, and educational software, i.e. elearning. We

will mainly focus on the second form of investment, which is currently the biggest

trend within educational policy. However, we will first present some studies on

general ICT investments in education.

Behavior of Controls & System Information

Cox, D. Sandor E. et al (2018) in e-learning related areas. Thirty-three eye-

tracking studies from 2005 to 2014 were selected from the Social Science Citation

Index (SSCI) database for review. Through a literature analysis program, CATA,

and in-depth content analysis of the research methods and findings, five research

theme clusters were abstracted from the selected papers, namely, cognitive

activities in processing multimedia presentations, multimedia effects, roles of

personal factors, effects of instructional design, and learning with dynamic e-

platforms. Based on the results of the in-depth theme analyses, it is suggested that

the design of e-learning instruction should consider placing related text and

graphics in adjacent areas, using one verbal mode at a time, and providing explicit

and clear verbal explanations. When using animations, instructors need to explain

carefully the goals and contents of the animations to reduce the extraneous

cognitive load. In the dynamic learning environment, a pre-training program is

necessary for students to become familiar with the new environment. Finally,

individual differences such as background knowledge, cognitive abilities and

cognitive styles should be taken into consideration in the instructional design.

 18

Zumbach, J. Schrangl, G. et al...(2016) model describing the cognitive

processes involved in xenophobic cognition was developed. Instructional

multimedia material that discussed various forms of alienation was developed and

evaluated. The computer program was based on research findings and proven

intercultural teaching strategies. To evaluate the training sessions, methods were

developed to measure attitudes toward foreigners. Based on a multi-method

concept an evaluation-tool was created that validated the effectiveness of long-

term intervention programs and short-term effects on an implicit level of

awareness.

Churchill, (2014).Digital Learning Objects (DLOs) are a type of educational

resource defined for the purposes of this research as ‘digital multimedia learning

materials that support the learning of specific concepts by enhancing, amplifying,

and guiding the cognitive processes of learners’. DLOs exist in a myriad of forms

and may function as presentation objects, practice objects, simulation objects,

information objects, contextual representation objects and conceptual models

Correos (2014), other Internet-based activities may be done in some

instances, but students do not do these in schools. Instead, they prefer working on

the activities during their free time in internet cafés available in the school vicinity.

This means additional effort and expenses on the part of both teachers and

students.

Arimbuyutan (2007) emphasized that e-learning can be regarded a

relatively new concept in the Philippines and still in its embryonic stage. The

development of the e-learning environment lags far behind more industrialized

 19

countries due to relatively lack of infrastructure, investment and pedagogy

applicable to many Filipinos. The design of good formula to suit the Filipino

preferences will open the opportunity for growth in e-learning in the Philippines. It

will benefit individuals who place high value on education and the desire to

succeed.

Customization

Da Salviera G., Borenstein D.,and Fogliatto F., (2011) Knowledge must be

shared. Mass customization MC is a dynamic strategy and depends on the ability

to translate new customer demands into new products and services. To achieve

that, a culture that emphasizes knowledge creation and distribution across the

value chain must be pursued by companies. That requires the development of

dynamic networks. These factors have direct practical implications. First, they

corroborate the idea that MC is not every company's best strategy, for it must

conform to specific market and customer types. Second, they assert the complexity

involved in MC implementation. In other words, MC implementation involves major

aspects of operations including product configuration, value chain network,

process and information technology, and the development of a knowledge-based

organizational structure.

Sanders, C. Vail, A, (2008) the only thing about social relationships, social

structures, and other elements of social life that doesn’t change is that they are

constantly changing. The perpetual emergence of social worlds is the rule rather
 20

than the exception and the worlds that Customizing the Body addressed in the late

1980s—the academic world of ethnographers, the intellectual world of those

concerned with a sociology of the body and its modification, and the tattoo world—

have been especially active sites of social change, development, and evolution.

This implies that there is a need for additional Technology – based

instructional material for teachers in in teaching science concepts.

The salient features of the computer aided/assisted instructional materials

are as follows:

Utilized the special features of the application known as hyperlink and

trigger function. Wherein, teachers and students can navigate or manipulate the

entire instructional materials. Integrated with video clips, animation and

worksheets anchored from lesson exemplar format used by the division.

Naidu (2006), Skillful integration of media and instructional method

(i.e.,learning and teaching strategies) is critical in the optimization of the influence

of media in learning. This has to do with careful selection and matching of media

attributes with learning and teaching strategies. Contemporary information and

communications technologies afford a wide range and variety of opportunities to

re-think and re-engineer the nature of our teaching and learning practices. A major

part of this re-engineering process includes shifts in the roles of teachers from

being providers and deliverers of subject matter content to becoming moderators

and facilitators of learning within the context of a learner and learning-centered

approach to education.
 21

Luciano (2013) explained that modules are increasing being used in many

countries as a way of organizing a language curriculum. As a consequence, many

course books are now structured on the basis of “module” rather than “units”, and

most teachers, when faced with this innovation, wonder this is really a new

development, opening up new paths for learning and teaching or whether it might

not just be “old wins in new bottles”. The concept on “module is strictly linked to

the idea of a flexible language curriculum, which should provide all those

concerned with education (primarily learners and teachers, but also parents and

administrators as well as society at large) with a framework to establish clear and

realistic language learning objectives. Modules are not limited to the “core”

language syllabus. It is possible to envisage and implement, for example, cross-

curricular modules involving several school subjects. Project modules aimed at

carrying-out a particular project as well as remedial or development modules.

Miami School Board (2011) in its policy of writing indicated that instructional

materials, including textbook, educational media (library media print, non-print, and

electronic resources), computer software, videotapes, film, DVD’s, and

instructional television programs represent fundamental resources for school for

enhancing instruction, furthering the pursuit of knowledge, and providing

experience of educational significance for class groups or for individual students.

The board explained the criteria for selection of instructional materials as:

textbooks and instructional materials should provide quality learning experience

for students, enrich and support the curriculum, and be consisted with the Florida

Sunshine Standard Schools teaching staff and administrators shall evaluate

 22

instructional material by following the states guidelines for the review of

instructional materials. The complete guidelines, including specific indicators may

be found on the State’s Curriculum and Instruction, alignment to Florida’s

perspective, content goes with the alignment with curriculum; level of treatment;

expertise for content development; accuracy of content; currency of content;

authenticity of content; multicultural representation; humanity and compassion;

presentation deals with comprehensive of students and teachers resources;

learning includes motivational strategies; teaching a few “Big Ideas” explicit

instruction; guidance and support; active participation of students; ease of use and

durability of materials.

Vocational Education and Training (VETS, 2008) explained that educational

materials like modules are one of the key components of educational technology.

From the general didactic aspect, educational materials can be defined as the

didactically adapted materials that the teacher can use during the teaching process

as teaching materials; for the students who are acquiring or revising their

knowledge with the help of the materials, these materials are learning materials or

learning sources. Consequently, educational materials must be prepared in such

a way that help the teacher with quality planning and carrying out of the teaching

process and students with their independent learning, that is, gaining, revising,

reflecting on, valuing and using knowledge. Educational materials consist of books,

encyclopedia, atlases, dictionaries, textbooks, etc. that is, mostly written materials,

which can be either printed or available in electronic form (o digital media or

online). Both printed and electronic educational materials are indispensable in the
 23

teaching process activities an important source for students. But what does the

requirement for a suitable adaptation of educational materials actually mean? To

put it otherwise, what characteristics of educational material have the most

decisive impact on their didactic quality, effectiveness and functionally during the

processes of teaching and learning? To answer this, the first part defines the

didactic function of educational material such as the factors influencing the

selection of educational materials during instruction, and discusses some of the

main criteria according to which the didactic quality of educational materials can

be assessed, then empirical study in order to find out what level of importance is

ascribed to the individual characteristic of educational materials by the teacher and

students of vocational education and training (VET) in Slovenia.

Schade (2016) a system may enable users to customize or make changes

to the experience to meet their specific needs by configuring layout, content, or

system functionality. Customization may involve moving items around an interface

to reflect the users’ priorities, selecting topics of interest, or altering colors or other

factors related to the visual design of an interface.

Related Studies

Espinosa,J.P. (2016 )The convenience and effectiveness of e-learning had

long been recognized by educational institutions and education officials. A number

of schools in the country have embraced with enthusiasm emerging education

technology in that lectures are boosted by computer-based, or gadget-based,

 24

learning. Today, in some schools, netbooks have replaced notebooks and some

lessons are delivered electronically. A survey conducted by Pearson Foundation

in the United States found that more than six in 10 college students and high school

seniors agree that they study more efficiently by using tablets. A study conducted

by Houghton Mifflin Harcourt in California also showed that students using iPads

performed better in math compared to students using traditional textbooks.

Another study at Oklahoma State University found that 75 percent of students said

the use of gadgets enhanced their learning experience. Despite the fears of

parents and some teachers that gadgets may distract students, surveys and

studies have shown that generally, these technological tools are a big help in

learning. The United States had invested heavily by providing computers for

students in public schools. Reports say the federal government spends more than

$3 billion a year on digital content alone. The US has also launched a massive

program to make high-speed Internet and free online teaching resources available

to remote schools. This year, more states administered tests for the elementary

and middle grades through the Internet, discarding the use of pen and paper. The

Philippines should not be left behind when it comes to applying education

technology. The ethical and responsible use of computers, tablets, cellphones and

other devices can greatly enhance the learning capability of students, for it has

been shown through studies that children (and adults for that matter) can better

grasp and understand their lessons in a more relaxed environment, without the

prying (and sometimes mocking) eyes of classmates or teachers.

 25

Graphic design is the process of visual communication and problem-solving

through the use of typography, photography and illustration. The field is considered

a subset of visual communication and communication design, but sometimes the

term "graphic design" is used synonymously. Graphic designers create and

combine symbols, images and text to form visual representations of ideas and

messages. They use typography, visual arts, and page layout techniques to create

visual compositions. Common uses of graphic design include corporate design

(logos and branding), editorial design (magazines, newspapers and books),

advertising, web design, communication design, product packaging and signage.

(Wikipedia)

Karaksha (2013)The implementation of technology in a form of online

learning tools( e-learning tools) has been proposed to provide students self-

directed and flexible opportunities to keep the students engaged and up to date

with content.

Maglaque, J.,Marcelino R B,.(2012 ) teachers and students strongly agree

on the importance of the use of instructional technology. Both agree that they are

afraid to use new technology though they have high level of enjoyment and strong

motivation in using it. Thus, teachers and students positively view the use of

instructional technology in enhancing the teaching and learning of chemistry.

Because of this, it is recommended that more trainings be provided for teachers to

alleviate their fears by increasing their technological literacy.

Arinto, P. (2013) use of Web tools and resources relates to the importance

that they give to independent learning and collaborative learning. However, the
 26

study also found that academics hold orientations to teaching and learning with

Web technologies that do not necessarily conform with the extremes identified in

the literature. Rather than subscribing to either an independent learning approach

or a collaborative learning approach, which are presented in some studies and

theoretical discussions as opposing approaches underpinned by contrasting

orientations to learning, some teachers adopt different pedagogical approaches

for different learning contexts, and/or they attempt to balance seemingly

oppositional pedagogical approaches. This flexibility comes from their having

multiple orientations to learning, which develops from an awareness of the need

to take into account, and address tensions among, a range of design factors,

including the diversity of learners, disciplinary contexts, and curricular goals.

Shimamoto (2012) in his study on implementing a Flipped Classroom. An

instructional module used teachers as participants. These are teachers in grade 7

through 12 at a private, college preparatory institution in Honolulu. All were college

educated and had a minimum of five years teaching experience. In lieu of

traditional pre- and post-test, a retrospective survey was used to determine the

effectiveness of the instructional module. Findings showed that for those with little

or no knowledge of flipped classrooms, the information within the module allowed

them to build a strong overview of the model and provided enough of an

introduction to get started with implementation. For some, the information was a

little too broad. Request for additional specificity by both beginners and advanced

users indicated that the inclusion of additional resources was necessary to address

their varying deficiencies. Though it would take time to identify and present the
 27

added information, the web-based platform utilized for this module could easily

accommodate more content. Though examples were included in the module, an

increase in the number of real life implementations presented would have helped

to raise the confidence levels of participants intending to implement the method in

their courses. Flipped classrooms have the opportunity to cause a significant shift

in the way instruction is delivered. Using technology, teachers are now able to

provide an alternative to traditional lecture-based models by implementing a

blended learning method that combines the benefits of direct instruction and active

learning to engage students in the learning process.

Rodriguez (2017) the students perform better after being exposed to the

computer aided/assisted instructional materials in Science and Technology III.

Tseng H.W,Tang Y et al. (2016) As mobile learning technology promotes

learning accessibility and flexibility, students benefit from social interactivity and

connective learning process which will also foster students' performance and

satisfaction on learning content. The primary purpose of this research was to

evaluate iTunes U courses based on instructional design strategies and the m-

learning framework. A total of 27 iTunes U courses were selected and evaluated

based on the following criteria: (a) The course is provided by institutions of higher

education; (b) the course should include instructional design components. The

results revealed that all courses scored notably higher means on Content

Chunking and Objective and Content Structure. However, all courses were rated

low mean scores on the Instructional Strategies categories of the following

attributes: Learning Engagement, Feedback, and Evaluation. Moreover, the

 28

results revealed that all courses scored notably higher means on one of the

learning framework which is Customization and were rated low mean scores on

the Conversation attribute. The overall conclusion of this study is that the selected

iTunes U courses showed some strengths but considerable weaknesses in

meeting the instructional design strategies and m-learning framework.

Recommendations are provided for turning mundane courses into dynamic, user-

friendly ones where students are excited about their learning.

Muldong (2013) found out that both the students and instructors very much

agree that objectives on their instructional material are precisely identified,

completely and descriptively worded, contents are very logical and coherent, very

well focused, stated very clear lay, activities are appropriate: style and presentation

is highly efficient and reliable, topics and presentation of materials is highly

organized.

Montrieux, H. Vanderlinde,R. (2015) The general finding of this study shows

that the use of tablet devices in the classroom setting has an impact on both

teaching and learning practices. The results suggest that teachers can be divided

into two categories: the innovative teachers and the instrumental teachers.

Innovative teachers attempt to shift from a teacher-centered to a learning-centered

approach. They have changed their teaching style by transforming lessons in

accordance with the advantages tablet computers can offer. Instrumental teachers

seem to use the device as a ‘book behind glasses. The distinction between the two

groups has consequences for both the way courses are given and how students

experience them. In general, the introduction of tablet devices entails a shift in the
 29

way students learn, as the devices provide interactive, media-rich, and exciting

new environments. The results of this study indicate that policy makers should

consider introducing technical and pedagogical support in order to facilitate both

teachers’ and students’ understanding of the full potential of this kind of technology

in education.

Tsung-Hsiang Chang (2013) using a graphical representation of user

interfaces - screenshots - as a direct visual reference to support various kinds of

applications. We have built several systems to demonstrate and validate this idea

in domains like searching documentation, GUI automation and testing, and cross-

device information migration. In particular, Sikuli Search enables users to search

documentation using screenshots of GUI elements instead of keywords. Sikuli

Script enables users to programmatically control GUIs without support from the

underlying applications. Sikuli Test lets GUI developers and testers create test

scripts without coding. Deep Shot introduces a framework and interaction

techniques to migrate work states across heterogeneous devices in one action,

taking a picture. We also discuss challenges inherent in screenshot-based

interactions and propose potential solutions and directions of future research.

Despite educational comics’ favorable outcome Melor, Hadi, and Amin

(2012) ha applying comic based activity is impractical due to time and internet

access constraints. Protracted phase of crafting photographs and drawings to be

utilized in authoring tools plus learning the software itself also contribute to this

inconveniency. Since narrative is an imperative facet of graphic novel storytelling

implementation in educational comic authoring tools must be considered. Theme

 30

control remains a challenge when storytelling applications limit to pre-fixed plot and

loose events composition (Schoenau-Fog, Bruni, Khalil, 2013)

Valenzuela, A. Dhar, R. (2009) Self-customization is the process by which

consumers seek to customize offerings to their own preferences. In this article, the

authors propose that differences in self-customization procedures potentially

influence (1) the product configuration favored, (2) the degree of decision difficulty

in product customization, (3) the degree of satisfaction with the customized option,

and (4) the degree of willingness to purchase. The authors examine these

propositions in a series of studies that allow self-customization through the use of

either a by-attribute or a by-alternative method. They show that consumers tend to

choose an intermediate (compromise) option significantly more often when they

customize a product using the by-attribute method than when using the by-

alternative method. In addition, the by-attribute customization procedure leads to

a lower level of experienced difficulty, greater satisfaction, and higher willingness

to purchase the customized option than the by-alternative method. Finally, the

decrease in experienced difficulty in the by-attribute customization method is not

solely due to the reduction in information consideration but also due to less explicit

trade-offs among competing characteristics. These results can aid marketing

managers in designing mass-customization procedures.

Lopez, J. Caceres, M. (2010) videogames are analyzed to find out which

contents can be approached through them for the teaching of Social Sciences

using problem-solving strategies. To this end, instruments for information

gathering (data collection grid) and analysis (category system) were designed. The
 31

different contents of a social nature are analyzed according to the study categories

and in turn from the areas of social issues detected in them. we present a working

proposal for the use of videogames in the classroom on the basis of resolution of

relevant problems, determining which are the issues that we consider relevant,

what questions the pupils can be asked to approach through videogames and what

the characteristics, benefits and obstacles are in the use of these resources in the

teaching of Social Science.

Baguhin,J, Pescador, A. et al (2012) the Interactive Courseware for

Preschooler is an educational software tool. It is a type of computer-based

instruction with its text and animations in a graphical form for the preschoolers to

learn interactively with the lessons that are presented with facts and able to have

a recap on what they have just learned by taking the interactive quizzes. This can

provide the student with a more flexible, creative and entertaining environment for

their learning experiences with the implementation of a Visual basic format and

Macromedia Flash.

Arreza (2009) concluded that by using information communication

technology like computer, learners can absorb more information and take less time

to do so,I.T creates opportunities and provides new and creative solution to

process of living and learning and many studies proving how students who have

been exposed in ICT, performed better in school but computer could never replace

teacher.

The level of acceptability of the developed module of Quitevis (2015) in

developmental reading was evaluated by the teacher-respondents as very much

 32

accepted with respect to its objectives, contents, style of presentation,

organization, creativity and evaluation. On the other hand, they evaluated the

developed module with respect to activities as much accepted.

Collins (2008), Collins, et. Al (2008), Vernadakis, et. al are also relevant to

the present study since it also focused on the effectiveness of computer – aided

instruction that integrates to students’ learning process wherein their findings

significantly give positive results to students’ performance.

Montrieux H., Vanderlinde R., Etal (2015) teacher have changed their

teaching style by transforming lessons in accordance with the advantages tablet

computers can offer. Instrumental teachers seem to use the device as a ‘book

behind glass’. The distinction between the two groups has consequences for both

the way courses are given and how students experience them. In general, the

introduction of tablet devices entails a shift in the way students learn, as the

devices provide interactive, media-rich, and exciting new environments

 33

Chapter 3

RESEARCH METHODS AND PROCEDURE

This chapter presents the methods of research, setting of the study,

subject of the study, procedure of the study, sources of data and statistical
treatment.

Method of Research

This study used the descriptive, developmental research design. According

to Calmorin (2010), the descriptive research is used to describe the characteristics

of a population or phenomenon being studied. It addresses the “what” question.

The characteristics used to describe the situation or populations are usually some

kind of categorical scheme also known as descriptive categories. Descriptive

research generally precedes explanatory research. The goal is the acquisition of

 34

factual, accurate and systematic data that can be used in average, frequencies

and similar statistical calculations. Descriptive studies seldom involve

experimentation, as they are more concerned with naturally occurring phenomena

than with the observation of controlled situations.

Setting of the Study

The study was conducted in five randomly selected public secondary

schools in the Division of Antipolo City. These schools include Dalig National High

School, Mambugan National High School,Old Boso-Boso National High School,

Dela Paz National High School and Bagong Nayon II National High School during

the school year 2018-2019 The school offers Grade 7 to Grade 10 Junior High

School and Senior High School education to students except Mambugan and

Bagong Nayon II National High School; this is located at Antipolo City, Province of

Rizal. (Figure 2).

35
 36

Figure 2

Vicinity Map of Selected Public Secondary School in the Antipolo City

 37

Subject of the Study

The study which aim to Develop and Evaluate Virtual Interactive Comics as

Instructional Material in Araling Panlipunan 10.

The subjects of the study will be the 50 Grade 10 randomly selected

students of selected secondary public schools in Antipolo City and 25 ICT teachers

and Araling Panlipunan 10 teachers. The Grade 10 students will be ask to evaluate

the developed instructional material based on multimedia design, Overall interface,

behavior of controls and system information and customizability. The researcher

use fishbowl technique that will represent the group. The respondents will evaluate

the developed instructional material in Araling Panlipunan 10 wherein third and

fourth quarter is the main focus of the lesson.

Teacher will be composed of Araling Panlipunan 10 teachers and ICT

teachers in selected School in Antipolo City. They will be requested to evaluate the

developed Virtual Interactive Comics as instructional material in Araling

Panlipunan 10 based on its Overall interface, behavior of controls and system

information and customizability. They will also be asked about their suggestions

and comments which will be considered and incorporated on the reconstruction of

the developed instructional materials after its evaluation. The researcher wishes

to use his Virtual Interactive Comics as Instructional Material in Araling Panlipunan

10 in the school year 2018 – 2019.

 38

Procedure of the Study

The research study will be undertaken following a step by step procedure

using the Gantt chart as its guide.

After the submission of three proposed titles the researcher pursues the title

at hand which approved during his title defense. The researcher then collated

different reference materials and also browsed the internet for the preparation of

chapters 1, 2 and 3. Through the reference materials and internet, the researcher

compiled different literature and studies, both foreign and local to support the

conduct of the study then the colloquium follows. Then the researcher prepared

her research instrument composed of questionnaire-checklist on the evaluation of

the developed instructional material .For the conduct of the study, the researcher

will accomplish different request letters on the permission of the floating of her

research instrument. After its retrieval the gathered data will be tabulated, analyzed

and interpreted. Then the construction of chapters 4, 5 and 6 will follow then the

final oral defense.

All comments and suggestions provided during the final oral defense will be

incorporated on the reconstruction of the research. After the thorough checking on

the reconstructed research the research will hard bind the thesis and reproduce

and then will be submitted to the different concern authorities.

 39

Sources of Data

The main instrument of the study will be a questionnaire-checklist.

For questionnaire-checklist on the evaluation of the developed Virtual

Interactive Comics as Instructional Material in Araling Panlipunan 10, the

researcher will used the questionnaire checklist used by Learning Resources

Management and Develop System (LRMDS) in support of evaluating the

effectiveness of K to 12 instructional materials. The modification that the

researcher will make is the exclusions of some categories which are not necessary

on the evaluation of instructional material developed by the researcher.

The questionnaire-checklist will be used to evaluate the developed Virtual

Interactive Comics as instructional material in Araling Panlipunan 10 by the

respondents. On the evaluation of the developed instructional material, the

researcher included the different criteria such as multimedia design, overall

interface, behavior of control and system information and customizability.

To interpret the answer of the respondents the following scale will be used:

Scale Range Verbal Interpretation

5 (4.20 – 5.00) Excellent

4 (3.40 – 4.19) Very Satisfactory

3 (2.60 – 3.39) Satisfactory

2 (1.80 – 2.59) Fair

1 (1.00 – 1.79) Poor

Validation of Research Instrument

 40

To validate the questionnaire-checklist the researcher will present his

adopted and modified questionnaire-checklist from Learning Resources

Management and Develop System LRDMS, Changes will be made in the

questionnaire-checklist incorporating all suggestions and comments provided by

the researcher’s assigned adviser.

Data Gathering Procedure

To gather the data necessary on attaining the objectives of the study the

following procedure are planned to be undertaken:

The researchers float the questionnaire-checklist on the respondents. Their

suggestions and comments regarding the developed instructional materials will

also be asked and compiled for proper documentation of important issued that

should be considered on the reconstruction of the developed instructional

materials.

All gathered data will be treated based on its appropriate statistical

treatments.

Statistical Treatment

The following statistical tools will be use in the study.

1. Frequency – this will be use in determining the total numnber of

responses to an item.

2. Percentage – this will be use to establish the comparative value of a

magnitude in relation to the whole.

 41

𝑓
% = 𝑁 𝑥100

Where:

% = percentage

f = frequency

N = total number of respondents

100 = constant factor

3. Weighted Mean – it measures the central tendency or the assessment

N
of the respondents to the Develped material.

∑𝑓𝑖𝑥𝑖
×= 𝑁

Where:

X = weighted mean

∑ = summation

fi = frequency

xi = weighted scale

N = number of respondents

To detemine the level of acceptability, suitability and feasibility of developed

Virtual Interactive Comics , the five point likert’s scale was used to interpret ratings

of respondents.

Scale Numerical Value Descriptive Value Symbol

5 4.20 – 5.00 Excellent E

4 3.40 – 4.19 Very Satisfactory VS

3 2.60 – 3.39 Satisfactory S

2 1.80 – 2.59 Fair F

 42

1 1.00 – 1.79 Poor P

4. Ranking. This was used to reinforce the percentage showing the

proportional importance of a considered item.

5. Mean Percentage Score

𝑋
𝑀𝑃𝑆 = 𝑥100
𝑁

Where:

MPS = Mean Percentage Score

X = Mean

N = Number of Items

6. t-Test – this will be use to determine the degree of difference between

the assessment of the respondents on the acceptability of power point

presentation for chemistry.

Using the formula:

X1 – X2
t = -----------------
√ S12+ S22
N1 N1

Where:

X1= Weighted mean score of 1st group of respondents

X2= Weighted mean score of 2nd group of respondents

S1 = standard deviation of 1st group of respondents

S2 = standard deviation of 2nd group of respondents

N1 = number of score of 1st group of respondents

 43

N2 = number of score of 2nd group of respondents

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter gives the results and discussion of the data gathered to answer

the problems stated in previous chapters. The data and statistical findings are

presented and given implications.

Evaluation on the Developed Visual Interactive Comics in Araling Panlipunan

10 as Perceived by the Teachers and Students with respect to Multimedia
Design, Overall Interface, Behavior of Controls & System Information and
Customizability/ Support for User Preferences

Table 1 show the mean and verbal interpretation on the Evaluation of the

developed Visual Interactive Comics as Instructional Material in Araling

Panlipunan 10 as perceived by the respondents with respect to Multi Media Design

Table 1

Evaluation on the Developed Visual Interactive Comics in

Araling Panlipunan 10 as Perceived by the
Teachers and Students with respect
to Multimedia Design

Multimedia Design Teacher Student Overall

Mean VI Mean VI Mean VI
1. Media elements are of sufficiency 4.43 E 4.54 E 4.51 E
high quality
2. Clear and precise instructions are 4.17 VS 4.34 E 4.28 E
provided in accessing multimedia
3. Appropriate forms of media are 4.30 E 4.22 E 4.25 E
used to enhance presentation .
 44

4. The multimedia presentations have 4.08 VS 4.06 VS 4.07 VS

a coherent layout, design and
background.
5. All images are accompanied by a 4.00 VS 4.16 VS 4.11 VS
detailed explanatory caption that the
user can access easily
Average 4.20 E 4.26 E 4.24 E

It is depicted in table 1 on the evaluation of the developed material with

respect to Multi Media Designs, the respondents; most perceived item is “Media

elements are of sufficiency high quality.” With the highest mean of 4.51, followed

by “Clear and precise instructions are provided in accessing multimedia” with a

means of 4.28, and “Appropriate forms of media are used to enhance presentation

” at 4.25, all interpreted as Excellent.

Last two in ranks are items, “The multimedia presentations have a coherent

layout, design and background ” and “All images are accompanied by a detailed

explanatory caption that the user can access easily” with means of 4.11and 4.07,all

interpreted as Very Satisfactory. The average mean is 4.24, which is interpreted

as Excellent.

It is noted that all items are interpreted as Excellent, hence this leads to an

implication that the Multi Media Design set developed material are approved by

the respondents.

This is in consonance with the statement of Cox, D. Sandor E. et al When

using animations, instructors need to explain carefully the goals and contents of

the animations to reduce the extraneous cognitive load. In the dynamic learning

environment, a pre-training program is necessary for students to become familiar

with the new environment. Finally, individual differences such as background

 45

knowledge, cognitive abilities and cognitive styles should be taken into

consideration in the instructional design.

Table 2 show the mean and verbal interpretation on the Evaluation of the

developed Visual Interactive Comics as Instructional Material in Araling

Panlipunan 10 as perceived by the respondents with respect to Overall Interface

Table 2

Evaluation on the Developed Visual Interactive Comics in Araling

Panlipunan 10 as Perceived by the Teachers and Students
with respect to Overall Interface

Overall Interface Teacher Student Overall

Mean VI Mean VI Mean VI
1. The design is visually appealing. 4.64 E 4.45 E 4.51 E
2. The design is simple, i.e. not 4.29 E 4.02 VS 4.11 VS
cluttered with irrelevant devices and
information.
3. The design is consistent throughout 4.10 VS 3.85 VS 3.93 VS
successive displays.
4. Contains sufficient information and 4.08 VS 3.94 VS 3.99 VS
directions for the user to use the
resource.
5. The ways to navigate through the 3.96 VS 3.85 VS 3.89 VS
material are clear.
6. Labels, buttons, menus, text, and 3.71 VS 3.85 VS 3.81 VS
general layout of the resource are
consistent and visually distinct
7. Fonts are readable in terms of size, 3.67 VS 3.94 VS 3.85 VS
color and contrast between the
background and the text
8. The user is always made aware of 4.04 VS 3.98 VS 4.00 VS
what to do next.
9. The user is informed of their position 3.79 VS 3.83 VS 3.81 VS
in the resource relative to its
beginning and end.
10. The user is informed when a new 3.58 VS 3.63 VS 3.61 VS
window (such as a browser window,
tab or pop up) will be displayed.
Average 3.98 VS 3.95 VS 3.96 VS
 46

It is noted in table that as to overall interface, the respondents are amenable

that the overall interface are “The design is visually appealing” as it obtain the

highest mean of 4.51, interpreted as Excellent. The next perceived items “The

design is simple, i.e. not cluttered with irrelevant devices and information,” with

means of 4.11 and “The user is always made aware of what to do next” with the

mean of 4.00 interpreted as Very Satisfactory.

For them the last three perceived items are “Labels, buttons, menus, text,

and general layout of the resource are consistent and visually distinct,” “The user

is informed of their position in the resource relative to its beginning and end” with

similar means of 3.81 and “The user is informed when a new window (such as a

browser window, tab or pop up) will be displayed” with a means of 3.61.The

average mean of 3.96, Very Satisfactory is reflected.

This finding is attributed to the statement of Florida Statute (2012) defined

instructional materials as items having intellectual content that by designed served

as a major tool for assisting in the instruction of a subject or a course. These items

may be available inbound, unbound, kit or package form and may consist of hard

backed or soft backed textbooks, consumables, learning laboratories,

manipulative, electronic media, and a computer courseware or software.

 47

Table 3

Evaluation on the Developed Visual Interactive Comics in Araling

Panlipunan 10 as Perceived by the Teachers and Students
with respect to Behaviorof Control and
System Information

Behavior of Controls & System Teacher Student Overall

Information Mean VI Mean VI Mean VI
1. Clear visual indicators are used to 4.04 VS 4.13 VS 4.10 VS
display the position of the cursor on
the screen.
2. The cursor changes shape to indicate 3.67 VS 3.79 VS 3.75 VS
its function and provide information to
the user.
3. The resource responds obviously and 3.71 VS 3.76 VS 3.74 VS
appropriately to learners’ actions.
4. Icons that can be selected are 3.74 VS 3.59 VS 3.64 VS
designed to suggest their intended
use.
5. Controls found in many parts of the 3.58 VS 3.67 VS 3.64 VS
resource (menus, buttons, and so on)
that serve similar functions
throughout the resource are placed in
similar locations in all displays.
6. Menus, buttons and other familiar 3.83 VS 3.71 VS 3.75 VS
controls use the same or similar
formats and appearances throughout
the resource.
7. A control that can be selected 3.67 VS 3.39 S 3.48 VS
provides dynamic information to the
user about the specific function (e.g.
the mouse cursor changes
appropriately and/or the control
changes its visual appearance in
some way).
8. A control that has been selected 3.83 VS 3.66 VS 3.72 VS
indicates to the user that the selected
event has been recognized.
Average 3.75 VS 3.71 VS 3.73 VS
 48

As indicated in the table, rank no. 1 is “Clear visual indicators are used to

display the position of the cursor on the screen,” was rated “Very Satisfactory,”

with a composite weighted mean of 4.10. Rank no. 2 is “The cursor changes shape

to indicate its function and provide information to the user,” and “Menus, buttons

and other familiar controls use the same or similar formats and appearances

throughout the resource was rated “Very Satisfactory,” with a similar mean of 3.75

interpreted as “Very Satisfactory “ rank no.4 “The resource responds obviously and

appropriately to learners’ actions” with a 3.74 followed by “A control that has been

selected indicates to the user that the selected event has been recognized” with a

mean of 3.72, “, “Icons that can be selected are designed to suggest their intended

use” and “Controls found in many parts of the resource (menus, buttons, and so

on) that serve similar functions throughout the resource are placed in similar

locations in all displays” and “A control that can be selected provides dynamic

information to the user about the specific function (e.g. the mouse cursor changes

appropriately and/or the control changes its visual appearance in some way)” with

a composite mean of 3.64,3.64 and 3.48 rank respectively with an interpretation

of “Very Satisfactory”

The findings of the study is similar to the study of Collins (2008) that the

use of Computer Aided Instruction (CAI) is pedagogically effective and that

currently available applications are easy to integrate into the student’s in class

experience. The paper also reports on the impact that using CAI has on student

evaluation of both the course and the instructor on students grades.

 49

Table 4

Evaluation on the Developed Visual Interactive Comics in Araling

Panlipunan 10 as perceived by the Teachers and Students
with respect to Customizability/Support for
User Preferences

Customizability/ Support for User Teacher Student Overall

Preferences Mean VI Mean VI Mean VI
1. The user can adjust the size of the 3.17 S 3.22 S 3.21 S
font for displayed text.
2. The user can adjust the magnification 3.21 S 3.30 S 3.27 S
of displayed materials.
3. Methods to support navigation are 3.38 S 3.25 S 3.29 S
clear and consistent throughout the
resource (e.g. arrows, keyboard
shortcuts, menus).
4. The user can return to a previous 3.67 VS 3.41 VS 3.49 VS
state of the system and repeat from
there
5. All functionality is accessible through 3.50 VS 3.28 S 3.35 S
mouse only.
6. All functionality is accessible by the 3.42 VS 3.21 S 3.28 S
use of the mouse and or keyboard.
7. The user can control the pace at 3.54 VS 3.24 S 3.34 S
which he/she moves through the
material.
Average 3.40 VS 3.26 S 3.31 S

As referred in the table, rank no. 1 is “The user can return to a previous

state of the system and repeat from there,” was rated “Very Satisfactory,” with a

composite weighted mean of 3.49. Rank no. 2 is “All functionality is accessible

through mouse only,” was rated “Satisfactory,” with a composite weighted mean of

3.35. Rank no. 3 is “The user can control the pace at which he/she moves through

the material,” was rated “Satisfactory,” with a composite weighted mean of 3.34.the

last four perceived are “Methods to support navigation are clear and consistent

throughout the resource (e.g. arrows, keyboard shortcuts, menus).,” All

 50

functionality is accessible by the use of the mouse and or keyboard’,” The user can

adjust the magnification of displayed materials”, and “The user can adjust the size

of the font for displayed text” with a composite mean of 3.29,3.28,3.27 and 3.21

respectively with an interpretation of “Satisfactory”. This resulted to an overall

composite weighted mean of 3.31 (Satisfactory).

The result shows that the lowest mean obtain on the developed material as

perceived by the respondents is on the Customizability/Support for User

Preferences.

The findings counterpart with the study of Da Salviera G., Borenstein D.,and

Fogliatto F., (2011) Knowledge must be shared. Mass customization MC is a

dynamic strategy and depends on the ability to translate new customer demands

into new products and services. To achieve that, a culture that emphasizes

knowledge creation and distribution across the value chain must be pursued by

companies. That requires the development of dynamic networks. These factors

have direct practical implications. First, they corroborate the idea that MC is not

every company's best strategy, for it must conform to specific market and customer

types. Second, they assert the complexity involved in MC implementation. In other

words, MC implementation involves major aspects of operations including product

configuration, value chain network, process and information technology, and the

development of a knowledge-based organizational structure.

 51

Table 5

Evaluation on the Developed Visual Interactive Comics in Araling

Panlipunan 10 as perceived by the Teachers and Students
with Respect to Different Criteria

Aspect Teacher Student Overall

Mean VI Mean VI Mean VI
Multimedia Design 4.20 E 4.26 E 4.24 E
Overall Interface 3.98 VS 3.95 VS 3.96 VS
Behavior of Controls & System 3.75 VS 3.71 VS 3.73 VS
Information
Customizability/ Support for User 3.40 VS 3.26 S 3.31 S
Preferences
Average 3.83 VS 3.80 VS 3.81 VS

As indicated in the table, rank no. 1 is “Multimedia Design,” was rated

“Excellent,” with a weighted mean of 4.24. Rank no. 2 is “Overall Interface,” with a

weighted mean of 3.96 and “Behavior of Controls & System Information “Rank no.3

with a weighted mean 3.73 with a “ Very Satisfactory, “ interpretation and Rank

no.4 “Customizability/ Support for User Preferences” with a mean of 3.31

interpreted as “Satisfactory “

This is similar to the findings of Villanueva, M., Caroche M. et al (2018)

Satisfaction of employees in the workplace is influenced by many factors such as

compensation, career growth and development, interaction to peers and office

design. Several tools were used in this study in determining the impact of office

design on the satisfaction of government employees in the Laguna Provincial

Capitol. Different office types present inside the said institution were first

recognized, and seven office types were identified as follows: individual office,

shared room, small open plan, medium open plan, large open plan, cubicle, and

half partition. In this study, importance- satisfaction analyses were conducted to

 52

determine what office design elements should be given priority per office type. To

significantly improve satisfaction of employees on their office design, the

management should focus on the office design elements that fall on the second

quadrant of the Importance Satisfaction Matrix, as these elements have relatively

high importance for the employees; however, satisfaction of employees on these

elements is relatively low.

Table 6

Significant difference on the Evaluation on the Developed Visual Interactive

Comics as Instructional Material in AralingPanlipunan 10
as Perceived bythe Teachersand Students with
respect to Different Criteria

Criteria Respondent Mean Sd Mean t df Sig HO VI

Diff
Multimedia Design Teacher 4.20 0.46 72 .487 FR NS
0.07 0.70
Student 4.26 0.36
Overall Interface Teacher 3.98 0.49 71 .762 FR NS
0.04 0.30
Student 3.95 0.45
Behavior of Teacher 3.75 0.65 71 .799 FR NS
Controls & System Student 3.71 0.04 0.26
0.65
Information
Customizability/Su Teacher 3.40 0.84 71 .509 FR NS
pport for User Student 3.26 0.14 0.66
0.87
Preferences

Table 6 presents the significant difference on the evaluation of the

teacher and student-respondents on the developed visual interactive comics as

instructional material in Araling Panlipunan 10 with respect to different criteria.

As presented in the table, “Multimedia Design”, and

“Customizability/Support for User Preferences” obtained a computed t-Value of

.70 and .66 with a probability values .487 and .509 respectively. Thus, the

findings failed to reject the null hypothesis, that there is no significant difference

on the evaluation of the teachers and students on developed visual interactive

 53

comics as instructional material in Araling Panlipunan 10 and found to be not

significant because the probability values are greater than the 0.05 levels.

Similarly, the criteria with respect to “Overall Interface” and “Behavior of

Controls & System Information” obtained t-values of 0.30 and 0.26 with significant

values of 0.762 and 0.799 respectively. Since the probability values are all greater

than the 0.05 level of significance, the null hypothesis was failed to reject due to

the fact that there is no sufficient evidence to show that there is significant

difference on the evaluation of the teachers and students on the developed visual

interactive comics as instructional material in Araling Panlipunan 10 with respect

to the aforementioned variables.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 54

This chapter presents the summary of the findings evolved in the

study, the conclusions derived based on the findings and the

recommendations formulated based on each finding.

Summary of Findings

Based on the analyses and interpretation of data gathered, the

findings were hereby summarized:

1. Evaluation on the Developed Visual Interactive Comics as Instructional

in Araling Panlipunan 10 as perceived by the teachers and students with

respect to multimedia design, overall interface, behavior of control and

customizability

The developed instructional material found to be Excellent in terms of the

multimedia design, the Overall interface and behavior of control are Very

satisfactory and the customizability is satisfactory.

2. Significant difference on the evaluation on the Developed Visual

Interactive Comics as Instructional Material in Araling Panlipunan 10 as

perceived by the teachers and students with the above mentioned

variables.

The Null hypothesis is Fail to reject, therefore there is no significant

difference on the evaluation on the developed visual interactive comics as

instructional material in Araling Panlipunan 10 with respect to multimedia

design, overall interface, behavior of control and customizability

 55

Conclusions

Based on the results of the study, the conclusions derived were:

1. The teachers and students find the developed visual interactive comics as

instructional material in Araling Panlipunan 10 The developed instructional

material found to be Excellent in terms of the multimedia design, the Overall

interface and behavior of control are Very satisfactory and the customizability

is satisfactory.

2. There is no significant difference on the evaluation of the respondents on the

developed visual interactive comics as instructional material in Araling

Panlipunan 10 with respect to multimedia design, overall interface, behavior of

control and customizability

Recommendations

In the analysis of the findings and conclusions, the following

recommendations are hereby presented.

1. The developed material needs to be reviewed to find out some parts which

need adjustment and revision to make it more suitable and effective for the

students such as adding sound effects, using moving character, enlarging

font size emphasizing important topic and separate chapter per chapter.

2. Other researchers may also be encouraged to test the effects of using

virtual interactive teaching material in teaching Social Studies for validation

of the study.
 56

3. The teachers must find time to explore the Virtual interactive teaching

strategies using e learning as teaching strategy in the classroom and by

attending seminar that concerns on the use of this.

4. Parallel studies using other variables may be conducted.

BIBLIOGRAPHY

A. Books
 57

Adegbija, M.V & Bola, O.O. (2015). Perception of Undergraduatea on the adoption
of mobile technologies for learning in selected Universities in Kwara State, Nigeria.
Procedia Social Behavioral Sciences 176 (2015) 352- 356

Bulman, G. and Fairlie, R. W. (2016). Technology and Education: Computers,

Software and the Internet. National Bureau of Economic Research, NBER Working
Paper No. 22237.

Cox,D. Sandor, E.Fron,J. Wainwright,L. Balsamo,B. Malloy, J.(2018) : New

Media Futures: The Rise of Women in the Digital Arts

Calmorin,Laurentina, (2010) “Educational Research and Measurement and

Evaluation”,
Mandaluyong City, National Bookstore, 2010.

Goksu, I and Atici, B. (2013). Need for mobile learning: technologies and
opportunities. Procedia-Social Behavioral Sciences 103 (2013) 685-694.

Abdullah,K (2013) Development and evaluation of E-learning tools used as a

supplement to standard curricula in Pharmacology in education.

Miller, D. and Zhao, A. (2017): Opening Up Higher Education with Screencasts

Naidu, Som .,(2006) “E – Learning: A Guidebook of Principles, Procedures and

Practices”, University of Melbourne, Australia on behalf of the Commonwealth
Educational Media Center for Asia, New Delhi pp. 1 – 2

Sanders, C.Vail, D. (2008): Customizing the Body: The Art and Culture of
Tattooing

Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane

cognitive load. Educational Psychology Review, 22(2), 123-138.
doi:10.1007/s10648-010-9128-5

Taber K. S.,(2011) Costructivism as Educational Theory:Contingency in Learning

and Optimally Guided Instruction, Nova Science Publisher,Inc.

William, J. P. (2006). Technology Education for Teachers.

Zumbach Joerg, Schrangl Gerhard, Mortensen Chad and Moser Stephanie (2016)
: RETRACTED: Evaluation of Intercultural Instructional Multimedia Material on
 58

Implicit Xenophobic Cognition: Short Time Effects on Implicit Information

Processing

B. Periodicals/Journals

Arimbuyutan, R. C. (2007). A study on e-learning for Phillipines. International

Journal of Multimedia and Ubiquitous Engineering, Vol.2, No. 4

Arinto,P. (2013): Teaching at a Distance in a Digital Age: Perspectives from the

Philippines

Baguhin ,J. Pescador,A. Salva,L. Agno-balatbat A. (2012): An Interactive

Courseware for Preschooler of Liceo de Cagayan University

Bencheva Nina, 2010 Learning Styles and E-Learning Face-to-Face to the

Traditional Learning

Briones,B. (2017): RCHE 2017 4th International Research Conference on

Higher Education Volume 2018 Conference Paper Teachers’ Competency on the
Use of ICT in Teaching Physics in the Junior High School Catherine

Churchill, D. (2014). Presentation design for “conceptual model” learning objects.

British Journal of Educational Technology. 45, (1), 136-148.

Correos, C 2014, ‘Teachers’ ICT literacy and utilization in English Language

Teaching, ICT & Innovations in Education’, International Electronic Journal, vol.
2, no. 1, pp. 1-25.

Collins, David, “Computer Aided Instruction: A Study Of Student Evaluations And

Academic Perform”, Journal of College Teaching & Learning – November 2008
Volume 5, Number 11 49

Da Salviera G., Borenstein D.,and Fogliatto F., (2011) Mass Customization:

Literature Review and Research Directions

Da Silva,A. (2016) THE COMICS AS TEACHING STRATEGY IN LEARNING OF

STUDENTS IN AN UNDERGRADUATE MANAGEMENT PROGRAM

Espinosa,J.P (2016): Learning with the help of technology

Han (2010) Journal of Language Teaching and Research (1) 320-323

Kaur, Gurpreet (2011). “Study and Analysis of Lecture Model of Teaching”,

International Journal of Educational Planning & Administration, Volume 1, Number
1, pp. 9-13.
 59

Maglaque Jean, Marcelino Benidicto Ramon 2012: Technology-Driven Instruction

in the Teaching and Learning of Chemistry

Montazeri, M., & Hamidi, H. (2013). Application of CALL in language learning

classrooms: Implications and concerns. ICT & Innovations in Education
International Electronic Journal, 1 (2)

Montrieux, H. Vanderlinde,R. Schellens,T. De Marez, L. (2015): Teaching and

Learning with Mobile Technology: A Qualitative Explorative Study about the
Introduction of Tablet Devices in Secondary Education

Tsung-Hsiang, C. (2012): Using Graphical Representation of User Interfaces as

Visual References

Tseng,H. Tang,Y. and Morris,B.(2016): Evaluation of iTunes University Courses

Through Instructional Design Strategies and m-Learning Framework
Journal of Educational Technology & Society Vol. 19, No. 1 (January 2016), pp.
199-210

Valenzuela,A. Dhar, A. and Zettelmeyer, F.(2009): Contingent Response to Self-

Customization Procedures: Implications for Decision Satisfaction and Choice
Journal of Marketing Research Vol. 46, No. 6 (Dec., 2009), pp. 754-763

C. Unpublished Materials

Arreza, Q. O. (2009). “Instructional Materials in Science and Technology II.”

Biological Science. Unpublished Master’s Thesis. EARIST, Manila.

Muldong, Catherine C. (2013). “Development and Validation of Work Text in

Applied Mathematics” Unpublished Master’s Thesis, University of Rizal System,
Morong Rizal.

Rodriguez,E.B (2017) developing Computer Aided/Assisted Instructional Materials

(CAI) Unpublished Master’s Thesis. EARIST, Manila.

Villanueva, M., Caroche M. et al (2018) Impact of Office Design on Satisfaction

of Government Employees in Laguna Provincial Capitol, Philippines

D. Internet Sources

Cuenca,J. López, M. Cáceres, M.( 2016):Virtual games in social science education

https://doi.org/10.1016/j.compedu.2010.05.028
 60

Edwards, L. (2013). “Three Innovative Methods of Teaching for High School

Educators”, Retrieved on September 21, 2016 from http://education.cu-
portland.edu/blog/educator-tips/3-innovative-methods-of-teaching-for-high-
school-educators/

Florida Statute, 2012, “The Instructional Materials Package”, Retrieved on

December 2015 from http://www.com.florida-agriculture.

https://en.wikipedia.org/wiki/Media_naturalness_theory

Guitart, Josefa et al. (2013). “Analysis of Students Questionnaires after

Implementation of Research-Based Activities on the Acquisition of Science
Competencies using Sensors to Real Classrooms”, Retrieved on September 20,
2016 from
http://www.esera.org/media/eBook_2013/strand%204/guitart_march14.pdf

Kumar Vijay 2016, how important is technology in education

HTTP://WWW.KLIENTSOLUTECH.COM/HOW-IMPORTANT-IS-
TECHNOLOGY-IN-EDUCATION/

Schade, A. (2016) Customization vs. Personalization in the User Experience

https://www.nngroup.com/articles/customization-
personalization/?lm=customization&pt=article
 61

APPENDIX B

Questionnaire-Checklist on the development of Virtual Interactive Comics as

Instructional Material in Araling Panlipunan 10

Directions: Please put a check mark (√) on the appropriate column that best
describe your answer to evaluate the Developed Instructional
Material in Araling Panlipunan 10. Use the following scale as guide
to your evaluation.

SCALE VERBAL INTERPRETATION

5 - Excellent (E)
4 - Very Satisfactory (VS)
3 - Satisfactory (S)
2 - Fair (F)
1 - Poor (P)

A Multimedia Design 5 4 3 2 1
1 Media elements are of sufficiency high quality
2 Clear and precise instructions are provided in
accessing multimedia
3 Appropriate forms of media are used to enhance
presentation .
4 The multimedia presentations have a coherent
layout, design and background.
5 All images are accompanied by a detailed
explanatory caption that the user can access easily
B Overall Interface 5 4 3 2 1
1 The design is visually appealing.
2 The design is simple, i.e. not cluttered with irrelevant
devices and information.
3 The design is consistent throughout successive
displays.
4 Contains sufficient information and directions for the
user to use the resource.
5 The ways to navigate through the material are clear.
6 Labels, buttons, menus, text, and general layout of
the resource are consistent and visually distinct
7 Fonts are readable in terms of size, color and
contrast between the background and the text
8 The user is always made aware of what to do next.
9 The user is informed of their position in the resource
relative to its beginning and end.
 62

10 The user is informed when a new window (such as a

browser window, tab or pop up) will be displayed.
C Behavior of Controls & System Information 5 4 3 2 1
1 Clear visual indicators are used to display the
position of the cursor on the screen.
2 The cursor changes shape to indicate its function
and provide information to the user.
3 The resource responds obviously and appropriately
to learners’ actions.
4 Icons that can be selected are designed to suggest
their intended use.
5 Controls found in many parts of the resource
(menus, buttons, and so on) that serve similar
functions throughout the resource are placed in
similar locations in all displays.
6 Menus, buttons and other familiar controls use the
same or similar formats and appearances
throughout the resource.
7 A control that can be selected provides dynamic
information to the user about the specific function
(e.g. the mouse cursor changes appropriately and/or
the control changes its visual appearance in some
way).
8 A control that has been selected indicates to the user
that the selected event has been recognized.
D Customizability/Support for User Preferences 5 4 3 2 1
1 The user can adjust the size of the font for displayed
text.
2 The user can adjust the magnification of displayed
materials.
3 Methods to support navigation are clear and
consistent throughout the resource (e.g. arrows,
keyboard shortcuts, menus).
4 The user can return to a previous state of the system
and repeat from there
5 All functionality is accessible through mouse only.
6 All functionality is accessible by the use of the mouse
and or keyboard.
7 The user can control the pace at which he/she
moves through the material.
 63

Comments and Recommendations:

________________________________________________________________
________________________________________________________________
________________________________________________________________

Thank you very much!

Signature of the Respondents: __________________________________

64
65
66
67
68
 69

CURRICULUM VITAE