• Walang Nahanap Na Mga Resulta

The level of sufficiency of the module contents of all the PE subjects was found high

N/A
N/A
Protected

Academic year: 2023

Share "The level of sufficiency of the module contents of all the PE subjects was found high"

Copied!
20
0
0

Buong text

(1)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

71

DIFFICULTY, SUFFICIENCY AND SATISFACTION OF PHYSICAL EDUCATION MODULES AT THE MOUNTAIN PROVINCE STATE POLYTECHNIC COLLEGE-BONTOC CAMPUS

Beverly Ann B. Chaokas

Mountain Province State Polytechnic College Bontoc, Mountain Province

E-mail: bebbs61chaokas@gmail.com Received: 02 November 2022

Accepted for publication: 15 December 2022

Abstract

The study aimed to determine the following: level of difficulty of physical education students in accomplishing or understanding the modules in Physical Education, level of sufficiency of the module contents and format of the PE subjects, and, level of satisfaction of same students on module contents and format. The descriptive method of research was used to gather data from the 300 college students during enrolment of school year 2022-2023.

It was found out that the level of difficulty in accomplishing or understanding the PE modules is low. It is implied that the module contents based on the guidelines and standards embodied in the DECS Order 58, s.

1990 are moderately understood by students. This means that they need assistance. The level of sufficiency of the module contents of all the PE subjects was found high. This implies that the modules are sufficient enough containing various information and knowledge for students. It is concluded that modules with complete parts having correct explanations, and appropriate methodologies and strategies are easily understood. The students’ high perception means the lessons are just enough for students to understand. The level of satisfaction of students on the module contents and format is rated very high. It shows that students were very satisfied with the module contents and format. It is concluded that the contents reflect the lessons on the prescribed DECS Order. The students are highly satisfied on the format because it presented a simple procedure to follow.

Keywords: difficulty, sufficiency, satisfaction, content, format

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(2)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

Introduction

Education in the new normal is a challenging task in the Philippines in an attempt to push through education amidst the threat of the deadly Covid 19. The department of Education (DepEd) and the Commission of Higher Education (CHED) adopted and implemented the flexible model of blended learning despite much opposition because of the risk to open classes because of the virus (Anzaldo, 2021). There are different learning modalities such as the Modular (printed and or digitized), on line Educational TV, Radio-Based Instruction, Home Schooling and Blended Learning. There are areas or places where learners can afford these learning modalities of distance like here in Mountain Province State Polytechnic College (MPSPC).

Republic Act No. 1093, an act promoting universal access to quality tertiary education by providing for free tuition and other school fees in state universities and colleges, local universities and colleges and state-run technical-vocational institutions, establishing the tertiary education subsidy and student loan program, strengthening the unified student financial assistance system for tertiary education. It is in this scenario that students of MPSPC despite the situation they are in enrolled in order to finish a degree for a better living in the future.

During the pandemic, the quest for quality education was not sacrificed at the Mountain Province State Polytechnic College (MPSPC), the teaching personnel were required to continue the teaching-learning process through other means such as the modular learning approaches; online and distance learning; and, blended learning in such a way that the young will not miss quality education but rather continue to be nurtured with knowledge and skills. Hence, modules were prepared in order to meet the demands of the time - distance learning.

Instructors were tasked to prepare modules basing it from the reviewed and approved syllabi. The Physical Education (PE) subjects prepared follow the topics which are easy, simple and in conformity with the laws of society are duly prescribed and stated in DECS Order 58, s.1990. The lessons confer to the legal bases of teaching physical education in the schools for students to become healthy and alert citizens of the republic. DECS Order 58, s. 1990 spells out the Standards and Guidelines for Collegiate Basic Service Physical Education Program which states that there are four subjects (PE 11, 12, 13, and PE 14) equivalent to eight units that a college student should earn before graduating. In MPSPC, two subjects are offered to a student in his/her first year and two subjects in his/her second year.

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

(3)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

73

The regular offering maintains that PE 11 and 13 are offered for first and second year students during the first semester and PE 12 and 14 are also offered are also offered for first and second year students during the second semester.

In Mountain Province, schools were closed due to Presidential Proclamation No. 929 declaring the country under Enhanced Community Quarantine (ECQ) on March 2020. Following this, the head of the province, Lacwasan (2020) issued an Executive Order suspending works and classes due to the threat of Covid-19, and wait for further announcements. Executive Order No. 12 s.2020 states “An order suspending classes in all levels in both public and private school-related crowd-drawing activities in Mountain Province. Further, the order reiterates that it is a policy of the state to protect and promote the right to health of the people and to instill health consciousness among them. In order to protect one’s life, the people of Mountain province adhered to this.

MPSPC personnel and students herein are not an exemption.

In relation to this, the MPSPC president issued PRFC Memorandum Order No.

48 s. 2020. It states: “All faculty members are directed to come up with

alternative faculty-students work arrangements or alternative working methods and shall be applied for the duration of the suspension so as not to disrupt the schedule of classes. The executive deans and department chairpersons shall strictly monitor the compliance of faculty members.”

MPSPC president Dr. Rexton F. Chakas directed the College to adopt an off- campus instruction delivery from March 16-28, 2020. All faculty personnel were directed to come up with alternative work arrangements or alternative learning methods so that learning will continue. The teaching personnel were ordered to make learning packets and send it to the students during the later part of first semester of 2019-2020 to avoid class disruption. Learning materials such as modules were prepared since then. Due to the increasing number of Covid 19 cases within the province, the use of learning modules was strengthened through a seminar workshop to make it a main learning approach to continue the teaching-learning process. Modules then became the main means for student learning. Students were left to read and answer the modules at their own. Modular Distance Learning in the New Normal Education where the different learning modalities are specified and utilized says Anzaldo (2021). According to her, modular learning is the best among the learning

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(4)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

74

modalities because it is accessible to all learners.

A module is a unit of work in a course of instruction that is virtually self- contained and a method of teaching that is based on building up skills and knowledge in discreet units (Sejpal, 2013). In his study, modular learning is one of the most widespread and recognized teaching-learning techniques in the United States, Australia and many Western countries including Asian region. All kinds of subjects are taught through modules. It is a recent development based on programmed learning; a well- established and universally recognized phenomenon. Considering the individual differences among learners which necessitate the planning for adoption of the most appropriate teaching techniques in order to help the individual grow and develop at her/his own pace. It is therefore imperative to consider individual differences, the learners’ abilities and interests in preparing modules.

A module is an instructional material delivered to learners where face to face learning is not possible. According to Carleton (2018), the goal of the module is to provide the full range of information that a faculty member needs to successfully implement a teaching method. There is a structured

format for modules to make it easy for the faculty to browse across multiple approaches. Each module has these parts: an “overview” page which serves as a table of contents to the module; a

“what” page which describes the teaching method and its distinguishing features; a “why” page which describes when and why the method is particularly effective using educational literature; a “how” page which describes how to use the method effectively; a collection of samples which bridges the module content and the teaching experience of the user; a reference page which consists of a list of references used in the module and a peer review once the module is ready.

Nardo (2017) states that modular learning is an alternative instructional design that uses developed instructional materials which are based on the needs of the students. She further said that it is an instructional material which possesses the qualities that will make the individual an independent learner, self-pacing and self-progressing his own rates finally giving him the feeling of self- satisfaction, the very essence of modular instruction.

Calderon and Slavin (1998) claim that a module is a set of learning opportunities systematically organized around a well-defined topic which

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

(5)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

75

contains the elements of instruction.

This means that a module makes it in order with all its parts or clear sections in it to be fully understood.

In MPSPC, there is an existing manual for Instructional Materials (IMs) development. The manual is comprised of the rationale, objectives, expected outputs, coverage, methodologies, policies and guidelines which include:

instructional materials development committee composition & their functions, format of developed IMs, the types of IMs (Learning module, Laboratory manual, Teaching guides/manuals, Workbook, Operation manual), and the preparation, submission and evaluation of IMs. The manual also contains an IM evaluation form which is very general in nature and scope. In addition, the College also has an Instructional Materials Development (IMD) Policies and Guidelines approved by the Board of Trustees (BOT) by virtue of Resolution No. 078, s. 2015, approving the amendments to the existing guidelines approved by the BOT in 2013.

Instructional Materials (IMs) development in all educational levels is integral to the process of teaching and learning. MPSPC BOT, in recent resolution approved the Proposed MPSPC Standard Procedures and Guidelines on Instructional Materials (IMs) and IMs Assessment Tools

Development. For more than a year, the faculty members made use of the module template which now became enhanced. For easier understanding of the students on the template, the faculty- researcher reworded some of the parts, as such, the Let’s Engage is motivation, Let’s Explore is presentation, Let’s Elaborate is explanation, it’s your turn are the practice activities, application and evaluation come last. Each module ends with a post assessment and references.

The module guidelines conceptualized by one member of the Instructional Materials Development Committee (IMDC) used checklist for the checking of modules before its final reproduction includes the presence of the following indicators or guides among others: Are the learning objectives well defined, are there motivation activities, are the learning activities congruent to the learning objectives, do the assessment tasks jive with the learning objectives, are there enough evaluation activities, are there application of concepts, are assignments aligned to the learning objectives and activities, are lesson explanations easy to understand? These guidelines are important in order to keep the lessons in a sequential manner.

A learning module is important in many ways as much as this study is

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(6)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

76

important to all learners who would want to pursue education even without coming to school personally. The modular learning can also help the parents financially and socially. It would save them from other expenditures like board and lodging of their children, uniforms and travel expenses yet being with their children while teaching them in answering the given learning material at home. The result of this study could also be of help to the instructor in enhancing future learning modules for easier understanding among students.

Carleton (2018) also states that flexible learning is a method of learning where students are given freedom in how, what, when and where they learn.

Flexible learning environments address how physical space is used, how students are grouped during learning and how time is used throughout teaching. With space, students may be given dedicated breakout rooms to work collaboratively. Schools may restructure traditional schedules to provide students with time for collaboration and other activities such as guest speakers or performances to assist their understanding of a topic.

Regoniel (2021) also claims that flexible learning, which is mainly used by teachers now, refers to the ability to customize one’s pace, place and mode

of learning. With pace, for example, students may take accelerated programs or engage in part-time learning to ensure they have time to work on the side. Learning can take place in a variety of settings, including in the classroom, at home via the Internet, while commuting or as part of a work-study program. Mode refers to the way that content is delivered by technology, typically through blended learning, fully online courses or technology-enhanced experiences.

As observed in the past two years, during the implementation of modular learning approach at MPSPC, it is evident that the students had difficulty in answering the activities in Physical Education. Some students submitted their modules without answering the activities and post assessments; some were erroneously answered, half- answered, and not answered by a few causing them to attain low scores. Some answers are true and acceptable but they do not answer the questions that are asked. It is perceived by this instructor-researcher that the problem lies on the module contents and format that have caused the students to have low scores. It is through this premise that prompted the researcher to go on with this study to determine the following: level of difficulty of the college students in accomplishing or understanding all the modules in

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

(7)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

77

Physical Education (PE), level of sufficiency of the module contents and format of all the PE subjects, and, level of satisfaction of students on module

content and format. The relationships of the variables are illustrated at the next page.

This study is concerned more on contents and format. Content here refers to the coverage of the lessons of the course while format refers to the process flow or procedural steps to be followed in creating a module. The module content and format constituted the independent variables while the academic performance affected by level of difficulty in accomplishing or understanding the module, level of sufficiency of modules and level of satisfaction are construed as the dependent variables. The academic performance and the level of difficulty as perceived are dependent on the module content and format. The research outcome would show that the module

content and format will be enhanced.

Methodology

Research Design

The researcher chose the descriptive research design because the research needs statistical analysis to quantify perceptions and to measure responses.

According to McCombes (2022), the descriptive research design is an appropriate choice to use when the research aims to identify characteristics, frequencies, trends and categories.

Further, the descriptive design aims to accurately and systematically describe a population, situation or phenomenon.

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(8)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

It can answer what, where, when and how questions. This design can make use of variety research methods to investigate one or more variables.

Unlike in experimental research, the researcher does not control or manipulate any of the variables, but only observes and measures them.

This method is fitted for the study because the study needs statistical analysis to quantify perceptions and to measure responses of the respondents.

Descriptive research design according to Ethridge (2004) aims to obtain information to systematically describe a phenomenon, situation or population.

More specifically, it helps answer the what, when, where and how questions regarding the research problem, rather than the why.

The descriptive method of research was used in the study to determine the responses of students as to the difficulty in accomplishing or understanding the PE modules; the sufficiency of the module contents and format; and, satisfaction of the students on the PE modules as to content and format.

Locale and Population

The study was conducted at the Mountain Province State Polytechnic College Bontoc campus during enrolment of the first semester 2022- 2023.

MPSPC is located at Bontoc, the capital town of Mountain Province. It has five campuses namely: Bontoc Campus;

Tadian Campus; Tadian Extension at Paracelis Campus; Bauko Campus; and the Victor S. Dominguez Research and Development Campus, all found in Mountain Province. The Bontoc Campus, where the study was conducted is found at the Poblacion; it is the only state-run institution for higher learning in Mountain Province.

MPSPC in Bontoc campus offers 13 undergraduate programs and nine graduate programs. At present, most of the programs are level IV accredited by the Accrediting Agency for Chartered Colleges and Universities of the Philippines (AACCUP).

One of the general education courses (GEC) in the undergraduate programs is Physical Education which is a two- unit subject offered to all students preferably during their first two years in college. PE has four subjects equivalent to eight units in total. There is an exception for this for Bachelor of Science in Criminology students because they have Defense Tactics in their curriculum instead of PE, thus, they were not part of the respondents of this study.

There were 1,000 college students from the different departments with PE as one of the curricular offerings as respondents

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

(9)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

79

at a random sampling was done where at least 30% or 300 students represented each section.

Data Gathering Tools

The researcher requested permission from the campus dean through a letter to float questionnaires to selected students who were enrolling during the first semester 2022-2023. The survey questionnaire was the main tool in gathering data which is composed of three parts. The first part dealt on the level of accomplishing or understanding of students on the modules, the second part dealt with the level of sufficiency of module contents and format and the third and last part dealt with the level of students’

satisfaction on the module contents and format. It was first content face validated before it was utilized.

Copies of the questionnaire were distributed to students as they come to enrol and were asked to submit to the instructor-researcher after they were all filled up.

The data gathered from the students who finished all the four subjects were tabulated, tallied, categorized and interpreted. It was later presented to a statistician for analysis.

Statistical Analysis

To analyse the perceptions of the respondents on the level of difficulty of accomplishing and understanding the PE modules, sufficiency of the modules, and satisfaction of the module contents and format, the researcher made use of the descriptive statistics such as weighted mean and ranking.

To quantify the perceptions of the student-respondents, the four-point Likert scale was used as presented below:

On the level of difficulty of accomplishing or understanding the PE modules, the description on the level of difficulty was:

1-Very Low (VL)- not at all difficult for me to understand/accomplish. I do not need assistance.

2- Low (L)= moderate for me to understand/accomplish. I need assistance sometimes.

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(10)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

3-High (H)= difficult for me to understand/accomplish. I need assistance frequently

4-Very High (VH)= very difficult for me to understand/accomplish. I need assistance all the time

On the sufficiency of module contents, the description on the level of sufficiency was:

4-Very High (VH)= very much sufficient or more than enough

3-High (H)= much sufficient or just enough

2-Low (L)=moderately sufficient 1-Very Low (VL)= not at all sufficient

On the level of satisfaction of students on the module contents and format, the description used was:

1-Very Low (VL)= Very dissatisfied 2-Low (L)= Dissatisfied

3-High (H)= Satisfied

4- Very High (VH)= Very satisfied

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

(11)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

81 Results and Discussion

Table 1. Level of Difficulty of Students in Accomplishing or Understanding the Modules in Physical Education (PE)

The first indicator which is on the motivational activities has the highest mean of 2.41. This means that the modules contain motivational activities were understood by the PE students.

The indicators on motivational activities in the modules are moderately understood by the students showing that they sometimes need assistance in accomplishing their modules. Our students’ motivation may vary on account of age, gender, cultural, socioeconomic background, and special education needs (Lucas & Corpuz, 2017). Our students’ motivational drives reflect the elements of the culture in which they grow up – their family their friends, school, church and

books. In the teaching-learning process, it is always important to have the teacher explain the lesson for the learners to understand better. The students can learn much with the presence of a teacher. It is a common knowledge that nothing can take the place of a teacher in the learning process. Since students were only given modules to read without the teacher’s explanation, students only understood the activities moderately, not high or very high. Books and technology cannot take the place of the teacher in the learning process.

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(12)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

82

There are two indicators with the lowest mean with 2.20 are indicators 8 and 9- that is about the language used and the legibility of the font used in the module respectively. It means that students understand mostly the language used and the font used is legible for them. The language used was simple enough fitted to the students and the prescribed font used in all modules were also observed or followed. These are not difficult for the students to understand. According to Omrod, lifted by Lucas & Corpuz (2012), students develop greater efficacy for a

task performing the task successfully. In the PE modules, the motivation activities are given in a form of questions which inspires students to answer some questions silently before they proceed with the lesson. Lessons need motivational activities for them to be inspired in doing the activities. A good lesson demonstration is in itself a motivation. It is concrete teaching that gives the learner something to watch and something to imitate (Rivera and Sambrano, 1992).

Table 2. Level of Sufficiency of Module Contents and Format of all the PE Subjects

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

(13)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

83

It can be gleaned from the table that the students’ perception on the level of sufficiency of the module of all the PE subjects is high with an overall mean of 3.14. This means that the modules are sufficient enough to meet students’

expectations.

The PE students’ high perception of the level of sufficiency of module content implies that all the prescribed parts of a module are sufficiently reflected. The module activities are varied. According to Carleton (2018), we use a structured format for modules to make it easy to understand for faculty to browse across multiple methods. The complete parts of the module should be reflected in the module. The lesson title gives the students a glimpse of what to learn. The objectives guide the student in the process. Aside from the pre-test, there is practice activities where the students apply at minimum level the concepts learned in the lesson, it has application activities where students apply at maximum level the concepts and skills learned in the explanation, it has evaluation activities to gauge the students’ knowledge gained from the lesson. Every module has three to four lessons and for every module is a post assessment. This could be associated with the study.

The indicator on activities that make the student apply the skills and concepts

learned has the highest mean as reflected by 3.20 tells that the activities in the module are more than enough that readily help students understand it that they can easily apply the concepts and skills learned in the module.

On the other hand, the indicator that has the lowest mean of 2.90 is on images/illustrations to support the information presented. This reveals that there may be less images/illustrations used in the module for the reason that the PE module developer is not an IT expert, but there is an explanation is provided for this.

Nardo (2017) says that a module is a form of individualized instruction that allows students to a self-contained packaged of learning activities in which guides the students to know or to be able to do something; a learning module contains activities intended to help students understand certain lessons.

The MPSPC Board of Trustees’ (BOT) in its 120th regular meeting signed Resolution No. 025 s. 2020 approving the MPSPC standard procedure and guidelines on the instructional materials (IMs) and IMs assessment and development tools. Consequently, the module guidelines conceptualized by the members of the MPSPC Instructional Materials Development Committee (IMDC) used checklist for

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(14)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

the checking the modules before its final reproduction include the presence of the following indicators or guides among others: Are the learning objectives well defined, are there motivation activities, are the learning activities congruent to the learning objectives, do the assessment tasks jive with the learning objectives, are there enough evaluation activities, are there application of concepts, are assignments aligned to the learning objectives and activities, are lesson explanations easy to understand? These guidelines are important in order to keep the lessons in a sequential manner.

It means that modules to be sufficient should have clear and concise objectives, motivational activities play a vital role in guiding the student to achieve goals, the teaching learning activities and assessment and, application of concepts and assignments are aligned with the learning objectives. There must also be enough evaluation activities. Module format is concerned with procedures to follow and it is applicable to all modules such as lesson title including the number of hours, objectives to guide students towards the lesson, motivation that may consist of questions to inspire students and get ready for the lesson, presentation of the lesson to be tackled, explanation of lesson, a practice activity to gauge students on the concepts

learned, application of concepts and task to do or evaluation activities. All the aforementioned explain the sufficiency of module content and format.

Estrada (2021) states that ideally, modules should include sections on motivation and assessment that will serve as a complete guide for both the teacher’s and student’s desired competencies. Said sections are also enormously emphasized in the preceding paragraph.

In creating a module, Carleton (2018) stated the following parts should be considered: An overview page that serves as a table of contents to the module; a What page that describes the teaching method and its distinguishing features; a Why page that describes why and when the method is particularly effective using the educational literature; a How page where the more popular destination describes how to use the method effectively; a collection of samples drawn from the discipline to target audience bridges between the module content and the teaching experience of the user; a Reference page where the lists of references used in the module are listed; then finally a Peer review once the module is done and ready for publication.

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

(15)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

85

Table 3. Level of Satisfaction of Students on the Module Contents and Format Modules in PE

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(16)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

On content, the amount of information and the recency of the information contained in the module, the comprehensiveness of the pre-tests that measure prior knowledge and, accuracy of the grammar used on explaining topics were rated very high with means 3.29, 3.28, 3.32 and 3.35. The students are very satisfied which means that the lessons in the modules were informative and recent or new knowledge fitted to the learning abilities of students, the pre-tests are readily understandable, and the grammar used in the explanations are short and simple. Salandanan (2012) stated in her book that the teacher is the third factor in the triad of teaching.

Interrelating content, too with strategies and student characteristics are the needed ingredients to achieve teaching effectiveness. The modules include sections on motivation and assessment that serve as teacher’s and student’s guides to achieve desired competencies (Regoniel, 2021).

The lowest indicator is on the amount of examples cited to support the discussions of the topics and on the clarity of explanations with means 3.14 and 3.17 respectively. A reason for this is due to lack of space for unlimited examples which are only explained under explanation portion, thus, without the instructor’s vivid and clear demonstration. The students are left to

just read the module that is why these indicators are rated high only. Lesson demonstration by the teacher is important as it will enrich students’

limited knowledge gained through reading. Demonstration method is commonly used in physical education subjects but it could not be applied in modular delivery of learning.

Demonstration method is a teaching method that relies heavily upon showing the learner a model performance that he should match or pass after he has seen a presentation that is live, filmed or electronically operated.

On format, almost all indicators were rated very high as revealed by the table due to the completeness of the parts of the module for easier understanding and the sequence of the parts of the module: “lesson title, objectives, motivation, presentation, explanation, practice activities, application, and task to do” were presented well; the font size and style used, the margins observed, are all well observed. However, the two indicators rated high only are on the boxes/spaces provided for the answers

and the labelling of

images/illustrations/tables/figures with means 3.05 and 3.19. The boxes/spaces are more than enough but students are fond of going around the bush thus, they need more space for their answers. The labelling of images and illustrations

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

(17)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

87

may not be clear enough due to the module reproduction machine, although it is clear in its original copy.

It means that the completeness of the parts of the module for easier understanding and the sequence of the parts of the module are uniform as observed: “lesson title, objectives, motivation, presentation, explanation, practice activities, application, and task to do” are presented well; the font size and style used, the margins observed, are all well observed. However, the two indicators rated high only are on the boxes/spaces provided for the answers

and the labeling of

images/illustrations/tables/figures with means 3.05 and 3.19. The boxes/spaces are more than enough but students are fond of going around the bush thus, they need more space for their answers. The labeling of images and illustrations may not be clear enough due to the module reproduction machine, although it is clear in its original copy. Self-paced learning modules can educate learners through carefully written guideposts on what actions to take. The students of a particular learning module follow a particular learning model that is known to make instruction effective (Regoniel, 2021).

Conclusions and

Recommendations

It is implied that the module contents based on the guidelines and standards embodied in DECS Order 58 s. 1990 which are simple are moderately accomplished or understood by students. The modules are better understood if there is a continuous supervision of parents and other members of the community. The students should be honest enough to accept that there are things which they could not understand in the modules so they should humbly seek assistance from parents and knowledgeable people in the community. The students can understand the modules more than what is expected if the students will patiently work on with their modules.

Further, if there is a possibility, a law may be passed to supersede the DECS Order regarding the policies and guidelines for basic physical education subjects to include the higher education concern.

Further, it is concluded that the modules are not too difficult for the students but they rather are moderately understood the modules. The students need help of their parents, to constantly remind their children to work seriously on their modules. Students may also need the help of teachers found in the

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(18)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

88

neighborhood and assistance from peers especially on skills performance.

The level of sufficiency of the module contents of all the PE subjects was rated high. The students’ high perception on the sufficiency of modules is due to its various content information and wide knowledge that students need to learn.

The contents to be learned are placed under each part of the module that could easily be accessed. The modules are sufficient enough, containing the appropriate methodologies and strategies in the learning process. It is implied that lessons are average to the level of the students’ understanding.

Each lesson has time limit so the lessons are not too many nor does it lack lessons which are supposed to be learned. The students claim that the lessons are just right, not boring. It is good to continue making modules with sufficient information following the standards set for college students. The deductive method is highly recommended to use in preparing a module. The module format should be simple for students to follow and instructions per activity must be made clear.

The high level of satisfaction of students on the module content is due to the fact that the contents reflect the lessons prescribed by the DECS Order 58 s. of 1990 which spells out the guidelines, policies and standards for the collegiate

physical education. The lessons prescribed thereat are indeed simply motivational, and the activities are fitted for college students. It is a conclusion that when modules contain clear format and simple guides, the students are satisfied leading them to take the next action. Further, when modules contain information and knowledge that suit the abilities and interests of the students, likely, they will be highly satisfied.

The very high level of satisfaction of students regarding the format of module implies that the module format has a series of easy procedural steps to follow in reading the module that highly satisfy the minds of the students.

The format of the module highly satisfies the students. It is recommended that a format or template be considered in module preparation as guide for students. This template is important to give easy and order in understanding the module and in accomplishing the same.

References

Anzaldo, G. D. (2021). Modular distance learning in the new normal education amidst covid-19. International Journal of Scientific Advances (IJSCIA). Volume 2|

Issue 3: May-Jun 2021, Pages 263-266.

https://www.ijscia.com/wp

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

(19)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

89

content/uploads/2021/05/Volume2- Issue3-May-Jun-No.79-263-266.pdf

Calderon, M, and Slavin, R.R. (1998).

Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading. University of Chicago

Press Journals.

https://www.journals.uchicago.edu/doi /10.1086/461920

Chakas, R. F. (2020). Memorandum order No. 048, s. 2020.

Estrada, L.P. (2021). OPINION: Are Self-learning Modules Effective?

Rappler.

https://www.rappler.com/voices/imho/

opinion-are-self-learning-modules- effective/

Ethridge. D. (2004). Research Methodology in Applied Economics. John Wiley and Sons.

Lacwasan, B. C. (2020). Executive order No. 12, s. 2020

Lucas, P. & Corpuz, B. (2012).

Facilitating learning: a metacognitive process. Lorimar Publishing

McCombes, S. (2022). Descriptive Research: Definition, Types, Methods &

Examples

retrieved November 24, 2022 from https://www.scribbr.com/methodology /descriptive-research/

Nardo, Ma. T. B. (2017). Modular instruction enhances learner autonomy.

American Journal of Educational Research. 2017, 5(10), 1024-1034. DOI:

10.12691/education-5-10-3

Pedagogy in Action the SERC Portal for Educators. (2018, May 07). Creating Pedagogic Modules and Activities.

https://serc.carleton.edu/sp/howto/inde x.html

Regoniel, P. (2021). Curriculum and instruction, education, technology (2nd ed).

International Journal of Scientific Advances.

Rivera, F. and Sambrano, G. (1992).

Toward effective teaching. Revised ed.

National Bookstore

Salandanan, G. (2012). Teaching and the teacher. Lorimar Publishing.

Sejpal, K. (2013). Modular method of teaching. International Journal for Research in Education. Vol. 2, Issue:2,

February 2013.

https://raijmronlineresearch.files.word press.com/2017/07/29_169-171-dr- kandarp-sejpal.pdf

Chaokas: Difficulty, sufficiency and satisfaction of Physical Education mo

(20)

UP LOS BAÑOS JOURNAL Difficulty, Sufficiency and Satisfaction of Physical Education Modules at the Mountain Province State Polytechnic College-Bontoc Campus

Volume XX July-December 2022

90

Tabbada, E. and Buendia, M. (2015).

Educational technology. Lorimar Publishing

U.P. Los Baños Journal, Vol. 20, Iss. 2 [2022], Art. 5

Mga Sanggunian

NAUUGNAY NA DOKUMENTO

Department of Liberal Arts 1993-1995 With the conversion of the Kalinga Community College into Kalinga-Apayao State College, the full operation of the State College commenced on July

Alagad1 1 Sociology-Anthropology-Psychology Division, Department of Social Sciences College of Arts and Sciences, University of the Philippines Los Baños E-mail: dryema@up.edu.ph