i

DEVELOPMENT AND VALIDATION OF

WORKTEXT IN STATISTICS

____________________

A Thesis
Presented to the
Faculty of the Graduate School
Bataan Peninsula State University
City of Balanga, Bataan

____________________

In Partial Fulfillment of the Requirement for the Degree

Master of Arts in Education
Major in Mathematics

____________________

by:

FRANCES ANN CORDERO SALAVARIA

March 2014
 APPROVAL SHEET

In partial fulfillment of the requirements for the degree Master of Arts in

Education major in Mathematics, this thesis entitled ―DEVELOPMENT AND

VALIDATION OF WORKTEXT IN STATISTICS‖ has been prepared and submitted

by FRANCES ANN CORDERO SALAVARIA, who is recommended for oral

examination.

VICENTE B. LINTAG, Ed.D.

Adviser

Approved in partial fulfillment of the requirements for the degree Master of Arts

in Education major in Mathematics by the Committee on oral examination.

DANILO C. GALICIA, Ph.D.

Chairman

ROLANDO P. MANALIGOD, Ph.D. JOSELITO B. MARIANO, MAT

Critic/Member External Critic

MELVIN N. ESCARTIN, Ed.D. FLORA D. CANARE, Ed.D.

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree

Master of Arts in Education major in Mathematics.

DANILO C. GALICIA, Ph.D.

Dean, Graduate School
March 2014

ii
 ACKNOWLEDGMENT

This study would not be completed if not with the assistance of the following

people who have been the source of my motivation, wisdom and might.

First and foremost, the Almighty God, my Lord and Savior, for all the strength,

guidance and blessings He has imparted; for without Him, this undertaking would not be

possible;

My family who will always be my inspiration and ever guide for all these times,

for their unending support,

Mr. Bernard, my special one, for the encouragement and the support althroughout,

Dr. Vicente B. Lintag, my research adviser, for his valuable inputs and knowledge

as well as his patience and guidance in making this study a reality,

Ms. Em-Em Marquez who made the layout for the cover of my worktext with all

willingness,

Accountancy, Business Administration, Computer Science and Mathematics

Majors students who became my respondents and give all encouragement and support

after the validation of my worktext,

My Great Commandment Christian Church family whose unending prayers give

me strength to pursue my undertakings,

My friends and colleagues who have assisted and helped with all means they can,

This work will always remind me of my unending appreciation to all those people

whom He sent to make this possible.

iii
 DEDICATION

To my dear parents,

Gabriel and Laurin

To my siblings,

Joyce Ann and Bryan

To my loved one,

To my dear students,

And most of all

To God

This work is humbly dedicated

FACS

iv
 ABSTRACT

This research endeavored to develop and validate the proposed worktext in

Statistics at Limay Polytechnic College during the Second Semester, Academic Year

2012 – 2013.

The study involved 103 students from the four-year degree courses and 30

instructors from different colleges and universities in Bataan.

The descriptive method of research is employed with the use of a questionnaire

method that was designed to evaluate the proposed instructional materials and of which

consists of two parts.

This study entailed tabulating and processing of data using statistical tools with

the aid of the statistical software called SPSS for Windows. This study involves using

weighted mean of the evaluative response of the teachers and students on proposed

Statistics Work Text in terms of Objectives, Format, Content, Organization, Language,

and Usability. Comparing the perceptions of the faculty members and the students, Mann

Whitney U test was used instead of its parametric counterpart which is the Independent

Sample T-test. T-test was not employed because its assumption of normality and

homogeneity of variance were not met.

Findings revealed that the respondents were very satisfied with Statistics Work

Text having an overall mean of 4.30. It can be surmised that they provided the highest

mean rating of 4.36 on usability and the lowest mean of 4.24 on objectives. Also, it was

evident that students are more satisfied with the Statistics Work Text than the teachers.

Specifically, the teachers were most satisfied with usability with mean of 3.55 and then

v
on format with mean of 3.53. On the other hand, they were least satisfied, though still

satisfactory, on objectives with mean of 3.33. Also, for the students, the highest mean of

4.60 was on usability, followed by content and language with mean of 4.57. Their lowest

mean of 4.50 is on objectives. Overall, the students‘ mean of 4.54 was significantly

higher compared to that of the teachers‘ with mean of 3.48. The mean ranks of the

students were significantly higher compared to that of the teachers and the Mann-

Whitney U statistics of 2.0 was significant at 0.01 level. Hence, the null hypothesis was

rejected.

In the light of the findings and conclusion, it was recommended that the proposed

instructional materials can be used exclusively or in consonance with instructional

materials in Mathematics teaching. Modifications of teaching strategies should be

observed during instruction to go well with the needs of low and high performing

students. Also, the preparation and improvement of module and other instructional

materials should be supported by the school heads and administrators to promote more

teachers to increase construction of instructional materials. Teachers should also be

encouraged to develop module or other instructional materials in order to enhance the

teaching and learning instruction not only in Mathematics but also in other disciplines.

Furthermore, the worktext in Statistics may be further tested to another group of

respondents to validate its efficacy and to further improve or enhance its content with the

use of other research methods such as experimental design. Finally, additional exposure

to another cluster of samples for validation and evaluation of the worktext in Statistics

was highly encouraged for its efficacy and to further improve or enhance its content with

the use of other research methods like the experimental design.

vi
 TABLE OF CONTENTS

PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vii

LIST OF FIGURE AND TABLES x

LIST OF APPENDICES xi

CHAPTER

I. THE PROBLEM AND ITS BACKGROUND

Introduction 1

Statement of the Problem 2

Significance of the Study 4

Scope and Delimitation 6

Notes in Chapter I 8

II. THEORETICAL FRAMEWORK

Relevant Theories 9

Related Literature 12

Related Studies 29

Conceptual Framework 48

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 Hypothesis of the Study 49

Definition of Terms 50

Notes in Chapter II 53

III. METHODS OF RESEARCH

Methods and Techniques of the Study 58

Population of the Study 59

Research Instruments 60

Construction and Validation of Questionnaire 61

Data Gathering Procedure 61

Statistical Treatment of Data 62

Notes in Chapter III 64

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Topics in Statistics 66

Faculty and Student Evaluation

Objectives 68

Format 72

Content 76

Organization 80

Language 84

Usability 88

Summary 93

Comparison of Student and Faculty Evaluation 94

Implication of the Study 98

viii
 V. SUMMARY, CONCLUSION, RECOMMENDATIONS

Summary of Findings 100

Conclusion 107

Recommendations 107

BIBLIOGRAPHY 109

APPENDICES 116

CURRICULUM VITAE 126

ix
 LIST OF FIGURE AND TABLES

Figure Title Page

1 Paradigm of Study 49

Table

1 Population of the Study 59

2 Faculty and Student Evaluation: Objective 68

3 Faculty and Student Evaluation: Format 72

4 Faculty and Student Evaluation: Content 76

5 Faculty and Student Evaluation: Organization 80

6 Faculty and Student Evaluation: Language 84

7 Faculty and Student Evaluation: Usability 88

8 Faculty and Student Evaluation: Summary 93

9 Faculty and Student Evaluation: Comparison 95

x
 LIST OF APPENDICES

Appendix Title Page

A Letter of Validation 116

B Letter to Conduct Survey Addressed to the BPSU President 117

C Letter to Conduct Survey Addressed to the BPSU President 118

D Letter to Conduct Survey Addressed to the Administrator 119

E Letter to Conduct Survey Addressed to the Respondents 120

F Questionnaire 121

xi
 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

A worktext as an instructional material is an important tool in the process of

learning. It does not only enhance knowledge, thinking skills, and communicative

competence of the learners but enables them to achieve the learning objectives effectively

and interestingly.

Usually comprising both instruction and practice, that is offering both drill and

review; most workbooks are commonly associated with worktexts. Nowadays,

workbooks and worktexts often rely on the traditional trivia-based approach of learning,

where the learners were exposed to same information over and over again along with the

several exercises in the course. Though this may be a good approach for the enhancement

of rote memorization yet the adequacy for the new opportunities to relate the knowledge

to new situations or in practical ways seems to be set aside. Consideration of higher-order

thinking skills for better quality must be encouraged.

Nowadays, not all colleges and universities are requiring the students or even

encouraging them to have a personal copy of these workbooks that will be an aid to help

students do their studying not only in school but also in their own homes. Mostly,

students will rely on the information they got on the internet based on the topic being

given to them during their class. Only few go to the library and use the catalog cards to

find books that will help them.

 2

The common scenarios that are being encountered in Statistics subject for the last

three years were as follows. First, students are exposed to limited books that are available

in the library. Second, they are confused with the use of different symbols used in the

books they found and what the instructor was giving. This arises the discussion of the

issue of having numerous symbols in Statistics that is just referring to one variable. To

add, not only the symbols are varying from one author to another but also some formula

being posted, which give the third problem, that is, having the discrepancy in the result.

Lastly, students fid books containing limited examples, sometimes same examples found

in different books, and having shortcuts in discussion.

With this delineation in mind, the development and validation of a worktext in

Statistics which could be of help for the students of Limay Polytechnic College was

developed.

Statement of the Problem

The general problem of the study was: How may the proposed worktext in

Statistics be developed and validated by instructors and students during the Second

Semester, Academic Year 2012 – 2013?

Specifically, the study sought answers to the following questions:

1. How may the following topics in Statistics be developed into effective worktext?

1.1 Introduction to Statistics;

1.2 Frequency Distribution Table;

1.3 Measure of Central Tendency;

1.4 Measures of Location;

1.5 Measures of Variability;

 3

1.6 Measures of Shapes and

1.7 Hypothesis Testing.

2. How do the instructors and students evaluate the proposed worktext in terms of:

2.1 Objectives;

2.1.1 Nature,

2.1.2 Purpose,

2.1.3 Procedure,

2.2 Format;

2.2.1 Structure,

2.2.2 Layout,

2.2.3 Quality,

2.3 Content;

2.3.1 Logical Presentation,

2.3.2 Consistency,

2.3.3 Quality,

2.4 Organization;

2.4.1 Unity and Ideas,

2.4.2 Coherence,

2.4.3 Emphasis,

2.4.4 Relevance to Discipline,

2.5 Language; and

2.5.1 Communicative Function,

2.5.2 Language Function,

 4

2.6 Usability;

2.6.1 Effectiveness,

2.6.2 Efficiency of Use, and

2.6.3 Satisfaction in the Content of Use?

3. Is there any significant difference in the evaluation of the faculty and students on

the proposed worktext in Statistics based on the aforementioned criteria?

4. What are the implications of the findings of the study to Mathematics Teaching?

Significance of the Study

The results of the study are deemed significant to the following

individuals/groups:

Students. This study may change the quality of instruction that they ought to

receive from their teachers. They may have the chance to restudy the lessons that are not

clear to them. With the use of the worktext, the students may be able to experience other

learning and teaching style aside from the old-fashioned memorization and lecture

methods. Students might be able to develop independence in learning and appreciate their

own tasks for their own development.

Mathematics Instructors. The instructors may be benefited most by this study.

This may give them the opportunity to appraise and equate the effects of the use of work

text in the learning process. This can be used solely or in complimentary with other

Statistics references used in their teaching. The activities can be used as is or modified to

suit the needs of their particular learners.

Administrators and Department Heads. The study may help them in planning

and conducting relevant in-service trainings for teachers to encourage them in

 5

developing instructional materials like workbooks and worktexts that will be beneficial

to the students and the college. Thus, encouraging the instructors to develop the skills in

producing different researches, journals, instructional materials and the like that will

lead to the growth in the efficacy and efficiency of the instructors.

Board of Trustees. The output of this study may be used by the Board as a

reference in the formulation of policies in the development of teaching materials for other

courses. Being in charge in the policies of the institution, this study may also pave the

way regarding the issuance permit/s regarding the requirement of books to the students

since these materials is beneficial for the academic growth of the students. Also, to avoid

the photocopying of published books existing in the college libraries.

Learning Institutions. The study may assist different learning institutions for

providing them another instructional material for the academic growth of students in the

learning process. The worktext provides unique parts such as calculator tips and

challenges which may not be visible in other workbooks in Statistics. The study also aims

to encourage these institutions to promote the production of instructional materials that

will address all the needs of the students. Of course, contents of the material should be

aligned with the mission and vision of every learning institution. Furthermore, the study

encourages the teaching workforce to become globally competitive.

Commission on Higher Education (CHEd). In line with the objectives of

CHEd, the outcome of the study may help the commission to develop effective programs

to enhance quality instruction. Hence, encouraging more teachers to grow in terms of

producing academic papers like researches, workbooks and worktexts. Consequently, it

may also increase the global competitiveness of the instructors.

 6

Future Researchers. This study may serve as a reference for other researchers

who would like to deal with the development of instructional materials. Changes could

be made to suit the needs of their circumstances. They may use the findings of this study

as a basis for related studies in the same field of undertaking.

Scope and Delimitation

This study used the descriptive method wherein focus was given to the

identification of the significant difference between the evaluation of the students and

instructors – respondents on the proposed work text being developed.

The constructed worktext covered the following topics: Introduction of Statistics;

Frequency Distribution Table; Measures of Central Tendency; Measures of Location;

Measures of Variability; Measures of Shapes; and Hypothesis Testing. These topics were

anchored to the syllabus used in Limay Polytechnic College that was approved by the

Commission on Higher Education.

The items found in the questionnaires were constructed based on six variables and

its subdivisions. Moreover, other items were constructed being guided by some

readymade rubrics from kimskorner4teachertalk.com (November 2007) a site providing

materials for teacher‘s talk, University of North Carolina and UC Davis English

Department. The items for validation were the Objectives, Format, Content,

Organization, Language and Usability of the proposed worktext. All items reflected in the

questionnaire were constructed and after which undergone validation by the help of some

faculty members who are knowledgeable in the field of Statistics.

The student-respondents were students of Limay Polytechnic College enrolled in

Statistics for the Second Semester A.Y. 2012-13. The instructor-respondents were
 7

Mathematics Instructors from different colleges and universities in Bataan who were

currently handling or have taught Statistics.

The study was limited among regular students who were currently enrolled in

Statistics for the second semester, Academic Year, 2012-2013 at Limay Polytechnic

College. Transferees, cross enrollees, and irregular students of the present semester

formed part of the delimitation of the study.

Frequency counts, mean and Mann Whitney U test were used in the presentation,

analysis and interpretation of the data gathered.

 8

Notes in Chapter I

Rubrics. www.kimskorner4teachertalk.com. Retrieved: 10 December 2012

Develop your approach. http://www. homehearts.com/step-bystepguide/step4de
velop-your-approach/the-traditional-approach/. Retrieved: 10 December 2012
 9

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literature and studies,

conceptual framework, hypotheses and definition of relevant terms used in the study.

Relevant Theories

This study is premised along the theories of: Charles Reigeluth‘s (1999)

Instructional Design Theory, David P. Ausubel‘s (1962) Subsumption Theory and John

Sweller‘s (1988) Cognitive Load Theory.

According to Reigeluth (1999), Instructional Design Theory is a twin pronged

instrument for facilitating learning and human development. Contending that the methods

of instruction and situations for learning are essential for learning to take place. Coming

up with the eight modules that break down the basic methods of instruction to illustrate

what is actually being learned and how to facilitate learning. Understanding the design of

instruction and what is being learned helped in developing the skills needed to improve

the quality of instruction. The modules cover the different kinds of learning, the invariant

task, like rote memory, classification of concepts, using procedures, using principals,

teaching for understanding, generic skills, like a applicable skill, and attitudes. The

research has lead educators towards chunking information to be learned into smaller parts

and scaffolding concepts.

This theory made significance in the present study since it became a reminder of

the proper procedures, appropriate content, and skills to be developed in the development
 10

of the proposed worktext in Statistics. It was a great help to be reminded how the

information to be transmitted into scripts will be a supplement to aid the readers for the

growth of the knowledge they need. The information that is being filed together and

come up with an instructional material that is appropriate to meet the needs of the

learners in dealing with all the computations, hence, integrating the application of

authentic situations that fit the degree they are into.

Subsumption theory, according to Ausubel et al. (1962), both rote and meaningful

learning could occur in two different modes, reception and discovery. The discovery

methods of teaching hardly constitute an efficient primary means of transmitting the

content of an academic discipline. This inefficiency was due to the extra effort required

by the learner. Where in reception learning the entire content of what is to be learned is

presented to the learner in its final form, discovery learning requires a much greater effort

in which learners must rearrange a given array of information, integrate it with existing

cognitive structure, and reorganize or transform the integrated combination in such a way

as to create a desired end product or discover the missing means-end relationship. In the

end, the discovered content is internalized just as in reception learning.

Reception learning is meaningful provided that the learner adopts a set to relate

the material to cognitive structure, and that the material itself is logically, i.e., non-

arbitrarily, relatable thereto. In other words, pupils do not independently have to discover

concepts or generalizations before they can understand or use them meaningfully.

The concepts of the aforementioned theory imply that by means of a given

instructional material, the learners will be able to work at their own pace. Since each

learner has their own copy of the instructional material, the digestion of information will
 11

be flexible on their own modes of learning. Though discovery learning requires great

effort, but the proposed instructional material will be an aid to lessen the effort of the

students to learn what they deserve to learn even if they will be working on their own.

Also, the receptive learning will be very meaningful since the material had provided

cognitive structures, thus, the learners will discover concepts and synthesize before the

consequential application.

Cognitive Load Theory of Sweller (1988) suggests that learning happens best

under conditions that are aligned with human cognitive architecture. The structure of

human cognitive architecture, while not known precisely, is discernible through the

results of experimental research. Sweller built a theory that treats schemas, or

combinations of elements, as the cognitive structures that make up an individual's

knowledge base. The contents of long term memory are sophisticated structures that

permit us to perceive, think, and solve problems, rather than a group of rote learned facts.

These structures, known as schemas, are what permit us to treat multiple elements as a

single element. They are the cognitive structures that make up the knowledge base.

Schemas are acquired over a lifetime of learning, and may have other schemas contained

within themselves.

The difference between an expert and a novice is that a novice hasn't acquired the

schemas of an expert. Learning requires a change in the schematic structures of long term

memory and is demonstrated by performance that progresses from clumsy, error-prone,

slow and difficult to smooth and effortless. The change in performance occurs because as

the learner becomes increasingly familiar with the material, the cognitive characteristics

associated with the material are altered so that it can be handled more efficiently by
 12

working memory. From an instructional perspective, information contained in

instructional material must first be processed by working memory. For schema

acquisition to occur, instruction should be designed to reduce working memory load.

Cognitive load theory is concerned with techniques for reducing working memory load in

order to facilitate the changes in long term memory associated with schema acquisition.

The idea of the use of schemas helped in the exposure of the students in solving

problems which requires numerous formula and various processes. The concept of the

theory which deals with the reduction of working memory load suggested much

information to consider of how the flow of the discussion of the lessons be written in the

material. Moreover, other features of the material, like the calculator tips and step by step

solution, is based on the said theory so that the schemas of the learners will be their

advantage which is believed to be beneficial for achieving solutions to different exercises

and problem solving.

Related Literature

Objectives. Vega (2006) stated objectives as statements of what will be achieved

as a result of the instruction the teacher is designing. Lesson or instructional objectives

were also called performance objectives because of the emphasis on outcomes as

manifested in their performance.

Being able to measure performance objectives was a critical piece in the

successful completion of any performance development plan and accountability review.

Therefore, a key element to writing a successful performance objective was to identify

the means of measurement. Identify the right measurement for assessing performance and

determining progress towards performance objective/s.

 13

Nature. Illinois Online Network and the Board of Trustees of the University of

Illinois (2010) reminded writers that when writing learning objectives, terms that cannot

be clearly understood by the readers should be avoided. It was considered as a necessity

to communicate an objective as clearly as possible to avoid misinterpretation.

In addition to that, they claimed that a useful objective successfully describes an

intended instructional result by describing the purpose of the instruction. The best

statement was one that excludes the greatest number of possible meanings other than the

one intended. In other words, it succeeds in communicating the intent of instruction yet

avoids misinterpretation.

Purpose. An article entitled The Importance of Learning Objectives of Kelly

(2011) stated that learning objectives are of key importance when creating lesson plans.

Objectives provided students with information about what they are going to be learning

while giving them an indication of how their learning will be measured. There were a few

rules to writing excellent learning objectives that should be followed. Unfortunately,

many teachers do not spend the time to create effective, measurable lesson objectives

before they write their lesson plans. Sharing a personal experience during the first time of

making specific and measurable objective, that is, found it to be able to use like a

blueprint to keep on task as teaching the lesson in the class took place.

Likewise, Combs (2011) in the article Objectives and Purpose of the Lesson

emphasized that objectives must be shared to the students at the beginning of the class;

they do not need to be stated necessary in the behavioral terms, but students need to have

a clear understanding of what the expected learning for the day is to be and what they

need to do to demonstrate competence. At the end of the lesson, during closure, the
 14

teacher will re-connect to the objectives and do a last check, before students leave the

room, to give a clear idea of whether they have mastered the objective/competency.

When the teacher states the objectives, it provides a clear information to the

student what to expect and what to be able to accomplish by the end of the instruction.

The objective should be specific in content and focus on observable behavior. The

objective should let the student know what was going to happen– restating the lesson

objective in their own words.

Procedure. Combs (2011) asserted that when a teacher teaches the objective, it

must generate in the learner overt behavior relevant to the objective in a way that is

efficient in the use of time, efficiency in the desired results and relevant point/s toward

the objective; and use explanation, questioning, responding to the learner in terms of the

learning or activities.

The first concept of objectives was written about the need for goal directed

statements from teachers. For the apprehension that teachers appeared to be more

concerned about the content being taught than with what the students should be able to do

with the knowledge, that is, it is meaningful or can be applied.

Moreover, it was suggested that during the selection of objectives, they were at an

appropriate level by following the steps for task analysis which includes selection of

tentative objective, brainstorming for possible enroute learnings, weeding out of

nonessential enroute learnings, sequencing enroute learnings, and forming diagnostic

questions.

Format. Bell (2013) claimed that the adjustment of the visual presentation of a

document was usually in a manner consistent with the guidelines of a style manual during
 15

the formatting stage. Formatting ensured that the features of the document are consistent

in appearance, purpose, and order.

Formatting a document or text was usually easier to do throughout the writing

process than it was after one has completed the writing task, he adds. Formatting the new

document in its required style from the beginning of the writing process saves the writer

the time and trouble of making an already written document fit those requirements later.

Nothing was apparently exempt from the rules and regulations of style manuals or

style handbooks — including debatable issues among teachers and publishers of grammar

texts, such as the presence or the lack of a comma in front of a coordinating conjunction

in a series. That which might seem trivial to others is essential to the publishers and users

of style manuals or style handbooks.

Structure was another word for format according to Copeman (2006). It was

included in the article How to Craft a Great Article, Part I: Structure, Focus, Unity and

Flow that an appropriate structure may enable to fit the facts of an article into the right

slots to make an engaging and interesting read.

Moreover, five main types of article structure were presented to select from

namely the Inverted Pyramid, the Double-Helix, the Chronological Double-Helix, the

Chronological Report and the Storytelling Model.

Layout. Microsoft (2013) explained layout as the sizing, spacing, and placement

of content within a window or page. Effective layout was crucial in helping users find

what they are looking for quickly, as well as making the appearance visually appealing.

Effective layout can make the difference between designs that users immediately

understand and those that leave users feeling puzzled and overwhelmed.
 16

Quality. Hahn (2013) asserted in the article entitled Formatting your Essay that

academic essay will not only be judged on the writing and how well one present your

evidence along with the quality of that evidence regarding how it supports a thesis, the

printed format for the essay is also important. In addition, showing the knowledge of

following instructions, a properly formatted essay is also easier for the instructor to read

and grade.

This also includes the common formatting instructions specifically printing or

typing on regular white, 8½″ × 11″ paper, stapling the pages together or unless instructed

otherwise, using of at least 12-point type size all throughout in a regular serif font such as

Times New Roman or Courier, using double space for the text, setting up margins of at

least one inch on all four sides and including title page. These were some basic formats

being required on writing handouts in every institution.

Content. Vega et al. (2006) emphasized situated learning as a higher-order

thinking processes rather than the acquisition of facts independent of the real lives of the

participants. Content situated in learner‘s daily experiences becomes the means to engage

in reflective thinking. Retention of content was not the goal of learning. By placing

content with the daily transactions of life, the instructor, in dialogue with learners,

negotiates the meaning of content, frames it in terms of the issues and concerns within the

learners, provides the opportunities for learners to cooperate in investigating problem

situations, and makes content applicable to the ways in which learners will approach the

environment. Application rather than retention becomes the mark of a sound instructional

encounter.
 17

Logical Presentation. Price (2003) noted down that logic, though not strictly part

of style or presentation, is central to good academic and professional writing.

Statements were always facts, premises or deductions. A fact was something

scientifically incontrovertible, for example, as that mean annual rainfall in Bangor is

higher than that in London, which one may need to quote evidence or a written source in

scientific writing. Unlike, premise was an assertion that your readers can be expected to

agree with an increase in profit is desirable, all else being equal. Conversely, a valid

deduction followed inescapably and without exception from premises and facts.

Putting therefore in front of a dubious deduction does not validate it. On the

contrary, it would draw attention from critical readers. The same applies to hence and so.

The conjunction surely inserted at the beginning of a sentence is a rhetorical device

usually intended to sway people emotionally.

Consistency. Mariconda (2012) believed that inconsistency was often most

apparent when the testing of writing begins. Because teachers of lower grades often do

not feel the pressure of having their students‘ writing formally assessed by the state, and

because there are no clear guidelines for instruction at their grade level, they spend little

time teaching specific writing skills. They do not feel a great responsibility to teach

specific writing skills, as these skills may not be tested at their grade level. As their

students move up, usually into 3rd or 4th grade where writing is tested for the first time,

the pressure on the upper grade teachers exponentially increases. These 3rd and 4th

graders are suddenly expected to get to goal in a hurry. This is unrealistic and not the best

way to nurture young writers or to maximize the efforts of teachers. In fact, in talking

with a number of teachers in one state, where students were tested in writing in Grade 4,
 18

there were actually shortages of 4th grade teachers – the pressure to deliver four or five

years of writing instruction in one year was overwhelming.

In most areas of the curriculum the basic content to be taught was carefully

outlined. The skills, content, knowledge, and application opportunities are clear. Teachers

are provided with detailed curriculum, resource materials, and a scope and sequence for

instruction. Additionally, states often provide standards for each grade level that drive

instruction.

One curriculum area that was typically less well defined is the instruction of

writing. Even when looking at state or district standards in writing, there was often little

in terms of specific resources, methodology of instruction, and basic assured experiences

by grade level designed to help teachers successfully implement instruction.

Because of this, the instruction that took place from classroom to classroom,

grade to grade was usually inconsistent at best. Teachers interpreted writing as a process

differently, and often, because of the demands of testing in reading and math, writing is

seen as less critical. It was not unusual for children in the same school, same grade, but

different classrooms to receive vastly different levels of instruction and opportunities for

writing. When these same children are promoted to the next grade, and assigned to

several other classrooms, their new teachers have no idea where to begin due to the fact

that children come to them with a very wide range of needs. In these cases the teacher

makes no assumptions, and begins to recreate the wheel so as to insure some level of

shared experience. Valuable instructional time was lost.

Quality. White (2006) included in the article the two components of any copy,

whether it's an article, a Web site, or a book: content and appearance.

 19

Content means the words that actually appear on the page – the message. It can be

serious, humorous, elegant, bold, technical, or conversational in tone. But the message is

the words themselves what and how you're saying. Content includes grammar, spelling,

jargon, acronyms, and the like while appearance relates to the way of the content of

words look on the page.

These were things that affect the way the words look on the printed page or

monitor, for Web copy all of which goes in to making your copy easy to read.

It was suggested that it must be checked whether the paragraphs were all piled up,

one on top of the other, with no graphics, subheadings, or other means of breaking them

up. Also, the manageability of size and easiness to digest. A paragraph was supposed to

contain one chunk of related information. Sometimes they can get fairly lengthy and still

be in correct literary form but keep your reader in mind. It was also stated that if there's a

way to break up one big, gigantic, one-and-a-half-page paragraph, then do it.

Organization. Hall et al. (2012) said that one way to help make a curriculum

more supportive of students and teachers is to incorporate graphic organizers. Graphic

organizers come in many varieties and have been widely researched for their

effectiveness in improving learning outcomes for various students. Five sections present a

definition of graphic organizers, a sampling of different types and their applications, a

discussion of the research evidence for their effectiveness, useful Web resources, and a

list of referenced research articles. It was focused on the overview of applications of

graphic organizers to reading instruction, with the intention of later expanding the

discussion into other subject areas.

 20

This graphic organizer was a visual and graphic display that depicts the

relationships between facts, terms, and or ideas within a learning task. It is sometimes

referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance

organizers, or concept diagrams, which are believed to be of great help for organizing

ideas for different information.

Unity and Ideas. Copeman (2006) presented unity as making sure that everything

being write down contributes to the article and that nothing that have been written

detracts from the flow. An article has flow when the reader can read through the article

from beginning to end as smoothly as possible, without ever having to stop to reread a

paragraph or get something straight in mind. An article with flow and unity is read to the

end. Without it, the reader will give up and read something else instead.

In its simplest form, everything included into the article must contribute to the

point being made and does not go off on some interesting but unrelated tangent. If

working out the focus of the piece, then keeping the unity of the article should be easy.

To check the unity of the article, it is ensured to keep these two simple commands in

mind, that is, leave out unnecessary facts and keep the same style throughout.

Coherence. Reyes et al. (2007) believed that coherence equals connection and

consistency. All sentences in a paper should be related logically and grammatically to

make a whole that allows the reader to follow the writer‘s train of thought step by step.

Body paragraphs should flow smoothly from one to the next, that is, the first sentence in

each new paragraph serves as an effective link to the preceding paragraph. In addition,

minor supporting ideas were linked together within the paragraphs in a smooth manner.

Within a paragraph, there are three major ways to develop coherence through related
 21

sentences namely repetition of important words and pronouns, synonyms and

substitutions, and transitional expressions.

Emphasis. Wikipedia (2013) suggested that bold font weight makes text darker

than the surrounding text. With this technique, the emphasized text strongly stands out

from the rest; it should therefore be used to highlight certain keywords that are important

to the subject of the text, for easy visual scanning of text. For example, printed

dictionaries often use boldface for their keywords, and the names of entries can

conventionally be marked in bold.

Small capitals were also used for emphasis, especially for the first line of a

section, sometimes accompanied by or instead of a drop cap, or for personal names as in

bibliographies.

However, in typography, emphasis was the exaggeration of words in a text with a

font in a different style from the rest of the text—to emphasize them. The most common

methods in Western typography fall under the general technique of emphasis through a

change or modification of font: italics, boldface and small caps. Other methods include

the alteration of letter case and spacing as well as color and additional graphic marks.

The human eye was very receptive to differences in brightness within a text body.

One can therefore differentiate between types of emphasis according to whether the

emphasis changes the blackness of text. A means of emphasis that does not have much

effect on blackness is the use of italics, where the text is written in a script style, or the

use of oblique, where the vertical orientation of all letters is slanted to the left or right.

With one or the other of these techniques, usually only one is available for any typeface;

words can be highlighted without making them stand out much from the rest of the text
 22

with the use of inconspicuous stressing. Traditionally, this is used for marking passages

that have a different context, such as words from foreign languages, book titles, and the

like.

Relevance to Discipline. Wikipedia (2013) asserted that information science and

information retrieval, denotes relevance as how well a retrieved document or set of

documents meets the information need of the user.

The concept of relevance is studied in many different fields, including cognitive

sciences, logic, and library and information science. Most fundamentally, however, it was

studied in epistemology also known as the theory of knowledge. Different theories of

knowledge have different implications for what is considered relevant and these

fundamental views have implications for all other fields as well.

Recently, Zhao and Callan (2010) showed a connection between the relevance

probability and the vocabulary mismatch problem in retrieval, which could lead to at least

50-300% gains in retrieval accuracy.

Language. Bilash (2009) considered communication as the process of

transmitting information from one person to another. The language arts are all important

to the communication process. Listening and speaking are basic to oral communication;

reading and writing were basic to written communication; and viewing and visually

representing are basic to visual communication. Listening, reading, and viewing were

ways of receiving information. Speaking, writing, and visually representing are ways of

conveying information.


Communicative Function. Bilash (2009) introduced a theorist who is closely

linked with communicative language teaching who suggests that language teaching
 23

should be organized into notional which relates to meaning and functional that relates to

communication syllabi. In place of communicative function, they substitute language

function, referring to what people do through language.

The concept of communicative language teaching has grown out of the notion that

solely teaching grammar is not enough to prepare students for using the language

independently. This method of teaching proposes that students need to understand the

meaning and the communicative function of a language in order to learn the language.

Language Function. Piantadosi et al. (2012) defined ambiguity as a pervasive

phenomenon in language which occurs at all levels of linguistic analysis. Out of context,

words have multiple senses and syntactic categories, requiring listeners to determine

which meaning and part of speech was intended. Morphemes may also be ambiguous out

of context, as in the English –s, which can denote either a plural noun marking (trees), a

possessive (Dylan‘s), or a present tense verb conjugation (runs). Phonological forms are

often mapped to multiple distinct word meanings, as in the homophones too, two, and to.

Syllables are almost always ambiguous in isolation, meaning that they can be interpreted

as providing incomplete information about the word the speaker is intending to

communicate. Syntactic and semantic ambiguity is frequent enough to present a

substantial challenge to natural language processing. The fact that ambiguity occurs on so

many linguistic levels suggests that a far-reaching principle is needed to explain its

origins and persistence.

Chomsky (2002) said that one might imagine that in a perfect communication

system, language would completely disambiguate meaning. Each linguistic form would

map objectively to a meaning, and comprehenders would not need to expend effort
 24

inferring what the speaker intended to convey. This would reduce the computational

difficulties in language understanding and comprehension because recovering meaning

would be no more complex than, for instance, compiling a computer program. The

communicative efficacy of language might be enhanced since there would be no danger

of comprehenders incorrectly inferring the intended meaning. Confusion about ‗‗who‘s

on first‘‘ could not occur. Indeed, the existence of ambiguity in language has been argued

to show that the key structures and properties of language have not evolved for purposes

of communication or use. The use of language for communication might turn out to be a

kind of epiphenomenon. If one wants to make sure that it is never misunderstood by

another, for that purpose language is not well designed. If one wants to have the property

that the things that would like to say come out short and simple, well, it probably doesn‘t

have that property.

Meanwhile, Bilash (2009) suggested a language ladder which is a resource that

models different ways to express oneself through different functions of language. Each

language ladder encompasses one function of language. It includes several ways in which

the function of language can be expressed ranging from formal to less formal. Also, it

includes a visual in order to provide some context for the learner and is written in the

Target Language.

The purpose of the language ladder was to provide language learners with the

tools needed to express different functions of language in multiple contexts and

situations. By using language ladders in the classroom, teachers were able to provide

supports and structure for students so that they can learn and use functions of language

successfully. It could also be used to introduce new concepts, review previously learned
 25

materials or as everyday supports for classroom commands and expressions. Language

ladders could also be used as an activity for students where they are responsible for

creating their own.

Usability. Wikipedia (2012) stated that there are plenty usability tips and

techniques from an incalculable number of sources. Many are taken seriously have sound

logic, but it‘s even more validating when one finds actual data and reports to back up

theories and conjectures.

In terms of website usability, findings of a research results to eye-tracking studies,

reports, analytics, and usability surveys and improvements. Usability tips are as follows:

forget the three-click rule, enable content skimming by using an F-shaped pattern, don‘t

make users wait, then speed up the website, make the content readable, don‘t worry about

the fold and vertical scrolling, place important content on the left of a web page,

whitespace of text affects readability, small details make a huge difference, don‘t rely on

search as a crutch to bad navigation and remember the home page isn‘t as important as

one think.

Effectiveness. Another design strategy to increase effectiveness was introduced

by Wikipedia (2013) to offer redundant navigation, especially for ambiguous situations.

Although this may create inefficient paths, it allows the user to work effectively by

making more than one choice lead to the correct outcome. This can be especially valuable

in interfaces which support infrequent users or those often unfamiliar with the content

domain.
 26

It was defined as the completeness and accuracy with which users achieve

specified goals. It is determined by looking at whether the user‘s goals were met

successfully and whether all work is correct.

It can sometimes be difficult to separate effectiveness from efficiency, but they

are not the same. Efficiency is concerned primarily with how quickly a task can be

completed, while effectiveness considers how well the work is done. Not all tasks require

efficiency to be the first principle. For example, in interfaces to financial systems such as

banking machines, effective use of the system -- withdrawing the correct amount of

money, selecting the right account, making a transfer correctly – are more important than

marginal gains in speed. This assumes, of course, that the designer has not created an

annoying or over-controlling interface in the name of effectiveness.

The quality of the user assistance built into the interface can have a strong impact

on effectiveness. The effectiveness of an interface often relies on the presentation of

choices in a way that is clearly understandable to the user. The more informative an

interface can be, the better users are able to work in it without problems. Good interface

terminology will be in the user‘s language and appropriate to the task.

Efficiency. Wikipedia (2013) described it as the speed with accuracy in which

users can complete the tasks for which they use the product. It also defines efficiency as

the total resources expended in a task. Efficiency metrics include the number of clicks or

keystrokes required or the total time on task.

It is important to be sure to define the task from the user‘s point of view, rather

than as a single, granular interaction. For example, a knowledge base which doled out

small snippets of information might be very efficient if each retrieval was considered one
 27

task, but inefficient when the entire task of learning enough to answer a user‘s question is

considered.

Navigation design elements such as keyboard shortcuts, menus, links and other

buttons all have an impact on efficiency. When they are well-designed, with clearly

expressed actions, less time and effort are needed for the user to make navigation and

action choices.

Satisfaction in the Content of Use. Wikipedia (2013) allowed their users to build

on not only their prior knowledge of computer systems, but also any interaction patterns

they have learned through use in a predictable way. Predictability is complementary to

interface consistency. A consistent interface ensures that terminology does not change,

that design elements and controls are placed in familiar locations and that similar

functions behave similarly. Predictability expands this to place information or controls

where the user expects it to be. This concept has been discussed in connection with Palm

Pilot design– and especially important if you make an interface which goes beyond the

boundaries of simple platform design standards. Good use of predictability requires

careful user analysis and observation, but can make new functions easy to learn by

providing controls where the user expects them to be.

An interface was engaging if it is pleasant and satisfying to use. The visual design

is the most obvious element of this characteristic. The style of the visual presentation, the

number, functions and types of graphic images or colors especially on web sites, and the

use of any multimedia elements are all part of a user‘s immediate reaction. But more

subtle aspects of the interface also affect how engaging it is. The design and readability

of the text can change a user‘s relationship to the interface as can the way information is
 28

chunked for presentation. Equally important is the style of the interaction which might

range from a game-like simulation to a simple menu-command system.

Like all usability characteristics, these qualities must be appropriate to the tasks,

users and context. The style of engagement that is satisfying for a repetitive work tool is

different than an e-commerce site. Even within the same class of interfaces, different

users may have widely divergent needs. What is important is that the design meets the

expectations and needs of the people who must use the interface.

One of the biggest objections to usability comes from people who fear that it will

be used to create products with a low barrier to entry, but which are not powerful enough

for long, sustained use.

But learning goes on for the life of the use of a product. Users may require access

to new functionality, expand their scope of work, explore new options or change their

own workflow or process. These changes might be instigated by external changes in the

environment, or might be the result of exploration within the interface.

An interface which is easy to learn allows users to build on their knowledge

without deliberate effort. This goes beyond a general helpfulness to include built-in

instruction for difficult or advanced tasks, access to just-in-time training elements,

connections to domain knowledge bases which are critical to effective use.

Worktext. According to Knapp (2006), many workbooks were actually

worktexts, containing both instruction and practice, providing both drill and review.

Unfortunately, workbooks and worktexts often rely on a trivia-based approach to

learning, where students simply re-hash the same information, over and over, in the

course of several exercises. While this was a good approach for attaining rote
 29

memorization it does not provide adequate opportunity to apply the knowledge to new

situations or in practical or ways. Better quality worktexts include problem-solving items

that encourage this kind of higher-level thinking in addition to the traditional fill-in-the-

blank and define-the-term exercises.

Related Studies

The following are the studies culled in the study to shed light on the problem

being undertaken.

The study of Soberano (2009) attempted to probe that strategic intervention

materials will significantly address the least mastered skills in chemistry. A true

experimental research was employed using the pretest-posttest comparison design and

samples were determined using the purposive or deliberate sampling technique. Results

of the Otis Lennon Mental Ability Test were used to reveal the intelligence of the

students and sixty six students with the same school ability index were matched and

grouped as the experimental and control groups. The 65 items teacher made test was

created and subjected to parallel pilot testing. The items in the test were analyzed and

those which were not within the range of 0.20 to 0.80 difficulty index and 0.30 to 0.80

discrimination index were discarded and items fell within the prescribe limit were

retained. The validated test was finalized and pilot pretests were administered to two

groups of respondents. In addition, the SIM focusing on thirteen least mastered skills

were also developed with the help of nine experts. The experimental group was given set

of the validated SIM while the control group was exposed to conventional way of

teaching. Performance from both groups was constantly monitored and showed that there

was no significant difference in the pretests before the intervention and there existed
 30

significant difference in the posttests after the intervention. It registered t-value of 8.289

at tabular value 1.67 and degrees of freedom 64 and 0.05 significance level. This

suggested that the strategic intervention materials significantly contributed to the mastery

of chemistry concepts.

Likewise, Mopera‘s (2010) was concerned with the construction, validation, and

acceptability of a Science based modular worktext for enhancing grammar learning

among the 90 first year high school students in the secondary Science Curriculum School

and 10 English teachers from the secondary and tertiary level schools in Lucban, Quezon.

This study used the descriptive design since the researcher developed a new instructional

material which she subjected to validation by administering a pretest and posttest. The

acceptability measure using the questionnaire which was adopted from Abrencillo (2008)

and Ilagan (2006) was conducted after the administration of the material. The findings

revealed that a science based modular worktext was developed for enhancing grammar

learning of first year high school students. The obtained z-test value of 10.12 surpassed

the tabular value of 2.58 at 0.01level of significance. The level of acceptability of the

instructional material among English teachers in terms of content, appeal to target users,

and originality was acceptable. Its clarity, on the other hand, received an overall weighted

mean of 3.52 which fell under the very acceptable descriptive rating while the level of

acceptability of the instructional material among first year high school students was very

acceptable since each of the criterion basis- content, clarity, appeal to target users, as well

as originality is concerned. Thus, the constructed modular worktext is said to be valid and

acceptable. For this reason, it was recommended that English teachers should adopt this
 31

constructed and developed science based modular worktext for enhancing grammar

learning in teaching English subject.

Moreover, results from the research of Abarro (2004) revealed that the 165-item

instructor made test used in determining the validity of the developed worktext in

Principles and Methods of Teaching was composed of 21 items for the Easy, 124 items

for Very Good and 41 or 26.21 percent a reliability coefficient was interpret as highly

reliable. The computed t-value on the difference between the overall mean performance

of the students in pre-test and post-test in thirteen learning areas of the developed

worktext in Principles and Methods of Teaching resulted to the rejection of the null

hypothesis. The overall-weighted mean on acceptability of the developed worktext in

Principles and Methods of Teaching in terms of evaluation criteria as evaluated by the

students and instructors are deemed as highly acceptable and interpreted as acceptable

respectively. The computed t-value on acceptability of the developed worktext in terms

of evaluation criteria was resulted to the rejection of the null hypothesis.

On the basis of the summary of findings, it was concluded that the developed

worktext in Principles and Methods of Teaching is valid as evidenced by a significant

difference in pre-test and post-test scores of the students. Also, the developed worktext in

Principles and Methods of Teaching is Acceptable in terms of Sufficiency of Lessons,

Organization and Presentation, Language and Style and Usefulness.

Thi Thuy (2011) developed a worktext based on the cognitive levels in English of

grade 11 students. Specifically, the study sought to answer the cognitive level in English

of the respondents in terms of knowledge, comprehension, application, and analysis; the

kind of worktext that can be developed to enhance English cognitive level of the
 32

respondents; and the level of acceptability of the developed worktext in terms of

accuracy, sequencing of lessons, text element, graphics, and originality among the

respondents. This study used the descriptive method since it involved the construction of

a worktext in English. The respondents of this study were 90 grade 11 students of Thai

Nguyen Specialized Upper Secondary School. The study utilized a test with 60 items, and

it was distributed to the respondents to check their knowledge, reading comprehension,

application and analysis. A worktext was also to help the students improve their cognitive

level as well. To determine the level of cognition experienced by English teacher, and the

acceptability level of worktexts, weighted mean was used.

It was found out that the students in their cognitive level are very satisfactory in

knowledge, comprehension level, application, and analysis; a worktext in English based

on the students' cognitive levels is developed based on the cognitive areas: knowledge,

comprehension, application, and analysis; and the acceptability level of the worktext as

evaluated by the respondents were: Content Accuracy, Sequencing of Lessons, Text

Element, Graphics as acceptable while fairly acceptable in Originality. Thus, it was

concluded that the cognitive level of the respondents are very satisfactory; a worktext in

vocabulary was ready for pilot test and validation; and the worktext could enhance the

cognitive ability of the students since it is generally perceived as acceptable. However, it

was still recommended that all aspects of vocabulary including phonology must be taken

into account in the worktext; a parallel study must be conducted in order to establish

continuity regarding the research on students‘ cognitive ability, other dimensions such as

appeal to target users and appropriateness or suitability of the worktext must be given

focus, and further improvement should be done on the worktext in the aspects of
 33

arrangement of lessons, text presentation and use of graphics. It was recommended that

the developed worktext may be adapted by English Teachers.

According to Sunday et al. (2010), instructional materials were vital to teaching-

learning process. It was potent in reducing abstraction that characterizes Mathematics

concepts. However, research reports have shown that these materials are grossly

unavailable in most schools. Few available ones are either inadequate or underutilized.

This paper is a case study of availability, adequacy and utilization of Mathematics

instructional materials in southwestern Nigeria. Two (2) schools were randomly selected

in each of the 3 senatorial districts of each state, making a total of 36 schools. The

findings revealed 34.5%, 18.0% and 22.5% availability, adequacy and utilization rates of

instructional materials respectively. The teachers know little implications of the use of

instructional materials. Various means of improvisations and sourcing for these

instructional materials were recommended. It was also recommended that the teachers

should be trained in the appropriate use of instructional materials.

Since the development of worktexts or workbooks became a subject for most

studies, include its acceptability, it then became an encouragement of how previous

studies resulted to an outstanding if not very satisfactory outcome. However, these

aforementioned studies considered two groups of student respondents which were not

included in the present study.

Gravoso et.al (2008) stated that the efforts to improve students‘ learning outcomes

have suggested the need to embed the use of educational technology in a learner-centered

learning environment where students construct their own meanings. In this study, video

documentaries that asked students to explore problems associated with farmers. Use of
 34

ecologically unsound agricultural techniques were developed and used in a student-

centered class. Their learning outcomes and experiences were compared to a group of

students who studied the same topics in a teacher-centered learning environment. Results

showed that the improvement of the student-centered groups understanding of the

problems was consistently higher than the teacher-centered group. Data on learning

experiences also showed that the learner-centered learning environment tended to engage

students in knowledge construction, while the teacher-centered environment, information

absorption. Overall findings suggest that technology can change and improve the quality

of learning outcomes if designed to support knowledge construction in a learner-centered

learning environment.

According to Tennyson (2010), the employment of the research and practical

experience in the field of educational psychology, with a specialty in instructional design

and technology, would be likely to reflect on the theoretical foundations of instructional

design. The purpose was to show the growth of the field through theories associated with

learning psychology and educational technology. Both human psychology and

technology were the main foundations for instructional psychology. Evaluation and

assessment continue to be integral to the field but more in the form of tools. Included was

view of the field in reference to work, since colleagues have done those that were labeled

as a linking theory of instructional design. That was, linking learning theory directly with

research findings and practice, it became an arguement that educators need to clearly

propose and define their own theoretical foundations when engaging in the design of

effective learning environments.

 35

During the development of the worktext, the studies gave reminders based on the

results on what to do and avoid in the instructional material. Findings became a

foundation to also help in a development of a more effective worktext which would be

employed in the Philippine setting.

The study of San Andres (2005) was undertaken to develop and validate a

worktext in Linear Algebra intended for College students. The study was conducted at

University of Rizal System Morong during the Second Semester of School Year 2004-

2005, using the 36 fourth year students of the Institute of Arts and Validation of the

developed worktext and the 18 Mathematics mentors who tested its acceptability as an

instructional material.

Descriptive method of research was utilized in the study. Teacher made test was

used to test the reliability of the developed worktext, utilizing the U-L Index Method and

the t-ratio. The researcher also included the acceptability testing of the developed

worktext as perceived by the students and the 18 Mathematics mentors, 14 of them are

Master of Arts in Teaching Math students and 4 instructors of URS handling Linear

Algebra.

The developed worktext included topics like, linear systems, system of three

linear equations, algebraic properties of matrix operators, echelon form of Matrices and

special types of matrices, vector in the plane, vector spaces and subspaces, linear

independence and basic dimension, Gran-Schmidt process, orthogonal complements and

homogeneous system arid rank of a matrix.

It was found out that the developed worktext in Linear Algebra as revealed by the

80 items teacher-made test is reliable as shown by the r-value of 0.736 for the half test
 36

and 0.793 for the whole test and the validity was depicted by the t-ratio of 4.15 which

exceeds the tabular t-ratio of 2021, thus revealing valid result.

The descriptive method of research was employed in the study of Bugayong

(2008) which aimed to develop and validate a worktext material in College Algebra for

the students enrolled in the College of Arts and Sciences and College of Education of

Columban College, Olongapo City during the 1st Semester of AY 2006-2007 based on the

curriculum description and requirements set by the Commission on Higher Education

(CHEd).

The findings of the study showed that the instructor-respondent were mostly

female; felt between the age bracket 30-39; teaching and handling the subject College

Algebra for 5 years and more; continuously and regularly attending seminars and training

(local and national) for the past 3 years; either doctorate degree holders or master‘s

degree holders or have already acquired units in their post-graduate studies strongly

agreed in the proposed worktext with an over-all assessment of excellent. As assessed by

instructor-respondents, the total mean score of all the area were 4.5 for objectives; 4.6 for

contents; 4.7 for instructional design; 4.6 for exercises; and 4.7 for language respectively.

The over-all mean score of 4.6 with a perspective rating of excellent shows that the

worktext materials was valid as assessed by instructor-respondents. The post-test results

in the three topics were higher than the pre-test scores. The average increase in the scores

in the three topics was 16.2. The computed t-value for the three set of test scores shows

that there was significant difference between the students‘ pre-test mean scores and post-

test mean scores.

 37

The findings of the study led to conclude that the profile of the instructor-

respondents shows how flexible, credible and skilled they are. Hence, they were fitted to

be called experts who assessed and validated the worktext materials in College Algebra.

The instructor-respondents strongly agreed and accepted the worktext materials on

College Algebra; therefore, it was valid on their assessment. The mean difference

between the pretest and post-test scores of the student-respondents on the three

summative tests and the t-value shows that here was an adequate improvement in the

performance of the students using the proposed worktext materials. Hence, the valid

worktext materials were also reliable.

Since the worktext material was valid and reliable, and then it can be used as an

effective instructional material that may improve the performance and skills of students

in the course College Algebra in the College of Arts and Sciences and Education of

Columban College, Olongapo City.

The contribution of Amoin (2007) was presented as an aim to develop and

validate a worktext in Mathematics of Investment in the University of Rizal System

during the second semester school year 2006-2007. The study made use of the descriptive

research method and the experimental method utilizing the randomized matched subjects,

post-test only group design. The respondents of this study were the 30 first year students

in Mathematics of Investment of the University of Rizal System Pililla, Rizal enrolled

during the second semester school year 2006-2007.

The findings of the study revealed that the 80-item instructor made test used in

determining the validity of the developed worktext in Mathematics of Investment was

composed of Easy, Moderately Difficult and Difficult items. On the other hand, 28.75%
 38

are very good and 71.25 percent are relatively good items. The instructor made test

possessed a reliability coefficient of .85 for the half-test and .92 for the whole test and

interpreted as highly reliable. The computed t-value on the difference between the over-

all mean performances of the students in post-test in four learning areas of the developed

workext resulted to the rejection of the null hypothesis.

The acceptability level of the developed in Mathematics of Investment in terms of

Clarity of Instructors, Design Characteristics, Aids to Instructions and Learning Activities

by the instructors was interpreted as Highly Acceptable. The significant difference in the

level of acceptability of the developed worktext in terms of Clarity of Instructions,

Design Characteristics, and Aids to Instructions and Learning Activities yielded a result

to the rejection of the null hypothesis.

On the basis of the summary of findings it was concluded that the worktext in

Mathematics of Investment is acceptable and can therefore be utilized by Mathematics

Instructors, not only as supplement but also as a main method of teaching mathematics.

The student acquires enough knowledge after they are exposed to the developed worktext

in Mathematics of Investment. And the developed worktext is a valid and reliable

instructional material in promoting knowledge in Mathematics of Investment.

The study of Castiniares (2005) implied the aim to develop, validate and

determine the level of acceptability of worktext in Advanced Algebra which will serve as

supplementary instructional material in teaching Math IV. This was conducted during the

School Year 2005-2006. The study employed the descriptive and the experimental with

pre-test and post-test design utilizing questionnaire checklist, Pre-test and Post-test and

developed work text as the research instrument.

 39

No significant difference exists between the evaluation of the two groups of

respondents on the acceptability of the developed worktext in Advanced Algebra with

respect to content, relevance, language and style and reinforcement exercises. However

significant difference exists with respect to organization and presentation.

Based on the findings of the study, conclusions are drawn as performance on the

experimental group in the pre-test and post-test differ significantly. Similarly,

performance on the control group in the pre-test and post-test differ significantly.

However, ore-test of the two groups has no significant difference while their post-tests

differ significantly with the experimental group obtaining better performance in the post-

test due to the utilization of the developed worktext in Advanced Algebra. Also,

evaluation of the two groups of respondents on the level of acceptability of the developed

worktext is similar with respect to content, relevance, language and style and

reinforcement exercises. However, for organization and presentation, evaluations of the

two groups differ significantly. Lastly, academic performance in Mathematics and

English are contributory to the performance of the students in the post-test in selected

topics in Advanced Algebra while sex is not a determinant.

Marino (2005) focused to develop, validate and determine the effectiveness of

Plane Trigonometry Worktext was conducted during the second semester of school year

2004-2005 at the University of Rizal System Antipolo City in the Institute of Education

and Home Technology. The findings revealed that on the level of performance of

students in the pre-test and post-test of the seven chapters, it was found out that the

students really improve on their post-test scores after utilizing the worktext. About the

significant difference of the performance of students in the pre-test and post-test in the
 40

seven chapters, it was revealed that there was a significant difference. Meanwhile, the

effectiveness of worktext in Plane Trigonometry with respect to subject matter,

organization and presentation, language and style, and usefulness, the student-

respondents evaluated the worktext as ―Very Highly Effective‖, while the instructors‘

evaluation was ―Highly Effective‖. Finally, the significant difference of the evaluation of

student-respondent and instructors with respect to the above mentioned criteria, it was

found out that there was no significant difference on the following criteria: subject

matter, organization and presentation, language and style, while on the usefulness it was

revealed that there was a significant difference on their evaluation.

Mallari‘s (2003) study focused on the evaluation and validation of a Worktext

with MATLAB software guide in terms of relevance of contents, adequacy of scope and

appropriateness of teaching procedures. Primarily, this study was undertaken to

determine whether the use of worktext with MATLAB software guide in the teaching

System of Linear Equations could enhance the capabilities of the students. To evaluate

effectiveness of the worktext in terms of relevance of the contents, adequacy of the scope

and appropriate of teaching procedures, five (5) mathematics teacher respondents were

selected based on their skills and ability to use the worktext with MATLAB software

guide. The study made use of questionnaire to determine the acceptability of the worktext

and the data gathered by the researcher was statistically analyzed leading to the finding

that the mathematics experts evaluated the relevance of the contents, adequacy of the

scope, and appropriateness of the teaching procedures of the Worktext as highly

acceptable with a grand mean of 4.82.

 41

The purpose of the study of Daguman (2003) was to develop and evaluate a

worktext in Analytic Geometry for Engineering Technology Students. Specifically, it

sought answers to the following questions: What is the evaluation of the mathematics

teachers and students on the worktext in terms of content, organization and presentation,

language and style, and effectiveness and usefulness? Second, do the faculty members

and students agree in evaluating the worktext in Analytic Geometry? Third, does the use

of the worktext improve the achievement of students in Analytic Geometry?

After data gathering and analysis, the following findings were obtained: Based on

the survey, the ten teachers answered yes to the need for the development of a worktext;

the teachers evaluated the worktext with the descriptive rating of ―agree‖ on content,

organization and presentation, effectiveness and usefulness, and rated ―strongly agree‖ on

language and style. The corresponding quantitative ratings of the teachers‘ evaluation on

the worktext were the following: 4.14, 3.96, 4.045 and 4.375. The students uniformly

rated the worktext with ―agree‖ on all four criteria; the achievement test was reliable as

indicated by the reliability of coefficient of 0.92; the computed correlation coefficient of

0.997 showed a high degree of relationship between the teachers and students evaluation

scores on the worktext; the computed t-value of 14.6535 showed that there was a

significant difference between the pre-test and post-test mean scores of students.

Based on the findings of the study, the worktext met the criteria as to the content,

organization and presentation, language and style, and effectiveness and usefulness. It is

the recommended that the worktext be used by other teachers for further evaluation and

that further study maybe conducted to determine the effect of the use of the worktext in

other areas of Mathematics and in other disciplines.

 42

Likewise, the present study which was focused on the development and validation

of a proposed instructional material was specifically for the learning progress of student

in Mathematics subject. Since the aforementioned studies have already taken account

various subject areas such as Linear Algebra, College Algebra, Mathematics of

Investment, Advance Algebra, Plane Trigonometry, use of MATHLAB softwares and

Analytic Geometry, therefore, Statistics was chosen to be the main focus of discussion

for this time. Nevertheless, similarity in criteria for evaluation was included like

organization, language, effectiveness and usefulness.

Tala‘s (2004) study has shown that there is no significant difference between the

assessments of the administrator and the instructor respondents as regards to the validity

of the content. This is proven by the computed t-values of 0.159 for the introduction,

0.144 for the objectives, 1.01 for the subject matter, 0.138 for the discussions, 1.76 for

the learning activities, and 0.24 for the vocabulary words.

It was found that these computed t-values were less than the tabular t-value .

Therefore, there is no significant difference between the assessments of the administrator

and the teacher respondents as regard to the level of acceptability. This is revealed by the

computed t-values of 1.27 for the usability, 0.259 for the adequacy, 0.07 for clarity, and

.06 for relevance.

It was found that the highest, median, and lowest score of the experimental group

in the post-test is higher than the highest, median, and lowest scores of the control group.

The experimental group had performed better than the control group. It was found that all

the experimental group of students passed the post-test with scores 77% to 96%, while

the control group, 37 or 13.50% students got scores below 70%.

 43

Unlike the work of Tala, the present study included different groups of

respondents – instructors and students. Two groups of student-respondents were not also

part of the study since it targeted specific students who were exposed on the lessons

included in the worktext.

Constantino‘s (2005) study was conducted in the College of Science, University

of Rizal System, Morong, Rizal, SY 2005-2006. It aimed to develop and validate

worktext in Differential Equations. One hundred percent or 72 third year BS MATH/CS

students and 10 math faculty from different colleges and campuses were the respondents

of the study.

The topics included in the worktext are: Basic Concepts, Linear Equations of

order One, Applicants of First Order Differential Equation, Linear Equations of Higher

Order, The Laplace Transform, and the inverse Laplace Transform. There are problem set

and activity in every topic.

The study utilized the descriptive method of research for it sought how reliable

and valid the develop worktext. An instrument constructed intended for pre-test and post-

test have a reliability of .48 using the Pearson r. though it means moderately small

positive correlation it is significant at 0.05 levels, and has a t-value of 2.57 which means

the test constructed is reliable. Furthermore, to test the validity of the worktext in terms

of pre-test and post-test, t-value of 23.97 was obtained. Hence, the null hypothesis that

the developed worktext is not valid is rejected

Based on the finding and conclusions made, it was recommended testing the

effectiveness of the worktext and using it as main reference in differential equation and

allotting fund for the production of the worktext.

 44

The study of Oladejo et al. (2011) examined the effect of using standardized and

improvised instructional materials on Academic Achievement of Secondary School

Physics Students in Oyo State, Nigeria. The research design adopted was quasi-

experimental of the pretest – posttest non-randomized control group. Purposive sampling

was used to obtain a sample of three co-educational secondary schools. Each school

provided one S.S. III class for the study. Two instruments were used in the study, the

Physics Achievement Test (PAT) to measure students‘ achievement and Teachers

Instructional Guide (TIG) to train the teachers in the experimental groups. The instrument

was pilot tested to ascertain reliability. The reliability coefficient was 0.76. Three

hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed

using ANOVA and ANCOVA. Findings revealed that there is a significant difference in

the achievement of students taught using standard instructional materials, those taught

with improvised instructional material and those in the conventional instruction. Thus,

the students taught with improvised instructional materials obtained the highest

achievement score at posttest (F=74.94), followed by those with standard instructional

materials (F=63.07), while the control group scored the lowest (F=39.89). Also, there was

no significant effect of gender on students‘ achievement in Physics although, females did

better than males. Finally, there was no significant interaction effect of treatment and

gender on student achievement in Physics. Thus, Physics teachers need to be resourceful

in instructional materials selection, planning and utilization so as to reduce the cost of

production and maintenance of instructional materials. The researchers conclude that the

utilization of improvised instructional materials promote and enhance effective teaching-

 45

learning process, thus, Physics teachers should be encouraged to use them in secondary

education programme.

The present study which focuses only on the development and validation of a

proposed instructional material differed in the study made by Oladejo et al. because it

entailed a deeper aspect for an instructional material. The said study scrutinized the

effectiveness of a standardized and improvised instructional material which means

consideration of the level of acceptability of the material. For the level of acceptibility,

another study may be done to attest effectiveness of the proposed instructional material in

the present study to the learners.

The objective of the study by Kaewmak et al. (2011) was to examine the status,

problems, and needs of instructional materials for English teachers in private secondary

schools, Songkhla Province. The subjects included 96 English teachers in private

secondary schools, Songkhla Province. The data were collected through the use of

questionnaires asking about the status, problems, and needs of instructional materials for

English teachers. The returned questionnaires were 77, about 80.20%. The data were

analyzed by using statistics, including frequency, and percentage. The data from open-

ended questions were grouped, summarized and presented in recurring themes. It was

found out that there were more female than male English teachers in private secondary

schools, Songkhla Province. Their ages were between 20-30 years old with a bachelor

degree in English. Most English teachers used books, word and picture cards, realia as

instructional materials. Most instructional materials were created by the teachers. Some

were commercially bought by the schools. The reason for using instructional materials

was that students paid more attention to the lessons. And the criterion to select
 46

instructional materials was that it had to be in accordance to the lesson and objectives of

learning. Many English teachers used these materials when teaching. No time for

producing teaching materials, lack of educational technology in material production, and

no budget from schools were problems of creating instructional materials. English

teachers wanted to attend a seminar and participate in a workshop. Moreover, the

respondents believed that the school where they worked should play a vital role in

promoting the teachers to create instructional materials.

The study by Dahar et. al (2011) investigated the effect of the availability and the

use of instructional material on academic performance of students in Punjab (Pakistan).

Instructional material plays very important role in the teaching learning process.

Population of the study comprised all secondary and higher secondary schools, secondary

teachers and secondary students in Punjab. Overall, a total of 288 schools, then 20

students and 10 teachers from each school were randomly selected as the sample of the

study. The study used the value added approach. School Profile Performance, a

questionnaire for teachers and Result Sheet were the instruments of the study. Pearson

correlation was used to find out the relationship (association) and Stepwise Regression

analysis with linear function was used to find out the differential impact (causal-

relationship). The study identified that there is a great deficiency in the availability and

the use of instructional material. The study concluded that the less availability,

misallocation and the deficiency in the use of instructional material lead to the wastage of

resources, the less effectiveness of instructional material and lower academic

performance. The policy implications of the study are that instructional material can have
 47

an enormous effect if it was properly allocated, equalized per student and efficiently used

with the standard quantity and quality.

Though the works of Kaewmak et al. and Dahar et al. dealt with the issues about

instructional materials, it was unlike the present study which sought only to develop and

validate an instructional material because the said works sought to investigate on its

availability of in the learning process and how it affects the performance of the students.

Nevertheless, the findings of the aforementioned studies aided the present study not to

exclude the effectiveness of the proposed instructional material even if effectiveness were

only evaluated and not put into test. To add in the issue of effectiveness, the present study

have only considered it as per the usability of the worktext was concerned and not on the

concerns of its availability, adequacy, and allocation as how it was discussed in the

studies of Kaewmak and Dahar.

The findings from the study of Cowie (2010) suggested that student engagement

with self-instructional course materials (readings, learning guide, multimedia, etc.) are

the result of complex interactions between a student's preferred approach to engagement,

their locus of control and the method of integration of the course materials. The majority

of participants preferred to engage with the course materials using a deep approach.

Participants with an external locus of control reflected the assumptions and approaches

they perceived from the method of integration. Participants with an internal locus of

control engaged with the course materials using their preferred approach unless they were

convinced that another approach served their needs better. The majority of participants

exhibited an external locus of control. When a presentation or supplemental method of

integrating was used, participants were more likely to engage with the course materials
 48

using a surface approach to engagement. They were also more likely to spend less time

engaging with the course materials and place a lower value on the course materials.

When a discussion or springboard method of integration was used participants were more

likely to engage the course materials using a deep approach to engagement. They were

also more likely to spend more time engaging with the course materials and place a

higher value on the course materials.

Likewise, it was first and foremost a priority in the development of the

instructional material to involve students more in the learning process. For it was

beforehand an aim to develop an instructional material that would provide learning to the

students not only during class hours but also be able to learn when the teacher is not

allowed or even more work on their own. Those were the reason why the proposed

instructional material in Statistics provided various activities and engaged students in the

real life situations.

Conceptual Framework

Figure 1 presents the paradigm of the study.

The study used the Input – Process - Output scheme: Frame 1 represents the input

that contains the reference study to mathematics faculty members‘ suggestions, reference

books in Statistics and the course syllabus aligned with the objectives approved by the

Commission on Higher Education; Frame 2 represents the process that comprise of the

criteria focus of the proposed worktext namely: objectives, format, content, organization,

language and usability; and Frame 3 represents the output that is the proposed worktext in

Statistics being developed and which underwent validation by the students and

instructors.
 49

INPUT OUTPUT PROCESS

Figure 1. Paradigm of the Study

Hypothesis of the Study

The lone null hypothesis is that there is no significant difference in the evaluation

of the faculty and students on the proposed worktext in Statistics was tested.
 50

Definition of Terms

The following terms were defined conceptually and/or operationally:

Content referred to the things that are held or included in something and the

substance or material dealt with in a speech, literary work, etc., as distinct from its form

or style. Theoretically speaking, it indicates all the subjects or topics or lessons which

would be the coverage of the book. In the study, it implies the topics being organized by

the researcher in the making of the proposed instructional material that would meet the

course requirement of the institution.

As used in the study, content refers to the topic or message that the worktext

contains from the very beginning up to the end. It also conveys the topics being discussed

on the worktext.

Format. In the study referred to the shape, size, and presentation of a book or

periodical. It shows the display of a work in terms of its page layout or the style of the

text in the word processing document. It also applies to the font size, font color, line

spacing and page margins. In short, format refers to the communication design of the

output: layout, shape, design and arrangement of all the data included in the worktext.

Language was said to be the human capacity for acquiring and using complex

systems of communication. The scientific study of language is called linguistics.

Languages in the world depends on a partly arbitrary distinction between languages

and dialects. Natural languages were spoken or signed, but any language can be

encoded into secondary media using auditory, visual or tactile stimuli, for example in

graphic, braille, or whistling. It is because. Human language is modality-independent.

When used as a general concept, language may refer to the cognitive ability to learn and
 51

use systems of complex communication, or to describe the set of rules that makes up

these systems, or the set of utterances that can be produced from those rules.

As used in the study, it is the means in which the proposed instructional materials

are written to communicate learning to students by the use of the printed material.

Objectives. According to Gallagher and Smith (1989), educational objectives

were properly constructed educational objectives represent relatively specific statements

about what students would learn at the end of a lesson.

To attain the learning objectives, it should be observable behaviors or actions. The

words used to define learning objectives are often teacher centered and ambiguous. It is

formulated in a way that specifies how learning will be observed or measured and is

intertwined with evaluation methods. Including words that describe what the student will

do to show that he or she understands is more useful.

As used in the study, objectives pertained to the learning competency that a

student must achieve at the end of every lesson, in quantity and quality.

Organization. When one talks about effective writing, the very first ideas would

be about elements like word choice, grammar and mechanics, and content or evidence.

But a really important part of effective writing is clear, logical organization. When things

were laid out in some sort of order, we can work with them more easily. If one can

imposed some kind of order on information, the information was easier to talk about,

understood, and remembered. Choosing a clear, recognizable pattern (for a single

paragraph, and also for a whole essay), select details and choose transitions, help your

readers to discover relationships that connect things, that make things seem more

coherent.
 52

In this study, it was referred to one kind of order called topical order. It refers to

organization that emerges from the topic itself. For instance, a description of a computer

might naturally involve the separate components of the central processing unit, the

monitor, and the keyboard, while a discussion of a computer purchase might discuss

needs, products, vendors, and service. A discussion of a business might explore product,

customer, and location, and so on. Topical order, then, simply means an order that arises

from the nature of the topic itself. Transitions in this pattern are considering things

like another factor, the second component, in addition, and so on.

Usability was the ease of use and learns ability of a human-made object. The

object of use can be a software application, website, book, tool, machine, process, or

anything a human interacts with. A usability study may be conducted as a primary job

function by a usability analyst or as a secondary job function by designers, technical

writers, marketing personnel, and others. It is widely used in electronics, communication,

and knowledge transfer objects such as a cookbook, a document or online help and

mechanical objects such as a door handle or a hammer. As used in the study, it is defined

as the usefulness of the proposed instructional materials in learning the English language.
 53

Notes in Chapter II

Charles M. Reigeluth. Indiana University Bloomington School of Education.

https://www.profile.educ.indiana.edu/reigelut. Retrieved: 10 December 2012.

Don Clark, Big Dog & Little Dog Performance Juxtaposition. http://www.nwli
nk.com/~donclark/hrd/learning/id/elaboration_theory.html.Retrieved: 10 December 2012.

Jerome S. Bruner. Constructivist Theory. http://www.tip.psychology.org

/bruner.html. Retrieved: 10 December 2012.

C. J. Weibell. Principles of learning: A conceptual framework for domain-

specific theories of learning. http://www.principlesoflearning.wordpress.com, Retrie-
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Charles M. Reigeluth. Instructional Design Theories Site. http://www.indiana.

edu/~idtheory/home.html. Retrieved: 10 December 2012.

Charles M. Reigeluth Ph. D.. Journey Toward Excellence: A Systemic Change

Effort in the Metropolitan School District of Decatur Township. http://www.indiana.e
du/~syschang/decatur/2007_fall/index .html, Retrieved:10 December 2012.

David P. Ausubel. Subsumption Theory. http://www.tip.psychology.org/ausu-

bel.html Retrieved: 10 December 2012.

John Sweller. Cognitive load during problem solving: Effects on learning,

Cognitive Science. http://www.instructional design.org/theories/cognitive-load.html. Re-
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ment and Effectiveness.www.recsam.edu.my/cosmed/.../04.pdf.Retrieved: 10 December
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massey.ac.nz/bitstream/.../02_whole.pdf?, Retrieved: 10 December 2012.

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 54

G. Cooper. Research into Cognitive Load Theory and Instructional Design at

UNSW. Sydney, Australia: University of New South Wales (UNSW). http://www.edu
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P. Ayres, Cognitive load theory at UNSW. Sydney, Australia: University of

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Retrieved: 10 December 2012.

Kathy V. Waller, PhD, and CLS(NCA).Writing Instructional Objectives. http:

//www.naacls.org/docs/announcement/writing-objectives.pdf.Retrieved:10 December
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Trustees of Dartmouth College. Performance Objectives and SMART Model.

http://www.dartmouth.edu/~hrs/profldev/performance_management/performance_objecti
ve.html. Retrieved: 10 December 20 12.

B.D. Roe and E.P. Ross The Function of the Language Arts in Communica-
tion, http://www.education.com/reference/article/function-language-arts-communica
tion/, Retrieved: 10 December 2012

Usability. http://www.sixrevisions.com/usabilityaccessibility/10-usability-tipsba
sed-onresearch-studies/. Retrieved: 10 December 2012.

Howard Soloman. Cognitive Load Theory. http://www.instructionaldesign.org/

theories/cognitiveload.html. Retrieved: 10 December 2012.

Shawn P. Calhoun. The Effects of Using Multimedia Presentations and

Modular Worked out Examples as Instructional Methodologies to Manage the
Cognitive Processing Associated with Information Literacy Instruction at the
Graduate and undergraduate Levels of Nursing Education. http://www.reposito
ry.usfca. edu/cgi/viewcontent.cgi. Retrieved: 10 December 2012.

Keith Ward. Encyclopedia of Science and Religion. Encyclopedia.com. Retrie-

ved: 09 December 2012.

Bernard Golse. Process. Encyclopedia.com. Retrieved: 9 December 2012.

Usability. www.wikipedia.com.Retrieved: 10 December 2012.

Learning Objective. http://www.edutechwiki.unige.ch/en/Learning_objective.Re

trieved:10 December 2012.

Olenka Bilash. Functions of Language. http://www.educ.ualberta.ca/staff/olen

ka.Bilash/best%20of%20bilash/functionsof%20lang.html. Retrieved: 10 December 2012.
 55

Organization.http://grammar.ccc.commnet.edu/grammar/composition/organizatio
n.htm. Retrieved: 10 December 2012.

Illinois Online Network and the Board of Trustees of the University of Illinois.
Instructional Objectives - Characteristics of a Well-Written Objective, Kinds of
Instructional Objectives. http:www.ion.uillinois.edu/resources/tutorials/id/developObje
ctives.asp. Retrieved: 2 February 2013.

Melissa Kelly. The Importance of Learning Objectives. About.com. Retrieved :

2 February 2013.

H. Jurgen Combs. Objectives and Purpose of Your Lesson. http://www.edulink.

org/lessonplans/objectiv.htm. Retrieved: 2 February 2013.

Microsoft. http://www.msdn.microsoft.com/enus/library/windows/desktop/aa51
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Dawn Copeman. How to Craft a Great Article, Part I: Structure, Focus

, Unity and Flow. www.writing-world.com/dawn/dawn06.shtml. Retrieved: 2 February
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improve-your-writing/essays-in-particular/formatting-your-essay.htm. Retrieved: 2 Febr-
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.ac.uk/senrgy/intranet/ug/resources/CP_S&P.pdf. Retrieved: 2 February 2013.

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ww.empoweringwriters.com/about-us/how-to-teach-writing/the-power-of-consistency-In-
writing-instruction/ , Retrieved: 2 February 2013

Scott White, The Five C's of Quality Writing, http://www.articlesbase.com/non-

fiction-articles/the-five-cs-of-quality-writing 73769.html, Retrieved: 2 February 2013

Yolanda D. Reyes and Lourdes S. Santos (2007), Writing in the Discipline,

Principles of Coherence

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function of ambiguity in language, http://web.mit.edu/piantado/www/papers/piantado
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Violeta A. Vega and Nelia G. Prieto (2006), Facilitating Learning, Content

 56

Marites A. Mopera, ―Science Based Modular Worktext for Enhancing

Grammar Learning on First Year High School Students”, (Unpublished Master‘s
Thesis, Southern Luzon State University, Lucban, Quezon, 2010)

Juan O. Abarro, ―Development and Validation of a Worktext in Principles and

Methods of Teaching”, (Unpublished Master‘s Thesis, University of Rizal System,
Pililla, Rizal, 2004)

Nguyen, Thi Thuy, Cognitive Level in English of Grade 11 Students: Basis for
the Development of a Vocabulary Worktext, http://itctnu.edu.vn/Uploads/Thesis/142_
99_Water%20Title%20and%20Dedication.pdf, Retrieved: 10 December 2012

Afolabi S. Sunday et al, Assessment of Resources and Instructional Materials

Status in the Teaching of Mathematics in Southwestern Nigeria, www.eurojournals.
com/ejsr_43_3_12.pdf, Retrieved: 10 December 2012

R.S. Gravoso and A.E. Pasa, Design and Use of Instructional Materials for
Student-Centered Learning: A Case in Learning Ecological Concepts, www.dlsu.Ed
u. ph/research/.../8gravoso.pdf, Retrieved: 10 December 2012

Robert D. Tennyson, Historical Reflection on Learning Theories and

Instructional Design, www.cedtech.net/articles/11/111.pdf, Retrieved: 10 December
2012

Ligaya L. San Andres, ―Development and Validation of Worktext in Linear

Algebra”, (Unpublished Master‘s Thesis, University of Rizal System, Morong, Rizal,
2005)

Marvin P. Amoin, ―Development, Validation and Acceptability of a Worktext

in Mathematics of Investment”, (Unpublished Master‘s Thesis, University of Rizal
System, Rizal, 2007)

Liezl G. Castaniares, ―Development, Validation and Acceptability of Worktext

in Advanced Algebra”, (Unpublished Master‘s Thesis, University of Rizal System,
Morong, Rizal, 2005)

Wilfredo P. Marino, ―Development, Validation and Effectiveness of Plane

Trigonometry Worktext for First Year College Students, (Unpublished Master‘s
Thesis, University of Rizal Sytem, Antipolo City, 2005)

Enrile S. Mallari, ―Development and validation of a worktext on systems of

linear equation with Mathlab Software Guide”, (Unpublished Master‘s Thesis, Tarlac
State University, Tarlac, Tarlac 2003)
 57

Rosario Z. Daguman, “Development and Evaluation of a Worktext in Analytic

Geometry for Engineering Technology Students”, (Unpublished Master‘s Thesis,
Technological University of the Philippines, Manila, 2003)

Rosana C. Tala, ―Development and Validation of Worktext in Environmental

Education”, (Unpublished Master‘s Thesis, Eugelio ―Amang‖ Rodriguez Institute of
Science and Technology, Manila, 2004)

Bella G. Constantino, “Development and Validation of Worktext in

Differential Equations”, (Unpublished Master‘s Thesis, University of Rizal System,
Morong, Rizal, 2005)

Emelyn E. Bugayong, ―Development and Validation of Worktext in College

Algebra”, (Unpublished Master‘s Thesis, Pamantasan ng Lungsod ng Maynila, Manila
City, 2008)

Maruff A. Oladejo, Ph.D.et al., Instructional Materials and Students’

Academic Achievement in Physics: Some Policy Implications www.journalsbank.
com/ejhss_2_4.pdf, Retrieved: 10 December 2012.

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Secondary Schools from Teachers’ Perspective; Use, Problems and Needs, sv.libarts.p
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Muhammad Arshad Dahar et al. Effect of the Availability and the Use of
Instructional Material on Academic Performance of Students in Punjab (Pakistan).
www.eurojournals.com/MEFE_11_01.pdf , Retrieved: 10 December 2012.
 58

CHAPTER III

METHODS OF RESEARCH

This chapter presents the method and techniques, population, research instrument,

construction and validation of instrument, data gathering procedure, and the statistical

treatment used in the study.

Methods and Techniques of the Study

Descriptive method of research was applied in the study, which according to

Zulueta and Costales (2003), was a method of study which focuses at the present

condition with the purpose of finding the new truth may have different forms such as

increased quantity of knowledge, a new generalization of new law, an insight into factors

which are operating the discovery of a new causal relationship, or a more accurate

formulation of the problem to be solved.

Descriptive Statistics was concerned with the collection, organization,

presentation, analysis, and the interpretation of data to assess group characteristics.

Descriptive Normative Approach is concerned with the percentage distribution of the

respondents, the typical characteristics of the group, the homogeneity and heterogeneity

of these characteristics, relationships of the characteristics, and the strength of these

relationships. Under this type of research, measures of central tendencies, variability, and

location are most commonly used.

One of the goals of science was description (other goals include prediction and

explanation). According to Jaimie Hale (2011), descriptive research methods are pretty
 59

much as they sound — they describe situations. They do not make accurate predictions,

and they do not determine cause and effect.

In relation to this method, the use of the descriptive-evaluative method of research

is conducted by using a survey questionnaire to evaluate through the respondents the

proposed instructional materials in terms of objectives, format, content, organization,

language and usability.

The results were tallied, analyzed and interpreted to find out the difference on the

outlooks of faculty and the student- respondents regarding the proposed instructional

materials in terms of the six criteria mentioned.

Population of the Study

Table 1 presents the respondents of the study. A total of one hundred thirty three

(133) respondents were the subjects of the study.

Table 1
Population of the Study

Respondents Population Percentage (%)

Mathematics Instructors 30 22.56

Bachelor in Secondary Education 15 11.28

Bachelor of Science in Accountancy 47 35.34

Bachelor of Science in Business Administration 22 16.54

Bachelor of Science in Computer Science 19 14.28

Total 133 100.00

Chosen were thirty (30) Mathematics Instructors from different colleges and

universities in Bataan who already or currently handled Statistics subjects. The chosen
 60

student-respondents of the study were one hundred three (103) students taking up 4 year

degree course from Limay Polytechnic College A.Y. 2012-2013. The highest population

among the student-respondents was those who took up Bachelor of Science in

Accountancy (47 or 35.34%). Twenty two or sixteen and fifty four percent were the

Bachelor of Science in Business Administration students. Students who took up Bachelor

of Science in Computer Science and Bachelor in Secondary Education were counted as

19 or 14.58% and 15 or 11.28%, respectively. Students were chosen for their exposure to

the seven lessons of the proposed instructional materials since they were previously

enrolled in the subject – Basic Statistics.

Research Instruments

A well designed questionnaire was essential to a successful survey. However,

developing one‘s own intuition with respect to what constitutes good design since there is

no theory of questionnaires to act as a guide.

A good questionnaire was one which helps directly achieve the research

objectives, provides complete and accurate information; is easy for both interviewers and

respondents to complete, was so designed as to make sound analysis and interpretation

possible and was brief.

There were at least nine distinct steps: decide on the information required; define

the target respondents, select the method(s) of reaching the respondents; determine

question content; word the questions; sequence the questions; check questionnaire length;

pre-test the questionnaire and develop the final questionnaire.

 61

In the gathering pertinent data in this study, evaluation questionnaires was used.

The questionnaire for the current study was designed to evaluate the proposed

instructional materials and of which consists of two parts.

Part I is information about the proposed instructional materials and the

respondents.

Part II is divided into 6 evaluation checklist for the different criteria namely:

Objectives, Format, Organization, Content, Language, and Usability.

Construction and Validation of Instruments

Based on the given criteria, questions were developed through the aid of questions

used in the study of Ronquillo (2012) and Basilio (2012), and pre-designed rubrics from

kimskorner4teachertalk.com (November 2007), University of North Carolina and UC

Davis English Department. Sizing up all of the ideas from the said materials this creates a

new set of questions wherein all variables and sub variables will have a 5-item survey

questions that will be subject for the evaluation of the said criterion.

The questionnaire being used in the study was developed and underwent face

validity, content validity and reliability test. For face validity, content validity and

reliability test, three faculty experts were requested to evaluate the questionnaire. The

items evaluated were objectives, organization, content, format, language and usability of

the proposed worktext in Statistics for Limay Polytechnic College students.

Data Gathering Procedure

An endorsement letter coming from the Dean of the Graduate School of Bataan

Peninsula State University was requested. The letter contains an attachment of the permit

for conducting the study was forwarded to the College President of Limay Polytechnic
 62

College and to the Office of the Student Affairs. The said letter was asking for permission

to float the proposed instructional material and questionnaires among the selected 4-year

courses. After securing the necessary permit, the survey-questionnaires were floated to

the respondents which were also retrieved that same day. A hundred-percent retrieval rate

was expected to be observed.

A letter was requested by the researcher from the Dean of the Graduate School of

Bataan Peninsula State University for the endorsement to the colleges and universities of

Bataan for the evaluation of proposed instructional materials for the teacher-respondents.

The letter was forwarded to administrators or presidents of the chosen learning

institutions.

Statistical Treatment of Data

This study entails tabulating and processing of data using statistical tools with the

aid of the statistical software called SPSS for Windows. This study involves using

weighted mean of the evaluative response of the teachers and students on proposed

Statistics Work Text in terms of Objectives, Format, Content, Organization, Language,

and Usability. Comparing the perceptions of the faculty members and the students, Mann

Whitney U test was used instead of its parametric counterpart which is the Independent

Sample T-test. T-test was not employed because its assumption of normality and

homogeneity of variance were not met.

In testing the hypothesis, a 0.05 level of alpha was set. Using SPSS for Windows

18.0, the actual significance or p values were shown and were just compared with 0.05

level. P-values less than or equal to 0.05 are considered significant. If the statistical value

is significant, the null hypothesis was rejected; otherwise, it was not rejected.
 63

Below are the five-point scale used to interpret the responses for each items:

1.00 – 1.49 Not Satisfactory

1.50 – 2.49 Needs Improvement
2.50 – 3.49 Moderately Satisfactory
3.50 – 4.49 Satisfactory
4.50 – 5.00 Very Satisfactory

Scales of 1 and 2 denotes disagreement with a specific criterion under a category

while scales 3, 4 and 5 mean agreement with an item for the given category.

Each criterion was evaluated with agreement and disagreement of the

respondents. The whole evaluation checklist has a corresponding descriptive rating

specifically satisfactory, satisfactory, moderately satisfactory, needs improvement and

not satisfactory for the analysis and interpretation of gathered results.

 64

Notes in Chapter III

S.L. Jackson (2009). Research Methods and Statistics: A Critical Thinking

Approach 3rd edition. Belmont, CA: Wadsworth.
Psychcentral.com. http://www.psychcentral.com/ blog/archives/2011/09/27/the-3-
basic-types-of-descriptive-research-methods/. Retrieved: 10 December 2012.

I.M. Crawford, (1990) Marketing Research Centre for Agricultural Marke-

ting Training in Eastern and Southern Africa. Harare Zimbabwe
S. Sudman and N.M. Bradburn. Asking Questions. http://www.fao.org/docrep/
W3241E/w3241e05.htm. Retrieved: 10 December 2012.

Organization. http://www.kimskorner4teachertalk.com/writing/sixtrait/organiza-
tion/rubric.html. Retrieved: 10 December 2012.

Cynthia M. Ronquillo, “Development of Proposed Instructional Materials in

English for Foreign Students”, (Unpublished Master‘s Thesis, Bataan Peninsula State
University, City of Balanga, Bataan, 2012)
Angelo R. Basilio, ―Development and Evaluation of module in Hypertext
Markup Language”, (Unpublished Master‘s Thesis, Bataan Peninsula State University,
City of Balanga, Bataan, 2012)
 65

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the analysis and interpretation of data pertinent

to the study on the development and evaluation of the proposed worktext in Statistics

during the Second Semester, Academic Year 2012 – 2013. This chapter also involves

discussing the findings in relation to other studies conducted by other researchers on

similar subject.

To have a clear and comprehensive presentation of findings, this chapter is

subdivided into four (4) parts parallel to the specific questions enumerated in the

Statement of the Problem in Chapter I of this study.

Part I describes the topics in Statistics developed as an effective work text. The

topics include Introduction to Statistics; Frequency Distribution Table; Measure of

Central Tendency; Measures of Location; Measures of Variability; Measures of Shapes;

and Hypothesis Testing.

Part II presents the evaluation of teachers and students on the proposed Statistics

Work Text in terms of Objectives, Format, Content, Organization, Language, and

Usability. Objectives criterion includes sub criteria such as Nature, Purpose and

Procedure in the work text. Secondly, the Format which deals with Structure, Layout, and

Quality. Next is about the Content which is subdivided to sub criteria namely: Logical

Presentation, Consistency and Quality. Fourth is the Organization criterion which

involves Coherence, Unity and Ideas, Emphasis, and Relevance to Discipline. Moreso,
 66

the Language criterion speaks of Communicative and Language functions. Lastly,

Usability encompasses Effectiveness, Efficiency of Use, and Satisfaction in the Content

of Use.

Part III determines if there is any significant difference in the evaluation of the

faculty and students on the proposed worktext in Statistics based on the aforementioned

criteria.

Part IV explains the implications of the findings of the study to Mathematics

Teaching.

Part I. Topics in Statistics

The proposed worktext in Statistics describes the topics which include

Introduction to Statistics; Frequency Distribution Table; Measure of Central Tendency;

Measures of Location; Measures of Variability; Measures of Shapes; and Hypothesis

Testing.

Introduction to Statistics discusses the meaning of Statistics and its two branches

– Descriptive and Inferential, its history and importance. It also includes the collection of

data incorporating its definition, types, methods, types of questions, features of good

questionnaire, population and sample, the different sampling techniques and procedures.

Also, how data could be presented was considered discussing the types of data, textual,

tabular and graphical form. The tabular presentation discusses the frequency distribution

table, the histogram, frequency polygon, the less than and greater than Ogive.

Next chapter is all about the measures of central tendency. This chapter defines

the three measures and methods on how to compute the mean, median and mode for

ungrouped and grouped data.

 67

Measures of position talks about the definition of quartile, percentile and decile. It

comprises the computation for the three measures using the ungrouped and grouped data.

The measures of variation describe its five variables namely: range, mean

absolute deviation, standard deviation, variance and the semi-inter-quartile range. It

confers the computation of the aforementioned variables for the ungrouped and grouped

data.

Last chapter of the worktext is about the analysis of the data which includes the

discussion of the normal curve. This chapter gives information of the difference of

skewness, kurtosis and the normal curve. Three presentations which covers their

respective computation for corresponding coefficient of values and how each will be

presented in a graph. The normal curve gives details on the areas underlying the curve,

the use of standard scores and its application.

The test of hypothesis offers definition of hypothesis and its two kinds namely the

null and alternative hypotheses, the type I (alpha) and type II (beta) error, level of

significance, one and two tailed test, and the use of z and t test for some specific criterion

and problems.

At the end of every discussion, multiple activities were provided as to meet the

objectives per chapter. Moreover, a challenge part at the very end for each topic were

provided so as to expose the students to how the knowledge acquired is being applied to

real life situation.

All of the topics that take account of in the proposed instructional material are

anchored to the course syllabus for Statistics in Limay Polytechnic College aligned with

the objectives made by the Commission on Higher Education.

 68

Part 2. Evaluation of Proposed Statistics Worktext by Instructors and Students

Table 2 presents the instructor and student evaluation of the objectives of the

Statistics Worktext in terms Nature, Purpose and Procedure.

Table 2
Instructor and Student Evaluation of the Objectives of the Statistics Worktext

Teachers Students Total

Criteria Descriptive Descriptive Descriptive
Mean Mean Mean
Equivalent Equivalent Equivalent
Nature
1. Defines clearly what is to be learned. 3.83 Agree 4.61 Strongly Agree 4.44 Agree
2. Supports the realization of the general Moderately
3.27 4.50 Strongly Agree 4.23 Agree
objectives of the course. Agree
3. Attains objectives within the
availability of resources, knowledge Moderately
3.33 4.42 Agree 4.17 Agree
Agree
and time.
4. Manifests a coherent structure 3.50 Agree 4.45 Agree 4.23 Agree
5.Expects what to know from the start Moderately
3.27 4.50 Strongly Agree 4.22 Agree
Agree
Average (Nature) 3.44 Very
Satisfactory 4.50 Highly Satisfactory 4.26
Satisfactory
Purpose
1. Describes the intended result of the Moderately
3.43 4.60 Strongly Agree 4.34 Agree
instruction. Agree
2. Shows commitment to the goal of the Moderately
3.43 4.50 Strongly Agree 4.26 Agree
college. Agree
3. Satisfies the curriculum requirement. Moderately
3.13 4.50 Strongly Agree 4.19 Agree
Agree
4. Requires high level of cognition. Moderately
3.30 4.41 Agree 4.16 Agree
Agree
5. Provides clear goal for learning Moderately
3.23 4.59 Strongly Agree 4.29 Agree
Agree
Average (Purpose) Very
3.31 Satisfactory 4.52 Highly Satisfactory 4.24
Satisfactory
Procedure
1. States the possible skills to be
acquired by the students upon 3.57 Agree 4.61 Strongly Agree 4.38 Agree
successful completion of the subject.
2. Facilitates the students in developing Moderately
3.37 4.55 Strongly Agree 4.29 Agree
study attitudes and skills. Agree
3. Considers the goal of learning Moderately
3.13 4.57 Strongly Agree 4.25 Agree
process. Agree
4. Addresses skills or technical Moderately
2.83 4.42 Agree 4.06 Agree
procedures needed in the subject Agree
5.Shows the expected amount of work Moderately
3.30 4.34 Agree 4.11 Agree
to be done Agree
Average (Procedure) 3.24 Very
Satisfactory 4.50 Highly Satisfactory 4.22
Satisfactory
Very
Overall 3.33 Satisfactory 4.50 Highly Satisfactory 4.24
Satisfactory
 69

Scale of Means Descriptive Equivalent Interpretation

4.50 – 5.00 Strongly Agree Highly Satisfactory
3.50 – 4.49 Agree Very Satisfactory
2.50 – 3.49 Moderately Agree Satisfactory
1.50 – 2.49 Disagree Less Satisfactory
1.00 – 1.49 Strongly Disagree Not Satisfactory

In evaluating the objectives of the Statistics Worktext, the nature, purpose and

procedure are evaluated.

In terms of nature, the instructors are satisfied having a composite mean of 3.44

while the students are highly satisfied with a composite mean of 4.50. Overall,

respondents are very satisfied with the nature of the Statistics Worktext having a total

composite mean of 4.26.

For the instructors, the highest mean of 3.83 is on ‗clearly defining what is it to be

learned‘ while the lowest mean of 3.27 are on ‗supports the realization of the general

objectives of the course‘ and ‗expects what to know from the start‘. Similarly, ‗clearly

defining what is it to be learned‘ received the highest mean of 4.61 while ‗attains

objectives within the availability of resources, knowledge and time‘ obtained the lowest

mean of 4.42 for the students.

With respect to purpose of the Work Text, the instructors are satisfied having a

composite mean of 3.31 while the students are very satisfied having a composite mean of

4.52. Overall, the respondents are very satisfied with the purpose of the worktext having

a total composite mean of 4.24.

Specifically, the instructors provide the highest mean of 3.43 on ‗describing the

intended result of the instruction‘ and ‗showing commitment to the goal of the college‘

while their lowest mean of 3.13 on ‗satisfying the curriculum requirement‘. For the
 70

students, their highest mean of 4.60 is also on ‗describing the intended result of the

instruction‘ while the lowest mean of 4.41 is on ‗providing high level of cognition‘.

On procedure, the respondents are generally very satisfied with this aspect of the

Statistics Worktext, having a total composite mean of 4.22. Specifically, the intructors are

satisfied (with composite mean of 3.24) while the students are highly satisfied (with

composite mean of 4.50).

Looking at the criterion, the instructors provide the highest mean of 3.57 on

‗stating the possible skills to be acquired by the students upon successful completion of

the subject‘ while the lowest mean of 2.82 on ‗addressing skills or technical procedures

needed in the subject‘. Similarly for the students, ‗stating the possible skills to be

acquired by the students upon successful completion of the subject‘ is the highest mean

of 4.61 and ‗addressing skills or technical procedures needed in the subject‘ is the lowest

mean of 4.42.

By and large, the respondents are very satisfied with the Objectives of the

Statistics Work Text, having a total composite mean of 4.24. The instructors, specifically,

have lower satisfaction level (total composite mean of 3.33) compared with students

(with total composite mean of 4.50).

Interviews were conducted to instructors coming up with a suggestion to state

some specific objectives per chapter so as to have a clear vision on what to expect on the

performance of the students at the end of every learning situation. Meanwhile, students

don‘t take it as a big deal since they have stated that their main focus is more of on the

flow of discussion of the lesson. Also, they find no reason to check the specific

objective/s for each lesson since the objective of the subject in general was already been
 71

included by the instructor during their individual classroom orientation. To add, one

student said, ―Kahit naman hindi stated sa worktext yung objective, sinasabi naman ni

ma‘am ano yung mga dapat naming matutunan before or during the lesson. Kaya siguro

ganon yung naging rating namin.‖ Another interview revealed that objectives were rated

by the students based on their exposure to the fact of when/how to use the given lesson

and the reason behind why one has to acquire such knowledge. Students said that even

though it was not stated in the worktext, the instructor don‘t fail to mention on the class

the rationale of each lesson as to the nature of their field of specialization.

The overall rating of the students revealed highly satisfactory rate compared to the

satisfactory rate of the instructors for the objective criterion. This contradicts the result

being shown in the study of Tala (2004) which showed that there is no significant

difference between the assessments of the administrator and the instructor respondents as

regards to the validity of the content. The computed t values in the aspect of introduction,

objectives, subject matter, discussions, learning activities and vocabulary words proved

it. Since Tala made used of higher authority such as administrators and instructors on her

study, these people who are considered professionals and experts enough to validate the

worktext for they are the more knowledgeable people in the field which differs to the

respondents of the present study which asks students who were exposed in the lessons yet

may not be considered very much erudite with the objectives of each lessons. Also,

feedback through the use of interview method reflects the reason behind each gathered

results. With these, results were assured to be reliable.

Table 3 presents the instructors and students evaluation of the format of the

Statistics worktext in terms structure, layout, and quality.

 72

Table 3
Teacher and Student Evaluation of the Format of the Statistics Worktext

Criteria Teachers Students Total

Mean Descriptive Mean Descriptive Mean Descriptive
Equivalent Equivalent Equivalent
Structure
1. Organizes topics in logical 3.63 Agree 4.56 Strongly Agree 4.35 Agree
manner.
2. Shows attractive and readable 3.90 Agree 4.53 Strongly Agree 4.39 Agree
design, and quality of print.
3. Contains adequate margins and 3.67 Agree 4.58 Strongly Agree 4.38 Agree
readable type face suitable for
students‘ use.
4. Exhibits a visually appealing and 3.17 Moderately 4.46 Agree 4.17 Agree
stimulating format. Agree
5. Demonstrates accurate and well 3.37 Moderately 4.39 Agree 4.16 Agree
integrated graphics and Agree
illustrations into the text.
Average (Structure) 3.55 Very 4.50 Highly 4.29 Very
Satisfactory Satisfactory Satisfactory
Layout
1.Shows a visible font style and size 3.50 Agree 4.48 Agree 4.26 Agree
2. Prevents visibility of extra marks 3.43 Moderately 4.46 Agree 4.23 Agree
or smudges on the paper Agree
3.Locates letters and graphics 3.33 Moderately 4.49 Agree 4.23 Agree
correctly in relationship to the Agree
lines
4.Displays appropriate spacing 3.47 Moderately 4.56 Strongly Agree 4.32 Agree
between letters and illustrations Agree
5.Exhibits a visually appealing 3.63 Agree 4.47 Agree 4.28 Agree
presentation hence sustains
learning
Average (Layout) 3.47 Satisfactory 4.49 Very Satisfactory 4.26 Very
Satisfactory
Quality
1. Illustrates carefully planned 3.57 Agree 4.43 Agree 4.23 Agree
instructional designs.
2. Combines attractiveness with 3.67 Agree 4.49 Agree 4.30 Agree
effectiveness on page layouts.
3. Illustrates appropriate styles and 3.63 Agree 4.45 Agree 4.26 Agree
structures.
4. Consists of illustrations related 3.57 Agree 4.63 Strongly Agree 4.39 Agree
for the lesson.
5. Shows consistency of 3.47 Moderately 4.62 Strongly Agree 4.36 Agree
illustrations and text in the Agree
materials.
Average (Quality) 3.58 Very 4.52 Highly 4.31 Very
Satisfactory Satisfactory Satisfactory
Overall 3.53 Very Satisfactory 4.51 Highly Satisfactory 4.29 Very
Satisfactory
 73

As shown in Table 3, instructor and student evaluated the format of the Statistics

Worktext in terms structure, layout, and quality.

In terms of structure, the respondents, on the average, are very satisfied having a

total composite mean of 4.29. The instructors are very satisfied with the structure of the

Statistics Worktext as implied by the composite mean of 3.55. The students are much

more satisfied than the instructors having a composite mean of 4.50.

In particular, instructors provide the highest mean of 3.90 on ‗showing attractive

and readable design, and quality of print‘ while the lowest mean of 3.17 on ‗exhibiting a

visually appealing and stimulating format‘. Students, on the other hand, provide the

highest mean of 4.58 on ‗contains adequate margins and readable type face suitable for

students‘ use‘ while the lowest mean of 4.39 on ‗demonstrating accurate and well

integrated graphics and illustrations into the text‘.

On lay-out, the instructors are satisfied having a composite mean of 3.47 while

the students are very satisfied with composite mean of 4.49. The total composite mean of

4.26 indicate very satisfactory perception of the respondents, in general, towards the lay-

out of the Statistics Worktext.

Particularly, ‗exhibiting a visually appealing presentation hence sustains learning

the teachers‘ obtain the highest mean of 3.63 from the instructors. ‗Locating letters and

graphics correctly in relationship to the lines‘ received the lowest mean of 3.33.

Contrary to the instructors, ‗displaying appropriate spacing between letters and

illustrations‘ is the highest mean (4.56) for the students. They provided the lowest mean

of 4.46 on ‗preventing visibility of extra marks or smudges on the paper‘. With respect to

the quality of the format of the Statistics Worktext, the respondents, in general, are very
 74

satisfied having a total composite mean of 4.31. Specifically, the instructors are very

satisfied having a composite mean of 3.58 while the students are highly satisfied having

4.52.

‗Combining attractiveness with effectiveness on page layouts‘ obtain the highest

mean of 3.67 among instructors while ‗consisting of illustrations related for the lesson‘

the highest for students (4.63). ‗Showing consistency of illustrations and text in the

materials‘ with mean of 3.47 is the lowest for the instructors while ‗illustrating carefully

planned instructional designs‘ with mean of 4.23 for the students.

With respect to the overall perception of the respondents on the format of

the Statistics Worktext, the total composite mean of 4.29 suggests that they are very

satisfied. Specifically, instructors are very satisfied as indicated by their total composite

mean of 3.53 while students are highly satisfied as implied by their total composite mean

of 4.51.

The instructors were asked regarding their comments on the format and say that

graphics included were attractive yet they suggest uniformity in font styles and the

presentation per chapter.

The study of Daguman (2003) displayed that the teachers evaluated the worktext

with the descriptive rating of ‗agree‘ on presentation hence rated ‗strongly agree‘ on

style. The study showed that there was a significant difference between the pre-test and

post-test mean scores of students. Based on the findings of the study, the worktext met

the criteria as to the content, organization and presentation, language and style, and

effectiveness and usefulness. It was recommended that the worktext be used by others
 75

instructors for further evaluation and that further study maybe conducted to determine the

effect of the use of the worktext in other areas of Mathematics and in other disciplines.

Castiniares‘ (2005) showed no significant difference exists between the

evaluation of the two groups of respondents on the acceptability of the developed

worktext in Advanced Algebra with respect to content, relevance, language and style and

reinforcement exercises. However significant difference existed with respect to

organization and presentation.

However, the study of Thi Thuy (2011) resulted acceptable for Text Element and

Graphics as acceptable. Thus, it was concluded that the cognitive level of the respondents

are very satisfactory; a worktext in vocabulary is ready for pilot test and validation; and

the worktext could enhance the cognitive ability of the students since it is generally

perceived as acceptable. However, it was still recommended that all aspects of

vocabulary including phonology must be taken into account in the worktext.

As a comparison with the aforementioned studies, the consensus only shows that

innovative format being reflected on the worktext assists the learning of the students not

only because of its aesthetic qualities but first and foremost it addresses all the abstract

ideas which were always incorporated in learning mathematics and turn them into

concrete ones. Also, the format that existed in the worktext was really designed to

address the boredom and fear that is frequently arising during the study of mathematics.

Lastly, it was formatted in a way that the students will be able to learn Mathematics and

enjoy the experience while the teaching and learning process takes place.

Table 4 presents the teacher and student evaluation of the content of the Statistics

Worktext with respect to logical presentation, consistency, and quality.

 76

Table 4
Instructors and Student Evaluation of the Content of the Statistics Worktext

Criteria Teachers Students Total

Mean Descriptive Mean Descriptive Mean Descriptive
Equivalent Equivalent Equivalent
Logical Presentation
1.Delivers lessons that are 3.70 Agree 4.66 Strongly 4.44 Agree
accurate, organized, clear and Agree
up-to-date
2. Gives clear and easy to follow 3.60 Agree 4.65 Strongly 4.41 Agree
instructions Agree
3. Covers the topics necessary in 3.40 Moderately 4.58 Strongly 4.32 Agree
understanding the subject Agree Agree
4. Includes references at the end 3.60 Agree 4.50 Strongly 4.30 Agree
of the lesson Agree
5. Uses smooth, integrated, 3.67 Agree 4.53 Strongly 4.34 Agree
comprehensive, relevant and Agree
concrete evidences from
sources
Average (Logical Presentation) 3.59 Very 4.59 Highly 4.36 Very
Satisfactory Satisfactory Satisfactory
Consistency
1.Aligns lessons to college 3.83 Agree 4.67 Strongly 4.48 Agree
curriculum Agree
2. Maintains focus on 3.33 Moderately 4.56 Strongly 4.29 Agree
topic/subject throughout the Agree Agree
response
3.Shows what is important in the 3.33 Moderately 4.62 Strongly 4.33 Agree
topic Agree Agree
4.Provides relationship of 3.23 Moderately 4.56 Strongly 4.26 Agree
previous and present ideas Agree Agree
5. Contains clear lesson 3.33 Moderately 4.65 Strongly 4.35 Agree
introductions and summaries Agree Agree
Average (Consistency) 3.41 Satisfactory 4.61 Highly 4.34 Very
Satisfactory Satisfactory
Quality
1.Sharpens analytic skills 3.67 Agree 4.52 Strongly 4.33 Agree
Agree
2. Provides real life applications 3.60 Agree 4.44 Agree 4.25 Agree
of the lesson
3. Presents appropriate activities 3.37 Moderately 4.52 Strongly 4.26 Agree
to the students Agree Agree
4. Applies activities to a diversity 3.63 Agree 4.50 Strongly 4.30 Agree
of student abilities, interests Agree
and learning styles
5.Develops the ability to work 3.30 Moderately 4.61 Strongly 4.32 Agree
individually Agree Agree
Average (Quality) 3.51 Very 4.52 Highly 4.29 Very
Satisfactory Satisfactory Satisfactory
Overall 3.51 Very 4.57 Highly 4.33 Very
Satisfactory Satisfactory Satisfactory
 77

As presented in Table 4, instructors and students evaluate the content of the

Statistics Worktext with respect to logical presentation, consistency, and quality.

On logical presentation, it may be surmise that the students are very highly

satisfied having a composite mean of 4.59 while the instructors are very satisfied with

composite mean of 3.59. Overall, the composite mean is 4.36 which indicate very

satisfactory rating.

As shown, both instructors and students provide the highest mean on ‗delivering

lessons that are accurate, organized, clear and up-to-date; though students (4.66) have

higher mean rating compared to that of the teachers (3.70). The lowest mean of 3.40 for

the teachers is on ‗covering the topics necessary in understanding the subject‘ while that

of the students (4.50) is on ‗including references at the end of the lesson‘.

On consistency, the students are more satisfied than the instructors on this area

having composite mean of 4.61 for the former and 3.41 for the latter. Overall, the

respondents are very satisfied with the consistency of the content of the Statistics

Worktext.

For the instructors, the highest mean of 3.83 is on ‗aligning lessons to college

curriculum‘ while the lowest mean of 3.23 is on ‗providing relationship of previous and

present ideas‘. For the students, the highest mean of 4.67 is also on ‗aligning lessons to

college curriculum‘ while the lowest mean of 4.56 are on ‗maintaining focus on

topic/subject throughout the response‘ and ‗providing relationship of previous and

present ideas‘. On quality of the content of the Statistics Worktext, the respondents, on

the average, are very satisfied having a total composite mean of 4.29. Specifically, the

students (4.52) have higher mean level of satisfaction compared to the instructors (3.51).
 78

Instructors provide the highest mean of 3.67 on ‗sharpening analytic skills‘ while

the lowest mean of 3.30 on ‗developing the ability to work individually‘. Conversely,

students rated ‗developing the ability to work individually‘ the highest mean of 4.61. The

students‘ lowest mean is on ‗providing real life applications of the lesson‘.

Taken as a whole, the respondents are very satisfied with the content of the

Statistics Worktext having a total composite mean of 4.33. Specifically, the students are

highly satisfied having an overall composite mean of 4.57 while the instructors are very

satisfied having with overall composite mean of 3.51

The instructors have suggested to include more exercises that the students can

work on inside and outside the school premises. Additional examples in the discussion

were also recommended yet some says that the discussion being presented is enough

since step by step process were shown on the worktext.

The study of Soberano (2009) yielded to the performance from both groups was

constantly monitored and showed that there was no significant difference in the pretests

before the intervention and there existed significant difference in the posttests after the

intervention. This suggested that the strategic intervention materials significantly

contributed to the mastery of chemistry concepts.

Likewise, the Statistics Worktext revealed a highest mean on the development of

ability to work individually that gives a higher mean satisfaction level on the students.

Then, the developed ability aids the students to learn more about Statistics through the

help of the worktext.

In the study of Mopera (2010), statistical analysis showed that the significant

differences based on the gained mean scores in the pretest and posttest which made the
 79

obtained z value surpassed the tabular value. The level of acceptability of the

instructional material among English teachers in terms of content, appeal to target users,

and originality was acceptable. Its clarity, on the other hand, received an overall weighted

mean rating which fell under the very acceptable descriptive rating while the level of

acceptability of the instructional material among first year high school students was very

acceptable since each of the criterion basis- content, clarity, appeal to target users, and

originality. This made the constructed modular worktext valid and acceptable.

Meanwhile, study of Castiniares (2005) showed that the evaluation of teachers in

the worktext yielded a descriptive rating ‗agree‘ on Content. Based on the finding of the

study, conclusions were drawn as performance on the experimental group in the pre-test

and post-test differ significantly. Similarly, performance on the control group in the pre-

test and post-test differed significantly.

Since the work of Mopera and Castiniares were being exposed into two groups,

experimental and controlled group, which were not reflected in the present study, the

acceptability of the worktext cannot be presented as for now.

The study of Mallari (2003) led to the findings that the mathematics experts

evaluated the relevance of the contents, adequacy of the scope, and appropriateness of the

teaching procedures of the worktext as highly acceptable. This denotes the acceptance of

the worktext since the evaluators were proven to have expertise on the field which was

the undertakings of the study being conducted.

Table 5 presents the instructor and student evaluation of the organization of the

Statistics Worktext with respect to coherence, unity and ideas, emphasis, and relevance to

discipline.
 80

Table 5
Instructor and Student Evaluation of the Organization of the Statistics Worktext

Teachers Students Total

Criteria Descriptive Descriptive Descriptive
Mean Mean Mean
Equivalent Equivalent Equivalent
Coherence
1.Displays a main idea that is supported by 3.73 Agree 4.61 Strongly Agree 4.41 Agree
details that fit where they are placed
2. Includes sequencing that makes sense 3.33 Moderately Agree 4.38 Agree 4.14 Agree
and helps the reader understand what is
written
3. Uses a logical structure appropriate to 3.43 Moderately Agree 4.50 Strongly Agree 4.26 Agree
paper's subject, purpose, audience,
thesis, and disciplinary field
4. Shows natural and appropriate 3.43 Moderately Agree 4.49 Agree 4.25 Agree
paragraphing
5.Contains a clear sense of order 3.47 Moderately Agree 4.56 Strongly Agree 4.32 Agree
Average (Coherence) 3.48 Satisfactory 4.51 Highly Satisfactory 4.28 Very
Satisfactory
Unity & Ideas
1.Consists of order which makes sense and 3.60 Agree 4.64 Strongly Agree 4.41 Agree
easy to follow
2. Connects ideas with smooth transitions 3.50 Agree 4.45 Agree 4.23 Agree
3.Guides the reader through the chain of 3.50 Agree 4.47 Agree 4.25 Agree
reasoning or progression of ideas
4. Responds to the prompt 3.40 Moderately Agree 4.46 Agree 4.22 Agree
5. Displays logical flow of ideas 3.47 Moderately Agree 4.56 Strongly Agree 4.32 Agree
Average (Unity & Ideas) 3.49 Satisfactory 4.51 Highly Satisfactory 4.28 Very
Satisfactory
Emphasis
1.Shows single, distinct focus 3.67 Agree 4.56 Strongly Agree 4.36 Agree
2. Presents well-developed ideas or 3.47 Moderately Agree 4.49 Agree 4.26 Agree
narrative
3. Expresses sense of completeness 3.47 Moderately Agree 4.57 Strongly Agree 4.32 Agree
4.Provides necessary supporting details and 3.40 Moderately Agree 4.55 Strongly Agree 4.29 Agree
illustrations
5.Uses real-life examples 3.50 Agree 4.44 Agree 4.23 Agree
Average (Emphasis) 3.50 Very Satisfactory 4.52 Highly Satisfactory 4.29 Very
Satisfactory
Relevance to Discipline
1. Contains an inviting lead that grabs the 3.80 Agree 4.48 Agree 4.32 Agree
reader's attention.
2. Embraces a strong conclusion that brings 3.37 Moderately Agree 4.52 Strongly Agree 4.26 Agree
an ending to what is written.
3. Catches the audience‘s attention 3.43 Moderately Agree 4.48 Agree 4.24 Agree
effectively but still is connected to the
area of discipline
4. Makes connections between disciplines 3.53 Agree 4.54 Strongly Agree 4.32 Agree
5.Uses a unique and effective organizational 3.43 Moderately Agree 4.51 Strongly Agree 4.27 Agree
structure for the purpose and audience
Average (Relevance to Discipline) 3.51 Very Satisfactory 4.51 Highly Satisfactory 4.28 Very
Satisfactory
Overall 3.50 Very Satisfactory 4.51 Highly Satisfactory 4.28 Very
Satisfactory

On the table, instructors and students assessed the organization of the Statistics

Worktext with respect to coherence, unity and ideas, emphasis, and relevance to

discipline.
 81

In terms of coherence, it is noted that the students are highly satisfied with

composite mean of 4.51 while instructors are satisfied with composite mean of 3.48.

Overall, the respondents were very satisfied having a total composite mean of 4.28.

As shown in Table 5, both group of respondents provided the highest mean on

‗displaying a main idea that is supported by details that fit where they are placed‘ with

3.73 for the instructors and 4.61 for the students. Also, both placed ‗including sequencing

that makes sense and helps the reader understand what is written‘ as the least with mean

of 3.33 for instructors and 4.38 for students.

On unity and ideas, instructors are satisfied having a composite mean of 3.49.

Moreover, the students are more satisfied having a composite mean of 4.51. The total

composite mean of 4.28 suggests the respondents, on the average, are very satisfied with

the organization of the Statistics Worktext particularly in terms of unity and ideas.

‗Consisting of order which makes sense and easy to follow‘ is the highest mean for both

group of respondents – 3.60 for instructors and 4.64 for students. On the other hand,

‗responding to the prompt‘ obtained the lowest mean of 3.40 for the instructors and

‗connecting ideas with smooth transition‘ of 4.45 for the students.

In terms of emphasis, the instructors are very satisfied having a composite mean

of 3.50 and the students are even more satisfied having a composite mean of 4.52.

Overall, the student respondents are considered very pleased with the organization of the

Statistics Worktext with respect to emphasis, having a total composite mean of 4.36.

The instructors rated ‗showing single, distinct focus‘ with the highest mean of

3.67 while students provided ‗expressing sense of completeness‘ with 4.57. The lowest
mean
mean of 3.40 was given on ‗providing necessary supporting details and illustrations‘
 82

while students with 4.44 on ‗using real-life examples‘.

On relevance to discipline, the instructors provide a composite mean rating of

3.51 indicating their ‗very satisfactory‘ response while students gave a composite mean

of 4.51 suggesting ‗highly satisfactory‘ assessment. Overall, the respondents can be

considered as very satisfied with the organization of the Statistics Worktext particularly

with respect to relevance to discipline.

‗Containing an inviting lead that grabs the reader's attention‘ obtained the highest

mean of 3.80 for the instructors while it is one of the lowest mean for the students.

‗Embracing a strong conclusion that brings an ending to what is written‘ received the

lowest mean of 3.37 from the instructors.

On the other hand, ‗making connections between disciplines‘ is the highest mean

of 4.54 for the students while ‗containing an inviting lead that grabs the reader's

attention‘ and ‗catching the audience‘s attention effectively but still is connected to the

area of discipline‘ with the lowest mean values of 4.48.

In general, the respondents are very satisfied with organization of the Statistics

Worktext as indicated by the total composite mean of 4.28. Explicitly, students have a

more satisfactory response compared to the instructors having overall composite mean of

4.51 and 3.50, respectively.

Interview to the instructors revealed that there were some topics that need to

improve or modify in terms of its topics specifically in the first chapter. One of the

respondents suggested another presentation of the topics being included as to how the

same subject was being presented on their respective college. Those suggestions were

being considered upon doing the final editing and revisions for the Statistics worktext.
 83

Daguman (2003) yielded an Agree rating for the teacher‘s evaluation of the

worktext in the organization criterion. Based on the findings of the study, the worktext

met the criteria as to the content, organization and presentation, language and style, and

effectiveness and usefulness. It was recommended that the worktext be used by other

teachers for further evaluation and that further study maybe conducted to determine the

effect of the use of the worktext in other areas of Mathematics and in other disciplines.

About the significant difference of the performance of students in the pre-test and

post-test in the seven chapters, the work of Marino (2005) revealed that there was a

significant difference. Meanwhile, the effectiveness of worktext in Plane Trigonometry

with respect to subject matter, organization and presentation, language and style, and

usefulness, the student-respondents evaluated the worktext as ―Very Highly Effective‖,

while the instructors‘ evaluation was ―Highly Effective‖.

Both aforementioned studies presented same evaluated result compared to the

present study in terms of organization, that is, higher rating from students as compared to

the evaluation made by the students. However, the present study which revealed an

overall very satisfactory rating for the criterion reflects a one step ahead for the

interpretation in the work of Daguman obtaining an Agree for its rating. Nevertheless, all

of the works met the standards for the given criterion.

Moreover, the criteria present in the study of Daguman and Marino reflected

similar variables which can also be seen on the present study. This might indicate the

relevance of the said criteria as per some modes of comparison had been considered in

the study.
 84

Table 6 presents the instructor and student evaluation of the language of the

Statistics Worktext with respect to communicative and language functions.

Table 6
Teacher and Student Evaluation of the Language of the Statistics Worktext

Teachers Students Total

Criteria Descriptive Descriptive Descriptive
Mean Mean Mean
Equivalent Equivalent Equivalent
Communicative Function
1.Utilizes words that are free 3.53 Agree 4.46 Agree 4.25 Agree
from grammatical errors.
2. Provides 3.30 Moderately 4.59 Strongly 4.30 Agree
instructions/directions that Agree Agree
are clear and easy to follow.
3. Develops a language structure 3.47 Moderately 4.60 Strongly 4.35 Agree
that avoids misinterpretation. Agree Agree
4. Presents the topics and 3.63 Agree 4.62 Strongly 4.40 Agree
subtopics clearly. Agree
5. Fits audience and purposes in 3.30 Moderately 4.61 Strongly 4.32 Agree
terms of its sentence style Agree Agree
Average (Communicative 3.45 Satisfactory 4.58 Highly 4.32 Very
Function) Satisfactory Satisfactory
Language Function
1. Uses English language as the 3.43 Moderately 4.54 Strongly 4.29 Agree
medium of instruction. Agree Agree
2. Makes use of a language that 3.27 Moderately 4.53 Strongly 4.25 Agree
is simple and easy to Agree Agree
understand.
3. Chooses words for their 3.30 Moderately 4.59 Strongly 4.30 Agree
precise meaning and uses an Agree Agree
appropriate level of
specificity
4. Demonstrates superior 3.60 Agree 4.53 Strongly 4.32 Agree
knowledge of the language of Agree
mathematics and basic
mathematical concepts and
operations.
5. Applies various sentences , 3.63 Agree 4.63 Strongly 4.41 Agree
yet clearly structured and Agree
carefully focused
Average (Language Function) 3.45 Satisfactory 4.57 Highly 4.31 Very
Satisfactory Satisfactory
Overall 3.45 Satisfactory 4.57 Highly 4.32 Very
Satisfactory Satisfactory
 85

Instructors and students evaluate the language of the Statistics Worktext in terms

of communicative and language functions for the language criterion, as shown in Table 6.

With respect to communicative function, the respondents are very satisfied having

a total composite mean of 432. The students, in particular, are more satisfied (having a

composite mean of 4.58) compared to their instructors (with composite mean of 3.45).

In particular, both group of respondents provided the highest mean on ‗presenting

the topics and subtopics clearly‘ with mean of 3.63 for instructors and 4.62 for students.

However, the lowest mean of 3.30 for teachers are on ‗providing instructions/directions

that are clear and easy to follow‘ and ‗fitting audience and purposes in terms of its

sentence style‘. Students rated ‗utilizing words that are free from grammatical errors‘ the

lowest mean of 4.46.

In terms of language function, the respondents are very contented having a total

composite mean of 4.31. The students provided a higher composite mean of 4.57

compared to the instructors with 3.45.

‗Applying various sentences, yet clearly structured and carefully focused‘

obtained the highest mean rating from the instructors (3.63) and students (4.63). On the

contrary, ‗making use of a language that is simple and easy to understand‘ obtained the

lowest mean of 3.43 from the teachers. The students provided the lowest mean of 4.53 on

‗making use of a language that is simple and easy to understand‘ and on ‗demonstrating

superior knowledge of the language of mathematics and basic mathematical concepts and

operations‘.

To summarize, the respondents are very satisfied with language of the Statistics

Worktext, having a total composite mean of 4.32. Students are highly satisfied (with
 86

overall composite mean of 4.57) while instructors are satisfied (having an overall

composite mean of 3.45).

Daguman (2003) on the teachers evaluation of the worktext get a descriptive

rating ‗strongly agree‘ on the language criterion. Based on the findings of the study, the

worktext met the criteria as to the content, organization and presentation, language and

style, and effectiveness and usefulness. It is the recommended that the worktext be used

by other teachers for further evaluation and that further study maybe conducted to

determine the effect of the use of the worktext in other areas of Mathematics and in other

disciplines.

Likewise, the present study resulted to an overall rating of 4.32 having a

descriptive equivalent of very satisfactory. As to refer to the findings of the

aforementioned criteria, the statistics worktext met the criteria as to objectives, format,

content, organization and language. Almost the same criteria that is presented in the study

of Daguman.

Castiniares (2005) found no significant difference exists between the

evaluation of the two groups of respondents on the acceptability of the developed

worktext in Advanced Algebra with respect to content, relevance, language and style and

reinforcement exercises. Also, evaluation of the two groups of respondents on the level of

acceptability of the developed worktext was similar with respect to content, relevance,

language and style and reinforcement exercises.

The computed t-value on acceptability of the developed worktext of Abarro

(2004) resulted to the rejection of the null hypothesis. On the basis of the summary of

findings, it was concluded that the developed worktext in Principles and Methods of
 87

Teaching was valid as evidenced by a significant difference in pre-test and post-test

scores of the students. Also, the developed worktext in Principles and Methods of

Teaching was Acceptable in terms of Sufficiency of Lessons, Organization and

Presentation, Language and Style and Usefulness.

The teachers‘ evaluation in the study of Daguman along with the worktext

showed a descriptive rating ‗strongly agree‘ on the language criterion corresponds to the

very satisfactory rating reflected on the present study. Since the studies of Castiniares

and Abarro were not like the present study which exposed the wortext into two different

groups, the acceptability level of the language criterion of the Statistics worktext cannot

be compared to their work. Also, the said studies made use of pre-test and post-test to

measure the significant effect of the use of the developed worktext in their respective

areas, again, not visible on the present study.

Hence, it appeared that the students‘ evaluation on the communicative function

rates highly satisfactory, specifically, got the highest rating on the presentation of the

topics and subtopics clearly. Moreover, A strongly agree rate was also visible on the

language function most especially on the application of various sentences in terms of

structures and its focus. Meanwhile, it displayed the teachers‘ evaluation on the

communicative and language function described as satisfactory. The highest rating of

3.63 was visible in both functions as to ‗presents topics and subtopics clearly‘ and

‗applies various sentences, yet clearly structured and carefully focused‘ is concerned.

Using these information results garnered a very satisfactory over-all rating for the

language criterion. However, the student respondents gave a much higher rating than the

instructors.
 88

Table 7 presents the instructor and student evaluation of the usability of the

Statistics Worktext in terms of effectiveness, efficiency and satisfaction in the content of

use.

Table 7
Instructor and Student Evaluation of the Usability of the Statistics Work text
Criteria Teachers Students Total
Mean Descriptive Mean Descriptive Mean Descriptive
Equivalent Equivalent Equivalent
Effectiveness
1. Shows usefulness in
Strongly
understanding the different 3.70 Agree 4.58 4.38 Agree
Agree
concepts of the subject.
2. Helps in responding to the
Strongly
students‘ need of understanding 3.50 Agree 4.52 4.29 Agree
Agree
the subject.
3. Serves as a useful and effective Strongly
3.57 Agree 4.52 4.31 Agree
instructional material. Agree
4. Adapts to students‘ interests and Moderately Strongly
3.40 4.58 4.32 Agree
abilities. Agree Agree
5.Communicates knowledge and Moderately Strongly
3.47 4.61 4.35 Agree
ideas effectively Agree Agree
Average (Effectiveness) Very Highly Very
3.53 4.57 4.33
Satisfactory Satisfactory Satisfactory
Efficiency
1. Uses a design that supports ease Strongly
3.73 Agree 4.64 4.44 Agree
of learning. Agree
2. Strengthens the learning interests Strongly
3.63 Agree 4.61 4.39 Agree
of the students. Agree
3. Encourages the student to work at Strongly
3.70 Agree 4.62 4.41 Agree
his own pace. Agree
4. Reinforces the transfer of Strongly
3.63 Agree 4.59 4.38 Agree
learning. Agree
5.Encourages students in Strongly
3.50 Agree 4.54 4.31 Agree
completing the given task Agree
Average (Efficiency) Very Highly Very
3.64 4.60 4.38
Satisfactory Satisfactory Satisfactory
Satisfaction in the Content of Use
1. Offers meaningful experiences to
Strongly
the learners in learning the 3.60 Agree 4.64 4.41 Agree
Agree
lessons.
2. Provides useful information,
Strongly
graphics and illustrations to better 3.50 Agree 4.62 4.37 Agree
Agree
understand the topics presented.
3. Develops new knowledge and Strongly
3.53 Agree 4.63 4.38 Agree
skills Agree
4.Stimulates enthusiasm for further Strongly
3.60 Agree 4.58 4.36 Agree
learning Agree
5. Presents intellectually stimulating Moderately Strongly
3.13 4.64 4.30 Agree
learning activities Agree Agree
Average (Satisfaction in the Content Highly Very
3.47 Satisfactory 4.62 4.36
of Use) Satisfactory Satisfactory
Overall Very Highly Very
3.55 4.60 4.36
Satisfactory Satisfactory Satisfactory
 89

As depicted in Table 7, the instructors and students examined the usability of the

Statistics Worktext in terms of effectiveness, efficiency and satisfaction in the content of

use.

With respect to effectiveness, the respondents deemed that it is very effective

having a total composite mean of 4.33. It is, however, evident that students have a higher

composite mean of 4.57 compared to instructors with 3.53.

Examining the specific criterion, it can be observed that teachers provided their

highest mean of 3.70 on ‗showing usefulness in understanding the different concepts of

the subject‘ while the lowest mean of 3.40 on ‗adapting to students‘ interests and

abilities.‘ For the students, the highest mean of 4.61 is on ‗communicating knowledge

and ideas effectively‘ while the lowest mean of 4.52 are on ‗helping in responding to the

students‘ need of understanding the subject‘ and on ‗serving as a useful and effective

instructional material‘.

In terms of efficiency, the respondents considered the Statistics Work Text to be

very satisfactory having a total composite mean of 4.38. The instructors are very satisfied

(having a composite mean of 3.64) and the students are even more satisfied (with

composite mean of 4.60).

‗Using a design that supports ease of learning‘ obtained the highest mean of 3.73

from the instructors and 4.64 from the students. On the other hand, both group of

respondents provided the lowest mean of 3.50 and 4.54 on ‗encouraging students in

completing the given task‘ by the teachers and students, respectively. On satisfaction in

the content of use, the respondents are very satisfied having a total composite mean of
 90

4.36. The students are highly satisfied with composite mean of 4.62 while instructors are

satisfied with 3.47.

For the instructors, the highest mean of 3.60 are on ‗offering meaningful

experiences to the learners in learning the lessons‘ and on ‗stimulating enthusiasm for

further learning‘ while their lowest mean of 3.13 is on ‗presenting intellectually

stimulating learning activities‘. Similarly, the highest mean of 4.64 for the students are

also on ‗offering meaningful experiences to the learners in learning the lessons‘ and on

‗stimulating enthusiasm for further learning‘ and their lowest mean of 4.58 is on also ‗on

‗stimulating enthusiasm for further learning‘.

Overall, the respondents are very satisfied with the usability of the Statistics Work

Text having a total composite mean of 4.36. The students are highly satisfied (with

composite mean of 4.60) while the instructors are very satisfied (with 3.55).

Likewise, Sunday et al.‘s (2010) paper was a case study of availability, adequacy

and utilization of Mathematics instructional materials in southwestern Nigeria. Two

schools were randomly selected in each of the 3 senatorial districts of each state, making

a total of 36 schools. The findings revealed 34.5%, 18.0% and 22.5% availability,

adequacy and utilization rates of instructional materials respectively. The teachers knew

little implications of the use of instructional materials. Various means of improvisations

and sourcing for these instructional materials were recommended. It was also

recommended that the teachers should be trained in the appropriate use of instructional

materials.

Just like what the result of Sunday‘s case study revealed, the aim of the present

study for the improvement of the learning process in mathematics, specifically, Statistics
 91

supported the problem being posted in this study‘s first chapter. Both studies call for the

need of awareness most especially in the part of the teaching workforce the use of

instructional materials that will aid and improve the teaching and learning experience.

Oladejo‘s (2011) findings revealed that there was a significant difference in the

achievement of students taught using standard instructional materials, those taught with

improvised instructional material and those in the conventional instruction. Thus, the

students taught with improvised instructional materials obtained the highest achievement

score at posttest, followed by those with standard instructional materials, while the

control group scored the lowest. Also, there was no significant effect of gender on

students‘ achievement in Physics although, females did better than males. Finally, there

was no significant interaction effect of treatment and gender on student achievement in

Physics. Thus, Physics teachers need to be resourceful in instructional materials selection,

planning and utilization so as to reduce the cost of production and maintenance of

instructional materials. It was conclude that the utilization of improvised instructional

materials promote and enhance effective teaching-learning process, thus, Physics teachers

should be encouraged to use them in secondary education programme.

Significant difference as being revealed in the work of Oladejo, sadly, was not

reflected in the present study for the developed and evaluated worktext were not being

exposed to different groups as for its acceptability. However, both study aims that these

developed instructional materials will promote and enhance and effective, efficient along

with the satisfaction of the users during the teaching and learning process.

The study of Dahar (2011) concluded that the less availability, misallocation and

the deficiency in the use of instructional material lead to the wastage of resources, the
 92

less effectiveness of instructional material and lower academic performance. The policy

implications of the study are that instructional material can have an enormous effect if is

properly allocated, equalized per student and efficiently used with the standard quantity

and quality.

Dahar‘s work showed information about the availability, misallocation and

deficiency in terms of the usage of the instructional materials slightly far beyond the

usability criterion which the present study provides that focuses of effectiveness,

efficiency and satisfaction of use. However, these results contributes to the given sub

criteria of the current study for if neglected, just like being stated in Dahar‘s study, would

give an effect in terms of the effectiveness of the instructional materials and then result to

poor performance of the students.

The findings from the study of Cowie (2010) suggested that student engagement

with self-instructional course materials (readings, learning guide, multimedia, etc.) were

the result of complex interactions between a student's preferred approach to engagement,

their locus of control and the method of integration of the course materials. The majority

of participants preferred to engage with the course materials using a deep approach.

When a presentation or supplemental method of integrating was used, participants were

more likely to engage with the course materials using a surface approach to engagement.

They were also more likely to spend less time engaging with the course materials and

place a lower value on the course materials. When a discussion or springboard method of

integration was used participants were more likely to engage the course materials using a

deep approach to engagement. They were also more likely to spend more time engaging

with the course materials and place a higher value on the course materials.
 93

The usability criterion of the Statistics Worktext results high satisfaction level as

per the students‘ rating is concern. This made the findings from the study of Cowie which

suggested that student engagement with self-instructional course materials alike. Among

the three sub criteria, the satisfaction of use made the highest rating as Highly

Satisfactory showed that the engagement of the students with instructional materials is

really visible.

Table 8 presents the evaluation of the instructors and students on the Statistics

Worktext.

Table 8
Summary Instructor and Student Evaluation of the Statistics Worktext

Criteria Teachers Students Total

Mean Descriptive Mean Descriptive Mean Descriptive
Equivalent Equivalent Equivalent
Objectives 3.33 Satisfactory 4.50 High 4.24 Very
Satisfactory Satisfactory
Format 3.53 Very 4.51 High 4.29 Very
Satisfactory Satisfactory Satisfactory
Content 3.51 Very 4.57 High 4.33 Very
Satisfactory Satisfactory Satisfactory
Organization 3.50 Very 4.51 High 4.28 Very
Satisfactory Satisfactory Satisfactory
Language 3.45 Satisfactory 4.57 High 4.32 Very
Satisfactory Satisfactory
Usability 3.55 Very 4.60 High 4.36 Very
Satisfactory Satisfactory Satisfactory
Overall 3.48 Satisfactory 4.54 High 4.30 Very
Satisfactory Satisfactory

As evident in the table, the respondents are very satisfied with Statistics Worktext

having an overall mean of 4.30. It can be surmised that they provided the highest mean

rating of 4.36 on usability and the lowest mean of 4.24 on objectives. Also, it is evident

that students are more satisfied with the Statistics Worktext than the instructors.
 94

Specifically, the instructors are most satisfied with usability with mean of 3.55

and then on format with mean of 3.53. On the other hand, they are least satisfied, though

still satisfactory, on objectives with mean of 3.33.

Also, for the students, the highest mean of 4.60 is on usability, followed by

content and language with mean of 4.57. Their lowest mean of 4.50 is on objectives.

Data visibly shows that the students have higher satisfactory level in the

validating the worktext compared to the instructors. This was reflected on the over-all

rating of high satisfactory (4.54) and satisfactory (3.48), respectively. Possible reasons

for such results are due to the difference in the perception of the two groups of

respondents, instructors and students, when it comes to the nature of the Statistics. Also,

subjectivity and objectivity during the validation period for the two groups might affect

the result. The level of experience of both groups in terms of their acquired knowledge in

Statistics may also affect the validation. Lastly, considering the fact that the instructor-

respondents did not use the worktext in their actual teaching of the subject while only the

students from Limay Polytechnic College were exposed to the lessons manifested in the

said proposed instructional material.

Part 3. Comparison of the Statistics Worktext Evaluation by Instructors and

Students

Table 9 presents the comparative analysis of the perceptions of the teachers and

students on the Statistics Work Text using Mann-Whitney U Test. This test, the non-

parametric version of the Independent Sample T-test, is used to compare data that is not

necessarily normally distributed as maybe due to the wide disparity in the number of

respondents.
 95

Table 9
Mann-Whitney U Test Output of the Comparison of Instructor
and Student Evaluation of the WorkText

Mann- Sig.
Evaluation Mean
Group N Mean Whitney (2- Interpretation
Area Rank U tailed)
Objective Instructors 30 3.33 16.38 26.500 .000 Significant
s Students 103 4.50 81.74 Reject Ho
Instructors 30 3.53 17.48 59.500 .000 Significant
Format
Students 103 4.51 81.42 Reject Ho
Instructors 30 3.51 15.62 3.500 .000 Significant
Content
Students 103 4.57 81.97 Reject Ho
Organizat Instructors 30 3.50 16.53 31.000 .000 Significant
ion Students 103 4.51 81.70 Reject Ho
Instructors 30 3.45 16.52 30.500 .000 Significant
Language
Students 103 4.57 81.70 Reject Ho
Instructors 30 3.55 17.20 51.000 .000 Significant
Usability
Students 103 4.60 81.50 Reject Ho
Instructors 30 3.48 15.57 2.000 .000 Significant
Overall
Students 103 4.54 81.98 Reject Ho

Evidently, the students have significantly higher mean ratings compared to the

instructors in all aspects of the work text evaluation as indicated by the significant values

of the Mann-Whitney U statistics shown in Table 9.

Overall, the students‘ mean of 4.54 is significantly higher compared to that of the

instructors‘ with mean of 3.48. The mean ranks of the students are significantly higher

compared to that of the teachers and the Mann-Whitney U statistic of 2.0 is significant at

0.01 level. Hence, the null hypothesis is rejected.

The study of Constantino (2005) utilized the descriptive method of research for it

sought how reliable and valid the develop worktext. An instrument constructed intended

for pre-test and post-test have a reliability using the Pearson r. Though it means

moderately small positive correlation it is significant at 0.05 levels, and has a t-value of

2.57 which means the test constructed is reliable. Furthermore, to test the validity of the

worktext in terms of pre-test and post-test the t-value obtained which results the null
 96

hypothesis that the developed worktext is not valid or rejected. Based on the finding and

conclusions made, the researcher recommended testing the effectiveness of the worktext

and using it as main reference in differential equation and allotting fund for the

production of the worktext.

The study of San Andres (2005) was undertaken to develop and validate a

worktext in Linear Algebra intended for College students. It was found out that the

developed worktext in Linear Algebra as revealed by the 80 items teacher-made test was

reliable and for the whole test and the validity was depicted by exceeding the tabular

value, thus revealing valid result.

The findings of the study made by Bugayong (2008) led to conclude that the

profile of the instructor-respondents shows how flexible, credible and skilled they are.

Hence, they were fitted to be called experts who assessed and validated the worktext

materials in College Algebra. The instructor-respondents strongly agreed and accepted

the worktext materials on College Algebra; therefore, it was valid on their assessment.

The mean difference between the pretest and post-test scores of the student-respondents

on the three summative tests and the t-value shows that here was an adequate

improvement in the performance of the students using the proposed worktext materials.

Hence, the valid worktext materials were also reliable.

On the study of Amoin (2007), the performance of the students in post-test of the

four learning areas of the developed worktext resulted the rejection of the null hypothesis.

The acceptability level of the developed in Mathematics of Investment in terms of Clarity

of Instructors, Design Characteristics, Aids to Instructions and Learning Activities by the

instructors has weighted mean which was interpreted as ―Highly Acceptable‖. The
 97

significant difference in the level of acceptability of the developed worktext in terms of

Clarity of Instructions, Design Characteristics, and Aids to Instructions and Learning

Activities obtained an over-all computed t-value that exceeds the tabular value thereby

resulting to the rejection of the null hypothesis.

Gravoso et.al (2008) stated that efforts to improve students‘ learning outcomes

have suggested the need to embed the use of educational technology in a learner-centered

learning environment where students construct their own meanings. In this study, video

documentaries that asked students to explore problems associated with farmers, use of

ecologically unsound agricultural techniques were developed and used in a student-

centered class. Their learning outcomes and experiences were compared to a group of

students who studied the same topics in a teacher-centered learning environment. Results

showed that the improvement of the student-centered groups understanding of the

problems was consistently higher than the teacher-centered group.

As the result of his work, Tennyson (2010) stated that the evaluation and

assessment continue to be integral to the field but more in the form of tools. Included is

his view of the field in reference to work, with his colleagues have done in what we label

as a linking theory of instructional design. That is, linking learning theory directly with

research findings and practice, it was argued that educators need to clearly propose and

define their own theoretical foundations when engaging in the design of effective

learning environments.

Kaewmak (2011) discovered that most English teachers used books, word and

picture cards, realia as instructional materials. Most instructional materials were created

by the teachers. Some were commercially bought by the schools. The reason for using
 98

instructional materials was that students paid more attention to the lessons. And the

criterion to select instructional materials was that it had to be in accordance to the lesson

and objectives of learning. Many English teachers used these materials when teaching.

No time for producing teaching materials, lack of educational technology in material

production, and no budget from schools were problems of creating instructional

materials. English teachers wanted to attend a seminar and participate in a workshop.

Moreover, the respondents believed that the school where they worked should play a vital

role in promoting the teachers to create instructional materials.

Part 4. Implications of the Findings of the Study to Mathematics Instruction

By means of the development and evaluation of the proposed instructional

material in Statistics for the benefit of Limay Polytechnic College students, Mathematics

instructors can now have a choice of instructional material to use in teaching. The topics

are arranged in order as per aligned to the syllabus of the college, exposing the learners to

real-life problems that they will meet in the stage of their research study. A new learning

experience for the learner in which Mathematics and life situations collaborates for the

growth of the learners. Also, the worktext have been proposed to formulate an easier way

of educating and gaining of knowledge. And so to address the needs of the target users.

The process can also be done by fellow instructors in the other areas of teaching

especially in Mathematics wherein instructional materials in some fields seem to be few.

To be able to go with the needs of the students, teachers can always come up with the

production of instructional materials like worktext to suit the needs being encountered in

the teaching and learning process. Moreover, administrators should give attention to the

development of such instructional materials so as to encourage and support the faculty

 99

through exposing them in seminars and trainings for such purpose that would attain the

said objective. However, it can still be considered the purchasing of other reference

books that the market offers which is apt in learning Statistics, also to enhance the

material used on the instruction.

 100

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings of the study based on the

gathered data. This also includes the conclusions drawn, which were derived from the

findings and the recommendations for the usefulness of this study to its readers,

benefactors and researchers.

Summary

The general problem of the study is: How may the proposed worktext in Statistics

be developed and validated during the Second Semester, Academic Year 2012 – 2013?

Specifically, the study sought answers to the following questions:

5. How may the following topics in Statistics be developed into effective work text?

5.1 Introduction to Statistics;

5.2 Frequency Distribution Table;

5.3 Measure of Central Tendency;

5.4 Measures of Location;

5.5 Measures of Variability;

5.6 Measures of Shapes and

5.7 Hypothesis Testing.

6. How do the instructors and students evaluate the proposed work text in terms of:

6.1 Objectives;

6.1.1 Nature;
 101

6.1.2 Purpose;

6.1.3 Procedure.

6.2 Format;

6.2.1 Structure;

6.2.2 Layout;

6.2.3 Quality.

6.3 Content;

6.3.1 Logical Presentation;

6.3.2 Consistency;

6.3.3 Quality.

6.4 Organization;

6.4.1 Unity and Ideas;

6.4.2 Coherence;

6.4.3 Emphasis;

6.4.4 Relevance to Discipline.

6.5 Language; and

6.5.1 Communicative Function;

6.5.2 Language Function.

6.6 Usability;

6.6.1 Effectiveness;

6.6.2 Efficiency of Use;

6.6.3 Satisfaction in the Content of Use?

7. Is there any significant difference in the evaluation of the instructors and students
 102

on the proposed worktext in Statistics based on the aforementioned criteria?

8. What are the implications of the findings of the study to Mathematics Teaching?

In relation to this method, the use of the descriptive-evaluative method of research

is conducted by using a survey questionnaire to evaluate through the respondents the

proposed instructional materials in terms of objectives, format, content, organization,

language and usability.

The respondents of the study were thirty (30) Mathematics Instructors from

different colleges and universities in Bataan who already handled and is currently

teaching Statistics subjects while the chosen student-respondents of the study were one

hundred three (103) students taking up 4 year degree course such as Bachelor of Science

in Business Administration, Bachelor of Science in Accountancy, Bachelor in Secondary

Education, Major in Mathematics and Bachelor of Science in Computer Science from

Limay Polytechnic College A.Y. 2012-2013. Students were chosen for their exposure to

the seven lessons of the proposed instructional materials since they were previously

enrolled in the subject – Basic Statistics.

The proposed worktext under evaluation covered seven lessons arranged

chronologically based on the course syllabus used in the college. It underwent content

validation through three faculty experts from the graduate school.

The questionnaire being used in the study was developed and underwent face

validity, content validity and reliability test. For face validity, content validity and

reliability test, three faculty members of the graduate school were requested to evaluate

the questionnaire. The items evaluated were objectives, organization, content, format,
 103

language and usability. These were the criteria to consider for the evaluation of the

proposed worktext in Statistics for Limay Polytechnic College students.

An endorsement letter coming from the Dean of the Graduate School of Bataan

Peninsula State University was requested. The letter contains an attachment of the permit

for conducting the study that will be forwarded to the College President of Limay

Polytechnic College and the Dean of the College. The said letter is asking for permission

to float the proposed instructional material and questionnaires among the 4-year courses.

After securing the necessary permit, the survey-questionnaires were floated to the

respondents which were also retrieved that same day. A hundred-percent retrieval rate is

expected to be observed.

Another letter will be requested by the researcher from the Dean of the Graduate

School of Bataan Peninsula State University for the endorsement to the colleges and

universities of Bataan for the evaluation of proposed instructional materials for the

teacher-respondents.

Findings on Criteria of Evaluated Worktext in Statistics

Objectives

Nature. The instructors are satisfied while the students are highly satisfied.

Overall, respondents are very satisfied with the nature of the Statistics Worktext.

Purpose. The instructors are satisfied while the students are very satisfied.

Overall, the respondents are very satisfied with the purpose of the worktext.

Procedure. The respondents are generally very satisfied with this aspect of the

Statistics Worktextk. Specifically, the instructors are satisfied while the students are

highly satisfied.
 104

Overall, the student-respondents are very satisfied with the Objectives of the

Statistics Worktext while the instructors reveal lower satisfaction level.

Format

Structure. The respondents, on the average, are very satisfied. The instructors are

very satisfied with the structure of the Statistics Worktext. The students are much more

satisfied than the instructors.

Layout. The instructors are satisfied while the students are very satisfied. A very

satisfactory perception of the respondents reveal, in general, towards the lay-out of the

Statistics Worktext.

Quality. The respondents, in general, are very. Specifically, the instructors are

very satisfied while the students are highly satisfied.

With respect to the overall perception of the respondents on the format of the

Statistics Worktext, instructors are very satisfied while students are highly satisfied.

Content

Logical Presentation. It can be surmised that the students are very highly

satisfied while the instructors are very satisfied. Overall, this indicates a very satisfactory

rating.

Consistency. The students are more satisfied than the instructors on this area.

Overall, the respondents are very satisfied with the consistency of the content of the

Statistics Worktext.

Quality. The respondents, on the average, are very satisfied. Specifically, the

students (highly satisfied) have higher mean level of satisfaction compared to the

instructors (very satisfied).

 105

Taken as a whole, the respondents are very satisfied with the content of the

Statistics Worktext. Specifically, the students are highly satisfied while the instructors are

very satisfied.

Organization

Coherence. It is noted that the students are highly satisfied while instructors are

satisfied. Overall, the respondents are very satisfied.

Unity and Ideas. Instructors are satisfied. Moreover, the students are more

satisfied. On the average, respondents are very satisfied with the organization of the

Statistics Worktext particularly in terms of unity and ideas.

Emphasis. The instructors are very satisfied and the students are even more

satisfied. Overall, the respondents are considered very pleased with the organization of

the Statistics Worktext with respect to emphasis.

Relevance to Discipline. The instructors provide a rating indicating their ‗very

satisfactory‘ response while students gave a rating suggesting ‗highly satisfactory‘

assessment. Overall, the respondents can be considered as very satisfied with the

organization of the Statistics Worktext particularly with respect to relevance to discipline.

In general, the respondents are very satisfied with organization of the Statistics

Worktext as. Explicitly, students have a more satisfactory response compared to the

instructors.

Language

Communicative Function. The respondents are very satisfied. The students, in

particular, are more satisfied compared to their instructors.

 106

Language Function. The respondents are very contented. The students provided

a higher rating compared to the instructors.

To summarize, the respondents are very satisfied with language of the Statistics

Worktext. Students are highly satisfied while teachers are satisfied.

Usability

Effectiveness. The respondents deemed that it is very effective. It is, however,

evident that students have a higher rating compared to instructors.

Efficiency of Use. The respondents considered the Statistics Worktext to be very

satisfactory. The instructors are very satisfied and the students are even more satisfied.

Satisfaction in the Content Use. The respondents are very satisfied. The students

are highly satisfied while instructors are satisfied.

Summary of the Evaluation of Work Text in Statistics by Faculty and

Students

The respondents are very satisfied with Statistics Worktext. It can be surmised

that they provided the highest mean rating on usability and the lowest mean on

objectives. Also, it is evident that students are more satisfied with the Statistics Worktext

than the instructors.

Specifically, the instructors are most satisfied with usability and then on format.

On the other hand, they are least satisfied, though still satisfactory, on objectives.

Also, for the students, the highest mean was obtained on usability, followed by

content and language. Their lowest mean rating is on objectives.

 107

Comparison of the Statistics Worktext Evaluation by Instructors and Students

Evidently, the students have significantly higher mean ratings compared to the

instructors in all aspects of the worktext evaluation as indicated by the significant values

of the Mann-Whitney U statistics.

Overall, the students‘ mean of 4.54 is significantly higher compared to that of the

teachers‘ with mean of 3.48. The mean ranks of the students are significantly higher

compared to that of the teachers and the Mann-Whitney U statistic of 2.0 is significant at

0.01 level. Hence, the null hypothesis is rejected.

Conclusion

The conclusion was drawn based on the findings of the study.

The lone null hypothesis that there is no significant difference in the validation of the

instructors and students on the proposed worktext in Statistics was rejected.

Recommendations

In the light of the findings and conclusions of the study, the researcher proposed

the following recommendations:

1. The proposed instructional materials can be used exclusively or in consonance

with instructional materials in Mathematics teaching. Modifications of teaching strategies

should be observed during instruction to go well with the needs of low and high

performing students.

2. The preparation and improvement of module and other instructional materials

should be supported by the school heads and administrators to promote more teachers to

increase construction of instructional materials.

3. Teachers should be encouraged to develop module or other instructional mate-

 108

rials in order to enhance the teaching and learning instruction not only in Mathematics
aaa
but also in other disciplines.

4. Moreover, the worktext in Statistics can be further tested to another group of

respondents to validate its efficacy and to further improve or enhance its content with the

use of other research methods such as experimental design.

5. Additional exposure to another cluster of samples for validation and evaluation

of the worktext in Statistics is highly encouraged for its efficacy and to further improve

or enhance its content with the use of other research methods like the experimental

design.
 109

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www. Fao.org, http://www.fao.org/docrep/W3241E/w3241e05.htm. Retrieved: 10 Dece

mber 2012.

Weibell, C.J. (2011). Principles of learning: A conceptual framework for domain-

specific theories of learning. [http://principlesoflearning.wordpress.com].
Retrieve: 16 June 2013.
 115

Ward, K. (2003) , Theology, Encyclopedia of Science and Religion. <http://www.ency

clopedia.com>.Retrieved: 19 December 2012.

White, S. (2006), The Five C's of Quality Writing, http://www.articlesbase.com/non-

fiction-articles/the-five-cs-of-quality-writing-73769.html, Retrieve: 2 February
2013.

Wikipedia. the Free encyclopedia, www.wikipedia.com., Retrieved: 10 December 2012

 116

“Appendix A”

BATAAN PENINSULA STATE UNIVERSITY

GRADUATE SCHOOL
City of Balanga, Bataan

June 7, 2013

To Whom It May Concern,

In accordance with the validity of the questionnaire prepared by MS. FRANCES ANN
C. SALAVARIA, a graduate student of MASTER OF ARTS IN EDUCATION
MAJOR IN MATHEMATICS, specifically on the study entitled ―DEVELOPMENT
AND VALIDATION OF WORKTEXT IN STATISTICS‖, the undersigned hereby
attest that it has been checked and verified.

The items included in the questionnaire were found to be sufficient and accurate.

DANILO C. GALICIA, Ph.D.

Dean, Graduate School
Bataan Peninsula State University

ROLANDO M. CARPIO
Mathematics Instructor
Bataan Peninsula State University

JOSELITO B. MARIANO, MAT

Mathematics Instructor
St. Peter of Verona
 117

“Appendix B”

BATAAN PENINSULA STATE UNIVERSITY

GRADUATE SCHOOL
City of Balanga, Bataan

September 5, 2013

DELFIN O. MAGPANTAY, ED.D.

University President

Thru: TERESITA R. CASTILLO, PH.D.

Vice President for Academic Affairs

Sir:

Greetings!

The purpose of this letter is to let you know that your institution has been selected
for the implementation of my survey questionnaires and to request your cooperation in
this effort. The signatory is currently working on her master‘s thesis ―Development and
Validation of Worktext in Statistics‖ as requirement in the completion of Master of Arts
in Education, major in Mathematics.

In line with this, may I request from your good office permission to allow me to
conduct distribution of questionnaires to Mathematics Faculty members for the
evaluation of the said worktext.

Rest assured that the information gathered will be held in strict confidence.

Your favorable response on this matter will be highly appreciated.

Truly yours,

Frances Ann C. Salavaria

Researcher
Noted:

VICENTE B. LINTAG, Ed. D.

Thesis Adviser

DANILO C. GALICIA, PH. D.

Dean, Graduate School
 118

“Appendix C”

BATAAN PENINSULA STATE UNIVERSITY

GRADUATE SCHOOL
City of Balanga, Bataan
September 5, 2013

DELFIN O. MAGPANTAY, ED.D.

University President

Thru: MARY ANN V. CASUPANAN, PH.D.

Campus Director, Balanga Campus

Sir:

Greetings!

The purpose of this letter is to let you know that your institution has been selected
for the implementation of my survey questionnaires and to request your cooperation in
this effort. The signatory is currently working on her master‘s thesis ―Development and
Validation of Worktext in Statistics‖ as requirement in the completion of Master of Arts
in Education, major in Mathematics.

In line with this, may I request from your good office permission to allow me to
conduct distribution of questionnaires to Mathematics Faculty members for the
evaluation of the said worktext.

Rest assured that the information gathered will be held in strict confidence.

Your favorable response on this matter will be highly appreciated.

Truly yours,

Frances Ann C. Salavaria

Researcher
Noted:

VICENTE B. LINTAG, Ed. D.

Thesis Adviser

DANILO C. GALICIA, PH. D.

Dean, Graduate School
 119

“Appendix D”

LIMAY POLYTECHNIC COLLEGE

Limay, Bataan

June 10, 2013

DR. AMADEO P. CRISTOBAL, JR.

College Administrator
Limay Polytechnic College
Limay, Bataan
Thru: MARIA CORAZON T. NARVANTE
Office of the Student Affairs

Sir:

The undersigned is presently conducting a study entitled ―Development and Validation

of Worktext in Statistics‖ which is the partial fulfillment in the requirements for the
degree Master of Arts in Education Major in Mathematics at Bataan Peninsula State
University, City of Balanga, Bataan.

In view of this, may I request for your permission to conduct this study by distributing
the research instrument to selected sophomore and junior students at Limay Polytechnic
College. The data to be collected will be treated with high regards and strict
confidentiality.

I am looking forward for your kind consideration and approval.

Thank you very much.

Truly yours,

Frances Ann C. Salavaria

Researcher
Noted:

VICENTE B. LINTAG, Ed. D.

Thesis Adviser

DANILO C. GALICIA, PH. D.

Dean, Graduate School
 120

“Appendix E”

(Cover Letter)

BATAAN PENINSULA STATE UNIVERSITY

GRADUATE SCHOOL
City of Balanga, Bataan

June 10, 2013

Dear Respondents:

The undersigned is presently conducting a study entitled ―Development and Validation

of Worktext in Statistics‖.

In view of this, may I request you to be respondent to this study by completing the
enclosed questionnaire. Your prompt and immediate return of this questionnaire will be
appreciated. I assure you that personal information will be kept confidential.

I am hoping for your favorable response.

Thank you.

Very truly yours,

FRANCES ANN SALAVARIA

Researcher

Noted:

VICENTE B. LINTAG, Ed. D.

Thesis Adviser

DANILO C. GALICIA, PH. D.

Dean, Graduate School
 121

“Appendix F”

(Questionnaire)

QUESTIONNAIRE ON THE EVALUATION OF THE PROPOSED

WORKTEXT IN STATISTICS

Part I: Information About the Proposed Instructional Material and Respondent

Proposed Title: Statistics

Name of Respondent (Optional):____________________________________________

Respondent: _____ Instructor _____ Student

Part II: Evaluation Checklist

Direction: Below are the statements regarding each aspect of the worktext. For each

statement, put an (X) mark on the corresponding box that best describes your response

using the five-point scale below.

5 – Strongly Agree

4 – Agree

3 – Moderately Agree

2 – Disagree

1 – Strongly Disagree

OBJECTIVES 5 4 3 2 1
Nature
1.Defines clearly what is to be learned.
2. Supports the realization of the general objectives of the
course.
3. Attains objectives within the availability of resources,
knowledge and time.
4. Manifests a coherent structure
5.Expects what to know from the start
 122

Purpose
1. Describes the intended result of the instruction.
2. Shows commitment to the goal of the college.
3. Satisfies the curriculum requirement.
4. Requires high level of cognition.
5. Provides clear goal for learning
Procedure
1. States the possible skills to be acquired by the students
upon successful completion of the subject.
2. Facilitates the students in developing study attitudes and
skills.
3. Considers the goal of learning process.
4. Addresses skills or technical procedures needed in the
subject
5.Shows the expected amount of work to be done
FORMAT 5 4 3 2 1
Structure
1.Organizes topics in logical manner.
2. Shows attractive and readable design, and quality of
print.
3. Contains adequate margins and readable type face
suitable for students‘ use.
4. Exhibits a visually appealing and stimulating format.
5. Demonstrates accurate and well integrated graphics and
illustrations into the text.
Layout
1.Shows a visible font style and size
2. Prevents visibility of extra marks or smudges on the
paper
3.Locates letters and graphics correctly in relationship to
the lines
4.Displays appropriate spacing between letters and
illustrations
5.Exhibits a visually appealing presentation hence sustains
learning
Quality
1.Illustrates carefully planned instructional designs.
2. Combines attractiveness with effectiveness on page
layouts.
3. Illustrates appropriate styles and structures.
4. Consists of illustrations related for the lesson.
5. Shows consistency of illustrations and text in the
materials.
 123

CONTENT 5 4 3 2 1
Logical Presentation
1.Delivers lessons that are accurate, organized, clear and
up-to-date
2. Gives clear and easy to follow instructions
3. Covers the topics necessary in understanding the subject
4. Includes references at the end of the lesson
5. Uses smooth, integrated, comprehensive, relevant and
concrete evidences from sources
Consistency
1.Aligns lessons to college curriculum
2. Maintains focus on topic/subject throughout the response
3.Shows what is important in the topic
4.Provides relationship of previous and present ideas
5. Contains clear lesson introductions and summaries
Quality
1.Sharpens analytic skills
2. Provides real life applications of the lesson
3. Presents appropriate activities to the students
4. Applies activities to a diversity of student abilities,
interests and learning styles
5.Develops the ability to work individually
ORGANIZATION 5 4 3 2 1
Coherence
1.Displays a main idea that is supported by details that fit
where they are placed
2. Includes sequencing that makes sense and helps the
reader understand what is written
3. Uses a logical structure appropriate to paper's subject,
purpose, audience, thesis, and disciplinary field
4. Shows natural and appropriate paragraphing
5.Contains a clear sense of order
Unity & Ideas
1.Consists of order which makes sense and easy to follow
2. Connects ideas with smooth transitions
3.Guides the reader through the chain of reasoning or
progression of ideas
4. Responds to the prompt
5. Displays logical flow of ideas
Emphasis
1.Shows single, distinct focus
2. Presents well-developed ideas or narrative
3. Expresses sense of completeness
 124

4.Provides necessary supporting details and illustrations

5.Uses real-life examples
Relevance to Discipline
1.Contains an inviting lead that grabs the reader's attention.
2. Embraces a strong conclusion that brings an ending to
what is written.
3. Catches the audience‘s attention effectively but still is
connected to the area of discipline
4. Makes connections between disciplines
5.Uses a unique and effective organizational structure for
the purpose and audience
LANGUAGE 5 4 3 2 1
Communicative Function
1.Utilizes words that are free from grammatical errors.
2. Provides instructions/directions that are clear and easy to
follow.
3. Develops a language structure that avoids
misinterpretation.
4. Presents the topics and subtopics clearly.
5. Fits audience and purposes in terms of its sentence style
Language Function
1.Uses English language as the medium of instruction.
2. Makes use of a language that is simple and easy to
understand.
3. Chooses words for their precise meaning and uses an
appropriate level of specificity
4. Demonstrates superior knowledge of the language of
mathematics and basic mathematical concepts and
operations.
5. Applies various sentences , yet clearly structured and
carefully focused
USABILITY 5 4 3 2 1
Effectiveness
1.Shows usefulness in understanding the different concepts
of the subject.
2. Helps in responding to the students‘ need of
understanding the subject.
3. Serves as a useful and effective instructional material.
4. Adapts to students‘ interests and abilities.
5.Communicates knowledge and ideas effectively
Efficiency
2. Uses a design that supports ease of learning.
2. Strengthens the learning interests of the students.
 125

3. Encourages the student to work at his own pace.

4. Reinforces the transfer of learning.
5.Encourages students in completing the given task
Satisfaction in the Content of Use
1.Offers meaningful experiences to the learners in learning
the lessons.
2.Provides useful information, graphics and illustrations to
better understand the topics presented.
3. Develops new knowledge and skills
4.Stimulates enthusiasm for further learning
5. Presents intellectually stimulating learning activities

Comments/Suggestions:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Thank You very much for your cooperation. May God bless you.
 126

CURRICULUM VITAE

PERSONAL DATA

Date of Birth : October 04, 1990

Place of Birth : Limay, Bataan
Age : 23
Gender : Female
Civil Status : Single
Citizenship : Filipino
Religion : Born Again Christian
Height : 5‘6‖
Weight : 55 kgs.
Father‘s Name : Gabriel Mejala Salavaria
Mother‘s Maiden Name : Laurin Villanueva Cordero

EDUCATIONAL BACKGROUND

Advanced Education: Bataan Peninsula State University – Graduate School

Balanga City, Bataan
2010 - 2014
Master of Arts in Education
Major in Mathematics
Higher Education: Bataan Peninsula State University – Balanga Campus
Balanga City, Bataan
2006 - 2010
Bachelor of Secondary Education
Major in Mathematics
Graduated Cumlaude
Secondary: Bataan Christian School
Panilao, Pilar, Bataan
2002 – 2006
3rd Honorable Mention
Loyalty Award
Elementary: Bataan Christian School
Panilao, Pilar, Bataan
1996 – 2002
3rd Honorable Mention
6th Placer Metrobank Math Challenge
 127

PROFESSIONAL DEVELOPMENT

 “A Height of Preparedness for SY 2013-2014” – May 26-30, 2013

Limay Polytechnic College
Limay, Bataan, Philippines
 “On Becoming a Global Teacher” – February 8, 2013
Bulacan State University
City of Malolos, Bulacan, Philippines
 “Pre-Teachers Education: On Facing the Challenges of their Profession”
– January 24, 2012
Limay Polytechnic College
Limay, Bataan, Philippines
 “Division Training of Untrained Grade 7 Teachers” – June 15, 2012
Department of Education Region III Division of Bataan
DepEd Bataan, Balanga City, Bataan
 “Entrepreneurship: A Continuing Trend of All Times” – September 3,
2011
Bataan Peninsula State University – Graduate School
City of Balanga, Bataan, Philippines
 “A Teacher/An Instructor: A Leader, A Planner, A Model, A Facilitator,
A Catalyst, A Monitor, An Evaluator, An Implementer” – August 8, 2011
Limay Polytechnic College
Limay, Bataan, Philippines
 “Enhancing the Conduct and Ethical Standard of Public Officials and
Employees Through Alignment with Global Competitive Educational
Reforms” – May 14, 2011
Bataan Peninsula State University – Graduate School
City of Balanga, Bataan, Philippines
 “International Conference on the Aspects of Happy Learning
Environments” – February 16, 2011
Baliuag University
Baliuag, Bulacan, Philippines
 “Code of Conduct & Ethical Standards for Public Officials &
Employees” – September 28, 2010
Limay Polytechnic College
Limay, Bataan, Philippines

WORK EXPERIENCES

Limay Polytechnic College

National Road, Limay, Bataan
June 2010 – January 2013 (Contractual/Part Time)
January 2013 – October 2013 (Temporary)
 128

Mariveles National High School - Cabcaben

Cabcaben, Mariveles, Bataan
June 2012 – October 2012
Subsitute Teacher for 2nd Year Students

CHARACTER REFERENCES

Roderic R. Cunanan
Head Teacher III, Mariveles National High School - Cabcaben
Cabcaben, Mariveles, Bataan, Philippines
+639103766048

Ronaldo G. Guanzon
Resident Pastor, Great Commandment Christian Church
Balanga City, Bataan
+639197333629

Aurea G. Parbo
College President, Limay Polytechnic College
Limay, Bataan, Philippines
+639124385020