SUPPLEMENTARY DIGITAL LEARNING PACKETS TO IMPROVE THE

COMPETENCIES OF STUDENTS IN ENGLISH 10

A Thesis Proposal

Presented to EDUARDO T. BORJA, EdD

Faculty of the Graduate School of Education
DIVINE WORD COLLEGE OF LAOAG
Laoag City, Ilocos Norte

In Partial Fulfillment
Of the Requirements for ED 202
(METHODS OF RESEARCH)

JOHN LEWIS SUGUITAN

2020
 CHAPTER I

THE PROBLEM

RATIONALE

Language is the basis of all communication and the primary instrument of

thought. Thinking, learning, and language are interrelated. Language is governed by

rules and systems (language conventions) which are used to explore and communicate

meaning. It defines culture which is essential in understanding oneself (personal

identity), forming interpersonal relationships (socialization), extending experiences,

reflecting on thought and action, and contributing to a better society. Language,

therefore, is central to the peoples’ intellectual, social and emotional development and

has an essential role in all key learning areas.

Language is the foundation of all human relationships. All human relationships

are established on the ability of people to communicate effectively with each other. Our

thoughts, values and understandings are developed and expressed through language.

This process allows students to understand better the world in which they live and

contributes to the development of their personal perspectives of the global community.

People use language to make sense of and bring order to their world. Therefore,

proficiency in the language enables people to access, process and keep abreast of

information, to engage with the wider and more diverse communities, and to learn

about the role of language in their own lives, and in their own and other cultures

(DepEd, 2013).
 (Conde, 2015) said that Filipino culture places a high value on education. For the

majority of the Filipinos, the only best thing for a child to acquire and secure a better

future is through education. They want more effective education system so when e-

Learning emerged in Philippine market, the educational leaders easily decided to

include it in the system.

Students are empowered through e-learning in a number of ways. They are free

to access materials whenever and wherever they want, using a system they are

comfortable with. This flexibility allows students to learn in a way in which they are

successful. They are empowered to make choices on how to explore content, which is

accommodating to different learning styles.

Lessons and projects can also offer customization to the student's interest, which

empowers students to own their learning experience and ensures relevancy. Online

learning also fosters collaboration and interaction. This interaction expands the

sources of knowledge and allows students to be involved in the world, as well as their

own studies. In online learning, students create their own learning experience; it not

only puts the student at the center of the learning experience, but also makes them

responsible for their .

E-Learning or electronic learning, as defined by The American Society for

Training & Development (ASTD), covers a wide set of applications and processes such

as Web-based learning, computer-based learning, virtual classrooms, and digital

collaboration. It is also defined, as “Web-Based Training (WBT), e-leaming or on-line

learning, that resides on a server or a host computer that is connected to the World

Wide Web (WWW).” E-Learning, in a nutshell, is a method of delivering learning

packages through Internet.

 The designers, developers, and implementers either make or break the

courseware. Whatever the learner can do right or wrong with conventional courseware,

they can also do with e-learning courseware. E-Learning is for the individual; learners

can learn at their own pace and spend time only on the knowledge and skills that they

wish to learn. Furthermore, they can use the search feature to find just the information

they require need.

E-health interventions have the potential to augment care for the management of

chronic diseases viz, diabetic problems, heart diseases and asthma problems.

Instructions given in managing these diseases often function as a key to the well-being

of patients and their families but are not reimbursable in the current health care system.

A theoretically defined interactive multimedia program has been described, one which

would assess the patient’s and or a family member's level of readiness regarding

specific therapeutic functions for diabetic, asthmatic and heart ailments. Here, Web-

based Learning, e- Learning and Online Learning are taken as being synonymous with

one another.

Theoretical Framework

The focus of this research is the development and validation of a digital learning

packet to improve the competencies in English 10. It is anchored with the following

theories:

Communal Constructivism Theory. Holm’s communal constructivism is

an approach to learning in which students construct their own knowledge as a result of

their experiences and interactions with others, and are afforded the opportunity to
contribute this knowledge to a communal knowledge base for the benefit of existing and

new learners.” (Holmes et al., 2006:86)

“e-Learning takes the concept of ‘community of learners’ a considerable step

forward by enabling less formal communities, that is, less formal than the organizational

structure of business enterprises or a school or university would imply, to create a self-

sustaining communal learning environment. We call this extension to the range of

socio-constructivist variants ‘communal constructivism’ (Holmes et al., 2001), a process

in which individuals not only learn socially but contribute their learning to the creation of

a communal knowledge base for other learners. Online learning affords them the linked

community, the knowledge bases, the knowledge-creation tools and the facility to

provide their learning for others.” Holmes & Gardner (2006:76)

Cognitive Development Theory. Jean Piaget supports the implications for real-

world eLearning and Instructional Design applications.

Because of time and distance constraints, eLearning instructors are not able to

observe how learners interact with their learning environments. Therefore, Instructional

Designers must ensure that the content developed is tailored to each learner’s cognitive

ability.

A good example of this may be an application where eLearners are able to

configure their dashboards or canvases based on certain preferences. Some learners

respond well to graphical stimulus, while others become more attentive in a text-based

or audio-visual environment. Allowing learners to "control" how lessons are presented

will enable them to absorb content more effectively.

One of the cornerstones of Cognitivism is its focus on learning through self-

discovery. What this tells eLearning course developers is that they shouldn’t over-
weight their curriculums with content that "tells learners"; instead, content must be

presented in a way that learners are forced to discover some aspects of the syllabus for

themselves.

A great way to implement this concept in eLearning environments is by

presenting core concepts of a lesson in the form of high-level theories and learning

points. Then, supplemental content that offers learners the opportunity to research and

explore other elements on their own must be provided. This will allow them to form their

own opinions about those core concepts laid out by the instructor.

Piaget believed that the cognitive process of learning was more important than

the end result—which usually is to teach learners certain concepts or theories.

As eLearning content designers and course sponsors, we are often tempted to

"test" learners at the end of each module or lesson using multiple-choice quizzes. While

such binary testing has its place in learning, learners should also be evaluated on their

reasoning skills behind the responses.

In doing so, eLearning instructors will get unique insights into the thought process

that learners use to respond to the quizzes. That, in itself, will greatly influence a

learner’s ability to understand and absorb the information being taught.

eLearning is sometimes synonymous with "compressed learning". It’s often very

easy to deliver a set of slide presentations or videos, followed by online quizzes. That

way, one can quickly breeze through a course in record time. This format, however,

robs learners of a very crucial element of cognitive learning—one that’s often touted as

the biggest benefit of in-class teaching—interaction.

Behavioral theorists that subscribe to the learning theory of cognitive

development hold that learners often learn more from each other than they do from an
instructor rhyming-off bullet points. One way to enforce interactivity amongst online

learners is to mandate group discussions and chat group participation as part of the

overall course evaluation.

Because online learners often study at their own pace, it can add an element of

boredom to the learning process. When learners aren’t motivated to learn, they tend not

to use their cognitive abilities to the fullest.

The use of simulations, role plays, and multi-player games are all excellent ways

to foster interactivity among learners and challenge them to use more of their cognitive

functions to learn new ideas and difficult concepts.

Connectivism. George Siemens (2004), one of the early MOOC pioneers, has

been the main proponent of connectivism, a learning model that acknowledges major

shifts in the way knowledge and information flows, grows, and changes because of vast

data communications networks. Internet technology has moved learning from internal,

individualistic activities to group, community, and even crowd activities. In developing

the theory, Siemens acknowledged the work of Alberto Barabasi and the power of

networks. He also referenced an article written by Karen Stephensen (1998) entitled

“What Knowledge Tears Apart, Networks Make Whole,” which accurately identified how

large-scale networks become indispensable in helping people and organizations

manage data and information.

Conceptual Framework

Based on the theories presented, the conceptual framework is formulated and

illustrated in the research paradigm (Figure 1). The study will adopt the Input – Process

– Output framework.

The INPUT includes a survey on the profile of the Grade 10 English teachers in

the private school within the Schools Division of Laoag City which includes six variables

– age, sex, civil status, number of years in the service, teaching position, and training

and seminars attended that focus on the teaching of English.

Learning competencies in English 10 taught in the four grading periods that

needs the preparation of instructional materials were also included in the survey.

The PROCESS presents the different procedures to be conducted by the

researcher in the development of the supplementary digital learning packet. These

include the analysis of the results of the survey on the learning competencies in the four

grading periods of the subject that needs the preparation of instructional material, and

the preparation, validation, modification, and finalization of the supplementary digital

learning packet.

The OUTPUT of the research is a supplementary digital learning packet that aims

to develop learning competencies of the English 10 learners.

 INPUT PROCESS OUTPUT

Profile of the Grade 10

English teachers in terms of:
 age
 sex
 civil status
 number of years in
the services Descriptive Analysis of the
 teaching positions; Input Data
and
Validated Supplementary
 trainings and
Digital Learning Packet to
seminars attended
improve the competencies
that focuses on the Planning, Development,
in English 10
instruction of English Validation, Modification, and
Finalization of the Workbook
in English

Learning competencies in
Grade 10 English that
needs the preparation of
Instructional materials

Figure 1. Research Paradigm

 Statement of the Problem

The study aims to develop a supplementary digital learning packet based on the

competencies taught in English 10.

Specifically, the study aims to answer the following questions:

1. What is the profile of the Grade 10 English teachers in terms of:

a. personal characteristics;

1.1.1 age

1.1.2 sex; and

1.1.3 civil status.

b. professional qualifications

1.2.1 number of years in the service;

1.2.2 teaching position; and

1.2.3 training and seminars attended that focus on the teaching of

English

2. What competencies in the prescribed curriculum need the preparation of

instructional materials?

3. What can be prepared to improve the competencies of the students in the

English subject?

4. What is the content validity of the workbook in terms of:

a. Objectives;

b. Contents;

c. Activities;

d. Instructional Characteristics; and

e. Evaluation.
 5. What is the level of acceptability of the supplementary digital learning packet in

the terms of:

a. Clarity;

b. Usefulness;

c. Language and style;

d. Illustration/Lay-out; and

e. Suitability

Scope and Delimitations of the Study

This study will determine the profile of Grade 10 English teachers and the

learning competencies in the subject that needs the preparation of instructional

materials for the School Year 2021 – 2022 in private junior high schools of the City

Schools Division of Laoag as a basis in the development and validation of a

supplementary digital learning packet.

Importance of the Study

This study comes from the utmost desire of the desire of the researcher to be of

help to the development of English instruction and improve competencies of Grade 10

learners.

Hence, the researcher sees to it that this study will be beneficial to the following

groups of people:
 Grade 10 Learners. Through the use of the supplementary digital learning

packet, their academic performance and learning competencies will progress as they

are exposed to carefully prepared materials.

English Teachers. Teachers can identify the competencies where the Grade 10

learners are weak and strong, so that teachers can provide the appropriate materials

for the improvement of the learner’s academic performance.

School Administrators. This study will guide the school heads and supervisors

in this quest for quality education, because the findings of the study will serve as a

basis in planning for more effective Filipino programs to be implemented.

School Superintendent. Findings of the study may serve as an eye – opener in

preparing plans and programs especially in various schools which have large

percentage of students with academic problems in the subject.

Parents. With the presence of a learning packet, parents will become aware of

the level of understanding of their children through follow – ups.

Researchers. This study may lay the foundations for researchers to pursue

further studies on the development and production of more materials for teachers and

learning the curriculum to help raise the quality of English instruction.

Definition of Terms

To ensure a better understanding and appreciation on the significance of this

undertaking, the following terms are operationally defined:

Content Validity. The term refers to the process of determining the validity of the

supplementary digital learning packet as to objectives, content, activities, evaluation

measures and instructional characteristics. This will be determined by sets of Filipinos

experts using a rating scale.

Development. This refers to the processes to be undertaken by the researcher in

the preparation of the supplementary digital learning packet. It includes the procedures

from data gathering, data analysis, finalization and validation of output.

English. This term refers to the part of a school curriculum concerned with the

study of grammar/language and literature using the English language.

Grade 10 Teachers. This refers to private school teachers teaching English

subject for Grade 10 in the Schools Division of Laoag City.

Learners. This refers to school children currently enrolled in Grade 10 in the

private junior high schools of Laoag City.

Learners’ Material. These are the resources teachers used to deliver instruction

that can support students learning and are issued nationwide by the Department of

Education.

Learning Competencies. This is the list of expected learning outcomes

arranged hierarchically from the easiest to the most difficult, from simplest to the most

complex as prescribed by the DepEd in the K to 12 Curriculum.

Profile. This includes the respondents’ age, sex, civil status, number of years in

the service, teaching position and trainings and workshops attended on English

instruction.

Supplementary Digital Learning Packet. An instructional material provided to

learners that presents various lessons and contains exercises and activities to improve

their competency in English.

 Teachers’ Guide. These are resources used in preparing daily lesson plans that

helps the teachers to expand their teaching techniques.

CHAPTER II

REVIEW OF LITERATURE AND STUDIES

This chapter presents a comprehensive review of literature and researches

related to this study that were deemed necessary and useful for the better

understanding of this undertaking.

A Study on E – Learning in the Philippines

Filipino culture places a high value on education. For the majority of the Filipinos,

the only best thing for a child to acquire and secure a better future is through education.

So, they want more effective education system. E-Learning is still an emerging market

in the Philippines. Its use is still sporadic and most users represent only a small

segment of the Philippines education and business communities. The study wants to

correct analysis and right direction presentation for Philippine remote education

environment (Arimbuyutan, et. Al 2007).

Culture of about Education in Philippines

Filipino culture places a high value on education. For the majority of Filipinos, the

only best thing for a child to acquire and secure a better future is through education.

Because a good education has become increasingly hard to attain nowadays, there is

increased demand for new and more convenient ways to obtain a post - secondary
school degree. Even the government has tried to change the formal school system by

introducing new methods in learning. TESDA started with the identification of highly in-

demand skills and then designed a Competency Based method patterned after the

Australian government’s Competency-Based Training (CBT). This application combined

self-learning approach and formal classroom instruction.

CHED reported a total enrollment of about 2.5 million tertiary students in 2006

while TESDA has about 0.5 million school-based enrollment and another 0.7 million

non-school based enrollees that includes (training centers operated by TESDA),

community-based (training centers financed by the local government) and enterprise-

based (corporate sectors) for a total of about 3.8 million in enrollment.

The prime advocates that spearhead the drive to incorporate e-Learning

technologies into the Philippines school system are educators from prominent

universities like the University of the Philippines which has established in 1995 the UP

Open University (UPOU), as an alternative to traditional classroom. It has started

offering fully accredited classes in 2001. The University of Sto. Tomas (UST) have

added in their curriculum an e-learning course that provides learning materials on-line

named as e-LeAP (e-Learning Access Program). Moreover, Ateneo de Manila

University, the Dela Salle University and other major universities offer some form of

online courses. Many of these academic institutions use prepackaged programs

brought from suppliers, although some schools are now creating their own programs

using a variety of software options.

 Some schools, under the TESDA use Moodle, which is an open-sourced Course

Management System (CMS) to help educators create on-line learning communities in

carrying out their technical and vocational programs.

On-line degrees however are still fighting an uphill battle to be recognized as

legitimate equivalents to traditional degrees. There are only a few number of students

use these services. Consider the culture of the Filipinos preference for a face to face

interaction as learning process and are used to classroom training.

Infra of Computing and Internet in Philipines

During the recent conference of Computer Manufacturers, Distributors and

Dealers Association of the Philippines (COMDDAP) last October 2006, they have

estimated that there are over 1.53 million personal computers (PCs) in the country (i.e.

about 1 computer for every 57 Filipinos), and roughly 7.82 million people can readily

access the internet, which puts the internet penetration at about 9.0 percent. Users

access the internet through their own personal computers, corporate facilities, schools

and the growing Internet Café business. It is estimated that internet dial-up still

predominates (80 percent of the total internet users) up to the moment. The big

telecommunication companies PLDT, Digitel, Smart and Globe put enormous marketing

campaign for DSL and broadband shift though. Internet penetration and infrastructure is

superior in urban centers like Metro Manila.

Between 2000 and 2006, the number of internet users increased by about 291

percent, fueled by affordable pre-paid cards (preferred by Filipinos), increased access

and interest, but most of all since users are dominated by Filipino youth, on-line
gaming. Added to this is the desire of the corporate sector to identify more cost-efficient

and productivity-enhancing training methods and the academic sector’s drive to

improve learning techniques to cope with the rest of the wired world.

Environment of E-learning in Philippines 3.1. e-Learning in Philippine Schools

E-learning can be regarded as a relatively new concept in the Philippines and is

still in its embryonic stage. Although open and distance learning has been documented

to be introduced in the Philippines way back in 1952 through the Farmers’ School-on-

the-Air program over a one kilowatt radio station in the province of Iloilo, the

development of distance education, much so of the e-learning environment lags far

behind more industrialized countries due to a relatively lack of infrastructure,

investment, and a pedagogy applicable to many Filipinos.

Corporate Training

The first to adopt online corporate training methods in the Philippines were the

multinationals. Big local corporations followed suit namely: the Philippine Long Distance

Telephone Company (PLDT), Manila Electric Company (MERALCO), the Aboitiz Group,

Unilab among others.

These companies applied e-learning methodologies to cut cost and improve their

human resource development system.

Take into account the experience of PLDT, they used e-learning techniques to

significantly increase its number of certified CISCO network associates and to train

employees across various operational functions. Using their customized solution Smart
force as its packaged software they were able to encourage employees to pursue

training in any area of the business they had interest in and blending e-learning with

hands-on projects. PLDT estimated that this kind of “e-cross training has saved the

company over US$400,000 in training expenses over the past five years.

Education Market Trends

E-Learning is still an emerging market in the Philippines. Its use is still sporadic

and most users represent only a small segment of the Philippines education and

business communities.

There are no stereotypical e-learners; schools large and small can be found

using the technology. There is a slow adoption of e-learning mainly due to

underdeveloped infrastructure, high cost and the propensity of the Filipinos to maintain

the status quo instead of implementing changes in training and learning system and

processes. Two major types of e-learning solutions have begun to emerge in the

Philippines (1) prepackaged, off-the-shelf courses; and (2) custom solutions. Currently,

cost is a major consideration in adopting an e- learning solution, especially given the

current exchange rate. Some schools and businesses elect to outsource their e-

learning needs from some local distributors such as SkillSoft, Thomson NetG, Datatrain

and Element K, while others build their own materials using Microsoft Office products

and the Web.

Many technical schools provide certification preparation and training by applying

e-learning methods. IBM has also ventured into a customized on-site training,

consulting, course delivery transformation and outsourcing. Yapster, Inc. (2studyIT), a

local distributor of Thomson NetG(USA), Element K(USA), Datatrain and other software

providers for e- learning has penetrated the market. Also, some Asian neighbors have

provided customized content such as ICUS and PurpleTrain.com (Informatics) from

Singapore which offers business, IT, and health sciences program fully online.

e-Learning Environment and Prospects

The design for a good formula to suit the Filipino preference will open the

opportunity for growth of e-learning in the Philippines. It will benefit individuals who

place high value on education and the desire to succeed. Even those self-motivated

and dedicated adult learners are most likely to benefit from fully online courses. And

those who belong to large organizations such as universities, big communities, large

and medium-sized businesses that can reduce their training costs and improved

learning standards. In the final analysis, to remain competitive in the global workforce

the Philippines has to give total attention to e-learning development and be used by

business professionals, students, administrators and government offices (Arimbuyutan,

et. al 2007).
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, the sources of data which

include the locale of the study, the population and sampling, instrumentation and

data gathering procedures.

Research Design

This is a descriptive study which will use the Research and Development

(R and D) methodology which involves the following stages: Planning Stage,

Developmental Stage, and Validation Stage. The design is considered

appropriate to this study as it strives to assess the Grade 10 students’ learning

competencies in English and to determine that these are associated with their

profile and their teachers’ profile as well.

Sources of Data
 Locale of the Study. The study will be conducted in 11 private schools in

the Division of Laoag City.

Source: laoagcity.gov.ph/about/geography.html

Figure 2. Map of Laoag City showing the location of the private schools and the

SVD school.
The different private schools and SVD school in Laoag City are presented in Table 1.

Bible Believing Baptist Church Jeany T. Asuncion Officer In – charge

Educational Ministries Foundation,

Inc.
Northside Bible Baptist Academy, Florante B. Ventura Administrator

Inc.
Padre Annibale Integrated School, Sr. Lillette Marie V. School Principal

Inc. Naquita, FDZ

Holy Spirit Academy of Laoag Rowena L. Piñol Principal
International School of the Arts, the Helena Marita T. Palalay President

Languages, and the Academe

Our Saviour’s Foundation, Inc. Dr. Rev. Brian Shah President
Divine Word College of Laoag Mrs. Kristina O. Martin Officer In – charge
Northern Christian College Basic Dr. Ceasar I. Agnir President

Education School
Northwestern University Atty. Ferdinand S. President

Nicolas
St. Joseph High School of Laoag, Raquesl M. Arellano Principal

Inc.
St. Mary’s Seminary Rev. Fr. Joel Reynold P. Principal

Castillo
Instrumentation and Data Collection

In gathering necessary information to respond to the study, the researcher

will utilize sets of data gathering tools. The first tool will determine the profile of

the grade 10 English teachers and the learning competencies that needs the

preparation of instructional materials. The second tool will be a rating scale to

identify the content validity and acceptability of the supplementary digital learning

packet.

Tools for Data Analysis

In data gathering for the profile of English teachers, frequency, percentage

and mean will be used. Weighted mean will also be used in determining the result

of the rating scale based on the following range of mean values and

corresponding descriptive interpretations:

Scale Range of Mean Descriptive Interpretation

5 4.51 – 5.00 Very Much Needed (VMN)

4 3. 51 – 4.50 Much Needed (MN)

3 2.51 – 3.50 Needed (N)

2 1.51 – 2.50 Slightly Needed (SN)

1 1.00 – 1.50 Not Needed (NN)

 The content validity of the development supplementary digital learning

packet will be analyzed and interpreted using the following:

Scale Range of Mean Descriptive Interpretation

5 4.51 – 5.00 Very Highly Satisfactory (VHS)

4 3. 51 – 4.50 Highly Satisfactory (HS)

3 2.51 – 3.50 Satisfactory (S)

2 1.51 – 2.50 Below Satisfactory (BS)

1 1.00 – 1.50 Unsatisfactory (U)

And, the level of acceptability of the developed supplementary digital

learning packet will be analyzed and interpreted using the following:

Scale Range of Mean Descriptive Interpretation

5 4.51 – 5.00 Very Highly Acceptable (VHA)

4 3. 51 – 4.50 Highly Acceptable (VA)

3 2.51 – 3.50 Acceptable (A)

2 1.51 – 2.50 Slightly Acceptable (SA)

1 1.00 – 1.50 Not Acceptable (NA)

 BIBLIOGRAPHY

ONLINE SOURCES

Department of Education. (2012, January 24). Retrieved July 02, 2020,

from deped.gov.ph: https://www.deped.gov.ph/wp-
content/uploads/2012/01/DM_s2012_012.pdf

Department of Education. (2013, December 13). Retrieved July 02, 2020,

from deped.gov.ph: https://www.deped.gov.ph/wp-
content/uploads/2013/12/DM_2013_222.pdf