EXPERIENCES OF MODULE WRITERS IN MAPEH KEY STAGE 1

IN DEVELOPING LEARNING RESOURCE

ADONNA A. RAVAGO

ROSEVEE H. GUEVARRA

2020
Table of Contents

I. Introduction and Rationale

II. Literature Review

III. Research Questions

IV. Scope and Limitation

V. Research Methodology

a. Research Design

b. Sources of Data

c. Instrumentation

d. Ethical Issues

e. Plan for Data Analysis

VI. Timetable/ Gantt Chart

VII. Cost Estimates

VIII. Plans for Dissemination and Advocacy

IX. References
I. Introduction and Rationale

Education is key for generations of Filipinos to become full-fledged, productive

members of society (Sonny Angara, 2020). That is the reason, the Department of

Education is persistent in continuing the school year 2020-2021 despite the

coronavirus pandemic. As DepEd prepared for the immense shift in education into a

new normal setting, it made sure to be more equipped in terms of learning

resources.

Learning Resources are used by the teacher in delivering instructions. It can

support students’ learning and increase students’ success. It also comes in many

shapes and sizes, but they all have in common the ability to support students’

learning. It can be online or through print outs, but both significant in the learning of

the students.

As COVID-19 cases increases, DepEd comes up with different modalities that

can be adopted by every school. They can adopt one or more modalities. One of its

modalities is Distance Learning which means lessons will be delivered outside the

traditional face-to-face setup. There are methods to be used in distance learning,

one of it is the Modular Distance Learning or Blended Learning, it is for students who

don't have access to gadgets and the internet. Printed modules will be delivered to

them or picked up by their parents at designated areas within agreed schedules.

Schools Division of Cavite Province searched for the teacher-writers who are

qualified and experts in their respective subjects to write learning resources like

modules and other supplementary materials to be used in modular distance learning.

One of the learning areas is MAPEH with four (4) components: Music, Arts Health

and Physical Education. Teacher-writers in MAPEH are divided into different key
stages, key stage 1 for Kindergarten to Grade 3, key stage 2 for Grades 4-6, key

stage 3 for Grades 7-10 and key stage 4 for Grades 11-12. They are assigned to do

modules for their respective key stages.

Thus, this paper tends to identify the experiences, challenges encountered by

the module writers in MAPEH Key Stage 1 in developing Learning Resources. By

identifying the experiences, it can be a basis for an enhanced support program.

II. Literature Review

Learning resources are often considered as educational materials for instance

long and tedious printed classroom textbooks with outdated information and content

which can primarily cover the breadth of any subject, but it often fails to cover the

depth of the subject. Learning resources are more than that and it can be summed

up as various tools that provide the teachers with the opportunity of teaching

effectively in order to offer an easier learning process to the students (Savery, 2015).

Teaching materials or learning resources are designed mainly to support

teaching and learning in different contexts. The major purpose of learning and

teaching resources is to provide a source of learning experience that is effective

enough to invoke interaction among students and teachers in the learning or

teaching process (Savery, 2015). An effective learning resource has the ability to

help the students in the learning process and broaden the learning experience of the

students along with meeting the learning needs of the students.

Teachers can use their writing as mentor texts and share their process.

Dorfman and Cappelli assert, “To treat our students like genuine authors, respect

their abilities, and understand their struggles, we need to write so that we can call

ourselves ‘author.’ Because we are part of the writing community, our writing efforts
should be included in hallway and bulletin board publications and as part of

classroom writing anthologies. Our writer’s notebook should always be available to

record our thoughts and observations. Writing for our students and for ourselves

continually immerses us in the fundamentals of the writing craft and process” (2017,

13-14).

We can’t just talk the talk; we must walk the walk. Vicki Spandel (2005, 42-43)

states: “Almost nothing does more to sustain a culture of writing than a teacher who

writes with students, thereby underscoring the importance of writing, and also

allowing students to see the process – one writer’s version of it – as it unfolds.”

When we’re the lead writer in the classroom, we can predict the hard spots where

students may struggle when we plan minilessons and respond more thoughtfully at

conferences. Sharing our writing and our process with students allows us to be more

effective and credible practitioners.

III. Research Questions

1. What are the teachers’ experiences as Learning Resource (LR) Developers in

terms of the following development process (Grave, 1996):

A. Needs Assessment /Analysis

B. Determining Goals and Objectives

C. Conceptualizing Content

D. Selecting and Developing Materials and Activities

E. Organizing Content and Activities

F. Evaluation

G. Consideration of Resources and Constraints

2. What component/s in the Learning Resource (LR) development process

challenge/s the teachers?

3. What component/s in the Learning Resource (LR) development process indicate/s

opportunities for teachers?

4. What teacher support program can be proposed to help teachers in developing

learning materials (for emergency distance learning) as a means for continuous

professional development?

IV. Scope and Limitation

This study aspired to determine the experiences of module writers in MAPEH

Key Stage 1 in developing Learning Resource.

It focuses on the challenges and opportunities of the writers in developing

Learning Resource in four (4) components of MAPEH. The participants of this study

are the Key Stage 1 MAPEH writer of Division of Cavite Province.

V. Research Methodology

a. Research Design

This research used qualitative research to gather the necessary data to

achieve a more comprehensive analysis.

In this study, qualitative research was used in order to understand the

experiences of MAPEH writers in Key Stage 1 in developing Learning Resource.

b. Sources of Data

There were three sources of data in this study; the participants, the key

informants and the researcher. Participants of this study were selected based on the
following criteria: (1) Learning Resource writer in MAPEH (2) must be from Key

Stage 1 (3) teacher from the Division of Cavite Province. The Key informants were

that expertise that can contribute and can comment on the answers of the

participants to the interview questions. The researcher is the one who gave her own

schema, beliefs, and biases about the study. This is called the triangulation of data.

Triangulation which the participants to be interviewed, then the researcher with her

own schema, beliefs and biases and last the key informant whose social positions in

a research setting give them specialist knowledge about other people, processes

and happenings that is more extensive, detailed or privileged than ordinary people,

and who are therefore particularly valuable sources of information to a researcher

not least in the early stages of a project.

c. Instrumentation

Semi-structured interview questions

d. Ethical Issues

The following ethical guidelines will be considered in data gathering

and analysis:

1. Before the conduct of the study, the researcher will seek

permission from the concerned authorities to conduct the

study.

2. The researcher will seek every participant’s informed

consent for the data gathering process approved by the

higher authorities which included being well-informed of the

purposes and results of the process.

 3. The researcher understood that the participants are

autonomous individuals who will share their information

willingly;

4. To standardize data collection, only the researcher will

gather the data and will conduct analysis;

5. The researcher will exercise integrity of data by maintaining

a clear and complete record of data drawn;

d. Plan for Data Analysis

Identify the experiences of MAPEH Key Stage 1 writer of

Learning Resource.

VI. Timetable/ Gantt Chart

2020 2021
ACTIVITIES
Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sept

Crafting and finalization of the

Research Proposal

Crafting and Validation of the

Research Instrument

Identification of the Informants

and the Participants
Interview with the Informants

FGDs with the participants

Transcription of interviews and

FGDs

VII. Cost Estimates

ELIGIBLE
ACTIVITY QUANTITY COST
EXPENDITURES
1. Virtual Orientation on
Communication expenses - PHP 2500.00
the conduct of the study
2. Reproduction of PHP 2500.00
Supplies & Materials -
Survey Questionnaires
3. Distribution of survey PHP 2500.00
Communication expenses -
questionnaires
 TOTAL PHP 7500.00

VIII. Plans for Dissemination and Advocacy

Findings will be reported and can be used as a basis for enhanced

support program.

IX. References

Dorfman, Lynne R. and Rose Cappelli. 2012. Mentor Texts: Teaching Writing

Through Children’s Literature, K-6, 2 nd Edition. Portland, ME: Stenhouse.

Meigs-Kahlenberg, Vicki. 2017. “Why I Write with My Students.” October 17.

http://blog.stenhouse.com/archives/2017/10/17/why-i- write-with- my-

students/.