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Chapter 1

THE PROBLEM AND A REVIEW OF LITERATURE

Despite imposing unexpected closure, the Department of Education is

able to leverage alternative solutions to continue the classes amongst students
through distance learning prompted with the technology-based learning tools
such as zoom meetings, google meet, pdf files et al. These alternatives are now
the backbone of the education system but this brought frequent disadvantages
that compromises the efficiency of education. Distance learning is generally
known as any form of learning experience in which the student and the teacher
are physically separated. In addition, this type of education provides learning
opportunities for all students, regardless of their circumstances. This means that
distance learning can expand access to education through distribution and
economies of scale.

The use of Digital Instructional Materials as an option for the continuation

of interrupted education of students is vital, especially for the growing number of
enrolled students. In times of quarantines and virus outbreaks, online learning
appears to be the only viable way to continue learning remotely. However, this
appears to be based on an erroneous assumption.

Teacher Education programs are able to blend with this kind of learning as
they will bear the next education system to pioneer as the experienced educator
of the future learners. Araling Panlipunan is subjected to a broader study of
social science thus it needs instructional materials to hand to students. During
these trying times, digital instructional materials (DIM) are the materials that are
accessible to many. Tayabas Western Academy is an academic institution that
hones its student’s excellence to be globally competitive, thus its adaptation to
the new norm of learning does not became difficult. Tayabas Western Academy
provides options for students to attend their classes - either online or modular.
Modular approach learning proffer hand outs and learning materials to students
far different from distance learning. Distance learning is simply online classes
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that uses digital instructional materials to provide comprehensive learning

experiences for students amidst pandemic.

Araling Panlipunan is one of the subject areas that needs digital

instructional materials because it is social science that needs a lot of instructional
materials to understand. Tayabas Western Academy offers College of Teaching
Education major in Social Studies hence the adjustment of the institution to new
normal applies to Araling Panlipunan subject through the use of different online
learning platforms, such as, zoom meetings, Facebook live, and youtuber videos
to discover and prove studies in the said area.

Reshaping education amidst pandemic is not as easy as it seems for it will

be as it is in long run knowing that pandemic uncertain yet adaptiveness of both
students, teachers, and the students make it possible. On the other hand, the
downside of online learning was the access to internet connectivity and learning
devices has been a privilege to date, putting those with poor internet access at a
disadvantage when teaching online. It is known that the Philippines is one of the
countries having poor internet reception but still the educational system needs to
cope up with the new norm of studying. Technical difficulties, such as, delayed
meetings due to a lot of students are not good with technology and few of the
instructors are also adapting to drastic changes especially older teachers.

This study aims to determine how to utilize the usage of digital

instructional materials timely to up to this date and is can be primary source of
information and access to knowledge as the world continue to adapt with the new
normal and Tayabas Western Academy is one of them. This will help the both
students and instructors to materialize digital instructional materials, on the other
hand, this will determine unfortunate encounters of both the learners and
instructor in able to build comprehensive and effectives learning process
especially in Araling Panlipunan which is seen to be in dire need of better ways
of students as it holds history that will play with moral consciousness of the
students.
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Review of Related Literature

The review of related literature focuses on the discussion of the following

variables : A Framework for Teachers’ Evaluation of Digital Instructional
Materials: Integrating Mathematics Teaching Practices with Technology Use in K-
8 Classrooms, Evaluating Digital Instructional Materials for K-12 Online and
Blended Learning, The Effectiveness of Digital Teaching Materials on
Introduction Statistics, The effect of digital learning in situated instruction on
learning achievement of vocational high school special class students, Digital
Learning Materials: Classification and Implications for the Curriculum , Effects of
Digitized Instructional Materials in the Performance of Grade 3 Learners in
English Digital, printed learning materials complement each other in a new
normal—Rex Education, In the Philippines, distance learning reveals the digital
divide. E-Learning Technology Adoption in the Philippines: An Investigation of
Factors Affecting Filipino College Students' Acceptance of Learning Management
Systems. The Importance of Technology in Education; which were fundamental
topics to support this study. With these studies and literature this research will be
much helpful to the audience.

A Framework for Teachers’ Evaluation of Digital Instructional Materials:

Integrating Mathematics Teaching Practices with Technology Use in K-8
Classrooms

Remillard and Heck (2014) states that resources combined with schemes
of use comprise a process of documentational genesis. Teachers’ incorporation
of technology as part of their documentational work occurs within a complex
curricular system, including curricular objectives, instructional materials,
teachers’ intentions, and enactment of mathematics curriculum in the classroom.

In addition, Gueudet and Trouche (2009) said that digital instructional

materials are utilized with the help of technology in maximizing learning methods.
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A resource is never isolated; it belongs to a set of resources” Through a process

of genesis, teachers combine schemes of utilization with resources to produce
documents (p. 205). Digital instructional materials (DIMS) are a broad
intersection of both curriculum and instructional materials blended with
technology viewed as a specific resource.

Gueudet and Trouche (2009) theoretically framed this study in the

documentational approach to didactics. In the documentational approach, the
selection, planning, and enactment of resources (e.g., DIMs), “is at the core of
teachers’ professional activity and professional development” (p.199).

However, Thomas and Edson (2018) examined how elementary/middle

school teachers interpreted DIMs by asking teachers to generate their own
specific definitions of digital instructional materials. Findings from that study
indicated that teachers used the terms technology, used, students, tool, learning,
classroom, and teaching most frequently to define DIMs. Drawing from definitions
established by Gueudet and Grouche (2009), Thomas and Edson (2018) found
that teachers’ definitions tended not to distinguish between the resource and the
genesis through which it becomes a document. Instead, the summary of
teachers’ terms identified both resources and elements of a scheme of utilization,
which are indicative of documents. (p. 342)

Evaluating Digital Instructional Materials for K-12 Online and Blended

Learning

The increased awareness and availability of such materials was likely

aided by the onset of the COVID-19 pandemic, which closed school buildings in
the United States and abroad (Education Week, 2020; UNESCO, 2020). During
pandemic COVID-19 multiple and successionary lockdowns had happened
across the globe which pushes everyone to do distance learning which reduces
the competency and performance of the students due to lack of learning
resources. DIMS are one of the most specific resources to access for it is most
probable available on the internet in different websites around the world.
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Gallagher et al., (2019) said that the surge in popularity and availability of
online educational resources and the necessity to use them during the pandemic
required teachers to make quick decisions about what digital instructional
materials to use to teach their students During pandemic COVID-19, it is well
known that people have been pushed back with financial capabilities but having
digital instructional materials reduces educational expenses simply because
(DIMS) are either free or less expensive than an actual textbook thus (DIMS)
seems to be a flexible alternative to learning materials.

Rice (2017) found that some materials might not be accessible because
the text is too linguistically complex for students. Text in online instructional
materials can shift from low complexity to high complexity without notice to the
student. These shifts in complexity can occur between lessons or web pages.
Support for navigating text complexity, such as vocabulary support, is often
unavailable or inaccessible. Thus, much of the text in instructional materials can
be too difficult for students to comprehend.

Fredricks et al., (2004) and Hughes et al., (2008) explain that

engagement is a commonly used term in educational research that refers to the
effort and energy students invest to learn the concepts presented in the learning
environment. Digital instructional materials can be designed to elicit engagement
from students. In addition, Boetcher and Conrad (2016) believed that engaging
digital materials are especially important when in-person learning contact is
reduced or eliminated, which is common in remote, fully online, and even some
blended learning environments. Three major types of engagement from research
include (1) behavioral, (2) cognitive, and (3) emotional (Lim & Lerner, 2013;
Zimmerman & Schunk, 2001).

The Effectiveness of Digital Teaching Materials on Introduction Statistics

As reported by (Yang, 2014) Research studies on technology in statistics

education have pointed out several effective ways to use technology in the
statistics classroom. Thus, in this study, the researcher designed digital teaching
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materials which are close to teaching needs in order to promote more efficiency
and effectiveness of instruction activity in the introduction statistics course.

In the information educational environment, the idea of integration of

multimedia in teaching is to connect different multimedia elements, such as text,
image, audio, animation, and video, to create digital teaching materials. Digital
teaching materials combine the words, pictures, cartoons, and audio-visual films,
transferring information to digitization form. The teachers must reexamine the
instruction contents of traditional teaching materials and add to and present them
as digital teaching materials.

Many researches also indicated that the application of computer

technology has great potential to increase students’ motivation, help learners to
connect various information sources, improve the quality of teachers’ teaching
and students’ learning, and create many positive effects in classroom teaching

Effectiveness are learning satisfaction and teaching innovation, but there

are many factors that affect the students’ learning satisfaction and learning
effectiveness, including student’s personal factors, teachers, courses, and
learning environment. Before teaching, teachers must prepare teaching materials
designed to reflect on the course content and the teaching activities, and to
enhance students' learning effectiveness

The effect of digital learning in situated instruction on learning

achievement of vocational high school special class students

Instructional strategies that “combine digital learning with situated

instruction” produce good effects for vocational high school special class
students in “written test bank for motorcycle driving,” both in terms of learning
achievement and enhancing learning motivation. Thus, instructional strategies
that “combine digital learning with situated instruction,” should be promoted in
teaching “written test bank for motorcycle driving.”

When implementing instructional strategies that “combine digital learning

with situated instruction,” as long as students have computers and access to the
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internet, students can learn at any time and place. The instructional materials can
be used repeatedly; these instructional strategies should be promoted. It is
suggested that teachers of vocational high school special classes can use
instructional strategies that “combine digital learning with situated instruction,” to
enhance learning achievement and learning motivation.

Through digital learning combined with situated instruction theory,

students can 10 use realistic pictures, movie clips, animation, and games to
learn, thus the learning motivation of students can be elevated. In combining the
above research conclusions, it can be known that instructional strategies that
“combine digital learning with situated instruction” can enhance the learning
achievement and motivation of students. Based on the aforementioned research
conclusions, this study proposes the following suggestions:

Digital Learning Materials: Classification and Implications for the

Curriculum

According to (Den Verg E. V. et al) Drill and practice programs do not

have a good reputation nowadays, they are associated with an outdated learning
theory in which dull repetition and lower order thinking are dominant factors.
Moreover, drill and practice programs are condemned for not optimally using the
technological power of new generations of computers. In spite of the many ill-
designed drill and practice programs, this criticism seems to be too harsh. The
educational value of these programs (like all programs) depends on one the
quality of its instructional and technical design. And although rather scarce, there
are sound drill and practice programs which also stretches the capabilities of
modern computer technology to its limits. An example of such a program is the
Dutch program ‘Plato en de lekenspiegel’ [Plato and the arithmetic mirror] that
provides learners with ample opportunities to practice their numeric skills. This
program consists of excellent facilities to diagnose performance and give
adequate feedback and guidance. The program calculates a model of the
learner, and based on his/her past performance, subsequent tasks are given.
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Feedback is also provided by means of suggesting and supporting different

calculating strategies.

A Study of the Effects of Digital Learning on Learning Motivation and

Learning Outcome

Lin M. H., et al, (2017) found out that the teaching effectiveness could be
enhanced merely when the system functions are rich and diverse to be close to
user perception and attract students logging in the system for learning. In regard
to the dilemma encountered in the mixed digital learning, the administration of
schools could provide teachers with software and hardware support and
assistance, according to the needs, to reduce the doubt of digital learning and,
with encouragement, integrate teachers with interests to form an organization
similar to professional communities to promote digital learning. After all,
cooperation of a group could better prolong the management of digital teaching
than an individual to significantly develop the teaching effect. When there is not a
computer assisted teaching team to develop software, teachers could collect
relevant resources from the Internet and self-develop software or make web
pages to achieve the information assisted teaching effect. What is more, the
promotion of team teaching among teachers for collaborative development and
promotion of learning web pages would be more productive and could benefit
more students. The key in developing the effectiveness of digital learning on
teaching lies in teachers. In other words, the promotion of digital learning could
provide alternative innovation of class teaching. Making changes in traditional
teaching modes would encounter some difficulties, but such difficulties would be
overcome when teachers often exchange teaching experiences with peers or
experts or sharing and learning through web communities to advance the
teaching methods and improve the classroom management as well as to present
professionalism and self-development. With the advance of information
technology and the relevant technologies, digital learning would be accepted by
students and teachers. It is the goal and task of teachers to have students
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receive systematic knowledge through a network and possess correct use

concepts.

Effects of Digitized Instructional Materials in the Performance of

Grade 3 Learners in English.

Conforming to (Aquino V. S., 2019), the various related studies all

corroborate and have direct bearing to the present study. The primary purpose of
this study is to test the Effects of the Use of Digitized Instructional Materials in
the Performance of Grade 3 Learners in English as an effective intervention tool.
In addition, the abovementioned studies have given more impetus to using the
effects of digitized instructional materials as an intervention tool that would make
its use a beneficial option for teachers who have learners who have difficulty in
studying when using traditional materials. Parallel to the propositions
underpinned in the foregoing studies, the present study corroborates with the
researchers’ findings and recommendations, particularly in encouraging the use
of support interactive instructional materials as teachers’ new instructional
device, such as the effects of the use of digitized instructional materials in the
performance of Grade 3 pupils in English, deemed very useful to them. It will not
just equip them on its use, but will also serve as an indication that they know how
to go along with the change. It will also serve as a sign of being innovative. It can
even improve their knowledge and skills as they use the digitized instructional
materials; likewise, challenge other teachers to produce other relevant materials
that may be more applicable and effective to respond to and suit their pupils’
needs

Digital, printed learning materials complement each other in new normal—

Rex Education

In response to the need to make digital options available and accessible

for students, Rex Education expanded its offerings of printed textbooks with e-
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book versions and various digital complementary learning and assessment

materials.

The goal was not to replace printed books, but to create more options
suitable for the changing needs and circumstances of Filipino learners. Students
now are digital natives: using e-books is natural and familiar to them.

The biggest strength of e-books lies in its portability as lockdowns

prevented parents from buying physical books. An unlimited number of e-books
can be stored in one device and can be carried around and read whenever,
wherever.

However, while e-books came with many strengths under an online

learning setup, they also came with limitations and challenges, including digital
fatigue and distraction, with children exposed to an unhealthy amount of screen
time.

As per Rex Education, a leading provider of learning solutions in the

Philippines, the recommended amount of screen time for elementary students
aged 6-12 should only be up to 1.5 hours a day. For secondary school students
aged 13-17, it should not be more than 2 hours per day.

The ideal screen time is easily breached as classes are held online and
assignments require online research, with learning materials digital as well. The
additional exposure to screen time increases students’ susceptibility to screen
fatigue, which may lead to blurred vision and redness, dryness, and irritation of
eyes.

Furthermore, Manilastandard.net, (2021) states that people who read e-

books also tend to get sidetracked more easily. With all the links and online
platforms waiting to be accessed with just a single click, students can get sucked
into a digital rabbit hole of irrelevant – and sometimes dangerous – content on
the web.

In the Philippines, distance learning reveals the digital divide.

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In consonance with Santos A. (2020) For K-12 students, the most

common form of distance learning is “modular learning,” in which class modules
are printed out for students to study on their own and submit to teachers for
grading.

Thousands of academic books had to be compressed and printed into

hand-outs. Senate President Pro-Tempore Ralph Recto estimated that 93.6
billion pages had to be printed so that millions of students could have hand-outs
for at least eight subjects. “That’s about 1,500 times the 61 million ballots we
printed in the last election. That’s enough paper to gift wrap all the classrooms in
the land,” said Recto. Assuming a cost of one Philippines Peso (PHP) per page,
the mass printing would also require a budget of PHP 93.6 billion (USD 1.9
billion) and a shortfall of PHP 35 billion (USD 721 million) in the department’s
budget.

Modular learning has created extra work for the Philippines’ 42,000 public
school teachers, said Benjo Basas, head of the Teachers Dignity Coalition, a
nationwide organization of public-school teachers. “Are we listening to the
teachers and what distance learning means for their workload and their health?”
said Basas. “Currently, we have teachers begging for donations of bond paper
and ink to print modules. We are not confident about the government’s plans for
the implementation of distance learning.”

Despite the effort that goes into printing materials, K-12 teachers are still
expected to be available for consultations either online (usually through
Facebook Messenger) or by text. This requires a laptop and an internet
connection, which is out of reach for many public-school teachers, whose starting
monthly salary is PHP 22,000 (USD 420).

Many students, too, still need the internet to do supplemental research on

more complex assignments. That’s a problem, given a DepEd survey showing
that, of the 6.5 million students who have access to the internet, approximately
20 percent use computer shops or other public places to go online. Worse, 2.8
million students have no way of going online at all. This is especially common in
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the rural areas where 53 percent of the population live and where both internet
access and speed can be a challenge.

E-Learning Technology Adoption in the Philippines: An Investigation

of Factors Affecting Filipino College Students' Acceptance of Learning
Management Systems

Pursuant to Garcia (2017) The current study found that internet

connectivity experience has a positive relationship with perceived ease of use
(β = .519, p < .01) and behavioral intention (β = .923, p < .05) supporting H1
and H2 respectively. With regards to the relationship between ICE and PEOU,
students can obviously notice the ease of using the LMS when the internet
connection is fast. Moreover, they are more likely to adopt and use the system
given the high-speed internet which is consistent with the result of the study
conducted by Peltier and Youssef [26]. Both educational institutions and
software vendors can clearly help with the internet speed issue. First of all,
colleges and universities may opt to enhance their IT infrastructure, increasing
the Internet bandwidth and offering consistent and reliable Wi-Fi connection
for those who are going to access the LMS outside the computer laboratory.
In the case of the software vendors, reducing the load time of web pages is the
key especially that most people expect a web page to load in two seconds or
less. This can be done by minimizing HTTP requests, reducing server response
time, enabling compression, activating browser caching, minifying resources,
optimizing images, reducing redirects and many more. Since the Philippines
has the slowest internet speed in the world, ICE will clearly play an important
role in the e-learning technology adoption of Filipino college students and
maybe to other settings with a slow internet connection.

The Importance of Technology in Education

The education system has undergone a paradigm shift from where it used
to stand years ago. In the olden days, students had to go to the library and open
big books to find the information they needed. In the 20th century, one would find
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thousands of results for the same things they need—in just a fraction of a
second. The technology has truly improved, and continues to evolve.

Computers, laptops, smartphones, tablets—these devices have become a

necessity in today’s age. These are not merely for fun and leisure anymore. They
are now being heavily used by our education sector. The power and importance
of technology in education is evident now more than ever, as Filipino students
need access to education even during crises.

Technology is so advanced, so much that it now drives business growth.

Hence, companies maximize this to improve their performance, so they hire tech-
savvy candidates who can contribute to their businesses. In line with this, school
is a good training ground for future professionals. It can help these kids by
integrating technology into their system through their materials, facilities, rooms,
and even modules. On the other hand, kids nowadays are digital natives.
Using tech for their daily studies can help them more than it can drag them down.

With the ongoing pandemic, we can see how important it is in our country.
In fact, it has been tagged as the “silver lining of our education system” in a
virtual round table called “Education During Trying Times” last October 2020.
“We are in an era of technology and digitalization. Let us maximize all of these
and continue to help each other and find solutions to the challenges being faced
by the education sector,” said Dr. Ethel Agnes P. Valenzuela, SEAMEO
secretariat director.

Technology bridges the gap between quarantine and teaching. During the
second quarter of 2020, we can recall how our education sector carried out
online classes. Many LGUs distributed mobile devices to students, teachers
underwent training to maximize digital learning, and learning programs were
added to our TV channels. In fact, the DepEd TV team aimed to produce 220
episodes weekly covering all subject areas by January 2021. Zoom has boomed
not only here but also worldwide, being used as a primary tool for virtual classes.
Smartphones have become essential more than just being a luxury. Digital tech
during this time is a need for all. (Childhope Philippines, 2021)
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Theoretical Framework

The utilization of digital instructional material is embedded in various

educational theories; particularly Connectivism learning theory.

Connectivism is seen as a reflection of our fast changing society. Society

is becoming increasingly complicated, socially connected, global, and mediated
by technological improvements. It is the orchestration of a complex jumble of
thoughts that are linked together to generate specific data sets. A variety of
viewpoints contribute to different ways of knowing. Individual control is not
possible; rather, it is a partnership of current ideas as seen through the lens of
current reality. The ability to recognize connections between knowledge sources
and preserve those connections in order to support continuous learning is the
key skill. Decisions are supported by rapidly changing fundamentals, as new
information is rapidly assimilated to generate a new thinking atmosphere. This
ongoing updating and shifting of knowledge can also be found outside of the
learner, in databases or other specialized information sources. It is more crucial
for the learner to be connected to this outside information than his or her current
state of knowledge. The individual is the first point of connectivism. Personal
knowledge is made up of a network system that feeds an organization, which
then feeds back into the system. The individual continues the cycle of knowledge
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growth by his or her access back into the system. The advantage is that the
learner can remain current on any topic through the connections they have
created. Within any defined social network, there is a focus for groups of people
with a common goal. They can promote and sustain a well-organized flow of
knowledge ( Siemens , 2004 )

Rather than being a novel learning theory, provides educators with a

model or mental representation of something that cannot be immediately
observed or experienced (Dorin, Demmin, & Gabel, 1990). While the validity of
George Siemens and Stephen Downes' connectivism theory will be discussed for
many years, it is undeniably a significant school of thought that is directly
pertinent to the use of technology in the classroom today. There is no doubt that
online learning is a direct technological response to different learning cultures,
methods, and inspirations. The combination of 3D interactive graphics and web
technologies (Web3D) will permit instructors to create an interactive, realistic
environment for the student in an online environment (Chittaro & Ranon, 2007).
Connectivism can be used as an important instructional guide or theory to
develop previous learning theories for their application to a globalized and
networked world, but not as a standalone learning theory (Ally, 2007).

Within the framework of cognitive constructionism, Jean Piaget defined

two principles for learning. First, learning is presented actively, and second,
learning must be authentic and connected to real life (Piaget, 1977). This notion
is supported by connectivism, which provides unique technological options for
learners to actively participate in the presentation of a body of information. By
linking to a variety of sources, students may recognize and comprehend patterns.
networks that are representative They can also adapt personally inside a social
network that includes professionals from many fields of study.
Above mentioned new idea or theory presented merits close examination for the
possibility of helping students learn more successfully. With such a diverse
population, an equally diverse selection of instructional techniques is necessary.
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Connectivism offers that diversity through a variety of networks, helping the new
generations collaborate to find solutions to an everincreasing number of
questions. there is always a certain amount of core knowledge that is required to
be able to understand any information presented. Depending on the field of
study, this core knowledge will vary. If a person with limited core knowledge
accesses Internet information beyond his or her ability to understand, then that
knowledge is useless.

.
Conceptual Framework

Utilization of Digital Instructional

Materials

Pretest Mean Scores of Posttest Mean Scores of

Grade 8 Learners Grade 8 Learners
 17

Significant differences
between Pretest and
Posttest Mean Scores of
the Grade 8 Learners

Figure 1. Conceptual framework of the study, an adoption of Constructivism

Theory by Jean Piaget

Statement of the Purpose

The study aims to utilize digital instructional materials (DIM) for effective
learners’ performance in Araling Panlipunan 8 of the Tayabas Western Academy,
Academic Year 2021- 2022.

Specifically, the study sought to;

1. Find out the pretest mean scores of learner respondents in AP 8 before

utilization of DIM for the Fourth Quarter.
2. Identify the least mastered competencies of the learner respondents.
3. Find out the posttest mean scores of the learner respondents in AP 8 after
utilization of DIM for the Fourth Quarter.
4. Is there a significant difference between pretest and posttest mean scores of
learners in AP 8 for the Fourth Quarter?
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CHAPTER II

METHODOLOGY

This chapter describes the research design, participants, instrument, data-

gathering procedure and data analysis.

Research Design

This study is a Descriptive method research design. It is defined as a

research method that describes the characteristics of the target
respondents/proponent of the study. The design was focused more on what the
research subject are rather than why of the research subject is. The data of this
research was obtained and collected at the Tayabas Western Academy. The
descriptive method was observed to determine the level of academic
performance of the Grade 8 learners on Tayabas Western Academy for School
Year 2021-2022, problems and initiatives are being implemented to improve their
academic performance by the Grade 8 learners of Tayabas Western Academy.
 19

Participants

The participants of the study were sixty (60) grade 8 learners of Araling
Panlipunan of Tayabas Western Academy.

Instrument

The instrument that the Researcher will use in the study was Secondary
and Tertiary data, Checklist and the Questionnaire.

Secondary and Tertiary data were used by the Researcher in order to

evaluate the effectiveness of using Digital Instructional Materials to the
performance of the Araling Panlipunan 8 Learners. In addition to outlining the
aspects that affect pupils learning in this situation where we are in the midst of a
pandemic. It also serves as a foundation for how they would assess the DIM or
the Digital Instructional Material and the data will be obtained through the Araling
Panlipunan 8 Coordinator upon approval.

Questionnaire and Checklist was a set of questions with choice of

answers use in gathering information to let the Researcher assess the study
more accurately. By examining their responses, the research will be able to
efficiently analyze and assess how functional this modality is.

Data-Gathering Procedure

The Researchers made a letter for the approval to conduct the study at
Tayabas Western Academy. The survey that will be handed to the respondents
was done using suitable questions that is formed by the researchers. The data
that are gathered from this research instrument were collected and organized
according to the answers responded by the participants.

Data Analysis
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Pretest and posttest are administered prior to the subject to determine the
mean scores of the respondents which will be used to assess whether there is a
significant difference in the mean scores of the students in pretest and posttest
after the utilization of digital instructional materials to the discussion. Survey
questions were made to gather the thoughts of the grade 8 students on various
circumstances in having digital instructional materials. A set of questionnaires
were disseminated to 60 students of Araling Panlipunan in 8 th grade determining
their stands in utilizing digital Instructional Materials (DIM) For Effective Learner’s
Performance. It was tabulated to incur the accuracy of results and formulated by
applying the weighted mean identifying various circumstances of the use of
digital instructional materials for 8th grade.

This is to assess the effectiveness of the utilization of digital instructional

materials for effective learners’ performance in grade 8.

CHAPTER III

Results and Discussion

This chapter consist of the results of the data gathered and presented in tables
followed by textual description and discussion thereof,

Problem 1. Find out the pretest mean scores of learner respondents in AP 8

before utilization of DIM for the Fourth Quarter.

Table 1.1

Questions Score Percent

Ito ang unang digmaang pandaigdig na 14 23%
inasahang ito ang magwawakas sa lahat ng mga
digmaan subalit hindi ito nangyari.
Noong 1806, ang mga German state ay 10 17%
inorganisa sa _ at nagbigay sa kanila ng anyo ng
pagkakaisa at nagbigay ng estruktura para
makipagtulungan sa pagpapatupad ng kanilang
 21

pangkalahatang layunin.
Ang _ ng 1870 ang humikayat sa lahat ng mga 19 32%
German state na suportahan ang
ipinaglalaban ng Prussia.
Ang paghina sa kapangyaihan ng Imperyong 14 23%
Ottoman ay tinaguriang _ .
Ang daan patungo sa sa dagat ay isang 5 8%
mahalagang interes ng Russia lalong-lalo na para
sa _.
Palaging kinakaharap ng Soviet Union ang 10 17%
suliranin ng kakulangan ng pagkain at iba
pang pang-araw-araw na pangangailangan ng
mga tao dahil ang binibigyang -pokus nito ay ang
_.
Ang kawalan ng kasiyahan sa mga probinsyon ng 21 35%
_ ay isang ring mahalagang salik na
nakadagdag sa tensiyon noong panahong ito.
Noong Agosto 6, 1945, ang kauna-unahang 19 32%
atomic bomb ay pinasabog sa lugar ng _.
Anong taon pormal na pinirmahan ng Japan ang 14 23%
pagsuko nito nang walang kondisyon.
Ito ang pangunahing estratehiya na ginagamit 19 32%
upang makuha sa ilang mahahalagang
islang maglalapit sa Japan
Itinatag ito upang isulong at pangalagaan ang 17 28%
kapayapaan sa mundo.
Ito ang nag patingkad sa ekonomikong suliranin 14 23%
ng maraming bansang nagsisimula pa
lamang bumangon mula sa trauma ng Uang
Digmaang Pandaigdig.
Pagkatapos ng Ikalawang Digmaang Pandaigdig, 19 32%
 22

ang mundo ay nahati sa dalawang panig

na pinamumunuan ng dalawang _.
Sa ilalim ni _, ang policy of peaceful coexistence 23 38%
sa kanluran ay isinulong.
Sa taong ito nawala na ang Soviet satellite states. 17 28%
Anong klase ng bomba ang ginamit ng U. S para 20 33%
mapasuko ang Japan?
Ayon sa kanya ang lipunan ay nahahati sa haves 17 28%
at have nots
Isang politikal na ideolohiyang naglalagay sa 10 17%
estado sa ibabaw ng indibidwal. Ayon sa
doktrinang ito there was to be nothing above the
state, nothing outside the state, nothing against
the state.
Kailan itinatag ang United Nations? 15 25%
Kailan nangyari ang pambobomba ng Japan sa 16 27%
Pearl Harbor?
Ayon kay Otto von Bismarch ang tadhana ng 20 33%
Prussia ay mabibigyang katuparan lang sa
pamamagitan ng _________.
. Ang _____________ o resurrection ay isa sa 17 28%
pinakamahalagang kilusang inilunsad ng
mga Italian nationalist para sa pagkakaisa ng
Italy.
Siya ay binansagan bilang “Sword of Italian 23 38%
Unification”.
Ang Imperyong ito ay naitatag noong ika -15 23 38%
hanggang ika-14 na dantaon.
Ang isang mahalagang paraan para 14 23%
maprotektahan ang local na industriya ng isang
 23

bansa
ay sa pamamagitan ng ________________.
Siya ang naglatag ng pundasyon ng 21 35%
westernization ng Russia.
Siya ay isa rin sa mahalagang pinuno ng 17 28%
Romonov. Siya rin ang nagpalaki pa lalo ng
hangganan ng Russia noong nakibahagi siya sa
paghahati ng Poland kasama ang Austria
. Nabago ng pagtatatag ng German Empire ng 22 37%
________________ sa Europe.
Ang mga Junker ng Germany ang nagsulong ng 21 35%
______________ at masigasig na
sinuportahan ang pag gamit ng ng puwersang
militar para maitatag ang kanilang
pangingibabaw.
Ang _________________ ay naitatag matapos 16 27%
ang pagbagsak ng Imperyo ng Germany
noong 1919.
843 14.05%

The table 1.1 shows the pre-test score of a learner respondents before the
utilization of Digital Instructional Materials (DIM) in Araling Panlipunan (AP) 8.The
result shows that 27 (0.45%) of the randomly selected respondents got a score
ranging from 1 to 10 while 29 (0.48%) got a score ranging from 11 to 20 and 4
(0.067) got a score ranging from 21 to 30. The pre- test mean scores of sixty
randomly selected respondents is 14.05%.

Problem 2. Identify the least mastered competencies of the learner

respondents.

Score Male Female Total

1-10 12 15 27
 24

(25%)
(0.2%) (0.45%)
11-20 16 13 29
(26.67%) (21.67%) (0.48%)
21-30 2 2 4
0.033% (0.033%) (0.067%)
30 30 60

Based on the pre-test scores of the sixty randomly selected respondents.

The researchers found that 27(0.45) out of 60(100%) of the respondents belong
to the least mastered competencies or got the lowest scores ranging from 1to 10
out of 30 questions. It was shown that students' mastery in the appreciation of
the role of international organizations in promoting global peace, unity,
cooperation, and development was the least among all other competencies.

Problem 3. Find out the posttest mean scores of the learner respondents in
AP 8 after utilization of DIM for the Fourth Quarter.

Table 1.3

Questions Score Percent

Ang paghina sa kapangyarihan ng Imperyong 39 65%
Ottoman ay tinaguriang _
Ayon sa kanya ang lipunan ay nahahati sa 31 52%
haves at have nots.
Ang _____________ o resurrection ay isa sa 37 62%
pinakamahalagang kilusang inilunsad ng mga
Italian nationalist para sa pagkakaisa ng Italy.
Ang _________________ ay naitatag matapos 32 53%
ang pagbagsak ng Imperyo ng Germany noong
1919.
Itinatag ito upang isulong at pangalagaan ang 23 38%
 25

kapayapaan sa mundo.
Sa taong ito nawala na ang Soviet satellite 35 58%
states.
Noong 1806, ang mga German state ay 38 63%
inorganisa sa _ at nagbigay sa kanila ng anyo
ng pagkakaisa at nagbigay ng estruktura para
makipagtulungan sa pagpapatupad ng kanilang
pangkalahatang layunin.
Palaging kinakaharap ng Soviet Union ang 36 60%
suliranin ng kakulangan ng pagkain at iba pang
pang-araw-araw na pangangailangan ng mga
tao dahil ang binibigyang -pokus nito ay ang _.
Pagkatapos ng Ikalawang Digmaang 49 82%
Pandaigdig, ang mundo ay nahati sa dalawang
panig na pinamumunuan ng dalawang _.
Isang politikal na ideolohiyang naglalagay sa 39 65%
estado sa ibabaw ng indibidwal. Ayon sa
doktrinang ito there was to be nothing above the
state, nothing outside the state, nothing against
the state.
Ang isang mahalagang paraan para 41 68%
maprotektahan ang local na industriya ng isang
bansa ay sa pamamagitan ng
________________.
Nabago ng pagtatatag ng German Empire ng 44 73%
________________ sa Europe.
Ito ang unang digmaang pandaigdig na 33 55%
inasahang ito ang magwawakas sa lahat ng
mga digmaan subalit hindi ito nangyari.
Noong Agosto 6, 1945, ang kauna-unahang 46 78%
atomic bomb ay pinasabog sa lugar ng _.
 26

Kailan itinatag ang United Nations? 46 78%

Siya ay isa rin sa mahalagang pinuno ng 44 73%
Romonov. Siya rin ang nagpalaki pa lalo ng
hangganan ng Russia noong nakibahagi siya sa
paghahati ng Poland kasama ang Austria at
Prussia.
Ang _ ng 1870 ang humikayat sa lahat ng mga 49 82%
German state na suportahan ang ipinaglalaban
ng Prussia.
Ito ang pangunahing estratehiya na ginagamit 46 78%
upang makuha sa ilang mahahalagang islang
maglalapit sa Japan.
Ayon kay Otto von Bismarch ang tadhana ng 42 70%
Prussia ay mabibigyang katuparan lang sa
pamamagitan ng _________.
Ang mga Junker ng Germany ang nagsulong ng 29 48%
______________ at masigasig na sinuportahan
ang pag gamit ng ng puwersang militar para
maitatag ang kanilang pangingibabaw.
Ang daan patungo sa sa dagat ay isang 40 67%
mahalagang interes ng Russia lalong-lalo na
para sa _.
Ito ang nag patingkad sa ekonomikong suliranin 48 80%
ng maraming bansang nagsisimula pa lamang
bumangon mula sa trauma ng Uang Digmaang
Pandaigdig.
Kailan nangyari ang pambobomba ng Japan sa 52 87%
Pearl Harbor?
Ang kawalan ng kasiyahan sa mga probinsyon 39 65%
ng _ ay isang ring mahalagang salik na
nakadagdag sa tensiyon noong panahong ito.
 27

Anong taon pormal na pinirmahan ng Japan ang 47 78%

pagsuko nito nang walang kondisyon.
Siya ay binansagan bilang “Sword of Italian 39 65%
Unification”
Sa ilalim ni _, ang policy of peaceful coexistence 48 80%
sa kanluran ay isinulong.
Anong klase ng bomba ang ginamit ng U. S para 43 72%
mapasuko ang Japan?
Kailan nangyari ang pambobomba ng Japan sa 56 93%
Pearl Harbor?
Ang Imperyong ito ay naitatag noong ika -15 43 72%
hanggang ika-14 na dantaon.
2060 34.33%

The table 1.3 shows the post test score of learner respondents after the
utilization of Digital Instructional Material (DIM) in Araling Panlipunan (AP) 8.The
result shows that only 1(0.017%) from randomly selected respondents got a
score ranging from 1 to 10 and 17 (0.28%) got a scores ranging from 11to 20 and
12 ( 0.2%) got a highest scores ranging from 21 to 30.The post-test mean scores
of sixty randomly selected respondents is 34.33%.

Problem 4. Is there a significant difference between pretest and posttest

mean scores of learners in AP 8 for the Fourth Quarter?

95% Confidence  
Interval of the Sig. (2-
 t-test Difference t df tailed)
Std.
Std, Error
  Mean Deviation Mean Lower Upper
Pre-test and 0.34999 *3.544 29 0.001
Post test of 0.22388 0.51701 0.06316 0.09777
Araling
Panlipunan
 28

This table 1.4 shows that there is a significant difference between the pre
test and post test scores of randomly selected respondents.Therefore, students
performance improved after the utilization of digital instructional materials.

Table 1.5

Qestions Yes No
1) Are you familiar with digital materials? 39 1
0.975% 0.025%
2.) Do you find digital instructional materials 36 4
effective for social studies? 0.9% 0.1%

3.) Is Digital Instructional Materials motivates 32 8

you to study? 0.8% 0.2%

4.) Is it cheaper than traditional instructional 22 18

materials? 0.55% 0.45%

5.) Have you experienced struggles in 30 10

dealing with the used of DIM? 0.75% 0.25%

6.) Are you able to read digital instructional 25 15

materials anywhere? 0.625% 0.375%

7.) I am satisfied with my learning from 30 10

DIM ? 0.75% 0.25%

8.) Does your performance level increased 32 8

with the use of DIM? 0.8% 0.2%

9.) I would describe DIM as being highly 33 7

interesting. 0.825% 0.175%
 29

10.) Do you recommend digital 34 6

materials to other students? 0.85% 0.15%

The table 1.5 shows the condition of Digital Instructional Materials (DIM)
according to the randomly selected respondents as utilized at Tayabas Western
Academy (TWA) in Araling Panlipunan (AP) 8. The gathered data resulted that
most of the respondents 39 (0.975%) are familiar with Digital Instructional
Materials (DIM) and 36 (0.9%) found DIM effective in learning Araling Panlipunan
and that DIM motivates 32 (0.8%) of respondents to study. It also shows here
that most of the students agreed that DIM is much cheaper than Traditional
Learning Materials. Based on these results it shows that many students
experienced struggles dealing with DIM. Most of respondents are able to read
DIM anywhere and they are satisfied with their learning from DIM. Many students
had increased their level of performance in Araling Panlipunan with the help of
DIM. Randomly selected respondents described DIM as being highly interesting.
And lastly it shows that they recommend digital instructional materials for other
students.

Table 1.6

Questions Disagr Strongl Neutr Agre Strong Weight Descripted

ee y al e ly ed ranking
Disagr Agree Mean
ee
Digital
instructio
nal
materials
 30

are more (6) (3) (5) (8) (18) 2.275 Strongly

effective 0.75% 0.025 0.375 0.4% 0.45% Agree
than % %
traditional
learning
tools.
Digital
Instructio
nal (5) (3) (7) (12) (13) 2.375 Strongly

materials 0.625 0.3% 0.525 0.6% 0.325 Agree

should be % % %

utilized
It’s easy
to learn
with (3) (3) (5) (12) (17) 2.075 Strongly

digital 0.375 0.3% 0.375 0.6% 0.425 Agree

instructio % % %

nal
materials
Digital
instructio (4) (3) (7) (13) (13) 2.3 Agree/
nal O. 5% 0.3% 0.525 0.65 0.325 Strongly
materials % % % Agree
are more
useful.
Digital
instructio
nal (7) (4) (9) (14) (6) 2.8 Agree

materials 0.875 0.4% 0.675 0.7% 0.15%

motivates %

student to
 31

study.

The table 1.6 described the Digital Instructional Materials as utilized at Tayabas
Western Academy in Araling Panlipunan 8.The study resulted the most of
respondents strongly agreed that DIM is way more effective than traditional
learning materials. The respondents agreed that Digital Instructional Materials
should be utilize in teaching Araling Panlipunan 8. Most of the respondents also
agreed that they easily learn and understand the topic with the help of digital
instructional materials. The randomly selected respondents also agreed that DIM
is more useful in learning Araling Panlipunan 8. And most of them agreed that
DIM motivates them to study Araling Panlipunan.

Generally, the data gathered about Digital Instructional Materials as utilized in

Tayabas Western Academy in Araling Panlipunan 8 resulted that despite of the
challenges, hindrances and difficulties experienced by the Grade 8 learners DIM
still effectively and efficiently worked in helping them easily understand the topic
and easily learn Araling Panlipunan. The data gathered shows that DIM is work
between teachers and learners wherein the teacher plays an important role in
cultivating learners’ ability to perform well academically. This shows that DIM is
effectively and efficiently useful in teaching and learning process.
 32

CHAPTER IV

Summary, Conclusion and Recommendation

Summary

Problem 1. Find out the pretest mean scores of learner respondents in AP 8

before utilization of DIM for the Fourth Quarter?

After conducting a pre-test to sixty randomly selected respondents from grade 8,

it resulted that 27 (0.45%) got a score ranging from 1 to 10 while 29 (0.48%) got
a score ranging from 11 to 20 and 4 (0.067) got a score ranging from 21 to 30.
Based on these results the pre-test mean scores of sixty randomly selected
respondents is 14.05%

Problem 2. Identify the least mastered competencies of the learner

respondents.

Based on the pre-test scores of the sixty randomly selected respondents. The
researchers found that 27(0.45) out of 60(100%) of the respondents are belong
to the least mastered competencies or got the lowest scores range from 1to 10
out of 30 questions. It was shown that students' mastery in the appreciation of
 33

the role of international organizations in promoting global peace, unity,

cooperation, and development was the least among all other competencies.

Problem 3. Find out the posttest mean scores of the learner respondents in
AP 8 after utilization of DIM for the Fourth Quarter.

After the utilization of Digital Instructional Materials in teaching Araling

Panlipunan the post-test was conducted to the same 60 randomly selected
respondents. The result shows that only 1(0.017%) from randomly selected
respondents got a score ranging from 1 to 10 and 17 (0.28%) got a scores
ranging from 11to 20 and 12 (0.2%) got a highest score ranging from 21 to 30.
Based on this result the post-test mean score of 60 randomly selected
respondents is 34.33%

Problem 4. Is there a significant difference between pretest and posttest

mean scores of learners in AP 8 for the Fourth Quarter?

Based on the gathered pre-test and post-test mean average of the sixty randomly
selected respondents it shows that there is a significant difference between pre-
test and post-test mean scores after the utilization of Digital Instructional
Materials. The result shows that all of the sixty randomly selected respondents
increased their scores in post-test after their teacher utilized Digital instructional
Materials in teaching Araling Panlipunan. This only means that Digital
Instructional Materials is highly effective for teaching Araling Panlipunan and
helps learners to perform well academically.

Conclusion

Based on the findings, the following conclusions are drawn;

1. It was concluded that before the utilization of the DIM, the Grade 8 learners
does not have enough knowledge or information regarding the lesson.

2. As a result of the post-test it was concluded that only 38% of the students got
the correct answer.
 34

3. It is clear that Digital Instructional Materials is a useful tool for the

improvements of performance of Grade 8 learners in Araling Panlipunan.

4. There is significant differences between the pre-test and post-test mean

scores of the learners’ respondents in Araling Panlipunan

Recommendation

Based on the findings and analysis of the research study, the following are
hereby recommended:

1. For students, use the Digital Instructional Material to help them boost their
understanding and knowledge to their Araling Panlipunan lessons;

2. For parents and guardians, to help and guide their children to use DIM
properly and cope up with the lesson being studied.

3. For Araling Panlipunan teachers, who plays an important role in the education
system, they can adapt and use the Digital Instructional Materials which can be
used in remedial and enrichment activities of the Grade 8 learners to meet their
desired essential learning competencies.

4. For future researchers, conduct experimental study on the effectiveness of

Digital Instructional Material in Araling Panlipunan 8.
 35

References

https://citejournal.org/volume-19/issue-3-19/mathematics/a-framework-for-
teachers-evaluation-of-digital-instructional-materials-integrating-
mathematics-teaching-practices-with-technology-use-in-k-8-classrooms/

https://www.atlantis-press.com/proceedings/ermm-14/11280

https://www.researchgate.net/publication/
265360991_Digital_Learning_Materials_Classification_and_Implications_for
_the_Curriculum
 36

https://www.ejmste.com/download/a-study-of-the-effects-of-digital-
learning-on-learning-motivation-and-learning-outcome-4843.pdf

https://sancarloscollege.edu.ph/wpcontent/others/research%20no%206.pdf

SURVEY QUESTIONS

Name:

Strand: Bachelor of Secondary Education Major in Social Studies

Title: Utilization Of Digital Instructional Materials (DIM) For Effective

Learner’s Performance in Araling Panlipunan 8.

Yes Or No

1) Are you familiar with digital materials?

2) Do you find digital instructional materials effective for social studies?

3) Is Digital Instructional Materials motivates you to study?

4) Is it cheaper than traditional instructional materials?

 37

5) Have you experienced struggles in dealing with the used of DIM?

6) Are you able to read digital instructional materials anywhere?

7) I am satisfied with my learning from DIM?

8) Does your performance level increase with the use of DIM?

9) I would describe DIM as being highly interesting.

10) Do you recommend digital materials to other students?

Check the box

Disagree Strongly Neutral Agree Strongly

Disagree Agree

1) Digital
instructional
materials are
more effective
than traditional
learning tools.

2) Digital
Instructional
materials
should be
utilized

3) It’s easy to
learn with
digital
instructional
 38

materials

4) Digital
instructional
materials are
more useful.

5) Digital
instructional
materials
motivates
student to
study.

February 07, 2022

MR. JOHN JOSEPH ARCEGA UMANDAP

OIC- Principal

Tayabas Western Academy

De Gala St.,Poblacion

Candelaria, Quezon

Dear Sir,
 39

We,the researchers are asking permission to conduct a study in our school

regarding the “UTILIZATION OF DIGITAL INSTRUCTIONAL MATERIALS
(DIM) FOR EFFECTIVE LEARNERS’ PERFORMANCE IN ARALING
PANLIPUNAN 8.”

In line with this concern, the full support of the teacher in Araling Panlipunan is
sought.

Your endorsement to the teachers is highly appreciated.

Respectfully yours,

Geraldine F. Javier

Jingkie D. Ramos

Sherwin S. Pedernal

Jericho O. Punzalan

MR. JOHN JOSEPH ARCEGA UMANDAP

OIC- Principal

Jingkie D. Ramos
Nursery Road Brgy. Masin Norte Candelaria, Quezon
Contact No. 0947 972 0212
ramosjingkie7@gmail.com

Personal Information
Nickname: Jing
Birthday: February 7, 2001
Birthplace: Candelaria, Quezon
Age: 21
 40

Religion: Roman Catholic

Language Spoken: Tagalog and English

EDUCATIONAL BACKGROUND
Tertiary: Tayabas Western Academy
Bachelor of Secondary Education
Social Studies Major (3rd Year)
(2019- Present)
Secondary: Tayabas Western Academy
Candelaria, Quezon
(2016-2019)
Primary: Candelaria Elementary School Annex
Candelaria, Quezon
(2007-2013)

Jericho O. Punzalan
Purok Sto. Nino Masin Sur Candelaria, Quezon.
Contact No. 0951 644 7511
jerichopunzalan20@gmail.com

Personal Information
Nickname: Echo
Birthday: April 3, 2001
Birthplace: Candelaria, Quezon
Age: 21
 41

Religion: Roman Catholic

Language Spoken: Tagalog and English

EDUCATIONAL BACKGROUND
Tertiary: Tayabas Western Academy
Bachelor of Secondary Education
Social Studies Major (3rd Year)
(2019- Present)
Secondary: Dr. Panfilo Castro National High School Masalukot 1 Annex
(2016-2019)
Primary: Candelaria Elementary School Main
Candelaria, Quezon
(2007-2013)

Geraldine F. Javier
Purok 5 Malabanban Sur Candelaria, Quezon
Contact No. 0906 673 6088
javiergeraldine267@gmail.com

Personal Information
Nickname: Din
Birthday: February 10, 2001
Birthplace: Lucena City
 42

Age: 21
Religion: United Pentecostal Church
Language Spoken: Tagalog and English

EDUCATIONAL BACKGROUND
Tertiary: Tayabas Western Academy
Bachelor of Secondary Education
Social Studies Major (3rd Year)
(2019- Present)
Secondary: Tayabas Western Academy
Candelaria, Quezon
(2016-2019)
Primary: Candelaria Elementary School Annex 1&2
Candelaria, Quezon
(2007-2013)

Sherwin S. Pedernal
Sitio Bagong Pook Brgy. San Andres Candelaria, Quezon
Contact No. 0945 812 3870
Pedernalsherwin083@gmail.com

Personal Information
Nickname: She
Birthday: November 28, 2000
Birthplace: Lucena City
 43

Age: 21
Religion: Roman Catholic
Language Spoken: Tagalog and English

EDUCATIONAL BACKGROUND
Tertiary: Tayabas Western Academy
Bachelor of Secondary Education
Social Studies Major (3rd Year)
(2019- Present)
Secondary: Sta. Catalina National High School
Sta. Catalina Candelaria, Quezon
(2016-2019)
Primary: Brgy. San Andres Elementary School
Brgy. San Andres Candelaria, Quezon
(2007-2013)