Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Teaching strategies refer to methods used to help students learn the

desired course contents and be able to develop achievable goals in the future.

Teaching strategies identify the different available learning methods to enable

them to develop the right strategy to deal with the target group identified.

Assessment of the learning capabilities of students provides a key pillar in

development of a successful teaching strategy.

Good teachers know that the best teaching strategies are based on

research. Most of this research looks at how students take in what they’re

learning and how the best teachers give students information. Here are some

teaching strategies that work for all children, including those with learning and

attention issues.

The best teachers make sure students really understand the skills they

need for the day’s lesson. That’s because the new lesson builds on the lesson of

the day before. A study found that when teachers spent eight minutes every day

going over homework and common mistakes, and practicing skills their students

needed to memorize, students got higher test scores.

The place in our brains where we process information is small—so when

we’re asked to learn too much at one time, we can get overwhelmed. A strategy

1
called “chunking” can help with this. Chunking means teaching in small steps

while checking for understanding along the way.

Effective teachers ask lots of questions. They ask their students to explain

how they got their answers. In a recent study, one group of teachers was asked

to teach new material by asking questions and discussing. Their students ended

up with higher scores than students whose teachers did not teach this way.

Background of the Study

The Phillips 66 method was originated by Donald Phillips of Hillsdale

College for the purpose of getting more involvement—questions, ideas, or

opinions—from a large conference group. In order to effectively do this, the

audience (large group) is divided into small groups of six people each and after

some discussion, these groups present their results to the conference panel or

leader.

Gadon as cited by Aranillo (2007) stated that the one who can make hard

things easy is real teacher. To make teaching and learning more effective, the

teachers aim must be adopted to the child’s interest, abilities and needs, the

school environment must be conducive for learning to receive the instructional

materials offered.

The teaching of “Edukasyon sa Pagpapakatao” needs brainstorming,

reflection and group activities. Teachers teaching “Edukasyon sa Pagpapakatao”

cannot obtain mastery through mere reading of books but more time should be

set in working out of more on brains storming so that they can open their own

opinion and personal experiences. To be able to enhance and let the students

2
participate actively in brainstorming the researcher wants to utilize Philipps 66

and Pro Show to effectively utilize brainstorming in the classroom.

Statement of the Problem

This study aimed to determine the Utilization of Phillips 66 and Pro Show:

An E-learning Module for Improving Brainstorming Skills of Students at Ampid

National High School.

1. What is the profile of the student- respondents in terms of:

 age

 sex?

2. What is the degree of teaching impact of utilization of Philipps 66 and Pro

Show in terms of:

 retention of the lesson

 mastery?

3. What are the lessons in Edukasyon sa Pagpapakatao that can be utilized the

Philipps 66 and Pro Show?

4. Based on the findings of the study, what is the Philipps 66 and Pro show

impacts in the activities inputs can be developed to come up with an E-learning

Module for Improving Brainstorming Skills of Students at Ampid National High

School?

Scope and Delimitation of the Study

A total of 50 Edukasyon sa Pagpapakatao Grade 8 High School Students

of Ampid National High School will involve in this study. It is limited to

3
determining the Utilization of Phillips 66 and Pro Show: An E-learning Module for

Improving Brainstorming Skills of Students at Ampid National High School.

4
 Chapter 2
CONCEPTUAL FRAMEWORK

This chapter presents the review of literature and studies that show

relevance to the study, the discussions of the conceptual model, research

hypotheses, and the definition of the essential variables of the study.

Review of Related Literature and Studies

A. Respondent’s Profile

A.1 Age

The concept of age pertains to the length of time that one has existed; has

lived Ageing; the time that a person or a thing has existed since birth or

beginning according to Thesaurus dictionary (2010).It is the time of life when it is

possible or typical for people to do something (Macmillan dictionary

website,2010)

According to Cono (2006), normally a person grows in age, His/her age

physical health deteriorates but his/her experience increases. Likewise, a middle-

aged teacher may lack the physical stamina and energy of a younger teacher

because of his/her accumulated knowledge and tested experience. He/she is in

better position to guide, enlighten and teach the learners. Moreover, it may be

assumed that experience can increase the self-confidence and moral strength of

a teacher as he/she gains age.

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A.2 Gender

In the olden days, management was only for men. Men with their

superiority complex are offered the highest job positions. Women are given a

lower rank and are made followers only because they were considered inferior.

The study of Cruz (2010) showed that gender of students relatively affects

their academic performance. The male students were rated more favorably than

female. In contrast, Arasain (2004) found out that female students are more

patient in their studies which positively influenced their performance. She also

mentioned that female exhibited positive attributes to college improvement than

males.

Women see a career as personal growth, self-fulfillment, satisfaction,

making contribution to others and doing what one wants to do. Men visualize

career as a series of jobs, a path leading upward, with implied recognition and

reward.

B. Teaching Impact of Utilization of Philipps 66 and Pro Show

B.1 Retention

According to Justin Ferryman that one of the biggest challenges any

instructional designer faces when creating training programs is to maximize the

chances that the content is internalized by the learner

Here is one method that you can use to help learners remember (and perhaps

use) the content of your training. You can use this in both a virtual or live training

setting.

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It is a bit more challenging to accomplish through straight eLearning channels,

but not impossible:

1. Flip-It First

  The idea behind this approach is to give the learner some sort of

assignment as the first learning experience, prior to the actual training. It gives

the learner an opportunity to collect content based on the topic.

This can take many forms, including reading some sort of case study, watching a

video online, listening to presentation, or basic wiki-research.

2. Determine Knowledge Baseline

Every learner is different, and their participation in the assignment from

the first step will vary. Some will really immerse themselves into the process

while other will not. When all the learners are together (either in person or

virtually), try creating an environment where they can share what it is they know

with the others.

Having each person present is probably not the most effective approach

for this part. Instead, figure a way to get them into groups so that they can

collectively share their knowledge – and then have one spokesperson for the

group present to the others.

3. Expand upon their Knowledge

With a baseline in place, it’s now time to expand upon the content. The

best way to do this is to ask questions based on the “reports” from the groups.

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Ask other groups what they think about one group’s approach. Ask for

demonstrations and scenarios.

4. Application of the Content

Now that the content has be thoroughly researched, discussed,

questioned, and expanded, it is time to for the learners to apply it. To do this,

give them some sort of challenge. It can be an exercise, case study, multi-day in

nature (if possible). Whatever the challenge is, it needs to relate to the subject at

hand and draw upon, or expand, the topic.

B.2 Motivation

Motivation has several effects on students' learning and behaviour.

First, motivation directs behaviour toward particular goals. Motivation determines

the specific goals toward which people strive; thus, it affects the choices students

make. For example, whether to enrol in an art class or physics, whether to attend

a school basketball game during the week or complete an assignment that's due

the next day.

Motivation also leads to increased effort and energy. Motivation

determines whether a student will pursue a task (even a difficult one) with

enthusiasm or a lackluster attitude.

Motivation increases the initiation and persistence of activities. In our first

example, Erik continued with art-type activities in his free time and he also tried

to perform these types of activities in relation to his other assignments.

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Motivation will increase students' time on task and is also an important factor

affecting their learning and achievement.

Motivation enhances cognitive processing. Motivation actually affects what

and how information is processed because motivated students are more likely to

pay attention and try to understand the material instead of simply going through

the motions of learning in a superficial manner.

Motivation determines what consequences are reinforcing and punishing.

For example, students with a high level of motivation for classroom achievement

and high GPAs are reinforced by receiving a grade of 'A' and they'll feel punished

if they receive a grade of 'F.'

Finally, motivation leads to improved performance. Everything that we

have just discussed - effort, initiation, persistence, cognitive processing and the

impact of consequences - leads to improved performance.

Motivation is a critical component of learning. Motivation is important in

getting students to engage in academic activities. It is also important in

determining how much students will learn from the activities they perform or the

information to which they will be exposed to. Students who are motivated to learn

something use higher cognitive processes in learning about it. Motivation to do

something can come about in many ways. It can be a personality characteristic

or a stable long-lasting interest in something. There are several theories of

motivation that exist. Some state that motivation is tied to the idea that

behaviours that have been rewarded in the past will be more likely to be repeated

9
in the future. Therefore past experiences will motivate a student to perform in

future ones.

     Other theories prefer to think of motivation as a way to satisfy certain needs.

Some basic needs people must satisfy are food, shelter, love and positive self-

esteem. Therefore, motivation to do something may be based on the

achievement of these needs.

     Yet another theory (the attribution theory) seeks to understand peoples

explanations and excuses when it comes to their successes and failures. When

people feel that they have control over their success in something, then they are

more motivated to achieve in it. If they feel that they will not have any control in

their success they might not be as motivated to achieve.

     The expectancy theory of motivation is based on the belief that peoples efforts

to achieve depends on their expectations of rewards. People will be motivated to

do something based on whether they think that they will be successful and be

rewarded.

How to Enhance motivation:

     The most important types of motivation for educational psychology is

achievement motivation, peoples tendencies to strive for success and choose

activities that are goal oriented. They main difference in achievement is the

difference in how someone is motivated. Some people are motivated to learn,

while others are motivated to perform well and get a good grade. It is important

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that teachers should try to convince there students that learning rather than

grades are the purpose of academic work. This can be done by emphasizing the

interest value and practical importance of the material that the students are

studying and by de-emphasizing grades and other rewards.

     It has also been seen that teachers' expectations of their students have an

effect on student motivation. Research has generally found that students will live

up or down to their teachers' expectations for them, particularly in younger

grades when teachers know relatively little about their students' levels of

achievement. In order to make sure that students will achieve communicates

positive expectations to them. The teacher must communicate the expectation to

their students that they feel that their students can learn the material. There are

also ways that a teacher can imply that they have positive expectations for their

students. These include:

* Waiting for the student to respond to a question.

* Avoid making distinctions of achievement among students. Assessment and

results should be a private matter.

* Treat all students equally. Call on all students regardless of achievement levels,

and spend equal amounts of time with them. Guard against biases.

Increasing Motivation

     Sometimes the course itself is interesting enough and useful enough for a

student to be motivated to do well in it. However, much of what is learned in

school is not inherently interesting to most students. For this reason a variety of

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incentives and rewards for learning are introduced. These might be praise,

grades, recognition or prizes. However, it has been researched whether or not

extrinsic rewards end up decreasing intrinsic motivation. There are ways to

enhance intrinsic motivation in the classroom:

1) Arouse interest: It is important to convince students of the importance and

interest level of the material that is about to be presented, to show that the

knowledge to be gained will be useful.

2) Maintaining curiosity: A skillful teacher will use a variety of means to further

arouse or maintain curiosity in the course of the lesson. The use of

demonstrations helps to make students want to understand.

3) Use a variety of interesting presentation modes: The motivation to learn is

enhanced by the use of interesting materials, as well as by a variety in the way

that material is presented. For example a teacher can use films, guest speakers,

demonstrations and so on, in order to maintain interest in a subject. However, all

of these different materials need to be carefully planned and should all focus on

the course objectives and complement each other.

4) Help students set their own goals: People will work harder for goals that

they have set for themselves, than if they were set by others.

5) Express clear expectations: Students need to know exactly what they are

supposed to do, how they will be evaluated, and what the consequences of

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success will be. Failure often stems from confusion about what was asked of

them.

6) Provide clear feedback: Feedback can serve as an incentive. It can be an

adequate reward in some cases. Feedback must be clear and specific and given

close in time to the performance. It should be informative and motivational and

help by giving them suggestions for future success.

7) Increase the value and availability of extrinsic motivators: Students must

value incentives that are used to motivate them. For example, some students

may not be all that interested in receiving teacher praise and grades, but might

value notes sent home to parents, more recess time or special privileges.

http://www.psychologycampus.com/educational-psychology/motivation.html

B.3 Mastery of the Topic

The majority of us are very familiar with the traditional flow of classes,

where we learn material and study for the upcoming test. Then, regardless of our

grade, we move on to the next set of chapters, until we are tested on those. We

go on to learn more and take the next test and so on, until we are done with the

class. Maybe we really learned what we were taught, or maybe we only learned a

portion, or maybe we barely understood most of the material, and it's reflected in

our ending grade. But what if we had to master what we were taught? What if we

couldn't move forward in a class until we had fully grasped what we were tested

on?

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 These are the kinds of questions that educator Benjamin Bloom began

posing in the 1970s. He was studying the variation of grades in classes and saw

a vast difference between those who had higher grades and those with lower

ones. In an effort to create more balance, Bloom considered how those with the

lower grades could be given the chance to do better on tests by receiving the

help they needed. Specifically, he came up with a model that could promote

genuine learning along every step of a course. This model is called mastery

learning.

Mastery learning is unique compared to the traditional method mentioned

above. Under this model, a unit of material is taught, and students' understanding

is evaluated before they are able to move on to the next unit. As Bloom had

suspected, this method was successful in improving grades and lessening the

divide between students in class. Below we have the flow and order of mastery

learning in the classroom.

http://study.com/academy/lesson/mastery-learning-model-definition-theory-

approach.html

According to Davis & Sorrel (1995): “ The mastery learning method divides

subject matter into units that have predetermined objectives or unit expectations.

Students, alone or in groups, work through each unit in an organized fashion.

Students must demonstrate mastery on unit exams, typically 80%, before moving

on to new material. Students who do not achieve mastery receive remediation

through tutoring, peer monitoring, small group discussions, or additional

14
homework. Additional time for learning is prescribed for those requiring

remediation. Students continue the cycle of studying and testing until mastery is

met. Block (1971) states that students with minimal prior knowledge of material

have higher achievement through mastery learning than with traditional methods

of instruction. ”

Cited from Davis & Sorrel (1995): “ In summary, mastery learning is not a

new method of instruction. It is based on the concept that all students can learn

when provided with conditions appropriate to their situation. The student must

reach a predetermined level of mastery on one unit before they are allowed to

progress to the next. In a mastery learning setting, students are given specific

feedback about their learning progress at regular intervals throughout the

instructional period. This feedback, helps students identify what they have

learned well and what they have not learned well. Areas that were not learned

well are allotted more time to achieve mastery. Only grades of "A" and "B" are

permitted because these are the accepted standards of mastery. Traditional

instruction holds time constant and allows mastery to vary while mastery learning

or systematic instruction holds mastery constant and allows time to vary

(Robinson, 1992).”

http://edutechwiki.unige.ch/en/Mastery_learning

Mastery Learning is a model where students are expected to master a

learning objective or goal, before they can move on to the next goal. This is a

model that was first described in the 1960’s and has been proven effective by

many researchers.
15
Process

In a mastery learning classroom, teachers break up their curriculum into a

series of skills or instructional units. The teacher will usually teach a topic, and

then conduct an evaluation to record each student’s understanding of that unit.

Next, students who have mastered the unit go on to do enrichment activities

while the students who didn’t achieve their goals are given additional opportunity

to practice their skills.

Benefits

The mastery learning model has been found to be beneficial in many

settings. It allows struggling students an opportunity to master critical concepts

before new content is introduced. At the same time, it provides a challenge for

high achieving students. This style of education allows gifted students to

accelerate through the program and move on to either the next level (year) or to

engage in extension studies which will broaden their understanding of the

subject.

The model also allows for an individual learning pace. In addition,

feedback that is given during this process is helpful for the student. This model

stands for the fact that every learner can learn if given the time and the right

learning environment.

Strategies

Even though, you may not be an expert in mastery learning, you can

implement this concept in your classroom with these simple ideas and strategies.

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Take time to plan your curriculum and break it down into units. Write down

learning goals or objectives for each unit. Ensure that the units are planned in a

sequential manner, and adequate time is given to develop critical skills.

The next step is to plan how you will evaluate these skills. Formative assessment

strategies can be used to develop an effective assessment.

For those students who are able to show mastery of the learning goals, you can

use enrichment activities to take their learning further. Some ideas are games

that require the students to practice their skills, working in pairs on problems or

research, group projects etc.

For those students who are unable to achieve their goals, plan activities

that will help them further practice their skills. Keep in mind that this set of

activities are different from the initial instruction method. This helps

accommodate a greater range of learning styles. Provide additional learning

materials and activities that allow for visual, auditory or kinesthetic learners. After

providing sufficient time and opportunity, retest for mastery of skills.

Flipped classrooms are a new strategy that can be used with mastery learning.

Here students listen to lectures at home, and come to the classroom to interact

with the teacher on those subjects. Online tests can be done to test mastery

even before the student enters the classroom.

Computers, the internet and the use of technology in the classroom has made

mastery learning easier and more practical today, compared to a couple of

decades ago.

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http://k12teacherstaffdevelopment.com/tlb/how-can-i-implement-the-mastery-

learning-model-in-my-classroom/

D. Lessons in Edukasyon sa Pagpapakatao

Sa Edukasyon sa Pagpapakatao (EsP), ang palatandaan o batayang

kakayahan ng functional literacy ay nagpapasya at kumikilos nang mapanagutan

tungo sa kabutihang panlahat. Ibig sabihin, nilalayon ng EsP na linangin at

paunlarin ang pagkataong etikal ng mag-aaral. Ang EsP ay naglalayong gabayan

ang magaaral na mahanap / matagpuan ang kabuluhan ng kanyang buhay, ang

papel niya sa lipunang Pilipino upang makibahagi siya sa pagtatayo ng

pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at pagmamahal.

Upang maipamalas ito, kailangang taglay niya ang limang pangunahing

kakayahan (macro skills)*: pag-unawa, pagninilay, pagsangguni, pagpapasiya at

pagkilos.

Mga Dulog sa Pagtuturo

Ang mga pangunahing dulog na gagamitin sa pagtuturo ng mga konsepto

ay ang pagpapasyang etikal (ethical decision making) sa pamamagitan ng

pagsusuri ng suliranin o isyu), ang Panlipunan–Pandamdaming Pagkatuto

(Social-Emotional Learning), at pagpaplano ng kursong akademiko o teknikal-

bokasyonal. Ang paggawa ng pagpapasyang etikal o moral ay ang pagbuo ng

pasiya na may preperensya sa kabutihan at magpapatingkad o maglilinang ng

pagkatao ng tao. Proseso ito na kinapapalooban ng (a) pag-alam sa mga detalye

ng sitwasyon at (b) maingat na pagsasaalang-alang ng mga moral na

18
pagpapahalaga na mahalaga sa isang sitwasyon. Mahalaga rin dito ang pagiging

sensitibo sa mga aspetong moral ng mga sitwasyon sa pang-araw-araw na

buhay at ang kamalayan sa mga tao o pangkat na maaapektuhan ng pasiya. Ang

Panlipunan–Pandamdaming Pagkatuto (Social-Emotional Learning) ay ang

pagkakaroon ng mga kakayahang kailangan sa pagkilala at pamamahala ng

sarili, paglinang ng pagmamalasakit sa kapwa, paggawa ng mapanagutang

pasiya, pakikipag-ugnayan, at pagharap nang epektibo sa mga mapanghamong

sitwasyon. Paraan ito ng paglinang ng mga kakayahan ng mag-aaral upang

magtagumpay sa mga gawain sa buhay. Nahahati sa limang uri ang mga

kakayahang ito: Kamalayang Pansarili, Pamamahala ng Sarili, Kamalayang

Panlipunan, Pamamahala ng Pakikipag-ugnayan at Mapanagutang

Pagpapasiya.

Contents:

Modyul 3: Ang Kahalagahan ng Komunikasyon sa Pagpapatatag ng Pamilya

Modyul 5: Ang Pakikipagkapwa

Modyul 7: Emosyon

Modyul 8: Ang Mapanagutang Pamumuno at Pagiging Tagasunod

http://www.deped.gov.ph/sites/default/files/Edukasyon%20sa%20Pagpapakatao

%20Curriculum%20Guide%20Grade%201-10.pdf

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E. Phillips 66 Model

The Phillips 66 technique, also known as buzz groups, can be used to

review homework assignments, instructions, upcoming events— basically, any

item that may need more review and clarification.

Reference/Resource: Barkley, E., Cross, K. P., & Major, C. (2005). Collaboration

learning techniques. San Francisco, CA: Jossey-Bass.

https://education.illinoisstate.edu/downloads/casei/collaborativemodelcardsweb.pdf

Apparently the method known as “buzz groups” was first used by Dr.

Donald Phillips at Michigan State University. He would divide his large class into

six-member cluster asking them to discuss a certain problem for six minutes. As

you might guess, it was not long until the new approach became known on

campus as the “Phillips 66” technique. Now the use of buzz groups is quite

popular, and varying formats and arrangements have been introduced to add a

great deal of flexibility to this type of discussion teaching. Because, of the

flexibility, buzz groups cannot be narrowly defined. The name certainly can be

applied whenever a large assembly of people is divided into small groups

(usually of no less than three and no more than eight) which for a limited time

simultaneously discuss separate problems or various phases of a given problem.

If possible, recorders from each of the group’s report their findings to the

reassembled large group. This technique can be effectively used as early as the

Junior Department and increases in significance up to young and middle

adulthood.

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 https://www.academia.edu/11623723/

buzz_group_and_brainstorming_as_a_teaching_strategies

Buzz Groups are teams of four to six students that are formed to respond

to course-related questions.  Each group can respond to one or more questions;

all groups can discuss the same or different questions.  Discussion is informal,

and students do not need to arrive at consensus, but simply exchange ideas.

They are effective for generating information and ideas in a short period of time.

Procedure:

1. Form groups; announce the discussion prompts and time limit.

2. Ask group members to exchange ideas in response to the prompts.

3. Check periodically to see whether groups are still actively engaged and focused

on the assigned topic.

4. Ask the students to return to whole-class discussion and restate the prompt to

begin.

F. Pro Show

Photodex is a software company specializing in the digital

imaging market. They are primarily known for the ProShow product line, which

is photo slideshow software.

Photodex released one of the first consumer level slideshow programs in

1991 with a program named GDS or Graphic Display System. In the mid-1990s

they focused on the photo management software product CompuPic, which also

21
included slideshow capability. In 2002 they released the first version of ProShow,

which focused primarily on slideshow creation

ProShow lets you create amazing slide shows that play on your PC or TV.

Create VCD, DVD and Blu-ray slide Shows. Use ProShow to easily create

stunning slide shows for friends, family, business, or just for fun! Just select your

photos and drop them in the show. Add a custom soundtrack or pick from over

280 stunning transition effects to add that final touch. 

https://en.wikipedia.org/wiki/Photodex

G. E-learning

Understanding eLearning is simple. eLearning is learning utilizing

electronic technologies to access educational curriculum outside of a traditional

classroom. In most cases, it refers to a course, program or degree delivered

completely online.

There are many terms used to describe learning that is delivered online,

via the internet, ranging from Distance Education, to computerized electronic

learning, online learning, internet learning and many others. We define eLearning

as courses that are specifically delivered via the internet to somewhere other

than the classroom where the professor is teaching. It is not a course delivered

via a DVD or CD-ROM, video tape or over a television channel. It is interactive in

that you can also communicate with your teachers, professors or other students

in your class. Sometimes it is delivered live, where you can “electronically” raise

22
your hand and interact in real time and sometimes it is a lecture that has been

prerecorded. There is always a teacher or professor interacting /communicating

with you and grading your participation, your assignments and your tests.

eLearning has been proven to be a successful method of training and education

is becoming a way of life for many citizens in North Carolina.

http://www.elearningnc.gov/about_elearning/what_is_elearning/

How eLearning Professionals Can Enhance Knowledge Retention

Even most informative, engaging, and beautifully designed eLearning

courses are going to fall short if they aren't centered around knowledge retention.

Learning experiences have to be memorable and powerful, and they have to be

designed for easy learner absorption. Each and every eLearning deliverable

shares one common objective, regardless of its subject matter or its audience:

make it stick! When information is not only acquired, but committed to long term

memory, this is when the real eLearning magic happens.

1. Integrate interactive elements and activities.

If you want the learners to remember the information, make them feel like

they are active participants. Interactive activities can give them the

opportunity to become fully engaged by the content, which means that they

will be more likely to retain the knowledge or skills that are being taught. You

can apply this eLearning retention tip in your own eLearning deliverable

by creating interactive eLeaning presentations, that pose questions to the

learners, or by integrating eLearning scenarios that allow them to make

23
 choices along the way. Also, integrating a variety of multimedia, such

as videos, music, and images, can appeal to different learning needs and

boost knowledge retention across the board.

2. Make eLearning bite-sized.

Cognitive overload is the enemy of knowledge retention. As such, you'll want

to avoid it at all costs. You can do this by making your eLearning course

more digestible. Offer bite-sized modules that allow the learners to first

acquire the information and then move forward to the next one. Keep text

blocks short and concise to give learners a chance to absorb key idea or

principles more effectively. Only include what's absolutely relevant and avoid

cluttered screens; don't fear white space! All of these things can help to

prevent cognitive overload, giving your learners the opportunity to absorb

information more effectively, rather than being overwhelmed by an

abundance of knowledge, text, and clutter.

3. Include quizzes and exams throughout the eLearning course.

Periodically assessing learner knowledge is key, and one of the most

effective ways to do this is by integrating quizzes and exams all throughout

the eLearning course. Including a test at the end of the eLearning course is

common practice for many eLearning professionals, but there are benefits to

testing more often, such as at the end of every module or lesson. This will

help to ensure that the learners have successfully absorbed the information

before moving onto the next section, and will allow them to review key terms

and ideas prior to acquiring new knowledge or skills.

24
4. Use stories and characters to make it relatable.

To create a connection with the learners will inevitably help them to more

effectively retain knowledge. By using storytelling in eLearning and creating

characters that they can relate to (such as those that feature a situation they

might encounter on-the-job or a character that they can sympathize with) you

offer learners the chance to remember key concepts or ideas successfully.

When creating stories don't go into too much detail about the characters or

the situation, as this will narrow your audience reach. However, you'll still

want to foster that emotional connection with them. So, make it relevant,

relatable, and motivational, while still keeping it short and sweet in order to

focus on the content rather than have the story steal the spotlight.

5. Encourage them to put their newly acquired information to use.

Group role play exercises, simulations, and eLearning course recaps can all

be used to boost retention. This is due to the fact that these practices

encourage learners to mentally access previously acquired information, so

that it can be rooted into their long term memory storage. It also allows them

to carry out an all-important process- repetition. Completing the same tasks

again and again, or learning about the same concept multiple times can help

your learners to more easily absorb the information. For example, if you ask

your learners to repeatedly participate in a simulation that requires specific

skill sets, they will eventually master those skills.

6. Create eLearning scenarios that tie into real world applications.

eLearning Scenarios are effective in virtually every eLearning course,

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 because they give learners the opportunity to see the real world applications

and benefits of the subject matter. Rather than just learning a concept for no

apparent reason, which won't help them when it comes to knowledge

retention, they can actually discover why they are learning the concepts or

ideas. They can also test out the information they've learned by making

decisions within the scenario that lead to consequences or rewards. This will

help them to automatically see how to apply skills or newly found knowledge

in their real life, so that they will be able to utilize it when the need arises.

7. Use an avatar or narrator to draw attention to key points.

This last eLearning retention boosting tip can make a world of difference in

terms of information absorption. If you include an avatar or narrator into your

eLearning deliverable, you can point out key pieces of information that your

learners must take away from the eLearning course, and minimize cognitive

overload. You can use stock photo images, cartoons, or even just a recorded

voice to integrate a virtual guide into your eLearning course, which can serve

a wide range of purposes all of which can increase knowledge retention. For

example, the avatar can offer tips to the learners, or ask them thought

provoking questions throughout the eLearning course.

https://elearningindustry.com/7-tips-elearning-professionals- enhance-
knowledge-retention

H. Brainstorming

Brainstorming is the name given to a situation when a group of people

meet to generate new ideas around a specific area of interest. Using rules which
26
remove inhibitions, people are able to think more freely and move into new areas

of thought and so create numerous new ideas and solutions. The participants

shout out ideas as they occur to them and then build on the ideas raised by

others. All the ideas are noted down and are not criticized. Only when the

brainstorming session is over are the ideas evaluated.

This is the traditional way brainstorming is done. The aim of this website is

to train you in the methods of traditional brainstorming and then to move on and

discover a series of advanced techniques available to you.

Brainstorming is a process for generating new ideas

Brainstorming is "a conference technique by which a group attempts to

find a solution for a specific problem by amassing all the ideas spontaneously by

its members" - Alex Osborn

To brainstorm is to use a set of specific rules and techniques which

encourage and spark off new ideas which would never have happened under

normal circumstances

If you follow the brainstorming rules then brainstorming will work whatever

your personal style. Naturally, there are techniques and environments which suit

certain people better than others but brainstorming is flexible enough to be able

to suit everyone. Whether you do brainstorming with a group of excited

colleagues or you do advanced brainstorming by yourself in an isolated room will

be up to your personal preference and circumstance. Both will be successful if

27
you read and follow the pages on this website. We also introduce the use of

specialized computer software to aid your brainstorming sessions.

Traditional Brainstorming

The normal view of brainstorming is where a group of people sit in a room

and shout out ideas as they occur to them. They are told to lose their inhibitions

and that no ideas will be judged so that people are free to shout out any ideas at

all without feeling uncomfortable. People should build on the ideas called out by

other participants. The purpose of this is to gain as many ideas as possible for

later analysis. Out of the many ideas suggested there will be some of great

value. Because of the free-thinking environment, the session will help promote

radical new ideas which break free from normal ways of thinking.

Advanced Brainstorming

The model we propose is an extension of the traditional brainstorming

scenario and makes the whole process easier and more effective. Advanced

brainstorming builds on the current methods of brainstorming to produce more

original ideas in a more efficient way. Specialized techniques, better processes

and better awareness, combined with new technologies, make traditional

brainstorming a less frustrating process. Most of the problems associated with

traditional brainstorming disappear as a more effective process is used. Keep on

reading for more details of how you can do advanced brainstorming for great

profit to you and your organization.

http://www.brainstorming.co.uk/tutorials/whatisbrainstorming.html

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Brainstorming Approach

Brainstorming is an intense experience that is strongly focused on a single

topic for a limited period of time. It provides a very different and stimulating

student interaction of time. It provides a very different and stimulating student

interaction procedure--the kind of variety that most groups enjoy immensely.

Finally, the unleashed and concentrated mental power generated in a

brainstorming session guarantees both individual and group achievement.

It is in the problem-solving area that brainstorming probably succeeds

better than any technique yet devised. The strategy was first utilized in industry

as a means of overcoming obstacles, solving problems and finding new and

creative approaches to unsatisfactory or inefficient procedures or systems.

The concept is very simple. A group of students is given a single problem

or obstacle and asked to "storm their brains" for ideas. To increase spontaneity

and rapidity of ideas, each participant is encouraged to call out his thought the

instant an opening presents itself. Each brainstorming session usually intensifies

into an exciting rapid-fire, off-the-top-of-the-head group experience. Stimulation

and motivation build as each participant contributes and interest mounts to higher

and higher levels.

The ideas generated tend to serve as catalysts for new responses.

Creative and effective thoughts begin to evolve from this group process- In

29
contrast, individuals often react in traditional patterns and rarely have an

innovative "brainstorm" without the stimulus of multiple sounding boards.

B. Advantages of Brainstorming

The advantages of brainstorming are many--as cited by teachers and

students who have used the technique. According to experienced users of the

procedures, brainstorming:

1. Is stimulating and provides a varied instructional approach. It generates

enthusiasm and eagerness to join in by its open invitation to participate

and its rapid, free-wheeling approach.

2. Is highly motivating. 

Students who usually allow their verbal, articulate classmates to dominate

question-and-answer periods get the urge to participate. They are not "put

down" or degraded for "wrong answers" and feel a real sense of

contribution as their suggestions are noted on the project sheets. On the

other hand, those who dominate traditional classroom situations are also

stimulated to get their ideas out and on the record.

3. Increases "task focus." 

The brainstorming group is kept on target with very little pressure from the

group leader because of the structure and ground rules. Editorializing,

personal commentary, rejoinders, eloquent speeches, and the other

destructive activities of committees are eliminated in this process.

30
 4. Promotes spontaneity and creativity. 

The members of the group begin to link ideas and "bounce suggestions off

the group" in a sounding-board procedure that gathers momentum as the

session continues. Mental power is fully unleashed in this positive

atmosphere.

5. Is efficient and productive. Scores of ideas and suggestions or problems

and obstacles can be listed in a few minutes. Parallel suggestions and

obstacles lead the group toward sound "next steps."

6. Involves participants in the ownership of ideas. The participants feel

greater kinship for their product as they assume group ownership of their

ideas and suggestions. Problem solving is made much easier when

communal commitment is guaranteed.

7. Provides a permanent record and aids in developing solutions to

problems. The results of the sessions can easily be reproduced or reused

to design alternate procedures and programs for solving problems or

meeting objectives. The production of the group takes on value as a

permanent evaluation record and as testimony to individual and group

effort.

http://www2.maxwell.syr.edu/plegal/crit3/a12.html

Research Framework

The contexts of the foregoing discussions are carefully organized and are

the basis in coming up with the research framework putting some person related

31
 variables, effectiveness of utilization of Philipps 66 and Pro Show, Thus, the

research paradigm is formulated.

Research Paradigm

Input Process Output

A. Person-related
factors

 Age
 Sex

B. Teaching impact
of utilization of An E-learning Module for
Philipps 66 and Pro Utilization of Improving Brainstorming
Skills
Show in terms of: Philipps 66 and
Pro Show
-retention in learning

 -motivation

- mastery of the
topic

C. Lessons in
Edukasyon sa
Pagpapakatao

Figure 1. Research Paradigm

32
 Research Hypothesis

In the light of the problems presented, the following hypothesis is posited.

There is a significant relationship between respondents profile, impact of

utilization of Philipps 66 and Pro show in terms of retention of learning,

motivation and mastery of the topic, and lessons in Edukasyon sa

Pagpapakatao in order to come up with an An E-learning Module for Improving

Brainstorming Skills

Definition of Terms

For a thorough understanding of the study, the following terms are defined:

Age- This refers to chronological count of the years that a person has in
existence.

Sex- either of the two main categories (male and female) into which humans and
many other living things are divided on the basis of their reproductive functions

Retention in learning- an ability to retain things in mind; specifically :  a

preservation of the aftereffects of experience and learning that makes

recall or recognition possible.

Motivation of learners- is concerned with the processes that describe

why and how learners is engaged and directed in the lesson

Mastery of the topic- is a set of group-based, individualized, teaching and

learning strategies based on the premise that students will achieve a high level of

understanding in a given domain if they are given enough time

33
Brainstorming- a spontaneous group discussion to produce ideas and ways of

solving problems

E-learning- is learning utilizing electronic technologies to access educational

curriculum outside of a traditional classroom.

Buzz Group – is a useful way of encouraging everyone to participate within a

group session by dividing the learners into small groups for a short time to

discuss ideas or share information.

Mastery learning - refers to the idea that teaching should organize learning

through ordered steps. In order to move to the next step, students have to master

the prerequisite step. Mastery learning engages the learner in

multiple instructional methods, learning levels and multiple cognitive thinking

types.

Chapter 3
34
 RESEARCH METHODOLOGY

This chapter discusses the research design, research locale, population

and sampling of date, research instrument, collection of data and statistical

treatment to use.

Research Design

The descriptive survey method was designed for the investigator to gather

information about present conditions. The main objective for the study is to

describe the nature of a situation as it exists at the time of the study and to

explore the causes of particular phenomena.

This study utilized the descriptive method of research. This method used

to know the Utilization of Phillips 66 and Pro Show: An E-learning Module for

Improving Brainstorming Skills of Students at Ampid National High School.

The Research Locale

The study covered will be conducted at Ampid National High School

situated at P. Salamat Extension, Ampid II, San Mateo Rizal.

Population and Sample

This study involves 50 Grade 8 high school students as the respondents

of the present study. The researchers used random sampling in choosing the

respondents as presented in Table 1 showing the frequency and percentage

distribution of the respondents of the study.

35
 Table 1

The Frequency and Percentage Distribution of the Teacher-Respondents

Population Number of Respondents Percentage

High School Students 50 100%

TOTAL 50 100%

The Research Instrument

The study used a descriptive questionnaire as the primary tool in

gathering data needed.

This questionnaire had two parts. Part I asked for the profile of

students in terms of age and sex. Part II impact of Philipps 66 and Pro Show in

terms of retention of learning, motivation of learners and mastery of the lesson.

Validation of the Questionnaire

The researcher will be made a review of various books, theses and

dissertations especially those written by individuals with in teachers’ work values.

Based from the information gathered, an initial draft of the research tool was

prepared and presented to the co-teachers for comments and suggestions.

Revisions of the instrument were made in order to incorporate the suggestions

provided by the mentioned individuals. Face validation was utilized to determine

the representative of the items with those of other theses dealing with the same

36
area of investigation. A dry-run was conduct in the school of the researcher to

enhance the validity of the instrument.

Data Gathering Procedure

After the colloquium the researcher with the able assistance of their

principal made the questionnaire which was subjected to content validation as

described. The researcher asked permission from the high school principal and

the to allow administering the instruments to some selected teachers.

A questionnaire was personally distributed to the students by the

researcher during her vacant time. Retrieval of the questionnaires was done on

the same date to ensure accuracy in the collection of data. The responses of the

respondents were encoded in data matrix to facilitate computerization of the

data.

Statistical Treatment of Data

The following statistical tools will use for each type of analysis.

1. Frequency and percentage distribution in describing the profile of

the respondents.

2. Weighted mean in the analysis of the teachers’ attributes

influencing academic performance of high school students.

37