NEEDS-BASED INSTRUCTIONAL MATERIAL FOR

READING AND WRITING SKILLS IN PHILIPPINE

SENIOR HIGH SCHOOLS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 345-353
Document ID: 2023PEMJ860
DOI: 10.5281/zenodo.8106455
Manuscript Accepted: 2023-2-7
Psych Educ, 2023, 10: 345-353, Document ID:2023 PEMJ860, doi:10.5281/zenodo.8106455, ISSN 2822-4353
Research Article

Needs-Based Instructional Material for Reading and Writing Skills in

Philippine Senior High Schools
Vanessa C. Vinzon*
For affiliations and correspondence, see the last page.
Abstract
Reading and Writing Skills (RWS) is one of the core subjects offered to Senior High School (SHS)
students. There are textbooks being used in teaching this subject prior to COVID-19 outbreak;
however, they are not aligned with the Most Essential Learning Competencies (MELCs) issued by
the Department of Education for the new normal education. This research analyzed the needs of the
Senior High School (SHS) students taking Humanities and Social Sciences (HumSS) in the Division
of South Cotabato, Region XII, Philippines. The researcher conducted needs analysis survey
questionnaire among SHS students and interviews to the teachers handling RWS. Needs analysis
results showed that Reading to explain critical reading as a form of reasoning was found to be the
prioritized most learning competency, acquiring a weighted mean score of 3.16, with an equivalent
description of needed. Furthermore, Writing unique features and requirements in composing texts that
are useful for application for college admission and Writing unique features and requirements in
composing texts that are useful for application for employment were found to be the prioritized
competencies acquiring a weighted mean of 3.26 with an equivalent description of very much
needed.

Keywords: needs analysis, instructional material, reading and writing skills, Philippine
senior high schools, HUMSS

Introduction Tupi under SDSC have resorted to Modular Distance

The Department of Education (DepEd), through the
Bureau of Curriculum Development, ensures that
learning standards are relevant and flexible to address
the complex, disruptive, volatile, and ambiguous
impact of COVID-19 in the Philippines, particularly in
the basic education sector. In connection to this,
DepEd released the Most Essential Learning
Competencies (MELCs) to be used nationwide by field
implementers for the New Normal Education. The
release of MELCs enables the Department to focus
instruction on the most essential and indispensable
competencies that the students must acquire while
dealing with the challenges in learning delivery
brought by the pandemic where over 28 million of
Filipino learners across academic levels have been
affected and have to stay at home to adhere and
comply with the Philippine government’s quarantine
measures (“Guidelines on the Use of MELCs,” n.d.;
UNESCO, 2020).
The Philippine Senior High Schools of the Department
of Education (DepEd), which offer a wide range of
subjects from which students, can choose a program
leading to college or university entrance or a career in
business or industry (DepEd, n.d.). In connection, the
Schools Division of South Cotabato (SDSC) has senior
high schools that pivoted to different learning delivery
modalities to address the learning needs of the students
amidst the pandemic. Schools in the municipality of
Learning as one of the learning delivery modalities of
the Department of Education in the New Normal. With
the gradual change in delivering learning among
students, particularly in secondary schools due to
COVID-19 pandemic, students become independent.
They are learning at their own pace where they have to
answer the modules by themselves. Also, parents and
siblings of the learners have become the new
educators.
The Philippines established, maintained, and supported
a complete, adequate, and integrated system of
education relevant to the needs of the people, the
coun try, and so ciety at large throu gh the
implementation of the Republic Act 10533 or “The
Enhanced Basic Education Act of 2013.” The said law
aimed at broadening the goals of high school education
for college, vocational and technical career
opportunities as well as creative arts, sports, and
entrepreneurial employment in a rapidly changing and
increasingly globalized environment. The additional
two years to the basic education cycle is one of the
hallmarks of the K to 12 program. The SHS
curriculum is the main policy tool that serves as the
blueprint for program implementation. These two
years of SHS encompass Specialized and Applied
Subjects for skills development and Core Subjects for
college readiness. It also facilitates four career paths:
Academic, Technical-Vocational Livelihood, Sports,
and Arts and Design Tracks (DepEd Order No. 021,
2019). Among the strands under the Academic Track

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Psych Educ, 2023, 10: 345-353, Document ID:2023 PEMJ860, doi:10.5281/zenodo.8106455, ISSN 2822-4353
Research Article
is the Humanities and Social Sciences (HumSS).
HumSS curriculum generally seeks to produce critical
thinking, socially responsible, and globally aware
citizens. This includes skills development on logical
reasoning, creativity, appreciation of one’s culture,
research and communication skills, responsibility,
productivity, environmental consciousness, and global
visioning (Southeast Asian Minister of Education,
Organization, Innovation and Technology, 2012). This
strand is designed for those who want to take on the
world and talk to a lot of people for it is intended for
those students who are considering taking up
journalism, communication arts, liberal arts, education,
and other social science-related courses in college
(The British Academy for HumSS, n.d.). SHS students
who take this strand are looked forward to becoming a
teacher, a psychologist, a lawyer, a writer, a social
worker, a reporter, or a priest someday. This strand
basically focuses on improving the learners’
communication skills.
The purpose of English for Specific Purposes (ESP) is
to prepare learners to use English within academic or
professional environments; therefore, it is important
for ESP course developers to be aware of the learners’
needs. Conducting a needs analysis can help
curriculum developers design effective ESP courses or
programs (Basturkmen, 2010). ESP scholars including
Arslan and Coskun (2014) and Tatzl (2013) have
supported Long’s (2005) argument that a course
without needs analysis does not have the detailed or
selective goals necessary to provide the focus for
successful outcomes. He suggested that ESP courses
built without the aid of a needs analysis often contain
too much or too little instruction to meet the learners’
needs. Learners and even professionals have various
educational needs which are essential to be determined
and analyzed. With the new normal education where
MELCs have to be followed in the implementation of
the teaching-learning process, it is necessary to
consider the learners’ needs in developing the
instructional material to be used. Need analysis is
actually a process in curriculum development. It can
and should be extended to curriculum development
because many other important variables are connected
with learners’ needs in authentic teaching and learning
(Richards, 2001). Moreover, according to Hutchinson
and Waters (1987), learner need is the criterion to
teaching-learning process. It is imperative to carry out
needs analysis to determine the specific reasons for
learning the language or to specify exactly, what
students need to achieve through the medium of
English.
Vanessa C. Vinzon
Reading and Writing Skills (RWS) is one of the SHS
core curriculum subjects that ensure that all learners
are equipped with competencies required for HumSS
strand. These core subjects including RWS are
responsive to the College Readiness Standards and
New General Education Curriculum for the Higher
Education formulated by the Commission of Higher
Education (CHED). Reading and Writing Skills is
compulsory in all the tracks being offered in the Senior
High School curriculum. Also, it has a time allocation
of 80 hours per semester and covers the development
of reading and writing skills as applied to a wide range
of materials other than poetry, fiction, and drama
(DepEd Order No. 021, 2019). However, with the
implemented curriculum for almost half a decade now,
instructional materials, particularly textbooks, are not
yet properly established which shall be given serious
attention to produce productive and competent SHS
graduates.
As published by Manila Bulletin (2021), shortage of
learning materials is one of the issues in the Philippine
education. There are textbooks being used in teaching
some of the curriculum subjects in SHS specifically
prior to the COIVD-19 outbreak; however, there is still
a lack of resources. Moreover, research findings of the
Baseline Research STRIVE II (2008) showed that the
desired 1:1 textbook to student ratio did not exist in
most schools surveyed, most teachers had no teacher
manuals, and few supplementary materials are
available at schools. It also identified highly variable
distribution of resources across all levels and in most
subject areas. The lack of resources was also highly
variable. On the other hand, DepEd encourages
teachers, both from public and private sectors and are
subject area specialists, to develop instructional
materials. The Department has allocated funds for the
provision of modules, and other instructional materials
that will fill-in the gaps of the textbooks and teacher’s
manuals being used in public elementary and
secondary schools (DepEd Order No. 113, 2012).
Furthermore, teachers have been using available
instructional materials; but these materials do not
cover the 13 competencies designed for Reading and
Writing Skills which were trimmed down into nine
most essential learning competencies. These
instructional materials being utilized by the teachers
came from various private individuals. To address the
needs of the SHS students studying under the HumSS
strand that are aligned to the Most Essential Learning
Competencies designed and set by the Department of
Education for the new normal education, the
researcher undertook this study to analyze and
evaluate the needs. Results of the analyses were used
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Research Article
as a basis in the development of a Reading and Writing
Skills instructional material.
Research Questions
This study developed a needs-based instructional
material for the Reading and Writing Skills core
subject in the HumSS strand of Tupi National High
School, Cebuano National High School, Polonuling
National High School, and Emiliano P. Baquial
National High School. Specifically, it addressed the
following questions:
1. What are the prioritized needs of the Senior High
School students among the most essential learning
competencies in Reading and Writing Skills core
subject?
2. What is the feedback of the Senior High School
teachers handling the Reading and Writing Skills core
subject?
3. Based on the needs analysis and feedback of Senior
High School students and teachers, what instructional
material can be developed for Reading and Writing
Skills core subject?
Literature Review
Instructional Materials
Instructional materials are those materials used by
teachers to simplify their teaching. These instructional
materials bring life to learning by stimulating students
to learn. The use of instructional materials in the
classroom has the potential to help the teacher explain
new concepts clearly, resulting in better student
understanding of the concepts being taught. Tyler as
mentioned by Samuel (2009) noted that instructional
materials refer to those alternative channels of
communication, which a classroom teacher can use to
concretize a concept during teaching and learning
process. Furthermore, instructional materials are
considered as relevant and powerful tool to attain
effective teaching and learning. The effectiveness of
classroom teaching can demonstrate the necessity of
high-quality and appropriate instructional resources in
teaching and learning. All of the resources that
teachers can use to make learning more exciting and
memorable are considered as instructional materials
(Kadzera, 2006). Instructional materials act as support
to teachers by providing the language input that they
could use in the classroom, to expose their learners to
the language. Materials also supply the teacher the
exercises and activities for the students for them to
engage in a practice material that will lead them to
Vanessa C. Vinzon
learning the language. They take on the responsibility
of providing material for teaching which will realize
the syllabus or objectives of teaching prescribed for
the specific level, and in this case, Reading and
Writing Skills for Senior High School students. They
allow the students to interact with words, symbols, and
ideas in ways that develop their abilities in reading,
listening, solving, viewing, thinking, speaking,
writing, and using media and technology (Bukoye,
2018).
Instructional Material Development
Instructional materials development is a practical
undertaking involving the production, evaluation,
adaptation, and exploitation of materials intended to
facilitate language acquisition and development. It is
also a field of academic study investigating the
principles and procedures of the design, writing,
implementation, evaluation and analysis of learning
materials (Tomlinson, 2016). He mentioned that
material developers might write textbooks, tell stories,
bring advertisements into the classroom, express an
opinion, and provide samples of language use for the
languages can be effectively learnt. Moreover,
Tomlinson mentioned that in developing an
instructional material, developers should focus on
three vital considerations: what should be provided for
the learners, how it should be provided, and what can
be done with it to promote language learning. Richards
(2010) mentioned that effective instructional materials
in language teaching are shaped through a number of
factors including teacher, leaner, and contextual
variables. In planning a new textbook or course book
series, the publisher normally provides the writer with
a profile of the target teachers, learners, and teaching
context to enable the writer to tailor the materials to
the target audience. Richards added that there are two
other factors that play a vital role in identifying what
materials will be developed, and these are the theory of
language and language use reflected in the materials
and the theory of language learning on which the
materials are based. These theories serve as sources of
input which provide the necessary links between
theory and practice.
Needs Analysis
Nunan (2001) mentioned that needs analysis refers to
the techniques and procedures for collecting
information to be used in syllabus or instructional
material design. Needs analysis refers to students’
study or job requirements as well as to what they like
to gain from the language course. Needs analysis is an
integral part of ESP; any ESP program is to be
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Research Article
preceded by actual needs analysis (Nunan, 2010). The
purpose of English for Specific Purposes (ESP) is to
prepare learners to use English within academic or
professional environments; therefore, it is important
for ESP course developers to be aware of the needs of
learners. Conducting a needs analysis can help
curriculum developers design effective ESP courses or
programs (Basturkmen, 2010). ESP scholars including
Arslan and Coskun (2014) and Tatzl (2013) have
supported Long’s (2005) argument that a course
without needs analysis does not have the detailed or
selective goals that are necessary to provide the focus
needed for successful outcomes. He suggested that
ESP courses built without the aid of a needs analysis
often contain too much or too little instruction to meet
the learners’ needs. Learners and even professionals
have various educational needs which are essential to
be determined and analyzed. Learners and even
professionals have various educational needs which
are essential to be determined and analyzed.
Most Essential Learning Competencies (MELCs)
The Department of Education (DepEd) supports
UNESCO that reiterates its stand: “Education cannot
wait. If learning stops, we will lose human capital”
and affirms its commitment to sustaining the delivery
of quality, accessible, relevant, and liberating
Philippine basic education services. DepEd continues
to strive to produce holistic Filipino learners with 21 st
century skills. The Department through the Bureau of
Curriculum Development ensures that learning
standards are relevant and flexible to address the
complex, disruptive, volatile, and ambiguous impact of
COVID-19 in the Philippines particularly in the basic
education sector. In connection, DepEd released the
Most Essential Learning Competencies (MELCs) to be
used nationwide by field implementers for the New
Normal Education during the beginning of the
pandemic.
7E Model
The 7E model of Eisenkraft (2003) is an extension of
the 5E Constructivist learning cycle that was first
created by Rodger Bybee. The learning cycle of 7E is
a learner-centered model. This model consists of
stages of activities organized in such a way that
students can master the competencies that must be
achieved in learning through playing an active role.
The 7E stands for Elicit, Engage, Explore, Explain,
Elaborate, Evaluate, and Extend. As mentioned by
Fatima and Anggrisia (2018), there are various
positive angles of learning through 7E model which
include: (1) stimulating students to remember the
Vanessa C. Vinzon
subject matter they have learned before; (2) motivating
students to be more effective and increasing students’
curiosity; (3) training students to learn to do concepts
through activities; (4) training students to convey
verbally the concepts they have learned; (5) providing
opportunities for learners to think; and (6) giving them
chances to search, find, and explain examples of the
application of the concepts they have learned.
Methodology
The study utilized Input-Process-Output (IPO) model
in the development of needs-based instructional
material for Reading and Writing Skills core subject in
Philippine Senior High Schools in the municipality of
Tupi. IPO model consists of three dimensions,
including input, process, and output. Input is defined
as all factors that are independent, can be manipulated
and directly impact the output through process
(Kirshenblatt-Gimblett, 2006). The study used the IPO
model to capture the holistic process of developing the
instructional material for Reading and Writing Skills
core subject because the model is comprehensive
(Subiyakto & Ahlan, 2014).
Participants
The participants of this study were categorized into
two. The first group of the study were the Senior High
School students particularly the Grade 11 who were
enrolled for the first semester of school year
2020-2021 under the Humanities and Social Sciences
(HumSS) strand, using random sampling method. The
second group were the Senior High School teachers
handling the Reading and Writing Skills core subject.
The researcher utilized random sampling method in
selecting the students as participants from the four
secondary schools.
Instruments of the Study
The study used two sets of questionnaires. For the
needs analysis, to determine as to what extent the
students need to develop the skills in reading and
writing to achieve the desired competencies of the
Senior High School students, the researcher crafted a
needs analysis questionnaire in the form of a checklist
based on the Most Essential Learning Competencies
(MELCs) of Reading and Writing Skills core subject
for the New Normal Education.
Procedure
In the first phase, the researcher asked permission
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Research Article
from the following so as to be allowed in conducting
the study. Next, the researcher formulated the needs
analysis questionnaire and interview guide questions
for the Senior High School students under Humanities
and Social Science (HumSS) strand and teachers based
on the Most Essential Learning Competencies
(MELCs) for Reading and Writing Skills core subject
implemented for the new normal education and the
principles of Hutchinson and Waters (1987), Nunan
(2001), and Richards (2010). The researcher then
asked for expert feedback from the faculty members of
Senior High School program as well as language
experts for the comments and suggestions in the
validation of items in the needs analysis questionnaire
and interview guide questions. The expert-validators
looked at the clarity of direction and items,
presentation of items, suitability of items, adequacy of
items per category, attainment of the purpose,
objectivity, and scale and evaluation rating system.
The suggestions enabled the researcher to determine
whether the research questionnaires were appropriate
and adequate to the needs analysis of the Senior High
School students and the collection of feedback from
the teachers handling the subject.
After the validation of the research questionnaires, the
researcher administered the needs analysis
questionnaire through requesting the respective
advisers of Senior High School students under the
Humanities and Social Sciences (HumSS) strand of the
four secondary schools to include and insert the
questionnaire in the modules for distribution due to the
pandemic that is being faced brought by COVID-19.
The researcher considered but deviated, at some point,
from the methods for conducting the needs analysis by
Hutchinson and Waters (1987), Nunan (2001), and
Richards (2010). Furthermore, the researcher
conducted the interview with the Senior High School
teachers, teaching Reading and Writing Skills core
subject in HumSS strand as part of the needs analysis.
Research participants were given the opportunity to
ask questions for clarification.
In the next phase, the results of the needs analysis
questionnaire were collected and tabulated; and the
results of interview guide questions were subjected to
thematic analysis. Moreover, the results of the
gathered data were analyzed and interpreted. This was
done by the researcher through the help of the
statistician and the research experts. Responses of the
participants from needs analysis questionnaire were
presented using the weighted mean. The summarized
data were submitted to the statistician for tabulation
and interpretation. The results were interpreted and
presented in a tabular form. Furthermore, the
Vanessa C. Vinzon
researcher transcribed the interviews. Thematic
analysis following Braun and Clarke (2006) was done
to extract themes from the interviews. The data were
utilized to triangulate the responses of the Senior High
School learners on the needs analysis questionnaire.
The researcher then asked for expert feedback from
language and instructional material development
experts as well as education program experts for the
comments and suggestions on the validation of
transcription and analysis of the interviews conducted
to the teachers handling Reading and Writing Skills
core subject.
Results of the needs analysis and interviews were
analyzed, consolidated, interpreted and used as the
basis in the development of the instructional material
for Reading and Writing Skills core subject. The
researcher used the 7E Model of Eisenkraft (2003),
Nunan’s (2001) and Richard’s (2010) Principles in
Material Development in developing the module for
Reading and Writing Skills core subject.
After following the principles in material
development, the developed module for Reading and
Writing Skills (RWS) core subject was then subjected
to the language and education experts for validation.
The module for RWS titled Reading and Writing Skills
Most Essential Learning Competencies (MELCs) in
the Context of HumSS is a response to the immediate
change in the Philippines’ basic education system
amidst the COVID-19 pandemic. It is an evidence-
based and principle-based module that is anchored on
the latest and current curriculum being used by the
Department of Education, the Most Essential Learning
Competencies (MELCs). Aside from that, this module
aims to hone the skills of the students both in reading
and writing through the different activities and inputs
provided based on the needs analysis and feedback of
the teachers handling RWS. The module features the
objectives in each lesson, and the 7E stages of
Eisenkraft (2003) – Elicit, Engage, Explore, Explain,
Elaborate, Evaluate, and Extend.
Ethical Considerations
The researcher considered the voluntary participation
of the participants in the conduct of data gathering
using the needs analysis questionnaire and interviews.
The grade 11 Senior High School (SHS) students and
teachers handling Reading and Writing Skills core
subject had the right not to answer and submit the
research questionnaire given to them. They
participated based on their personal consent and
approval as well as those of the Schools Division
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Superintendent of DepEd – South Cotabato Division
and school principals of the four secondary schools.
The researcher oriented the SHS students and teachers
on the purpose of the conduct of needs analysis
questionnaire as well as the on the background of the
study. Moreover, the teachers who participated in the
interview were reminded to avoid using offensive,
discriminatory, and unacceptable language. Both the
SHS students and teachers were given assurance that
the collected data were subjected to privacy and
anonymity and that the researcher considered Republic
Act No. 10173 otherwise known as the Data Privacy
Act.
Results and Discussion
This section presents the findings according to the
study's research questions. To compare the mean and
find out the significance between variables, multiple
linear regression was computed using IBM SPSS 26.0.
Prioritized needs of the Senior High School
Students Reading and Writing Skills Most
Essential Learning Competencies
This presents the sub-skills in reading as indicated in
the Most Essential Learning Competencies (MELCs)
for Reading and Writing Skills (RWS) core subject
and as supported by the Senior High School (SHS)
students through their responses.
Table 1. Prioritized Reading Most Essential Learning
Competencies
Vanessa C. Vinzon
Table 1 displays the Most Essential Learning
Competencies that were rated as prioritized needs for
the SHS students under the HUMSS strand. Results
showed that all the reading competencies in RWS core
subject were needed by the SHS students. Among the
nine reading indicators anchored on the MELCs,
Reading to explain critical reading as a form of
reasoning was found to be the prioritized most
essential learning competency, acquiring a weighted
mean score of 3.16 with an equivalent description of
needed. This implies that Reading to explain critical
reading as a form of reasoning most essential learning
competency is rated as needed by 140 out of 183
sampled participants, which means that this
competency must be emphasized in the instructional
material. This competency helps the SHS learners to
demonstrate an understanding about critical reading as
a reasoning. It lends them the ability to see and
evaluate how a text presents arguments. Without
learning this competency, a reader may run the risk of
simply memorizing texts and accepting them even if
they are flawed, biased, and subjective. Critical
reading goes beyond extracting information from a
text. It involves recognizing the writer’s purpose,
identifying the tone and persuasive elements, and
recognizing biases. Critical reading provides high
reflective skills which allow you to stand back and
look at the text from different perspectives (Anderson,
2003).
Results showed that all the writing most essential
learning competencies in RWS core subject had to be
included in the development of the instructional
material based on the needs of the SHS students.
Among the nine writing indicators anchored on the
most essential learning competencies, Writing unique
features and requirements in composing texts that are
useful for application for college admission and
Writing unique features and requirements in
composing texts that are useful for application for
employment were found to be the prioritized most
essential learning competencies, acquiring a weighted
mean of 3.26 with an equivalent description of very
much needed. This implies that Writing unique
features and requirements in composing texts that are
useful for application for college admission and
Writing unique features and requirements in
composing texts that are useful for application for
employment must be emphasized in the textbook.
These most essential learning competencies could
guide the SHS students in crafting different office
correspondence useful for college admission and
employment applications. SHS students of HumSS
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strand are expected to take up journalism, Education aiming at helping SHS students taking up
communication arts, liberal arts, education, and other Reading and Writing Skills core subject. Congruent to
social science-related courses in college (The British the results presented in Table 1 and Table 2, the
Academy for HumSS, n.d.). Thus, these competencies instructional material should reflect the Most Essential
could be of great help for them in getting admitted to Learning Competencies (MELCs) provided by the
the intended courses they wish to take. Department of Education to be implemented in the
new normal education and prioritized by SHS, the
Furthermore, based on the conducted interviews with researcher developed a module with Nunan’s
SHS teachers handling Reading and Writing Skills principles.
(RWS) core subject, the researcher has formulated
essential themes following Braun and Clarke’s (2006)
thematic analysis. The following were the essential Conclusion
themes for the feedback of the teachers handling RWS:
Unavailability of Re s o u r ce Materials,
Based on the findings of the study, reading needed by
Inappropriateness of Reading Activities, and
SHS students involved higher-order thinking skills.
Prioritization of Most Essential Learning
Also, writing needed by SHS students helped them
Competencies.
learn and acquire the skill to support higher education
or job after graduating from school. It is also found out
Table 2. Prioritized Writing Most Essential Learning
that teachers have difficulty teaching Reading and
Competencies
Writing Skills core subject among SHS students
especially in the New Normal Education because
instructional materials are not aligned to the Most
Essential Learning Competencies (MELCs). Lastly,
the instructional material which was developed for
Reading and Writing Skills core subject is one which
is congruent to the Most Essential Learning
Competencies following the 7E Model.

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Affiliations and Corresponding Information
Vanessa C. Vinzon
Department of Education - Philippines
353/353