The Use of Supplementary Materials and Students’ Literary Competence

A Thesis Proposal

Presented to the Faculty of the

School of Graduate Studies

Baliuag University

Baliwag, Bulacan

In Partial Fulfillment of the

Requirements for the subject Practical Research 1

by

Michelle L. Cambri

January 2022
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE ii

TABLE OF CONTENTS

Page
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

I. INTRODUCTION

The Problem and Its Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Scope and Delimitation of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

II. METHOD

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Participants and Sampling Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Instruments of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE iii

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

iv

LIST OF FIGURES

Page
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE

Figure 1: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

LIST OF APPENDICES
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE

Appendix A: Instruments of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Appendix B: Table of Specification/ Item Distribution . . . . . . . . . . . . . . . . . . . . . . 37

Appendix C: Most Essential Learning Competencies . . . . . . . . . . . . . . . . . . . . . . . 41

Appendix D: Letter and Consent Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Appendix E: Sample Action Plan Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Appendix F: Communication with Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

CHAPTER I
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE

INTRODUCTION

The Problem and Its Background

The outbreak of the highly contagious strain of coronavirus or known as

COVID-19 in the global arena continuously poses unprecedented challenges in the

field of education. It has changed the education landscape profoundly and

dramatically which led to another paradigm that suits the current situation. The

Department of Education is the executive department of the Philippine government

that is responsible for the formulation, implementation, and coordination of policies,

plans, programs, and projects in the areas of formal and non-formal basic education.

As its response to the challenges brought about by the pandemic, DepEd designed the

framework of the “Basic Education Learning Continuity Plan in the Time of COVID

19 (BE- LCP).” This was directed thru its DepEd Order No. 12, s. 2020. The

framework indicates that “BE-LCP is responsive to the new normal keeping in mind

the constitutional mandate to uphold the right of citizens to quality education at all

times.”

Furthermore, the BE-LCP also encompasses the learning delivery modalities

to which schools may adopt to deliver teaching- learning process. The holding of

classes in schools is perceptibly compromised due to prohibitions to ensure safety

among learners, teachers, and school personnel. As such, schools can adopt a single or

combination of the provided options, hence, considerations on local health conditions,

availability of resources, and the context of the learners in the school or locality must

be given contemplations (DepEd, 2020). As a key element of the learning modalities

being implemented, Self- Learning Modules (SLMs) serve as the primary learning

resource for the educative process to transpire.

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 2

To augment the challenges and limitations alongside the implementation of the

learning modality which DepEd has implemented, teachers tailor creative initiatives

that assist to overcome the possible hindrances. There are incomparable opportunities

for cooperation, creative solutions and willingness to learn from others and try new

tools as both internal and external stakeholders are exposed to similar situations and

experiences (Doucet et al., 2020). The use of supplementary materials has been the

trend in today’s new normal in education that give additional learning experiences and

opportunities to learners. These materials are in the form of video and audio lessons

which provide support through giving additional information on the lessons contained

in the SLMs.

Significance of the Study

The study will provide clear insights and further knowledge by providing

information on the relationship of student’s perception on supplementary materials

and their level of literary competence. These findings will be beneficial to the

following:

School Administration. The study would lead to conclusions that might

suggest programs for the future improvements of the schools' existing programs and

guidelines on the implementation of Blended learning. School administrators may be

encouraged to invest on and devise new, timely, and relevant strategies that, in due

course, lead to favorable enhancements and betterment in the educational state in

respect to the implementation of the learning modality.

Teachers. Findings will give an avenue for teachers to assess what needs to be

improved and continue what needs to be pursued in the conduct of their teaching

process. For it is always the students’ interest and welfare that are considered when

decision making on the teaching process is undertaken.

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 3

Students. The study would provide empirical information regarding the use of

supplementary materials in their acquisition of knowledge.

Future Researchers. The study could contribute to in-line research with

context concerning supplementary material and student’s level of literary competence.

Review of Related Literature and Studies

This part presents pertinent research literature related to the purpose of this

study. The researcher’s review of literature included books, journal articles, and

studies on the topic of the knowledge needed to identify the significance of

supplementary materials and students’ literary competence. There are five main

sections of this review. The first section examines the new normal in the field of

education. The second section provides information about the SHS curriculum,

particularly the English curriculum. The third section addresses the supplementary

materials as defined and used by educators. The fourth section discusses literary

competence. The last section addresses the gap of knowledge, and the summary

concludes the review of literature.

New Normal

The new normal in the education sector has shifted into the use of blended

learning modality. According to Tupas and Laguda (2020), Blended Learning has

been a trend in education especially in the Higher Education Institutions (HEIs) from

its conception three decades ago. BL integrates techniques, such as face-to-face,

online strategies, and technology. Also, BL is often called a hybrid approach in HEIs.

The same claims were also given by Secretary Leonor M. Briones, DepEd secretary,

as she stated, “We have been doing distance learning, blended learning for decades

and decades.” She also cited the University of the Philippines as an example of

institution that have been using the said modalities.

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 4

The DepEd use of BL denotes the fusion of online distance learning, and

modular distance learning or in-person delivery of printed materials to the homes of

the learners through the local government unit. Hence, should either of the mode is

unavailable, the use of TV/Radio-based instruction is available. In an article by

Bernardo (2020), he stated that public schools in the country sought the use of

modular distance learning as a result of a survey conducted by the DepEd. The results

of the survey indicated that learning through printed and digital modules emerged as

the most preferred distance learning method of parents with children who were

enrolled in the previous school year, 2020-2021.

Distance learning as defined, pertains to a learning delivery modality where

learning occurs between the teacher and the learners who are geographically remote

from each other during instruction. Online distance learning, modular distance

learning, and TV/ Radio- based instruction are the three types of this modality

(Quinones, 2020). In DL, a key resource to deliver teaching-learning is the use of Self

Learning Modules (SLMs). The use of SLMs is an alternative instructional design

which underscores the contextualization of materials based on students’ needs. To

keep the students’ focus and attention, diverse activities that interest and challenge the

students are contained in the materials (Nardo, 2017).

Heinze & Procter (2003) when they conducted action research at the

University of Salford in England, the results of their study underscored concerns on

BL’s actual impact. Their study revealed that contrary to what proponents of blended

learning say, blended instruction does not have a significant influence on student

achievement.

Similarly, Gleason (2013) discovered several dilemmas that teachers and

students face in a blended learning class. He stated that blended learning classes did
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 5

not develop students’ speaking skills and there were students who were unable to

commit their time to work on the tasks, there were also students who seemed to give

too much time. These students were believed to have poor self-regulated skills.

The information posts the pitfalls of BL in the level of academic achievement

of students. As there is a dearth of studies on the use of BL in the context of the new

normal, it can be assumed from the information sourced out from previous studies and

articles that more effort through interventions of teachers may be made to still provide

meaningful learning among learners. This is where the role of the teacher to provide

meaningful resources comes in.

Senior High School English Curriculum

The additional two years in the basic education is one of the key features of

the K to 12 BEC. It is through the implementation of this wherein the department

shall attain the Philippine Qualifications Framework (PQF). The SHS curriculum is

consists of Core, Applied, and Specialized subjects (DepEd Order no.19).

The English curriculum guide of K to 12 spells out its objectives of making

learners acquire highly developed literacy skills which may help them realize the

importance of English across fields and disciplines. It is taught from Grade 3 to Grade

12. For Senior High School, Grades 11 and 12 regardless of students’ Track and

Strand have to take the English subjects Oral Communication in Context, Reading

and Writing Skills, 21st Century Literature from the Philippines and the World and

English for Academic and Professional Purposes. Each of the subjects denotes notable

competencies and standards aimed at developing specific skills relevant to their

purposes.

The subject 21st Century Literature from the Philippines and the World is

directed on the appreciation and critical study of literary texts from the Philippines
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 6

and the world with considerations of their various dimensions, genres, elements,

structures, contexts, and traditions.

With the existence of the pandemic where BL is implemented as the prevailing

learning modality among public schools system, the DepEd has streamlined the K to

12 Curriculum into the Most Essential Learning Competencies (MELCs). It only

identified from the full curriculum learning competencies which are imperative in the

day-to-day life of learners and eventually enable lifelong learning among them. This

does not however eradicate the use of curriculum guides in the educative process,

rather, this serves as additional guidelines for teachers for them to address the varying

contextual needs of the learners (BE-CLP,2020). For 21st Century Literature from the

Philippines and the world, its MELCs included nine learning competencies from

which the produced SLMs have been based.

Supplementary Materials

As defined by Tomlinson (1998), supplementary materials are any resources

which are used in addition to a course book. The purpose has emphasis on the

development of skills which the main resource of a course does not develop and

address. Hence, as supplementary materials indicate, these materials may be sourced

out authentically, for example, newspaper and magazine articles, video, etc. The need

for supplementation arise due to the fact that gap exists between student’s course

objectives, performance standards, and what is provided in their textbook (McGrath,

2013). The usage bridges a gap between the main resource of a course and the

student’s contextual needs.

In the English curriculum, supplementary materials may include “skills

development materials; grammar, vocabulary and phonology practice materials; a

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 7

collection of communicative activities; and teacher’s resource materials” (Spratt et al.,

2005).

Across learning areas, supplementary materials have also revolved on different

types of materials, these no longer restrict to exercise, workbooks, or text-based

materials. Formats such as video, audio, films, comic strips, and the like have also

been identified as types of such. To note, a study carried out by Hayati and Mohmedi

(2009) analyzed the effects of using films both with and without subtitles as a

supplementary materials and indicated that positive effects were to be observed from

their use. In a research conducted by Ball (2011), where the supplementary material

pertains to technology-based resources, one of the findings stated that the materials

helped learners to build language skills needed for work and life.

Likewise, Hsin and Cigas (2013) used short videos to enhance student

satisfaction and motivation for an online introductory course in computer

science/mathematics. They achieved a significantly higher percentage of involved

students and their average grades increased.

A positive correlation between students’ usage of the online materials and

their mark in the unit involved was also asserted by Birch and Williams (2012) in

their study. The results show that the impact of the use of online materials relate to

students’ academic success. In addition, the results show the impact of the use of

online web-based materials on academic performance regardless of the type of web-

based material used. It further showed that students who use a greater number of the

materials have the largest mark advantage.

Abdullah (2020) in his quasi-experimental study which looked into the effect

of simplified supplemental learning materials in improving students’ achievement and

attitudes in Pre-Calculus stated positive results based on the data gathered. His study
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 8

involved 70 Grade 11 STEM students. The instruments of the study are a teacher-

made test for determining the students’ achievement in Pre-Calculus, and a modified

survey questionnaire was used to describe the attitude towards Pre-Calculus. The

findings stated that both groups from the control and experimental have showed equal

achievement in Pre-Calculus prior to the conduct of the experimentation. After the

experimentation, the experimental group which received the treatment has attained

higher MPS compared to the control group. Both groups, the control and experimental

have shown negative attitudes towards Pre-Calculus prior to the conduct of the

experimentation. After the experimentation, the experimental group which received

the treatment has displayed positive attitudes towards Pre-Calculus. In conclusion, the

utilization of the supplemental materials has a positive effect on the students’

achievement and attitudes towards Pre-Calculus. Its usage is very effective in

improving students’ achievement and attitudes towards Pre-Calculus.

Relatively, in a quasi-experimental study conducted by Castillo (2021) which

aimed at identifying the acceptability and effectiveness of using supplementary

learning materials in Physical Education 9 in the new normal, results revealed that the

MELC-based supplementary learning materials had very effective contents,

objectives, topics, and activities. The students showed improved achievement after

using MELC-based supplementary materials. Also, its usage was an effective tool in

teaching Physical Education during the new normal.

With the new normal in education, the use of Self Learning Modules (SLMs)

has been the primary learning material which public schools in the country are

utilizing in order to deliver education. With the nature of activities indicated in the

self-learning modules as the primary reference of today’s education system, the

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 9

limitations which online learning modality entail, and the passive interaction which

the Television/ Radio-based instruction implies, efforts and initiatives on the use of

contextualized materials such as supplementary materials have been manifested by

teachers. Teachers need to supplement materials to promote motivation, which is one

of the key factors influencing learning (Karki,2018). Dodd (2015) also asserted the

benefit of supplementary materials which serve as a motivation among the learners by

creating interests in the learning and encouraging them to maximize their

opportunities. Through the motivation which learners can derive from the materials,

their active engagement in acquiring learning will also manifest.

More importantly, when teachers decide on developing supplementary

materials, factors should also be taken into account to realize the goal of providing the

materials. The selection and use of supplementary materials should be based on the

learning styles and needs of the learners (Riasati & Zare, 2010). When the learning

styles and needs of the learner are taken into consideration, he/she manifests a higher

level of comprehension and is able to do tasks assigned to him/her.

Literary Competence

Across learning areas, it has been said that teaching with appropriate strategies

motivate and interest learners. In teaching literature, this concept applies as well. This

is achievable thru the conveyance of curriculum where learning objective, contents,

learning activities, learning materials and resources, and experiences, assessment and

evaluation are indicated. Traditionally, in teaching literature, there has been a great

emphasis on linguistic competence such as reading, recalling, and reciting literary

works. As Soltan (2010) found out, most of the professors of literature in universities

use the lecture method. However, to achieve the very main goal of 21st century

education, which underscores life-long learning, a teacher’s job doess not only
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 10

nourish and enhance students’ intelligence (Li, 2011). In teaching literature, it

requires creativity, ingenuity, and innovativeness (Finsrud, 2017). Teachers must be

able to design effective learning tasks to help learners learn literature through the

most innovative and modern ways in this way that the literary competence of the

students is developed. 

Logan and Paterson (1972) described Literary Competence as a facet that can

develop students’ creative potential which permits them as readers to realize and

reconstruct the distinctive reality created by the author’s manipulation of language.

This competence as an enabler to student’s discovery of the significance of literary

texts also infers that student acquires skills that let him/her comprehend, analyze,

interpret, and evaluate literary texts. Moreover, there are specifications of literary

skills which are categorized into four dimensions namely literary perception, literary

comprehension, literary interpretation, and literary evaluation. Literary perception is

often associated with the recognition of the phonemic, lexical, and syntactic features

of the literary text and the description of literary devices that are found within the text

(Perrine, 2015) while literary comprehension highlights the comprehension parts of a

text which entail details that assume arguments, main idea, drawing generalizations

and conclusion to note a few. Whereas literary interpretation focuses on the reader’s

own understanding and definition of the meanings implied in a work (Kirszner &

Mandell, 2014) while literary evaluation notes readers to make critical analysis on the

literary work to evaluate/ assess the contributions that it may serve. This is relative to

the definition by Culler (2002) which he refers literary competence as the ability for

someone to convert the meaning beyond what it is written in the text. As according to

Brumfit and Carter (1986), literary competence is the combination of linguistic, socio-

cultural, historical, and semiotic awareness of the reader. This definition as well is
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 11

related as to how Perrine (2015) Kirszner and Mandell (2014) have regarded literary

competence.The literary competence of a reader constitutes constructs that respond to

the skills which the reader is able to manifest when working out with a literary text.

The limitations that BL in the new normal contribute to the challenges of the

learners in the acquisition of skills which are imperative to their holistic development

as 21st century learners. Hence, teachers who are in the outright positions of the BL

implementation provided support among their learners in forms such as

supplementary materials. These materials provided additional mechanisms for

learning to transpire and for learners not to be confined only at the use of SLMs. This

study aims to identify whether the use of supplementary materials relate with

students’ perception and their level of literary competence.

Theoretical Framework

The Cognitive Theory of Multimedia Learning states that for a meaningful

learning to transpire, the information to be spelled to the learner must be presented

both in texts and graphics. This theory as originally proposed by Richard Mayer

revolves with the provision of instructional media to effect a deeper learning rather

than using texts alone. It explains three assumptions when learning with the use of

multimedia. First, two separate channels or often times referred to as Dual-Coding

theory namely, auditory and visual are involved when processing information.

Second, each of the channels has its finite capacity. Third, learning occurs actively by

means of filtering, selecting, organizing and integrating information upon the

existence of the learner’s schema or his/her prior knowledge (Mayer, 2014). The

ability of a person to process an information is limited in respect to the auditory and

visual channels.
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 12

This theory supports the current study considering that the learning modality

utilized in the context of the participants is blended learning, particularly the

combination of modular and online distance learning. SLMs as its main learning

resources add to the limitations which the visual channel, in particular, perceive, as

the resources are deemed text based. Hence, the use of supplementary materials

covers a wider range of the visual channel and as well the auditory channel of the

learners.

Conceptual Framework

The paradigm model shown below depicts the relationship between students’

perception of supplementary materials and students’ literary competence.

Supplementary materials are teacher-made video lessons based on the contents of the

curriculum guide of the subject 21st Century Literature from the Philippines and the

World provided by DepEd. These materials are produced through the initiative of the

teachers to provide support and more opportunities for student’s learning. The literary

competence of the students indicates their abilities to analyze, interpret, and evaluate

literary texts.

Students’ perception
on the use of Level of literary
supplementary competence
materials

Figure 1. The Paradigm of the Study

Statement of the Problem

This study aims to seek answers to the following questions:

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 13

1. What is the profile of the respondents in terms of their strand?

2. What is the level of literary competence of Senior High Students?

3. How may the level of students’ perception of supplementary materials be

described?

4. Is there a significant relationship between the students’ perception of

supplementary materials and their level of literary competence?

5. Is there a significant difference in the level of literary competence across

strands?

6. What action plan may be proposed based on the results of the study?

Definition of Terms

Literary Competence. This pertains to the performance of the learners after

going through their 21st Century Literature from the Philippines and the World

subject. This is based on the scores to be obtained by the learners from the Literary

Test. It covers the competencies of analyzing, interpreting, and evaluating literary

texts.

Supplementary Materials. These pertain to the teacher-made video lessons

which are curriculum guide-based utilized by the teacher as a support to provide

learning experience among the learners. In addition, these are materials which
14
learners can engage in.

21st Century Literature from the Philippines and the World. This pertains

to the English Core Subject of SHS which engages the learners in appreciation and

critical study of literary pieces from the Philippines and the world.

Scope and Delimitation of the Study

This study will focus on identifying the relationship of student’s perception on

supplementary materials and their level of literary competence. It will involve the
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE

Senior High School, Grade12 students from San Rafael National Trade School for the

school year 2021-2022.

It will not consider the respondents’ age nor sex, neither will it include crucial

personal information and statements that may affect the students. This study will not

delve into identifying the effect of supplementary materials to the literary competence

of the students.
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 15

CHAPTER II

METHOD

This chapter presents the discussion of the research design to which the study

will adhere to, the method to be used so as to obtain factual and necessary data from

the respondents, as well as the instrument, and the manner by which the data will be

obtained.

Research Design

This research will use descriptive-correlational design in providing answers to

the research questions. In addition, an established questionnaire lifted from a relative

study and literary test will be used in the study to conclude the relationship of

student’s perception on supplementary materials and their level of literary

competence. Quantitative research makes use of numerical measurements and the

statistical and mathematical analysis of gathered data through polls, questionnaires,

surveys and interviews.

A correlational study, on the other hand, is a type of non-experimental

research wherein the researcher measures the statistical relationship between two

variables without manipulating them (Siegle, 2015).

Participants and Sampling Procedure

The respondents of the study will be the Grade 12 students at San Rafael

National Trade School taking 21st Century Literature from the Philippines and the

World. The researcher will observe the use of stratified random sampling (probability

sampling technique) among the target Senior High School population to select the

participants for the research. Ethical considerations of privacy and confidentiality will

be taken into account to safeguard the welfare of the respondents.

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 16

The sampling method that the researcher will use is the probability sampling.

Probability sampling involves allowing every member to have a non-zero chance of

being selected as a sample. Furthermore, the researcher will determine the target

respondents with the use of stratified random sampling. As defined by Frey (2018),

stratified random sampling is used when your population is divided into subgroups,

bearing one or more attributes. This method assures that the sample represents the

subgroups or strata. This study will consider the strand Accountancy, Business and

Management, Science, Engineering and Mathematics, and Humanities and Social

Sciences as the subgroups.

Instruments of the Study

This study will utilize two sets of instruments which will determine possible

relationship of student’s perception on supplementary materials and their level of

literary competence. A questionnaire which will derive their perceptions and a

Literary Test are the instruments.

A. Questionnaire on Student’s Perception

The researcher will utilize an established questionnaire from the research of

Anggranini and Faturokhman (2021) as this already went through testing. The

questionnaire used the following scales: 1) Agree; 2) Neutral; and 3) Disagree.

Though the questionnaire is intended for the use of Youtube video in an English class,

the researcher has considered it given the information that in the context of this study,

the supplementary materials utilized by the researcher are videos as well and, to suit

the subject of this research, minor revisions in a number of statements have been

made.

The 15- item questionnaire has five key points to examine about the students’

perception on the use of the supplementary materials: the experience, the

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 17

comprehension, the communication, the strengths, and the weakness. Since the

statements in the questionnaire underscored the term Youtube video, the researcher

has rephrased the term into video lesson, the same was done with the term English

class which was rephrased as 21st Century Literarture subject. This was done with 13

statements ( numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,12, 13, and 14). Then, for items

number 11 with the statement “I like learning English using YouTube videos because

it is cheap and reduced my education costs”, and 15 “I would rather study normally

than use YouTube videos because the videos are too long and boring” it were revised

into “ I like learning 21st Century Literature using video lessons because it saves time

and effort” and “ I would rather study normally using my Self -Learning Module

(SLM) than use video lessons because the videos are boring and not helpful”

respectively.

This was decided on as practically speaking, the use of SLMs costs the

students nothing, secondly to give emphasis on the provision of video lessons as

supplementary materials the last statement was revised in a way to elicit the

participants’ perception on its usage in their subject. This set of questionnaire will be

given through Microsoft forms as this is deemed more accessible for the target

participants.

B. Literary Test

To measure the literary competence of the respondents, a test composed of 50

questions about the lessons discussed from the SLMs and supplementary materials

will be conducted. The scores to be obtained shall determine their literary

competence. To identify the range, the highest score minus the lowest score will be

done. The literary competence will be categorized accordingly: Needs Improvement

(0-10); Fairly Satisfactory (11-20); Satisfactory (21-30); Very Satisfactory (31-40);

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 18

and Outstanding (41-50) based on the qualitative description from Department of

Education (DepEd). To ensure the validity of the test, a table of the specification will

be prepared, and will go through checking by the subject group head and approval

from the school principal will also be sought. Then, pilot test questionnaires will be

given to the rest of the population who will not be chosen as respondents. Pilot testing

will be employed to gather evidence of construct validity. Item Analysis and Factor

Analysis will be used in selecting the final items. Each item will be analyzed using

the Upper Lower (UL) index method.

The acceptable difficulty index ranges from 0.21- 0.80 while the acceptable

discrimination index ranges from 0.21- 1.00. Items which fall in the acceptable

difficulty and discrimination indices will be accepted. Items with acceptable difficulty

index but with unacceptable discrimination index will be revised. Likewise, items

with acceptable discrimination index but unacceptable difficulty index will also be

revised. All these are based on the item analysis template by the DepEd.

Data Gathering Procedure

To establish the purpose of this study, the researcher will gather sufficient data

to delineate the results of the study.

The researcher will personally conduct the classes and utilize supplementary

materials. After which, the questionnaire and literary test will be administered with

permission to be obtained from the Division of Bulacan thru the school principal of

San Rafael National Trade School. The researcher will employ the use of teacher-

made supplementary materials as additional resources for the participants to gain

learning opportunities. A questionnaire on the perception on the use of supplementary

materials will be given to the participants. After going through their subject, a literary
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 19

test will be administered from which their scores will be derived as such, their level of

literary competence will be identified.

Data Analysis and Statistical Treatment

In order to determine whether there is a significant relationship between

students’ perception on supplementary materials, and students’ literary competence

Pearson correlation coefficient will be used to analyze and interpret the data to be

gathered. This is a measure to determine the relationship between two variables and

the degree to which the two variables relate with one another.

To identify if there exists a significant difference in the literary competence of

students across strands, one way ANOVA or analysis of variance will be used to

analyze and interpret the data.

Ethical Considerations

This study is in accordance with the ethical standards of American

Psychological Association Ethics Code which is the basis for conducting research in

the social sciences discipline.

It will adhere to the set privacy and confidentiality of the data to be gathered

from the participants. The researcher will make sure that no participant will be

coerced to take part in the study, rather, voluntary participation will be put into

emphasis in the selection of the respondents. Moreover, the scope, limitation, purpose,

and the context of the materials to be used will be discussed to the participants. The

researcher will ask permission from the participants and as well their parents or

guardian thru a letter and consent forms that will be duly signed by them. The

researcher will make sure that all data will be kept secured and safe to keep the

privacy and confidentiality of the information to be gathered so as not to risk the

participants of the study.

SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE
SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE 20

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SUPPLEMENTARY MATERIALS AND LITERARY COMPETENCE

CURRICULUM VITAE

MICHELLE L. CAMBRI
27 Balagtas-BMA, San Rafael, Bulacan

Educational Attainment

Graduate Studies Baliuag University

Baliuag, Bulacan
Master of Arts in Education
Major in English

Tertiary St. Paul University Philippines

Secondary St. Paul University Philippines
Elementary Iraga Elementary School

Eligibility Licensed Professional Teacher

Personal Information

Date of Birth April 20, 1992

Age 29

Height 152 cm

Weight 49 kg

Nationality Filipino

Civil Status Married

Awards and Achievements