Effectiveness of Grade 8 Enhanced Learni

ABSTRACT
CABARDO, JIMMY REY O. Southern Philippines Agri-business and

Marine and Aquatic School of Technology-College of Agricultural Sciences, Matti,
Digos City. April 2014. “EFFECTIVENESS OF GRADE 8 ENHANCED
LEARNING MATERIALS IN SCIENCE FOR THE OPEN HIGH SCHOOL
PROGRAM IN THE K TO 12 BASIC EDUCATION CURRICULUM”. Master’s
Thesis.
Adviser: Siverlyn M. Camposano, Ph.D.
The study aimed to determine the effectiveness of Grade 8 Enhanced
Learning Materials in Science for the Open High School Program (OHSP) under
the K to 12 Basic Education Curriculum in Hagonoy National High School during
the school year 2013-2014.
The researcher used the randomized pretest-posttest control group design
experimental research design in order to attain such objectives. The participants
of this study were the randomly selected Grade 8 OHSP students subjected to
investigation from November 2013 to January 2014. Data were being gathered,
collated and analyzed using relative frequency, mean, standard deviation and t-
test for independent sample.
Grade 8 students who formed part of this study were mostly females aged
14 years old with monthly family income of PhP 2,001.00 to PhP 4,000.00 and
PhP 4,001.00 to PhP 6,000.00.

2
The level of effectiveness in using both the Enhanced Learning Materials
and DepEd Learning Materials in Grade 8 Science in the pretest signifies a
beginning level of performance.
The level of effectiveness in using the Enhanced Learning Materials in
Grade 8 Science in the posttest signifies a proficient level of performance while
the level of effectiveness in using the DepEd Learning Materials in Grade 8
Science in the posttest signifies an approaching proficiency level of performance.
There was no significant difference between the pretest performance of
OHSP students using the Learning Materials of DepEd and with the Enhanced
Learning Materials in Science. A significant difference exists between the posttest
performance of OHSP students using the Learning Materials of DepEd and the
Enhanced Learning Materials in Grade 8 Science. The pretest and posttest
performance of students using the Learning Materials of DepEd in Grade 8
Science was found to be significantly different. A significant difference was found
between the pretest and posttest performance of students using the Enhanced
Learning Materials in Grade 8 Science.

3
EFFECTIVENESS OF GRADE 8 ENHANCED LEARNING MATERIALS IN

SCIENCE FOR THE OPEN HIGH SCHOOL PROGRAM IN
THE K TO 12 BASIC EDUCATION CURRICULUM
JIMMY REY O. CABARDO
THESIS SUBMITTED TO THE FACULTY OF THE COLLEGE OF

AGRICULTURAL SCIENCES, SOUTHERN PHILIPPINES
AGRI-BUSINESS AND MARINE AND AQUATIC
SCHOOL OF TECHNOLOGY, MATTI, DIGOS
CITY, IN PARTIAL FULFILLMENT OF
THE REQUIREMENT FOR
THE DEGREE OF
MASTER OF ARTS IN EDUCATION

(Educational Management)
APRIL 2014
4
APPROVAL SHEET
This thesis entitled “EFFECTIVENESS OF GRADE 8 ENHANCED

LEARNING MATERIALS IN SCIENCE FOR THE OPEN HIGH SCHOOL
PROGRAM IN THE K TO 12 BASIC EDUCATION CURRICULUM,” prepared
and submitted by JIMMY REY O. CABARDO in partial fulfillment of the
requirements for the degree of Master of Arts in Education, major in Educational
Management, is hereby accepted.
ZANDRO P. IBAÑEZ, Ed.D. CINDY B. ROSIL, Ed. D.

Member Member
__________________ __________________
Date Signed Date Signed
SIVERLYN M. CAMPOSANO, Ph.D. HELEN W. NOEL, Ph.D.

Adviser Chairman
__________________ __________________
Date Signed Date Signed
Accepted and approved in partial fulfillment of the requirements for the

degree of Master of Arts in Education, major in Educational Management.
HELEN W. NOEL, Ph.D.

Dean
College of Agricultural Sciences
Southern Philippines Agri-Business and Marine and Aquatic
School of Technology (SPAMAST), Matti, Digos City
Date Signed
5
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Open high school program or generically termed as distance education
had been implemented in almost all over the world so as to provide access to
education and to offer education to a larger range of grade and ability levels
using more interactive and widely accessible technologies. Hence, almost all
countries around the world tried their conscious efforts to respond to the
international claims abounding international educational system (Cavanaugh, et.
al., 2004).
In the Philippines, Section 1, Article XIV of the 1987 Constitution provides
that the state shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all. Likewise, Republic Act No. 10533 or the Enhanced Basic
Education Act of 2013 declares that the state shall give every student an
opportunity to receive quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with international standards.
Moreover, the United Nations Millennium Development Goals of the United

6
Nations Development Plan (UNDP) and the Education for All (EFA) program of
the Philippine government aims of making every Filipino functionally literate by
the year 2015. This program realizes the United Nations Millennium Development
Goal and the Education for All 2015 Goals at the World Education Forum in Dakar
(Bilbao, et. al., 2012).
The Department of Education designed curriculums that will address
education in a manner consistent to those mentioned provisions. These
curriculums are thought to be the solution of what was lacking in the Philippine
education – quality of education. One of the programs being implemented is the
Open High School Program (OHSP). As provided in the Open High School Program
(OHSP) Handbook (July 2008), OHSP is intended for high school students who
incur long-term absences or who are permanently unable to attend school due
to time, distance, physical impairment, financial constraints, social and family
problems and other justifiable and legitimate reasons. The program will however,
respond to the needs of reducing the dropouts in all schools nationwide. The
concept of distance education is being used in OHSP where it offers independent,
self-pacing and flexible study programs using self-instructional learning materials.
They are supported with tutors/teachers whom they can meet occasionally for
guidance and tutorial support. However, the subject and the grading system for
7
the OHSP is the same as that of the regular high schools. Thus, OHSP students
graduate after completing the secondary education (SEAMEO INNOTECH, 2012).
The Department of Education issued an order implementing new
curriculum to all schools nationwide starting S.Y. 2012-2013, the K to 12 Basic
Education Curriculum (K to 12 BEC). In this curriculum, the students will use
learning materials (LM) that are catered and tailored in a day-to-day basis in
accordance to the K to 12 Science Curriculum Guide. But, the LM that students
are using in the regular class seems to be inappropriate and incongruous for
those students taking up OHSP for the following reasons: (1) Most OHSP students
are unable to have ample time dealing with the LM especially its plenty activities;
(2) Most activities of the LM needs constant supervision coming from their
tutors/teachers in which the OHSP students will meet their teachers occasionally
making the learning materials purpose at risk; and (3) learning materials are
design not purposely for the minority OHSP students but to cater the needs of
the majority of the regular students under the K to 12 BEC.
In the light of all these observations and provisions, the researcher finds
it vital to develop and improve the current learning material used by the OHSP
students in order to suit this materials to their dire needs which is understanding
concepts in Grade 8 Science under the K to 12 Basic Education Curriculum.
Moreover, the researcher probe deeper and will try find out the whether the
8
developed enhanced learning materials (ELM) for the OHSP Grade 8 students is
effective or not in terms of their academic performance in Science.
Statement of the Problem
This study assessed and investigated the effectiveness of Grade 8
Enhanced Learning Materials in Science for the Open High School Program
(OHSP) under the K to 12 Basic Education Curriculum in Hagonoy National High
School during the school year 2013-2014.
Specifically, it sought answers to the following questions:
1. What is the demographic profile of students taking up Open High School
Program, in terms of
a. gender;
b. age;
c. monthly family income?
2. What is the level of effectiveness in using the Enhanced Learning Materials
and DepEd Learning Materials in Science in terms of the performance of
the experimental and controlled groups in the pre-test?
3. What is the level of effectiveness in using the Enhanced Learning Materials
and DepEd Learning Materials in Science in terms of the performance of
the experimental and controlled groups in the posttest?

9
4. Is there a significant difference between the pretest performance of the
controlled group using the Learning Materials of DepEd and with the
experimental group using the Enhanced Learning Materials in Science?
5. Is there a significant difference between the posttest performance of the
controlled group using the Learning Materials of DepEd and with the
experimental group using the Enhanced Learning Materials in Science?
6. Is there a significant difference between the pre and posttest performance
of the controlled group using the Learning Materials of DepEd in Grade 8
Science?
7. Is there a significant difference between the pre and posttest performance
of the experimental group using the Enhanced Learning Materials in Grade
8 Science?
Significance of the Study
The findings of the study would be helpful to the following who directly
involved in the teaching-learning processes under the Open High School Program
(OHSP):
Students. The study would help students especially those enrolled in the
OHSP to gain self-confidence and stand out academically for the Enhanced
Learning Materials (ELM) can be used in nurturing their potentials and academic
10
performance throughout their study years. The ELM would cater the individual
needs of the students especially those students-at-risk of dropping out (SARDO)
since assurance of a self-learning in the ELM is being integrated.
Teachers. The study would lessen the burden of teachers handling OHSP
classes in Science since this would give them chance of using the self-learning in
the ELM. Teachers would be expected to assess the learning of the students as
they completed the activities and assessments to be found in the ELM.
School Heads. The results that would be gained from this study would
provide relevant information to the school heads regarding instructional
innovation especially designed for the OHSP. School heads would be expected to
create school-based instructional teams that would write and develop innovations
to the Learning Materials developed by the DepEd-BSE for all learning areas.
Schools Division Superintendents. The results of the study would
serve as basis in the enhancement and strengthening of the different Dropout
Reduction Programs (DORP) especially the OHSP. Through this, the curriculum
would be properly addressed to all types of learners without compromising the
quality it can offer. This would encourage them to continue developing effective,
recent and relevant materials and in formulating learner-centered policies, rules
and regulations that centered on the holistic development of learners especially
those under the OHSP classes.

11
Future Researchers. This study would provide rich literature regarding
module development and instructional innovation which would benefit the
undergraduate, graduate and post-graduate students who are interested in
pursuing research on module developments. More and more insights would be
offered to the body of researchers that would cater good reviews and available
resources.
Department of Education. The results would serve as bases for
evaluating, planning and strengthening the implementation of policies of the
Department of Education that would fit to its program objectives, that is to ensure
the delivery of quality education and would make basic education accessible to
all. It would further strengthen the implementation of Education for All (EFA)
program through the different Alternative Delivery Modes (ADM) under the K to
12 BEC.
Scope and Limitation of the Study
This study was focused on the determination of the effectiveness of Grade
8 Enhanced Learning Materials in Science for the Open High School Program
under the K to 12 Basic Education Curriculum. This study was conducted in
Hagonoy National High School, located at Gilda Subd., Guihing, Hagonoy, Davao
del Sur for students enrolled in Grade 8 for school year 2013-2014.
12
Moreover, the third quarter was utilized as experimental period for the
ELM. Subject teacher handling the OHSP Grade 8 Science will be given copies of
the ELM after the briefing and prior to the pre-test. These copies were distributed
to the OHSP students in the experimental groups after the pretest. On the other
hand, the learning materials of the DepEd were distributed to the OHSP students
in the controlled groups after the pretest. This study was conducted on November
2013 to January 2014.
Furthermore, the study did not analyze and evaluate the intelligence,
personality, study habits and socio-emotional variables of the subjects prior to
the groupings (e.g. Learning Styles, Multiple Intelligences, Study Habits
Inventory, etc.). In addition, the socio-economic status of the community and
the subject teacher were not also assessed and examined. However, the socio-
economic status of the students were determined but were not used as a factor
of the groupings. The analysis was focused on the performance of students in
each group before and after the treatments.
Definition of Terms
In the context of this study, the following terms were defined either
theoretically or operationally:
13
Effectiveness. This refers to the degree of the ELM based on the
performance of Grade 8 OHSP students in Science in their pretest and posttest
results which is categorized as Very Highly Effective, Very Effective, Moderately
Effective, Less Effective and Not Effective.
Enhanced Learning Materials (ELM). This refers to the Learning
Materials developed by the researcher in Science for Grade 8 Modified Open High
School Program (MOHSP) students.
K to 12 Basic Education Program. This refers to the recent program
of the Department of Education that entails the institutionalization of
kindergarten and the addition of two more years of high school in the basic
education cycle. This has been legalized when Republic Act No. 10533 was signed
into law last May 2013 and the Implementing Rules and Regulations (IRR) signed
last September 2013.
Open High School Program (OHSP). This is an alternative mode of
learning for secondary students designed to learners who are unable to attend
the regular class program due to physical impairment, work, financial difficulties,
distance of home to school, and other justifiable and legitimate reasons (The
Open High School Program Handbook, 2008). In Hagonoy National High School,
the OHSP has been modified and revised, thus it is named as Modified Open High
School Program (MOHSP).

14
CHAPTER II
REVIEW OF RELATED LITERATURE
Effectiveness of Learning Materials
A module is a self-contained block of study carrying a defined number of
credits at a particular academic level and comprises a coherent set of learning
outcomes which are linked to clearly defined assessment criteria, all of which the
learner must achieve in order to be awarded the credit for the module (University
of Bolton, 2006).
Moreover, Simbulan (2011) defined module as a set of prepared self-
directed instructional materials that can be used by individual learners or by
group at their own pace. Generally, modules are on specific topics and are
conversational in form, such that there is minimal or even no supervision from
the teacher. It is usually a do-it yourself booklet with the user recording or
charting his/her own progress.
According to Cyrs (1976) as cited by Simbulan (2011), the following are
the main characteristics of a module:
Defined population. Each module is designed for a specific population of
students having particular or general characteristics.

15
Single or multiple concepts. The module format facilitates easy
identification and management for each concept or procedure to be
learned.
Specified performance objectives. Information within the module indicates
specifically what the learner is expected to do.
Relevant content. Content or subject matter is selected only as it relates
to the achievement of the performance objectives.
Variety of media. The media is selected on the basis of performance
objectives. The use of media is completely integrated into the module
rather than supplementary to it.
Integrated or supplementary instruction. The instructional modules can
provide remedial or enrichment instruction depending on the situation.
They may form entire curriculum or any part of it.
Various strategies. The module might direct the student to work alone in
small groups or attend large group presentation or lecture.
Continuous reinforcement. The teacher knows at all times how will the
students going.
Self-directing. The module provides any information or directions that the
students need to achieve the objectives. It is basically a classroom
management device.
16
Adequate practices. The student is given the opportunity to practice the
skill, principle or rule in a variety of different applications. This is
accompanied through a series of self-tests found in a module.
Relevant evaluation. Evaluation is based on criterion specified in the
performance objectives and in the form of pretest and posttest.
Field testing. The module should be tried out on an adequate sample of
the user population to determine if the activities and resources help the
students to achieve the objectives.
Furthermore, Underhill (1990) as cited by Simbulan (2011) identified the
different parts of a learning module that can be developed in school. These are
as follows:
Rationale. This part gives the significant of learning a particular topic and
the importance of this topic to the previous and the succeeding topics.
Objectives. This part gives the behavioral objectives to guide the learners
in achieving certain knowledge, skills and understanding as reflected in
the learning module.
Pretest. Diagnoses how much the learners have learned prior to the use
of the module.
17
Enablers. The main component of instruction. Diagrams and illustrations
are used to ensure and enhance more understanding on the context of
the lesson.
Posttest. This is found at the last part of the module that assesses the
students after the use of the learning module. Any improvements in the
posttest as compared to the pretest will mean a significant effectiveness
of the material and the performance of the students.
Moreover, according to the Academic Quality and Standards Unit of the
University of Bolton in their Guidance Notes for Writing Modules (2006), any
persons who wish to submit modules for evaluation, the following specifications
must be provided for easy and fast processing: module author; module title;
module description and purpose; syllabus content; intended learning outcomes;
assessment criteria; and learning, teaching and assessment methods. These
specifications are designed to provide a consistent and systematic way of
recording and communicating the module format and style to teachers, students
and peers.
Bedaure (2012) stated that a module should include a pre-test, to
diagnose learner’s prior knowledge; objectives, this will guide the learners on
what to learn with the module; criteria for success, this will guide them on how
to learn and where should learning takes them; instructional activities, learners
18
will interact with the material and will consequently performed learn the
necessary concepts and skills in the process; posttest, in order to assess and
evaluate the degree of proficiency and performance; and the remedial
instruction, in order to enrich more the different activities and will reinforce their
learning as well as help those who find the activities difficult.
One of the manifold responsibilities of teachers in the field of education is
to accommodate different types of learners in their teaching without leaving
others behind. But problems like financial constraints, consistent tardiness,
physical disability, problems in distance of home to school and many others may
hinder the vision of teachers in the differentiated instruction. In this case,
distance education using alternative delivery modes such as modular instruction
may be of help. Hence, schools are opting to offer the Open High School Program.
On the study conducted by Picar (2008) as cited by Rabanes (2013) he
was able to reveal a significant difference on student’s achievement in geometry
when they are taught with the use of modules as supplementary materials. This
study is consistent with the results of the study of Bedaure (2012) regarding the
effect of modular instruction in the performance of students in biology in Carlos
Hilado Memorial State College – College of Fisheries. He found a significant
difference between the posttest results of the control group (using lecture-
discussion) in favor of the experimental group (using modular instruction).

19
Moreover, he found out that student’s performance in modular instruction is far
better than students that were taught using the traditional system, the lecture-
discussion. Furthermore, the study of Mijares (2009), Agpaoa (2006), Cenarosa
(2005), Riasat (2005) and Halpern (2002) which concentrated on the
development of modules for the teaching-learning process that aimed to achieve
quality education revealed that the experimental group obtained better
performance than the controlled group in their posttest mean score results. The
study suggests that modular instruction is far better than the traditional methods
of teaching. Hence, Bedaure (2012) concluded that modular instruction is a more
effective teaching-learning process for Biology course compared to the usual
lecture-discussion method since modular instruction provides students with an
opportunity to learn at their own pace and according to their ability level and
need.
On the other hand, the study conducted by Cahayag (2008) revealed no
significant difference between the performances of Grade IV pupils in fraction
with and without the use of learning modules. This means that the use of module
can affect the performance of Grade VI pupils in fraction in the same capacity as
not using any modules. The study was supported by Paluga (2012) when she
revealed that the use of modular instruction in teaching does not significantly
affect the achievement of third year students in geometry. However, her study
20
was able to disclose a significant difference in the achievement of students with
modular lessons when they are grouped according to their mathematical abilities.
According to Goldschmid and Goldschmid as cited by Bedaure (2012), a
module is a self-contained independent unit of a planned series of learning
activities designed to primarily help a student accomplish certain well-defined
objectives and learning competencies in a given span of time. The learner is able
to proceed at his own rate and choose his own learning mode. In this case, the
learners develop his own learning and construct it independently in his own pace.
Finally, on the study conducted by Malik (2012), he found out that the
performance of students exposed with the modular approach in teaching is far
better than those students taught with the traditional approach. This made him
to conclude that modular instruction greatly affects the general comprehension
of students.
Open High School Program
In response to the EFA 2015 program of the government, the Department
of Education (DepEd) is extending its educational access to the different types of
students within the country using the Alternative Delivery Modes (ADMs). With
the ADMs, the problem of educating the Filipino and making them to be
functionally literate by 2015 is seen to be possible. ADMs are unconventional

21
means of instruction by which students learn in formal education. The program
ensures that even with the lack of teachers and classrooms, the learners have
access to education and are constantly learning (DepEd, 2012).
According to the SEAMEO-INNOTECH (2012), at the elementary level, the
different ADMs which will still be used in the K to 12 BEC will be the following:
Instructional Management by Parents, Community and Teachers
(IMPACT). This alternative delivery mode was developed by SEAMEO
INNOTECH to address high student population and high percentage of
dropouts. It is a management system where the parents, teachers and
community collaborate to provide the child with quality education at less
costs. This ADM makes use of collaborative and self-directed approaches
in learning to address high student population and high percentage of
dropouts. It offers three deliver modes: (1) programmed teaching or
employing bright pupils as programmed teachers; (2) peer-group
learning; and (3) individual study.
Multigrade Instruction. This is an alternative delivery of formal education
whereby there is one teacher for two, three or four different grade levels
of students in a single class. Several approaches and strategies are used
in Multigrade classes to ensure quality of instruction. One is the
differentiated instruction wherein teachers plan strategically to address

22
various learning needs of pupils. Another strategy is the groupings of
pupils by ability or mixed ability depending on the teacher’s purpose for
instruction. There is also the modular approach which involves dividing
the curriculum into specific objectives and producing associated learning
materials in module form. These are made available to children grouped
according to ability or for independent self-study.
Modified In-School Off-School Approach (MISOSA). This ADM frees
children from the confines of the four corners of the classroom as it allows
pupils to learn even while at home or in the community. It combines
formal and non-formal learning activities to meet the needs for
classrooms, learning materials and teachers. It likewise taps community
resources for instructional materials or sources of knowledge. Under
MISOSA, a class of pupils is divided into two groups. Group 1 goes to
class for a period of time while the Group 2 learns at home or in other
learning venues such as a Barangay Hall learning through modules or
performing assigned tasks. At the end of one week, Group 1 spends time
learning outside the school while Group 2 attends formal classes. At
certain times, the two groups are gathered in one class to learn together
as one group.
23
Aside from the ADMs in the elementary level, SEAMEO-INNOTECH (2012)
also provided the different ADMs which will be used in the K to 12 BEC in the
secondary levels. These ADMs are part of the DepEd Bureau of Secondary
Education’s Dropout Reduction Program (DORP) to address the needs of students
at risk of dropping out (SARDOs). These ADMs will be as follows:
Effective Alternative Secondary Education (EASE). This ADM was designed
and implemented to complement the existing formal system. It is
applicable to students who cannot attend schools for a short while or can
only attend classes seasonally due to socio-economic, geographical and
physical circumstances. It aims to cater to advanced students whose
learning needs are not met by the conventional learning system. EASE
Program makes it possible for students to learn outside the school through
self-instructional modules. When the student goes back to school, he/she
will be tested on how well he/she has learned his/her lessons.
Open High School Program (OHSP). This ADM was designed to provide
education for high school students who incur long-term absences or who
are permanently unable to attend school due to time, distance, physical
impairment, financial constraints, social and family problems. It uses the
concept of distance education as it offers independent, self-pacing and
flexible study programs using self-instructional learning materials. The

24
subjects and the grading system for OHSP is the same as that of the
regular high schools. As such, OSHP students graduate after completing
the secondary education.
Under the DORP, SARDOs are provided with three modes of learning to
be able to continue their schooling even without attending formal classes. These
include (1) modular instruction, wherein students are given learning modules
which they can bring home for self-study; (2) internet-based learning, which is
an online learning that is still being piloted up to this day; and (3) blended
technology, which is a merger of the modular and internet-based modes of
teaching and learning.
The Alternative Delivery Modes (ADM’s) in education is considered as one
of the catalysts of realizing the country’s Education for All (EFA) program by 2015.
K to 12 Basic Education Curriculum (K to 12 BEC)
During the past decades, most people were expected to possess merely
basic reading, writing and arithmetic skills. This needs had been answered by the
government by offering curriculums that will enhance and develop the basic skills
of the learners. However, in today’s time these skills should be upgraded to keep
with the trends. Information and knowledge constitute power, and the skills
25
required from an educated person are those of being able to access, interpret
and process information (Broadfoot, 1996).
According to SEAMEO-INNOTECH (2012), in the 21st century, the learners
need to acquire skills necessary in living with the trends of this generation. Skills
that are useful in order to be at par with others and prepare them for the better
future. These skills are as follows: learning and innovation skills (e.g. creativity,
curiosity, critical thinking, problem solving, adaptability and sound reasoning),
information, media and technology skills (e.g. visual and information literacies;
media literacy; basic, scientific, economic and technological literacies; global
awareness and multicultural literacy), effective communication skills (e.g.
teaming, and interpersonal skills; personal, social and civic responsibility;
interactive communication) and life and career skills (e.g. cross-cultural and
social skills, initiative and self-direction; productivity and accountability;
leadership and responsibility).
According to Riasat (2005), modifying instruction by using a variety of
techniques – tutorial, group, text, module and media – can benefit students’
comprehension and thus, increasing their performance. With variety of
techniques, students can develop mastery and strong foundation of
understanding of the concepts being taught.

26
Based on the Southeast Asian Ministers of Education Regional Center for
Educational Innovation and Technology (SEAMEO-INNOTECH), as cited by
Bedaure (2012) and Mijares (2008), the use of modules in instruction will cater
individual differences in learning. It provides an avenue for active participation
where students learn by doing since they are involved in the manipulation of the
instructional materials.
Moreover, according to Lucas and Corpuz (2007), the goal of instruction
and the shifting of different strategies, methods and approaches is the transfer
of learning. This happens when learning in one context or with one set of
materials affects performance in another context or with other related materials.
Simply put, it is applying to another situation what was previously learned.
According to the Department of Education (2012), the K to 12 Basic
Education Program would be better than the current curriculum because of the
following characteristics and features: (1) K to 12 offers a more balanced
approach to learning that will enable children to acquire and master lifelong
learning skills (as against a congested curriculum); and (2) It will help in freeing
parents of the burden of having to spend for college just to make their children
employable. Moreover, DepEd also believed that the K to 12 Basic Education
Program will address the dropout problems of the country in the following sense:
(1) the decongested curriculum will allow mastery of competencies and enable
27
students to better cope with the lessons. This should partly address those who
drop out because they cannot cope with schoolwork; (2) the curriculum will be
learner-centered, enriched, and responsive to local needs. It will also allow
students to choose electives that suit their interest. This should partly address
those who drop out because of lack of personal interest; and (3) DepEd will also
continue to offer programs such as home schooling for elementary students and
the dropout reduction program for high schools. These programs address the
learning needs of marginalized students and learners at risk of dropping out.
Through this program, the EFA 2015 goal will be realized.
In developing the K to 12 Basic Education Curriculum various philosophical
and legal bases were taken into consideration in order to explain why it is
important. As a learner-centered curriculum, K to 12 considers the nature and
the needs of the learners. Moreover, it responds to the local and global needs. It
also affirms on the important role that various stakeholders play in education that
entails curriculum and instructional supports (SEAMEO-INNOTECH, 2012).

28
Conceptual Framework
Researcher’s
X1 Enhanced Learning
Materials in Grade 8
Science
Effectiveness of the
Materials in terms of
the Pretest and
Posttest Results
X2 DepEd’s Learning
Materials in Grade 8
Science
Demographic Profile
Gender Module in Grade 8

Age Science for the OHSP
Family monthly Students
income
Figure 1. Conceptual Framework on the Effectiveness of Grade 8

Enhanced Learning Materials in Science for the Open High
School Program in the K to 12 Basic Education Curriculum
29
Hypotheses
The null hypotheses that were tested and verified in this study were as
follows:
H01: There is no significant difference between the pretest performance of
Learning Materials in Science.
H02: There is no significant difference between the posttest performance
of OHSP students using the Learning Materials of DepEd and with the Enhanced
Learning Materials in Science.
H03: There is no significant difference between the pre and posttest
performance of students using the Learning Materials of DepEd.
H04: There is no significant difference between the pre and posttest
performance of students using the Enhanced Learning Materials.

30
CHAPTER III
METHODOLOGY
Research Locale
This study was conducted in Hagonoy National High School located at
Gilda Subd., Guihing, Hagonoy, Davao del Sur. The school belonged to the 1 st
Congressional District of the Davao del Sur. The institution was considered an
implementing unit.
The school had started the Open High School Program (OHSP) last school
year 2009-2010 through the leadership of Mr. Roger Manapol and was carried
upon during the leadership of Mr. Rayki A. Buat because of its urgency and need.
It caters to learners who are unable to attend the regular class program due to
physical impairment, work, financial difficulties, distance of home to school, and
other justifiable and legitimate reasons. However, last school year 2012-2013, it
was renamed as Modified Open High School (MOHSP) since some of the features
of OHSP were modified and restructured based on the recommendation of the
school ADM coordinator and the approval given by the Schools Division
Superintendent.
31
Aside from the MOHSP, the school also offers the following curriculums
and special programs: 2002 Basic Education Curriculum (2002 BEC), K to 12 Basic
Education Curriculum (K to 12 BEC), Science, Technology and Engineering
Program (STEP) Special Program in the Arts (SPA), Special Program in Sports
(SPS) and Special Program for Foreign Language (SPFL).
Research Design
Experimental research design was used in this study. According to
Fraenkel and Wallen (1994), in this design at least one independent variable was
manipulated and treated, the other relevant variables will be controlled, and the
effect on one or more dependent variables was carefully observed. A focus
observation should be done in order to gather reliable and valid results. Bautista
(1998) added that experimental research design is best to show causal
relationships between variables underplay.
Specifically, this study used the randomized pretest-posttest control group
design in assigning groups and in applying the treatments. According to Bautista
(1998) and Fraenkel and Wallen (1994), the randomized pretest-posttest control
group design uses two groups of subjects with both groups being observed or
measured twice. The first measurement serves as the pretest, the second as the
posttest. Observations in pretest and posttest were represented by scores of the

32
students. Random assignment is used to form groups. The measurements or
observations are collected at the same time for both groups. This experimental
research design is good and desirable if the number in each group is small (less
than 30). A diagram of this design is as follows:
Treatment Group R O X1 O
Control Group R O X2 O
In the diagram, R stands for random assignment of subjects to conditions.
This was done in order to show that the researcher does not exercise any
personal preference in distributing the subjects to ensure that there is objective
basis for grouping participants in the experiments. The X1 represents the
treatment to be introduced (with the use of the Enhanced Learning Materials
developed by the researcher) while X2 is the usual way of doing things (using the
Learning Materials issued by the Department of Education). Moreover, the O
stands for the observation or measurement to be undertaken by the researcher.
All observations that were done were through the results of the pretest and
posttest in the two groups.
Sampling Design and Technique
In this study, the researcher used the simple random sampling. In this
kind of sampling, each and every member of the population has an equal and
33
independent chance of being selected and to be a part of the research
investigation as respondents. This is done by using the lottery or fishbowl
method. The names of the students were drawn from the lottery box or fishbowl.
First draw was for the experimental group, second draw for the control group,
third draw for the experimental; fourth draw for the control and so on.
Experimental group was assigned every Sunday at 1:00-3:00 in the afternoon,
controlled was at 3:00-5:00.
The total population of the Grade 8 MOHSP students for the school year
2013-2014 was 67. With this, a total of 25 students were used for the
experimental group and another 25 students for the control group. This number
allowed the researcher to develop focus on the study.
The Respondents
The respondents of the study were the students and teacher of Hagonoy
National High School, Guihing, Hagonoy, Davao del Sur for the school year 2013-
2014. The student-respondents were those enrolled in Grade 8 in the MOHSP
and the teacher-respondent was the teacher handling Grade 8 Science MOHSP
classes.
34
Table 1. Population and sample size distribution of Grade 8 OHSP students

of Hagonoy National High School, Hagonoy, Davao del Sur. January
2014.
Sample
Sections Population
Experimental Controlled
II – Comet 37 10 16
II – Meteor 33 15 9
TOTAL 67 25 25
Research Instrument
This study uses two types of research instruments which were the learning
materials for the OHSP students which formed basis of this study – the
Researcher-Enhanced Learning Material in Science for the MOHSP Grade 8
students under the K to 12 Basic Education Curriculum for the experimental group
and the Learning Material given by the Department of Education – Bureau of
Secondary Education (DepEd-BSE) in Grade 8 Science for the control group.
These modules were used by students and teacher in their class in Science.
In both modules, the following spiraling concepts about Matter were being
included as part of the K to 12 BEC:
1. Using models, students learn that matter is made up of particles, the
smallest of which is the atom. These particles are too small to be seen
35
through a microscope. They also learn about ions. The properties of
materials that they have observed in earlier grades can now be explained
by the type of particles involved and the attraction between these
particles.
2. Students learn that particles are always in motion. They can now explain
that the changes from solid to liquid, liquid to solid, solid to gas and liquid
to gas, involve changes in the motion of and relative distances between
the particles as well as the attraction between them.
3. They also recognize that the same particles are involved when these
changes occur. In effect, no new substances are formed.
The Enhanced Learning Materials for Grade 8 Science have the following
features and parts similar to the usual Learning Modules for the OHSP students:
1. Orient Me on This. This feature will give rationale to the students on what
they will be expecting in the module.
2. What to be expected? This part lists the content and performance
standards and the different learning competencies that need to be
accomplished for a quarter as reflected in the K to 12 Curriculum Guide
for Science.
3. How to learn from this module? This part lists the strategies, techniques
as well as tips to successfully achieve the objectives of the module.

36
4. What to do before (Pretest)? This part of the module will assess the prior
knowledge of the students in the topic to be included in the module
through a series of multiple choice questions. This pre-test part will also
be used as a diagnostic assessment of students for both the controlled
and experimental groups.
5. Lesson proper. This is the main body of the Enhanced Learning Material
in which the flow of the lesson is based on the original module given by
the DepEd-BSE integrating the different approaches in teaching and
learning such as learner-centered approach, inquiry-based approach,
multi/interdisciplinary approach, Science-technology society approach,
contextual learning and problem/issue-based learning. These approaches
are based on sound educational pedagogy namely: constructivism, social
cognition learning model, learning style theory and Gestalt Psychology.
6. Let’s Try This. Within the Lesson Proper part, sets of activities will be done
in order to support the different teaching-learning approaches. The
activities will be tailored according to the lists of learning competencies
and standards. However, in selecting the different activities, the
researcher put in mind the practicality, safety in performing the activities,
availability of materials in the local setting, level of difficulty of the different
activities and the supervisory needs of the students. Majority of the

37
activities are coming from the Learning Materials of the DepEd-BSE but
few modifications had been made.
7. Let’s summarize. This is the part in which the summary of concepts
learned in the module will be enumerated. The summary will be presented
in bullet form to highlight the concepts to be learned. The flow of summary
is based upon the lesson development.
8. What to do after (Posttest). This part of the module will assess the
knowledge, processes/skills and understanding gained by the students in
the module. This posttest part will also be used as a summative
assessment the students for both the controlled and experimental groups.
9. Going with the task. This is a unique part of the module in which students
will be going to perform the performance task or will develop/create a
product that will transfer their learned concepts to nearly-real-world tasks.
This is the final performance/product to be done/developed by students.
10. Valuing. This is the part that will let students to reflect and think about
the necessary values that will support the concepts learned or necessary
values that will be needed in order to learn the necessary concepts and
understanding in the module. They will develop good attitude in the long
run together with developing proper and right understanding.

38
11. Key to answer. This is the part where the students will check their
answer in the pre-test and posttest part as well as to the different
formative assessments given.
12. References. This are lists of books, journals, theses and dissertations,
websites and other references necessary in the development of the
module. These were enumerated according to the existing rule in citing
published and unpublished works.
The Enhanced Learning Module (ELM) in Grade 8 Science for the OHSP
students were assessed, evaluated and validated by selected experts in the field
using the Checklist for Assessing a Learning Material adapted and patterned after
Sombilon (2011). The final revision of the learning materials was made by
incorporating the corrections, comments and suggestions given by the different
experts. These include the following: Daisy W. Tan, MA, LLB, Assistant to the
Office of the Principal; Galileo C. Junsay, RN, MN, MPA (CAR), Secondary School
Teacher I; Policarpio L. Tidor, MA, Secondary School Teacher III and School-
Based Management Coordinator; Elpidio M. Ortega, MA, Master Teacher I and
Planning Officer Designate; and Ma. Estela Eulalia C. Mananay, Science and ESEP
Coordinator. The ELM was given a rating of 4.28 by the panel of experts which
signifies very satisfactory rating and agreeable content, format and organization
39
of the material being developed and presented. The panel of experts signed the
certification of validity as a proof of assessment, evaluation and validation.
The performance of students during the pre-test and posttest in both
groups were interpreted using the following scale given by the Department of
Education as per mandate in DepEd Order No. 73, s. 2012 and DepEd Order No.
31, s. 2012:
Mean Score Descriptive Descriptive Interpretation

Rating
22.60 – 25.00 Advanced

This means that the performance level of
the learner exceeds the core
requirements in terms of knowledge and
understandings, and can transfer them
automatically and flexibly. Learner has
reached an average of 90.40% up.
20.00 – 22.59 Proficient
This means that the performance level of
the learner at this level has developed
the fundamental knowledge and core
understandings. Learner has reached an
average of 80.00% to 90.36%.
15.01 – 19.99 Approaching This means that the performance level of

Proficiency the learner at this level has developed
the fundamental knowledge and core
understandings and, with little guidance
from the teacher and/or with some
assistance from peers. Learner has
reached an average of 60.04% to
79.96%.
40
12.50 – 15.00 Developing This means that the performance level of

the learner at this level possesses the
minimum knowledge and skills and core
understandings, but needs help
throughout the performances. Learner
has reached an average of 50.00% to
60.00%.
0.00 – 12.49 Beginning This means that the performance level of
the learner at this level struggles with
his/her understanding; prerequisite and
fundamental knowledge have not been
acquired or developed adequately to aid
understanding. More concepts are not
learned. Learner has an average of
49.96% and below.
The effectiveness of the ELM were interpreted using the performance of
students as provided in the above interpretation during the pre-test and posttest
examination and were transformed into the levels of effectiveness adapted from
Bacdayan (2006) with the use of the following scales:
Mean Score Descriptive Descriptive Interpretation

Rating
22.60 – 25.00 Very Highly When the indicator stated is manifested
Effective and observed in all occasions. This means
that the learning material for OHSP
students is 90.40% to 100.00% effective.
20.00 – 22.59 Highly
Effective When the indicator stated is manifested
and observed in many occasions. This
means that the learning material for OHSP
41
15.01 – 19.99 Moderately

Effective When the indicator stated is manifested
and observed in some occasions. This
12.50 – 15.00 Less Effective
When the indicator stated is manifested
and observed in few occasions. This means
that the learning material for OHSP
0.00 – 12.49 Not Effective When the indicator stated is manifested

and observed in some occasions. This
students is 49.96% and below effective.
Data Gathered
The data that were gathered in this investigation were as follows: (1)
socio-demographic profile of students enrolled in the Modified Open High School
Program (MOHSP) classes for the school year 2013-2014 such as age, gender
and annual family income; (2) effectiveness of the researcher-made enhanced
learning material in Grade 8 Science which is based upon the performance
achievement of Grade 8 MOHSP students in their pre-test and posttest results;
and (3) the difference on the effectiveness of the Grade 8 enhanced learning
materials in Science for the MOHSP under the K to 12 BEC when analyzed
according to treatments. All the data that were gathered and retrieved from this
42
study had undergone intensive screening, evaluation and interpretation to arrive
at the most valid and reliable results as possible.
Data Gathering Procedures
The following steps served as guidelines in gathering the data for this
study:
A formal letter addressed to the Schools Division Superintendent was
written to ask permission for the conduct of the study and to seek for his
approval. Letters that were addressed to the school principal and the MOHSP
Coordinator of Hagonoy National High School were written to the seek approval
to conduct the study in their respective school.
After the approval, the teacher handling the MOHSP Science class in
Hagonoy National High School was briefed on what to do. After this, the 25-item
pretest was administered to the Experimental and Control groups by the subject
teacher together with the researcher. The data were collected, collated and
tabulated to get the result of the pretest for both groups.
After this, the copy of module was given to the Grade 8 MOHSP students
as self-learning kit – the DepEd developed Learning Material was given to the
Control group while the researcher-enhanced Learning Module was given to the
Experimental group. However, the pre-test and posttest parts were not included
43
when given to the MOHSP students. After every other Sunday, the students met
their assigned subject teacher for consultation and guidance, as organized and
structured by the MOHSP School Coordinator duly recommended by the school
principal and approved by the school division superintendent.
The posttest was conducted based on the schedule given by the MOHSP
School Coordinator. The subject teacher, who was the researcher at the same
time, handled the test administration in the presence of the MOHSP Coordinator
or its representative. The data were collected, collated and tabulated to get the
result of the posttest for both treatments. Statistical analysis using Statistical
Package for Social Science (SPSS), MegaStat and XLStat 2012 were used as
statistical software.
Statistical Tools
Statistical tools that were used in the interpretation of data and in testing
the null hypotheses were as follows:
1. The relative frequency was used to determine the demographic profile of
Grade 8 OHSP students as presented in sub-problem 1.
2. The mean and standard deviation were used to determine the level of
effectiveness in using the Enhanced Learning Materials and DepEd

44
Learning Materials in both the pretest and posttest for both groups as
provided in sub-problems 2 to 3.
3. The t-test for independent sample was used to determine the significant
difference between the pretest and posttest performance using the
different learning materials (researcher-made and DepEd developed) as
well as the gain score during posttest in both treatments as being provided
in sub-problems 4 to 7.
45
CHAPTER IV
RESULTS AND DISCUSSION
Demographic Profile of Students
Gender
The percentage distribution of gender profile of Grade 8 students of the
Open High School Program (OHSP) of Hagonoy National High School is presented
in Figure 2. The figure shows that out of 50 students, who formed part of this
study as respondents, 40.00% or 20 were males and 60.00% or 30 were females.
This means that majority of the respondents for this study was females.
The data shown in the figure below was supported by the data provided
by the Planning Officer in the latest report of enrollment for the month of
December 2013 of Hagonoy National High School for the school year 2013-2014
that out of the 66 students enrolled in the Grade 8 Open High School Program,
48.48% or 32 were males and 51.52% or 34 were females. Hence, it can be
expected that majority of the respondents that were selected for this study
through fish bowl or lottery method were females.

46
40.00%
60.00%
Male Female
Figure 2. Graphical presentation of the gender profile of Grade 8 OHSP

students of Hagonoy National High School. January 2014.
Age
The percentage distribution of age profile of Grade 8 students of the Open
High School Program (OHSP) of Hagonoy National High School is presented in
Figure 3. As reflected in the figure below, 8.00% or 4 aged 12 years old and
below, 20.00% or 10 aged 13 years old, 28.00% or 14 aged 14 years old, and
22.00% or 11 both aged 15 years old and 16 years old and above.
In this figure, it can be inferred that majority of the students in the Grade
8 OHSP aged 14 years old. Moreover, the data provides that most of the students
enrolled in Grade 8 OHSP were somewhat older from the expected age of 13
47
years old based on the DepEd age requirements of the K to 12 Basic Education
Curriculum program mentioned in DepEd Order No. 31, s. 2012.
28.00%
30.00
25.00 22.00% 22.00%

20.00%
20.00
15.00
8.00%
10.00
5.00
0.00
12 years 13 years 14 years 15 years 16 years
and below old old old and above
Figure 3. Graphical presentation of the age profile of Grade 8 OHSP

students of Hagonoy National High School. January 2014.
The results of this study supported the basic structure of an Open High
School Program (OHSP) which is no age requirement for the students to be
enrolled in the program. Since, this is designed to provide education for high
school students who incur long-term absences or who are permanently unable to
attend school (SEAMEO-INNOTECH, 2012).

48
Monthly Family Income
The percentage distribution of monthly family income profile of Grade 8
students of the Open High School Program (OHSP) of Hagonoy National High
School is presented in Figure 4. As reflected in the figure below, 28.00% or 14
were both having a monthly income of PhP 2,001.00 to PhP 4,000.00 and PhP
4,001.00 to PhP 6,000.00; 14.00% or 7 were both having a monthly income of
PhP 2,000.00 and below and PhP 6,001.00 to PhP 8,000.00; 10.00% or 5 were
having a monthly income of PhP 8,001.00 to PhP 10,000.00; and only 6.00% or
3 were having a monthly income of PhP 10,001.00 and above. This means that
majority of the respondents had the monthly family income of PhP 2,001.00 to
PhP 4,000.00 and PhP 4,001.00 to PhP 6,000.00.
The result was supported by Preston (2003) as cited by Liwayway (2013)
that most public school students belonged to low income class because they are
more likely cannot afford to enroll in private institution. Moreover, according to
the SEAMEO-INNOTECH (2012), students enrolled in the Open High School
Program were those permanently unable to attend school due to time, distance,
physical impairment, financial constraints, social and family problems.

49
28.00% 28.00%
30.00
25.00
20.00 14.00% 14.00%

15.00 10.00%
10.00 6.00%
5.00
0.00
PhP PhP PhP PhP PhP PhP
2,000 2,001 - 4,001 - 6,001 - 8,001 - 10,001
and PhP PhP PhP PhP and
below 4,000 6,000 8,000 10,000 above
Figure 4. Graphical presentation of the monthly family income profile

of Grade 8 OHSP students of Hagonoy National High School.
January 2014.
Level of Effectiveness in using the Enhanced Learning Materials and

DepEd Learning Materials in Science in Pretest
Table 1 highlighted the level of effectiveness in using the enhanced
learning materials and DepEd learning materials in Science in the pretest for the
OHSP students represented by their mean scores and standard deviation.
As shown in the table, a higher mean score and a more scattered score
was obtained by those in the experimental group with a quantitative rating of
9.840 and a standard deviation of 2.211 while a rating of 9.720 and a standard
50
deviation of 1.926 was obtained by the controlled group with a difference of
0.120. However, both groups are within the beginning level of proficiency. This
means that the performance of the learner at this level struggles with his/her
understanding; prerequisite and fundamental knowledge have not been acquired
or developed adequately to aid understanding. More concepts are not learned.
The result of this study implies that the learner has an average of 49.96% and
below.
Table 2. Level of Effectiveness in using the Enhanced Learning

Materials and DepEd Learning Materials in Science in Pretest.
January 2014.
TREATMENTS MEAN SD
1. Enhanced Learning Materials (Experimental) 9.840 2.211
2. DepEd Learning Materials (Controlled) 9.720 1.926
According to Calmorin (2004) and Carag & Carag (2004) the main purpose
of pretest is to diagnose where the students’ present direction in terms of the
topic to be discussed or learned. This will help the teacher in determining how
much efforts are to be extended during their instructional contact time. Hence,
the result of this study having the same level of proficiency in the pretest will
support their claims.

51
Level of Effectiveness in using the Enhanced Learning Materials and

DepEd Learning Materials in Science in Posttest
Table 2 highlighted the level of effectiveness in using the enhanced
learning materials and DepEd learning materials in Science in the posttest for the
OHSP students represented by their mean scores and standard deviation.
Table 3. Level of Effectiveness in using the Enhanced Learning

Materials and DepEd Learning Materials in Science in
Posttest. January 2014.
TREATMENTS MEAN SD
1. Enhanced Learning Materials (Experimental) 20.320 3.400
2. DepEd Learning Materials (Controlled) 17.960 1.904
As disclosed in the table, the experimental group (Enhanced Learning
Material) gained a mean score of 20.320 and a standard deviation of 3.400 which
can be interpreted as proficient level of performance. This means that the
performance level of the learner at this level has developed the fundamental
knowledge and core understandings. The result of this study implies that the
learners have reached an average of 80.00% to 90.36%.
Moreover, for the controlled group (DepEd Learning Material) obtained a
mean score of 17.960 and a standard deviation of 1.904 which can be interpreted
52
as approaching proficiency level of performance. This means that the
performance level of the learner at this level has developed the fundamental
knowledge and core understandings and, with little guidance from the teacher
and/or with some assistance from peers. The result of this study implies that the
learners have reached an average of 60.04% to 79.96%.
The higher mean score gained by the experimental group, using the
Enhanced Learning Materials can be traced from the fact that the controlled
groups, using the DepEd Learning Materials are designed in order to cater the
learning needs of students in the regular high schools. This means that most of
the activities and organizational structure of the materials can be learned through
the constant supervision of the teacher. Hence, OHSP students may found
difficulty in the materials.
The study conducted by Maximo as cited by Mijares (2008), Agpaoa
(2006), Riasat (2005), Cenarosa (2005), Solano (2003), and Haneghan as cited
by Halpern (2002) which concentrated on the development of modules focused
on their respective specification which aimed to achieve quality education,
supports the findings of this research study. They found out that experimental
group obtained better performance than the control group in their post-test mean
score results.
53
Significant Difference between the Pretest Performance of OHSP

Students using the Enhanced Learning Materials and
DepEd Learning Materials in Science
The difference between the pretest performance of OHSP students using
the enhanced learning materials and the DepEd Learning Materials in Science is
shown in Table 3. As shown in the table, the computed t- value of 0.20 is lesser
than the tabular t-value of 2.014 at 5% level of significance. Moreover, the p-
value of 0.8388 which is greater than the 5% level of significance implies that
the null hypothesis must be accepted. Thus, there is no significant difference
between the pretest performance of OHSP students using the enhanced learning
materials and the DepEd learning materials in Science.
Table 4. Test of difference between the Pretest Performance of OHSP

Students using the Enhanced Learning Materials and DepEd
Learning Materials in Science. January 2014.
Variables Mean tvalue ttabular p-value Decision
Pretest (Exp.) 9.84

0.20ns 2.014 0.8388 Accept H0
Pretest (Con.) 9.72
ns – not significant
As mentioned by Concepcion (2005), the performance of students does
not vary according to the results of the pretest but on the posttest when certain
treatments and factor correlates act on them.

54
Significant Difference between the Posttest Performance of OHSP

Students using the Enhanced Learning Materials
and DepEd Learning Materials in Science
The difference between the posttest performance of OHSP students using
the enhanced learning materials and the DepEd learning materials in Science is
reflected in Table 4.
Table 5. Test of difference between the Posttest Performance of OHSP

Students using the Enhanced Learning Materials and DepEd
Learning Materials in Science. January 2014.

Posttest (Exp.) 20.32
Posttest (Con.) 17.96 3.03* 2.028 0.0045 Reject H0
* - significant
As shown in the table, the computed t-value of 3.03 is greater than the
tabular t-value of 2.028 at 5% level of significance. Moreover, the p-value of
0.0045 is lesser than the level of significance. Hence, the decision to reject the
null hypothesis and accept the alternative hypothesis seems to be valid and
practical. Thus, there is a significant difference between the posttest performance
of OHSP students using the Learning Materials of DepEd and with the Enhanced

55
The study of Malik (2012) concurred with results of this study, that the
use of modules improves the Grade 9 students’ general comprehension of
Mianwali District in Pakistan. Findings depicted that students taught through
modular approach gained higher mean score in teacher-made general
comprehension-based test than students taught through traditional approach.
Moreover, the findings reported significant gender difference in general
comprehension of male and female students where male students performed
significantly better than female students on general comprehension-based test.
Furthermore, a significant difference on the posttest results can be
observed when treatment or factor correlates will be introduced (Concepcion,
2005). In other words, the introduction of new approaches, methods and
strategies in the field of education will definitely affect the performance of
students.
Finally, the study of Riasat (2005) supports the findings that modular
instruction affects the academic performance of students.
Significant Difference between the Pretest and Posttest Performance

of OHSP Students using the DepEd
Learning Materials in Science
Table 5 shows the test of difference between the pretest and posttest
performance of OHSP students using the DepEd learning materials in Science. As

56
shown in the table, a significant difference exists on the variables under
consideration since the computed t-value of 15.21 is greater than the tabular t-
value of 2.014 with the p-value of 9.79E-20 which is lesser than the 5% level of
significance. Hence, the null hypothesis which states that there is no significant
difference between the pretest and posttest performance of students using the
Learning Materials of DepEd was rejected totally. Thus, there is a significant
difference between the pretest and posttest performance of students using the
Learning Materials of DepEd in Science.
Table 6. Test of difference between the Pretest and Posttest

Performance of OHSP Students using the DepEd Learning
Materials in Science. January 2014.

Pretest 9.72
15.21* 2.014 8.79E-20 Reject H0
Posttest 17.96
* - significant
Furthermore, the study of Bedaure (2012) showed that using the modular
instruction in Biology brings about better students’ performance than using the
lecture-discussion method since modular instruction allows students to learn at
their own pace and according to their individual capacities. In spite of the fact
that students in the modular approach outscored the students working in the
lecture-discussion method, there are still factors to be considered on the

57
performance of students like their background regarding the basic knowledge of
the subject.
Significant Difference between the Pretest and Posttest Performance

of OHSP Students using the Enhanced
Learning Materials in Science
Table 6 highlights the significant difference between the pretest and
posttest performance of OHSP students using the Enhanced Learning Materials
in Science.
As reflected in the table, the computed t-value of 12.92 is greater than
the tabular t-value of 2.020 with the p-value of 4.83E-16 which is lesser than the
5% level of significance. Hence, the null hypothesis that states that there is no
significant difference between the pretest and posttest performance of students
using the Enhanced Learning Materials in Science was totally rejected. Thus,
there is a significant difference between the pretest and posttest performance of
students using the Enhanced Learning Materials in Science.
Table 7. Test of difference between the Pretest and Posttest

Performance of OHSP Students using the Enhanced Learning
Materials in Science. January 2014.

Pretest 9.84
12.92* 2.020 4.83E-16 Reject H0
Posttest 20.32
* - significant
58
The result agrees with the idea of Brophy as cited by Aquino (2003) that
in order for the learners to achieve understanding, they must learn not only the
individual elements in a network of related content but also the connections
between them, so that they can explain the information in their own words and
access and apply it appropriately to solve problems. Hence, significant difference
can be found in the pretest and posttest results of this study. Moreover, Borich
and Tombari (1997) argued that it is essentially true that the introduction of
teaching methodologies in the classroom encourages the changes and
modifications of how the learners grasp the information and how they process it
into a useful experience creating a positive performance at the end.

59
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
The study aimed to determine the effectiveness of Grade 8 Enhanced
Learning Materials in Science for the Open High School Program (OHSP) under
the K to 12 Basic Education Curriculum in Hagonoy National High School during
the school year 2013-2014. Specifically, this study examined the level of
effectiveness in using the Enhanced Learning Materials and DepEd Learning
Materials in Science in terms of the performance of the experimental and
controlled groups in pretest and posttest evaluations. Also, it investigated the
difference between the performances of Grade 8 OHSP students in the
experimental and controlled groups in the pretest and posttest evaluations before
and after the test administration.
The researcher used the experimental research design in order to attain
such objectives. Specifically, this study used the randomized pretest-posttest
control group design in assigning groups and in applying the treatments. The
participants of this study were the Grade 8 OHSP students enrolled in Hagonoy
National High School for the said school year. There were a total of 50
60
respondents who formed part for this study last November 2013 to January 2014.
Data were being gathered, collated and analyzed using relative frequency, mean,
standard deviation and t-test for independent sample.
Findings disclosed that the profile of Grade 8 students taking up Open
High School Program (OHSP) register the following data: most of the students
were female (51.52%) aged 14 years old (28.00%) with monthly family income
of PhP 2,001.00 to PhP 4,000.00 and PhP 4,001.00 to PhP 6,000.00 (28.00%).
As to the pretest evaluation results of the students, both those in the
controlled and experimental groups got the mean score of 9.72 and 9.84,
respectively which both interpreted as being in the beginning level. This means
that the performance level of the learner at this level struggles with his/her
understanding; prerequisite and fundamental knowledge have not been acquired
or developed adequately to aid understanding. More concepts are not learned.
Learner has an average of 49.96% and below.
As to the posttest evaluation results of the students, those in the controlled
group (students exposed to the DepEd Learning Materials) got the mean score
of 17.96 signifying approaching proficiency level of performance in Grade 8
Science. This means that the performance level of the learner at this level has
developed the fundamental knowledge and core understandings and, with little
guidance from the teacher and/or with some assistance from peers. Learner has
61
reached an average of 60.04% to 79.96%. However, the experimental group
(students exposed to the Enhanced Learning Modules) had a mean score of 20.32
which signifies a proficient level of performance in Grade 8 Science. This means
that the performance level of the learner at this level has developed the
fundamental knowledge and core understandings. Learner has reached an
average of 80.00% to 90.36%.
There is no significant difference between the pretest performance of
Learning Materials in Science. However, a significant difference between the
posttest performance of OHSP students using the Learning Materials of DepEd
and with the Enhanced Learning Materials in Science exists.
In terms of the significant difference between the pre and posttest
performance of students using the Learning Materials of DepEd, a significant
difference was found. Hence, significant difference between the pre and posttest
performance of students using the Enhanced Learning Materials in Grade 8
Science was found to be significant.
Conclusion
Based on the statistical results of the study, the following conclusions were
drawn:
62
1. Grade 8 students enrolled in the Open High School Program (OHSP) were
mostly females aged 14 years old and with monthly family income of PhP
2,001.00 to PhP 4,000.00 and PhP 4,001.00 to PhP 6,000.00.
2. The level of effectiveness in using both the Enhanced Learning Materials
and DepEd Learning Materials in Grade 8 Science in the pretest signifies a
beginning level of performance.
3. The level of effectiveness in using the Enhanced Learning Materials in
Grade 8 Science in the posttest signifies a proficient level of performance
while the level of effectiveness in using the DepEd Learning Materials in
Grade 8 Science in the posttest signifies an approaching proficiency level
of performance.
4. There was no significant difference between the pretest performance of
OHSP students using the Learning Materials of DepEd and with the
Enhanced Learning Materials in Grade 8 Science.
5. A significant difference exists between the posttest performance of OHSP
students using the Learning Materials of DepEd and the Enhanced
6. The pretest and posttest performance of students using the Learning
Materials of DepEd in Grade 8 Science was found to be significantly
different.
63
7. A significant difference was found between the pretest and posttest
performance of students using the Enhanced Learning Materials in Grade
8 Science.
Recommendations
In the light of the foregoing findings and conclusions, the following are
recommended:
1. Individual schools offering Open High School Program may evaluate the
different learning modules used by the teachers in the OHSP in order to
maximize their learning performance of students. Learning modules for
the Open High School students may be enhanced and improved to provide
them leeway with easy-to-learn modules and to cater students who are
not consistently supervised by their teachers. The use of this module is
recommended.
2. Pretest may be given to students before the start of the class to assess
the degree to which the student has in the present and other posttest to
assess and evaluate how far the student has gone with the subject.
Performance of students may be based through the comparison of the
results of the pretest and posttest.

64
3. With regards to the profile of the OHSP students, the requirements in
enrolling Open High School Program (OHSP) students mandated by the
Department of Education may be reviewed so as to keep align with the
requirements set forth in the K to 12 Basic Education Curriculum regarding
the age requirements of students per Grade level.
4. Since majority of the students enrolled were considered to be in the low
income bracket, in terms of their family monthly income, the Department
of Education may provide free materials for the students for them to
continue studying in the program. More budget should be given to this
program to cater more students belonged to low income families and those
unable to support their education.
5. In order to regularly assess and evaluate the effectiveness of the different
learning materials used by students, school heads may require those
teachers handling OHSP to submit results of school learning material
evaluation as well as the grades of student per grading period.
6. Seminars and trainings regarding how to handle students in the OHSP and
to affect learning should be conducted to teachers involved in this
program. It is inferred that teachers handling OHSP classes taught the
students seemingly similar with the regular classes. Hence, less coverage
but more tivbme consumed was the expected results.

65
7. Similar studies should be conducted to all schools offering Open High
School Programs to cover a higher number of respondents within the
division.
66
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ABSTRACT

CABARDO, JIMMY REY O. Southern Philippines Agri-business and

Adviser: Siverlyn M. Camposano, Ph.D.

The study aimed to determine the effectiveness of Grade 8 Enhanced

the K to 12 Basic Education Curriculum in Hagonoy National High School during

the school year 2013-2014.

The researcher used the randomized pretest-posttest control group design

experimental research design in order to attain such objectives. The participants

test for independent sample.

PhP 4,001.00 to PhP 6,000.00.

The level of effectiveness in using both the Enhanced Learning Materials

and DepEd Learning Materials in Grade 8 Science in the pretest signifies a

beginning level of performance.

The level of effectiveness in using the Enhanced Learning Materials in

Grade 8 Science in the posttest signifies a proficient level of performance while

the level of effectiveness in using the DepEd Learning Materials in Grade 8

Science in the posttest signifies an approaching proficiency level of performance.

There was no significant difference between the pretest performance of

Learning Materials in Science. A significant difference exists between the posttest

Enhanced Learning Materials in Grade 8 Science. The pretest and posttest

performance of students using the Learning Materials of DepEd in Grade 8

Science was found to be significantly different. A significant difference was found

Learning Materials in Grade 8 Science.

EFFECTIVENESS OF GRADE 8 ENHANCED LEARNING MATERIALS IN

JIMMY REY O. CABARDO

THESIS SUBMITTED TO THE FACULTY OF THE COLLEGE OF

MASTER OF ARTS IN EDUCATION

This thesis entitled “EFFECTIVENESS OF GRADE 8 ENHANCED

ZANDRO P. IBAÑEZ, Ed.D. CINDY B. ROSIL, Ed. D.

SIVERLYN M. CAMPOSANO, Ph.D. HELEN W. NOEL, Ph.D.

Accepted and approved in partial fulfillment of the requirements for the

HELEN W. NOEL, Ph.D.

THE PROBLEM AND ITS BACKGROUND

Open high school program or generically termed as distance education

international claims abounding international educational system (Cavanaugh, et.

In the Philippines, Section 1, Article XIV of the 1987 Constitution provides

opportunity to receive quality education that is globally competitive based on a

pedagogically sound curriculum that is at par with international standards.

Moreover, the United Nations Millennium Development Goals of the United

the Philippine government aims of making every Filipino functionally literate by

(Bilbao, et. al., 2012).

The Department of Education designed curriculums that will address

education in a manner consistent to those mentioned provisions. These

education – quality of education. One of the programs being implemented is the

to time, distance, physical impairment, financial constraints, social and family

concept of distance education is being used in OHSP where it offers independent,

self-pacing and flexible study programs using self-instructional learning materials.

graduate after completing the secondary education (SEAMEO INNOTECH, 2012).

The Department of Education issued an order implementing new

curriculum to all schools nationwide starting S.Y. 2012-2013, the K to 12 Basic

Education Curriculum (K to 12 BEC). In this curriculum, the students will use

accordance to the K to 12 Science Curriculum Guide. But, the LM that students

the majority of the regular students under the K to 12 BEC.

concepts in Grade 8 Science under the K to 12 Basic Education Curriculum.

effective or not in terms of their academic performance in Science.

Statement of the Problem

This study assessed and investigated the effectiveness of Grade 8

(OHSP) under the K to 12 Basic Education Curriculum in Hagonoy National High

School during the school year 2013-2014.

Specifically, it sought answers to the following questions:

1. What is the demographic profile of students taking up Open High School

c. monthly family income?

2. What is the level of effectiveness in using the Enhanced Learning Materials