UTILIZATION OF INSTRUCTIONAL MATERIALS: EFFECTS TO

STUDENTS’ PERFORMANCES
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the legal bases, review of related literature, related

studies, conceptual framework, research hypotheses and the operational

definitions of key variables and other terms of this study.

Legal Basis

DepEd Order No. 018, s. 2020 – The Department of Education (DepEd)

issues enclosed Policy Guidelines for the Provision of Learning Resources in the

Implementation of the Basic Education Learning Continuity Plan (BE – LCP). The

policy establishes the guidelines that will enable DepEd to provide learning

resources in the implementation of the BE – LCP. It also establishes the

guidelines on the release, utilization, and liquidation of support funds for the

printing and delivery of self-learning modules and other learning resources.

The public health emergency brought about COVID – 19 calls for the

Department of Education (DepEd) to be innovative and resourceful in delivering

equality, accessible, relevant, and liberating education. In response to this

emergengy, DepEd developed the Basic Education Learning Continuity Plan

(BE-LCP) to ensure that learning opportunities are provided to our learners in a

safe manner, through different learning delivery. In line with this, the Department,

through its Regional and Schools Division Officers undertake the urgent and

necessary development, production and provision of learning resources, in

accordance with its mandate.

 Pursuant to the above-cited constitutional provisions, as well as Executive

Order No. 292 or the Administrative Code of 1987, Republic Act No. (RA) 9155

or the Governance of Basic Education Act of 2001, and RA 10533 or the

Enhanced Basic Education Act of 2013, DepEd is mandated to protect and

promote the right of access to quality basic education. Accordingly, it is legally

tasked to provide a learner-centered, inclusive, responsive, relevant, and

contextualized K to 12 basic education.

In accordance with its legal mandate, DepEd has promulgated issuances

on flexible learning and materials, specifically, DepEd Order No 21, s. 2019 or

the Policy on the K to 12 Basic Education Program. It sets forth Flexible Learning

Options (FLOs), which inlcudes alternative delivery modes and its corresponding

learning resources that are responsive to the need, context, circumstances, and

diversity of learners.

These policy guidelines aim to set the standards and specifications in the

provision of learning resources in the implementation of the BE-LCP. The

learning resources serve as learning toolkits for learners where procedures,

instructions, and other details are provided to aid the learning process, with the

supervision of responsible adults along with the continous monitoring and

guidance of teachers.
Related Literature

Foreign

Traditional Instructional Materials

According to Gursul (2010), he discussed that blackboard is one of the old

and most used teaching aids in the classroom. He quoted “It was first

revolutionary teaching tool came into the class in the 1800 and deeply affected

the nature of the teaching for the next two centuries”. Language class has

become more dependent on the modern-day teaching aids such as multimedia,

but “blackboard is the symbol of traditional teaching”.

Anmed & Conlan (2011) stated that it is convenient for rural educational

institutions have small budget than urban areas. “In the institutions where

technology is not available, teachers resort to traditional lecture mode of teaching

to make classrooms lively and interesting”.

It was mentioned by Johnston, (2010) that blackboard used to the core

information system within our academic community. He thinks multimedia is

capable to present lesson objective in a colorful, fun way where blackboard

makes an ordinary presentation.

Meanwhile, Sejpal (2013) discussed that modular materials are one of the

most widespread and recognizes teaching learning techniques in many countries

including other Western countries and Asian region. Modular approach is used
almost in all subjects like natural science, especially in biology and medical

education and even in social sciences as well as in computers education. It

considers the individual differences among the learners which necessitate the

planning for adoption of the most appropriate teaching techniques in order to

help the individual grow and develop at her/his own pace. When analyzing the

modular method of teaching, we can understand that this is more effective,

recent and more technology-based teaching method in the present educational

field. Modular approach provides more flexibility to distance teaching mode as

well to learners.

Technological Instructional Materials

According to Etcuban et al. (2019), the computer revolution is at hand. A

computer is a tool, which may have multiple uses in the mathematics classroom.

It may be a device for making the learning of concepts, skills, and problem

solving more effective than that of traditional practice.

As elaborated by Oshinaike and Adekunnmisi (2012), multimedia is

currently penetrating the instructive framework as a device for powerful educating

and learning. With media, the correspondence of data should be possible in a

progressively successful way, and it tends to be a compelling instructional

vehicle for conveying data. Media access to information is one of the potential

outcomes of data and correspondence innovation that has a significant effect on

learning.
 The use of ICT can also minimize some of the challenges in accessing

instructional materials. According to UNESCO (2004), the use and rapid spread

of electronic communications has the capacity to affect the quality and efficiency

of basic education throughout the world. The ease with which teachers and

students can gather information over the Internet on virtually any topic has the

potential to transform instructional content and pedagogical practice.

Jim Scrivener, (2011) head of Teacher Development for Bell International

and writer of “Learning Teaching” has listed some key technology in education in

his book which has become essential and innovative way to grab learners‟

attention. The internet, interactive whiteboards, research tools, power point,

presentation software, shared learning and social media etc. are few of them.

The use of technology is changing to take charge in major class activity from

assisting teachers.

Technological developments take part in supporting the learning process.

Online media becomes a tool for information and can be used as a learning

resource (Evans, 2014). Hence, the learning resources can currently be

completed, which is not only coming from lecturers or teachers, but information

can also be obtained from the online media. The use of online media as learning

resources are deemed appropriate to produce global information without time

and distance limitation as added by Hamid et al (2015).

Mixed Instructional Materials

 According to Ministry of Education (2016) in their composition entitled

“The Importance of Instructional Materials in Teaching” they discussed the 4

different importance of Instructional materials. 1.) Students Learning Support.

Instructional materials can increase students’ achievement. It also allows the

student to explore knowledge in his or her own way. 2.) Lesson Structure.

Instructional materials help to strengthen the planning of lessons and the delivery

of instruction especially for those who are in the lower grades. 3.) Differentiate of

Instruction. “Differentiation of instruction is the tailoring of lessons and instruction

to the different learning styles and capacity within your classroom.” It allows the

teacher to modify assignments in order to activate students’ learning style. 4.)

Acquiring Teaching Materials. There are lot of resources found in the Internet

that the teacher may utilize. Some of them make their own. It will asset the

teacher when he or she will teach the same unit next time. “An investment of time

and money in good teaching materials is an investment in good teaching.

Awolaju (2016) stated that instructional materials must be given serious

priority for it is “ an extension of the range of experience available to learners,

supplement and complement the teachers’ verbal explanation thereby making

learning experience richer and providing the teacher with interest in a wide

variety of learning activities.”

The University of Wisconsin- Madison (2016) says that instructional

materials include lectures readings, textbooks, multimedia components and other

resources. Instructional materials can be used in a face- to face setting or in an

online classroom. They also added that instructional materials must be planned
and organized very well. In making these materials, it should be aligned with the

lesson objectives, assessments, and activities.

According to Tety (2016), it has been observed that instructional materials

are a powerful strategy to bring out the effective teaching as well as learning. The

purpose of instructional material is to improve the knowledge, abilities, and skills

of the students. Its purpose is also to monitor the students’ learning and

development of knowledge. (The Free Dictionary, 2018)

According to Phyllis (2011), instructional materials possess some inherent

advantages that make them unique in teaching. For one thing, they provide the

teacher with interesting and compelling platforms for conveying information since

they motivate learners to want to learn more and more. Also, by providing

opportunities for private study and reference, the learner’s interest and curiosity

are increasingly stimulated. Further, the teacher is assisted in overcoming

physical difficulties that could have hindered his effective presentation of a given

topic. They generally make teaching and learning easier and less stressful. They

are equally indispensable catalysts of social and intellectual development of the

learners.

On the other hand, Damodharan & Rengaraja (2010), quoted “Traditional

methods of teaching as well as multimedia teaching methods that can be

attempted in imparting knowledge to the students”. They have also mentioned

that in traditional teaching method, a teacher uses traditional teaching aids or

blackboard where the teacher is the facilitator, medium of the information using

chalk and blackboard to spread information. On the other hand, teachers use the
e-tools to spread the information towards students by the educational technology

such as overhead projector. New technology helps to represent class activity in a

meaningful way where media is used to convert class lesson into digital form for

the presentation in class. It helps students to learn, capture the class lesson

easily as the presentation motivates learners than the traditional teaching aid.

Academic Performance

Several young people in the United States drop out of high school each

year because they lack both reading and writing skills (Waguey, 2014), In the

Philippines as revealed in the National Career Assessment Examination results

for 2012 many Filipino students have low writing skills. The researcher found, in

the academic environment, that not all Technical Vocational-Livelihood students

are grammatically competent yet. These students have been studying English for

11 years and only a few are confidently and fluently expressing their feelings or

ideas in class while others are not speaking while they have ideas in mind.

Palpably written tests underpin this vulnerability. Students can hardly send the

correct verb or create grammatically correct statements during the evaluation of

subject verb agreement, parts of expression, recognition error as well as essay

writing. Furthermore, it is perceived that grammar is complex in nature. There are

numerable rules which are needed to be learned and applied.

According to Krohn (2011), mastery is salient to effectively communicate

and great decision making on appropriateness of words and syntax is needed in

constructing sentences to be spoken. Hesitation emerges when a person is not

confident to speak up due to confusion whether the sentence formation is correct

or erroneous.

Skills Performance

As discussed by Chalamwong et al. (2012), employers are still looking for

semi-skilled labor, especially students equipped with technical skills, yet

vocational institutions have not been very successful in producing highly qualified

graduates. And as sad as it is to report, according to a 2015 study from the

Thailand Research Fund (TRF), results from logical thinking and analytical skills

testing of 1,029 vocational students showed that only 2.09% passed the exam,

while the average was only 36.5% (Rujivanarom, 2016).

In the current climate of rapid technological change, it is therefore

becoming necessary for knowledge workers to acquire 21st century skills

(Reeve, 2016). Recognized components of this are Science, Technology,

Engineering, and Mathematics (STEM) education, which has become integral to

TVET (technical and vocational education and training) education. In Thailand

however, studies and scholars have noted that TVET has not been able to

provide sufficient highly qualified and well-trained technicians for a rapidly

changing economy (UNESCO Bangkok, 2011).

As reported by Dzigbede (2009), in TVET has a workplace heritage

orientation to a workplace and assurance of employment and this serves as a

proof of the success of the program in TVET. It involves that students in TVET

they should be ready to work and in addition the advantage in economics they
need in plant training for enhancing their related skills to challenge with other

organization for producing new technology.

Local

Traditional Instructional Materials

According to the Department of Education (DepEd), parents and

guardians perform the various roles in Modular Learning such as Module-ator,

Bundy-clock, and as Home Innovator. As a Module-ator, they are the ones to get

and submit the printed Self-Learning Modules (SLMs) from and to schools or

barangay halls at the beginning and end of the week, depending on the

agreement between the parents and the school. As a Bundy-clock, they must

check their child's schedule or workweek plan. Because of the number of

subjects or activities to be done, they must see that it is being followed

accordingly to avoid cramming or delays in submission, which may affect the

child's performance.

Lastly, as a Home Innovator, they must provide their child with a

productive learning environment to help them focus more on Learning. It must be

a well-lighted and well-ventilated space in the house, with little or no distraction.

The use of modules encourages independent study. One of the benefits of using

modules for instruction is the acquisition of better self-study or learning skills

among students. Students engage themselves in learning the concepts

presented in the module. They develop a sense of responsibility in accomplishing

the tasks provided in the module. With little or no assistance from others, the

learners progress on their own. They are learning how to learn; they are
empowered (Nardo, M.T.B, 2017). Other advantages of modular instruction

include more choice and self-pacing for students; more variety and flexibility for

teachers and staff; and increased adaptability of instructional materials. (Dangle

& Sumaoang, 2020).

Mercado (2007) revealed that when objectives in the module are made

clear, specified with time allotment, it possesses a favorable degree of

instructional quality. The results also confirmed the statement of Ali (2010) that

clearly stated objectives have an integral role in the instructional quality of the

module. Moreover, the module needs to motivate and stimulate students’ interest

to study Biology. This finding is similar to the conclusion of Jamwal (2012) that

motivation plays an important role in learning content using modules. As what

was done in the study of Sari, Hassan, Güven, & Sen (2017), in order to convert

the plan of study into action and motivate the students, materials were developed

to enhance interactively students’ understanding of light concepts.

Salandanan (2011) further explained that module to be interesting should

have contents which are relevant to the lesson and self-pacing to allow every

learner to progress at his own rate. As what De La Cruz (2015) explained, the

relevance of instructional materials to the objective of the lesson is an important

aspect of the lesson, and an important consideration in instructional materials

utilization.

Salma & Rodrigues 2012 elaborated that students often receive at least 8

modules in all subjects and each module has 3-5 activities. The subject that they

are having greatest difficulty with are Mathematics, followed by History,

Entrepreneurship, and Applied Economics. In Mathematics, some students said

that most of the Math problems are difficult to solve and no detailed explanation

is provided. Problem Solving does not only include and require computation but

there is a need to understand and analyze the problem, it is important that

students comprehend the problems.

Moreover, Tok 2016 added in History, some learners said that this subject

has lengthy readings and many of the students cannot understand some of the

terms used. The questions are hard as well and there are not enough examples

provided. Students have difficulty in understanding the lessons and history books

are lengthy. And some students have difficulty in Entrepreneurship and Practical

Research because they lack knowledge about business.

Furthermore, most of the students cannot answer all their modules

independently; that is why they badly need the assistance of others. The family

members, relatives and friends of the learners play a vital role in education today.

Siblings are at the top of the list helping the learners in answering the modules

followed by friends and classmates. There is a need for teachers to expound and

elaborate the content in the module.

Technological Instructional Materials

In 2011, the Philippine government set up a national procedure for

improving Internet get to, recognizing training as a critical territory that would

profit by data and correspondences innovation (ICT) advancement (Bertot et al.,

2010). Among the objectives were that 100 percent of auxiliary schools and 80
percent of primary schools in the nation ought to have Internet access by 2016.

The presence of methodologies and entrances are insufficient. Next comes the

more substantial test of conveying these assets to schoolchildren. The

Philippines’ Department of Education (DepEd) perceives the critical job of ICT in

improving the condition of instruction.

The Internet, with its ability to hold a vast number of assets, can give

extensive and far-reaching training to understudies, wherever they might be in

the nation. Web-based learning databases do not squander valuable

characteristic assets. A single PC and projector set-up, for instance, can be

utilized for a learning session for a whole study hall. Instead of books and

papers, understudies can get to modules, submit assignments, and counsel with

their instructors and schoolmates on the web. Educators can likewise profit by

learning devices that do not require conventional coordination’s and various

materials. For instance, the DepEd has propelled the Learning Resources

Management and Development System (LRMDS), an entryway for an Internet

instructing and learning materials made by educators and training accomplices.

This program will enable our students to have more access to relevant,

forward-thinking and quality instructional materials. It likewise gives a database

to our teachers where they can determine their exercises. These materials will

help them in their exercise designs and may likewise give a variety of

contextualized homeroom discourses. The family unit media condition is

altogether connected with understudies’ presentation on the government-

sanctioned tests. (Capuno, et. al., 2019)

Mixed Instructional Materials

The Philippines is in the process of adapting to the new normal form of

education at present, and continuous innovations of educators and active

involvement of other stakeholders are the driving force for its success. For the

continuity of education and for every school to still attain its mission and vision

which is to provide quality education to every Filipino learner, the Department of

Education implemented the Modular Distance Learning. Distance Learning refers

to a learning delivery modality, where learning takes place between the teacher

and the learners who are geographically remote from each other during

instruction. This modality has three types: Modular Distance Learning (MDL),

Online Distance Learning (ODL), and TV/Radio-Based Instruction. (Quinones,

2020) Modular learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd),

learning through printed and digital modules emerged as the most preferred

distance learning method of parents with children who are enrolled this academic

year. This is also in consideration of the learners in rural areas where internet is

not accessible for online learning. The teacher takes the responsibility of

monitoring the progress of the learners. The learners may ask assistance from

the teacher via e-mail, telephone, text message/instant messaging among

others. Where possible, the teacher shall do home visits to learners needing

remediation or assistance. Printed Modules will be delivered to students, parents

or guardians by the teachers or through the Local Government Officials (Dangle

& Sumaoang, 2020).

As reported by Esguerra, (2020) in inquiry.net, the Department of

Education (DepEd) is currently working to transition the modality of teaching from

the conventional “face-to-face” learning to blended learning, which is a

combination of online distance learning and in-person delivery of learning

materials to the homes of the learners. Radio and television-based instructions will

also be utilized for those who do not have access to a computer or the Internet. To

address the unequal and asymmetrical access to information communication

technology (ICT), the Education chief cited the use of television and radio

networks, which she said are mandated to allow at least 15 percent of its airtime to

the children.

Academic Performance

Based on teachers’ observation, TVL students lack basic research skills

and seemingly they are not interested because the subject is not related to their

specialization and interest. Another, some learning competencies in the

curriculum guide may not be suitable to the nature and learning style

of TVL students. In addition, there is no uniform schedule of activities

and institutional framework on research protocols. The interplay of all these

factors makes it difficult for the teachers and students attain the

objectives of the course. This resulted to a very poor frequency of research

output completions for the school years 2017-2018 and 2018-2019 (Research

Coordinator’s Report, 2019).

 According to Galias (2021), Senior High School learners are the ones

heavily affected by school closures amid COVID-19. Learning has been

done remotely, through modules, internet, television or radio, for example.

However, the degree to which learning can still take place outside the classroom,

particularly in Technical-Vocational-Livelihood (TVL) Track, is often limited by

lack of access to electricity, internet connectivity, devices or media, learning

platforms, or the inadequate preparation of teachers and students for distance

learning. Some students face additional constraints in terms of time availability

due to competing household responsibilities, such as caring for children and

elderly family members and other household duties to help the family

economically survive. Adjustments to distance learning can be the hardest in low-

income contexts and among vulnerable learners.

Skills Performance

DepEd said that the K to 12 Program seeks to “provide the Filipino

learners with the necessary skills and competence to prepare them to take on the

challenges of the 21st century.” As a result, the implementation of the K to 12

Program is expected to “make the basic education system in the Philippines at

par with international standards by ensuring that it is appropriate, responsive ad

relevant to the learners.” TVL is a track which offers the students of giving them

enough skills and talents that they will be needing in their workspaces.

According to Berto (2020), Technical-Vocational Livelihood will equip

students with job-ready skills in the future. It also invests primarily in skills that

can gain requisite COCs (Certificate of Competency) and NCs (National

Certifications) which would be essential when looking for better career

opportunities in agriculture, electronics, and trade. There are 4 strands under

TVL Track: Agri-Fishery was designed for hands-on learning and application of

skills that are related to agriculture and aquaculture. You will be taking various

subjects that are connected to other jobs such as food processing, rubber

production, animal production, and landscape installation. Home Economics

offers various specialized actions that can lead to livelihood projects at home.

You can take barbering, bartending, bread and pastry, cookery, and

housekeeping. Industrial Arts will provide you the skills and knowledge of

carpentry, automotive servicing, driving, electronics repair, electrical installation,

welding, plumbing, and tile setting.

Information and Communication Technology learn writing computer programs,

illustrating, and designing websites. Other subjects in the strand are medical

transcription and telecom installation which are relevant to the

telecommunications industry.

The hallmark of TVL – its focus on practical skills and work-readiness –

makes distance learning particularly challenging. Practical skills are often

acquired through learning-by-doing, which occurs in school-based workshops

and laboratories or through hands-on experience through work immersion.

Distance learning approaches are now seen as a weak substitute for practical

exercises when they require the use of equipment or materials not usually found

inside the home. In general, however, TVL specializations that struggle most with

adjustment to distance learning are those that depend heavily on learning-by-

doing. In contrast, some specializations that can switch to distance learning more

easily are those with a stronger emphasis on academic subjects or on work-

specific skills that do not require manual activities. For example, Crop production

and Fisheries will be relatively easy to move online compared to Computer

Systems Servicing as the latter requires substantial hands-on practice with

specific equipment and network facilities generally not available inside the home

of our disadvantaged learners.

TVL track which may lead to the learners’ opportunity to qualify for a

National Certificate II (NCII) has become increasingly valued to improve

employability and other human development outcomes for SHS TVL learners.

Moreover, investment in these credentials, which are hoped to improve students’

labor market outcomes, can ensure lifelong access to learning opportunities and

future workforce adaptability. However, taking the NCII assessment has not been

recognized as a requirement for graduation. The decision to acquire National

certification is left to the TVL learners and families. This poses a serious question

if the K to 12 programs is serious enough in preparing them academically and

technically to improve their employability in relation to their specialization as one

of the promised curricula exit expectations of the K to 12 programs.

Related Studies

Foreign

Traditional Instructional Materials

 While according to Ikot & Udo, (2013), the results indicated that students

taught practical agriculture using instructional charts, pictures and filmstrips

performed significantly better than students taught without instructional materials.

In the process of teaching/learning, instructional materials that were used

facilitated students understanding by supplementing, clarifying, revitalizing and

emphasizing the teacher’s verbal efforts that inadequate use or lack of use of

instructional materials in the teaching/learning situation (lecture method) negates

the objective of teaching.

The result on the studies done by Boomer and Latham (2011) in using

manipulative materials in teaching difficult biology concepts showed that students

significantly performed better. The findings support the idea that students learn

even the identified difficult concepts more thoroughly by using multiple sensory

materials. Thus, it gives stronger claim on the importance of providing new,

balanced and interesting hands-on manipulative materials which will aid students’

learning.

Technological Instructional Materials

Alim et. al (2019) discussed in their study entitled “The Effectiveness of

Google Classroom as an Instructional Media: A Case of State Islamic Institute of

Kendari, Indonesia”, Google Classroom is very useful in improving the abilities

and skills of each student. Students can learn by themselves and through

guidance. Students can find new things by demanding to actively learn through

Google Class. While the role of supervisor is very vital for students to absorb the

knowledge taught, the students can easily obtain the competence of the
supervisor. However, the use of Google Class in learning must be supported by

technological infrastructure. This requires a set of computers and the internet so

that the Google Class can run well. The lecturers must prepare the material and

upload them in Google Class so that students can access the material without

any space and time constraint. The material uploaded can be in the form of

articles or text, images, audio, videos, and several other teaching materials.

Google Class provides facilities for the instructors to upload material. In addition,

students’ submission of online assignments can also be monitored in an orderly

manner.

Lecturers and students can interact with each other through the chat

facilities provided by Google Class. Interaction through these facilities can be

carried out in groups or privately so that the lecturer is able to monitor the

development of competencies among their students. The teacher can directly

interact with an individual when he/ she experiences problems or asks something

personal. Chat facilities can basically improve students' ability to communicate

and collaborate. Video conference is an alternative if you want to invite speakers

from outside. In addition, this facility is used if it is not possible to have a face to

face interaction in a classroom setting.

The research conducted by Rochmah and Majid (2018) about building

virtual classes in Indonesia. In their research, they indicated that virtual classes

could improve students' abilities, skills, and independence in mastering the

subject matter taught. Students can easily obtain the competence of the
supervisor and access the learning materials easily, and the mentor will be able

to blend with the students.

In addition, at Daffodil International University, Bangladesh, Google

Classroom provides a vital chance to promote blended learning and professional

development. The study can be effective in understanding and evaluating the

perceptive to teachers 'and learners' quality teaching and learning through

Google Classroom (Iftakhar, 2016).

Mixed Instructional Materials

According to Bukoye (2019), in her study on Utilization of Instruction

Materials as Tools for Effective Academic Performance of Students: Implications

for Counselling, Instructional materials played a very important role in the

teaching-learning processes which include; i. Enhancement of the memory level

of the students. ii. To facilitate the teaching-learning process. iii. For the

improvement of student rate of accumulation. iv. Serve as tools used by the

teachers to correct wrong impression and illustration things that, learners cannot

forget easily. v. Assist in giving sense of reality to the body of knowledge under

discussions. vi. It gives lessons a personal look and encourages teacher’s

creativity. vii. Permit the students and teachers to experience in concrete terms

the learning activities that can promote the idea of self-evaluation.

According to Akpan et. al. (2017), in their study “Effect of the Use of

Instructional Materials on Academic Performance of Pupils in Ikwuano Abia

State”, discussed that instructional materials can be divided into three major
categories based on their sensory appeal, namely; audio, visual and audio-

visual. Audio instructional materials are those that appeal to the auditory sense

such as radio, audio tapes. Visual instructional materials appeal to the sense of

sight and they come in the form of pictures, prints, real objects (models), CDs to

mention but a few. Audio-visuals appeal to both the auditory and visual senses of

the learner and stimulate interest to learn. Such materials take the form of films,

television, audio-visual tapes, CDs, VCDs, DVDs and other high-definition

electronic devices. ICT has delivered several packages that can aid teaching and

learning to achieve desirable learning objectives.

These packages are found in mobile devices like smart phones, personal

computers, internet facilities and the likes. ICTs provide a lot of learning

experiences to learners with varied interest and capabilities. Pictorial illustrations

are valuable assets. Projected visuals can convey information and specific

experiences that are needed for the development of workable concepts. Films

can modify motivations, interest, attitude and opinions. Relia (real objects) or

three-dimensional models can be effective in teaching/learning as the learner

learns a great deal by examining and manipulating a model.

In Addition, Sultana (2017) in her studies “Preference towards modern day

teaching and traditional teaching aids among the Bangladeshi tertiary level

students” concluded that both teaching aids multimedia and blackboard is

important for language learning in class. The form and using method of the

teaching aids is completely different from each other. Based on the study,
modern day teaching aids „multimedia‟ is considered as fun, colorful, engaging,

motivating, attention grabbing for the language class.

On the other hand, traditional teaching aid blackboard is taken as less fun

to look at, doesn’t encourages participating in the class activity, and makes

students uninterested towards language class. However, learners have

appreciated the need of blackboard as it has been the first and foremost support

for teaching any classroom, but they do not prefer the traditional teaching aid for

learning language now a day. Among the two teaching aids, multimedia is

considered most fundamental, preferred and popular to the language learners.

Learners find modern teaching aid better fitted as it contains modern tools that

make students interested, engage with the lesson, and encourage participating in

class. It can take the learning experience to a new level that can make learning

fun and exciting for the language learners.

In the correlational study of Awolaju (2016), “Instructional Materials as

Correlates of Student’s Academic Performance in Biology in Secondary School in

Osun State” found out that student’s academic performance taught with

instructional materials are different than the academic performance of the

students taught without instructional materials. Instructional materials perform

such function as the extension of the range of experience available to learners,

supplement and complement the teacher’s verbal explanations thereby making

learning experience richer and providing the teacher with interest into a wide

variety of learning activities.

 On the other hand, Wallace (2016), in his study “Effects of Instructional

Materials on the Teaching and Learning of Social Studies in the Secondary

Schools in Oju Local Government Area of Benue State,” the usage of

instructional materials influences the academic performance of a student. It is

important for the teachers to select relevant materials, availability and the ability

of the teachers to improvise all the materials he or she needs. Instructional

Materials helps the student to boost his or her performances at school.

Furthermore, Olayinka (2016) stated in his studies entitled “Effects of

Instructional Materials on Secondary Schools Students’ Academic Achievement

in Social Studies in Ekiti State, Nigeria” the importance of instructional materials

in the development of learners’ intellectual abilities and attainment of

teaching/learning objectives cannot be over-emphasized. The students taught

with instructional materials have excellent achievement scores compared with

those taught without any material. It was also noted in the study that there is no

significant interaction effect of treatment and gender on students’ achievement in

Social Studies.

The findings of Effiong et. Al (2015)., in their study “Impact of Instructional

Materials in Teaching and Learning of Biology in Senior Secondary Schools

Yakur, LG A.”, instructional materials have impact to the teaching and learning of

the students. It also makes the teaching aid permanent and real. The usage of

instructional materials promotes retention and it influences the achievement of

the students. It was found also that instructional materials play a vital role on

student’s academic performance

 In the study “Effect of Use of Instructional Materials on Students Cognitive

Achievement in Agricultural Science” conducted by Nwike and Onyejegbu

(2013), they revealed that students taught with instructional materials are

performing better than those students taught without it. They also revealed that

gender doesn’t affect the achievement of the students exposed in instructional

materials.

Academic Performance

Ganyaupfu (2013) revealed in his study “Teaching Methods and Students’

Academic Performance”, that learning is a process that involves investigating,

formulating, reasoning and using appropriate strategies to solve problems,

teachers should realize that it becomes more effective if the students are tasked

to perform rather than just asked to remember some information. His study also

revealed that a typical learning environment with a presentation from the course

teacher accompanied by a lecture neither promotes learners’ participation nor

build the required level of reasoning among students. Students build a better

understanding of the main concepts more effectively when they are engaged to

solve problems during class activities.

Daluba et, al (2012) revealed in their study, “A Comparative Analysis of

the Effect of Greeno Problem Solving and Demonstration Teaching Methods on

Students’ Achievement in Agricultural Science” that secondary school students

performed differently when taught with greeno problem solving and

demonstration methods. Students’ performance in the experimental group

(greeno problem solving method) is higher than that of the control group
(demonstration method). Male students performed better than their female

counterparts when taught with both the GPSM and DM. generally, greeno

problem solving method is more effective in promoting students’ mean

achievement scores in agricultural science than the demonstration method and

gender on students’ mean achievement scores in agricultural science.

Skills Performance

Jabbari (2015) discussed in his “The Study of Technical and Vocational

Education and Training Needs of Dairy and Cooking Oil Producing Companies in

Tehran Province”, The technical and vocational educations can be performed in

two fields; 1- for education and preparation of the work force who has not yet

entered the work world, 2- in order to increase the knowledge and skills of the

work force employed in the dairy and edible oil industries that are assumed as

the active economical population. Planning and performing technical and

vocational educational courses can be highly effective for preparing the bed for

more efficient performance of technical responsibilities and consideration to

work’s safety aspects.

Local

Traditional Instructional Materials

Ambayon (2019), conducted a study on the relationship of Modular-Based

Approach and Students’ Achievement in Literature. Modular instruction is more

operative in teaching learning method as equated to usual teaching approaches

because in this modular approach the students learn at their own stride. It is

unrestricted self-learning panache in which instantaneous reinforcement,

comment is provided to practice exercise, which stimulate the students and build

curiosity in them. Modular approach helps to maximize the chances of student

involvement in classroom in respect to accomplish the given tasks at the spot.

This research substantiated that the modular teaching is more operational

approach in order to teach university students. Modular approach is an inimitable

way of teaching so the teachers should be provided adequate training about how

to strategize and implement a module in classroom setting.

In addition, Vergara (2017), investigated the Development, Effectiveness

and Acceptability of Module for the Problem Solving and Critical Thinking Skills of

Alternative Learning System in District of Tanay II. He explained that module is

very much acceptable with respect to content, language, presentation and

assessment. However, the married teachers find the developed module for

problem solving and critical thinking more acceptable as compared to the single

teachers. The performance of the of the learners improved significantly after

exposure to the developed module. There is no significant difference on the level

of performance of the learners after exposure to the developed module in

problem solving and critical thinking skills in terms of sex, monthly family income

ethnicity and reason for dropping out but the married, older, who are working and

are high school graduate performed better.

Dalan (2019), stated in his study “Student Perception on the Extent of Use

of Instructional Materials in an Open Distant Learning (ODL) Platform in

Database Management System Course”, that improvised instructional material

with the used of ODL platform as a medium of delivering the instructions is very

useful in the teaching / learning process as perceived by the respondent to help

the students understand the topics in Database Management System.

Improvised instructional material should be attuned with the course objective and

encourage students to work independent learning.

Technological Instructional Materials

Capuno et. al (2019), explained in their study “Facilitating Learning

Mathematics Through the Use of Instructional Media” that there is no significant

relationship between instructional media utilization and the academic

performance of the respondents because the academic performance of the

pupils are not based on how the teacher utilized the instructional media, opens

another avenue of intellectual discourse of the effectivity of technology among

pupils of a developing country like the Philippines. When students feel

empowered in their learning through the usage of technology, they are more

likely to accept ownership of it. If a teacher delivers the material to the students

through lecture, they may feel no attachment to it. This research gives a sturdy

articulation of how technology can be appropriately used in the andragogy and

pedagogy.

Quisumbing et. Al (2017), discussed in their study “Views and Preferences

in the Development of Instructional Materials for It Courses: The Case of BSIT

Students”, the four themes. Theme one: Availability of learning resources and

technology. We can’t deny the fact that learning resources such as textbooks,
workbook, manuals, computer and other learning resources may be limited due

to the lack of fund, students are given limited time to access these learning

materials. Theme two: Importance of learning materials and technology in the

learning process. - it was found that in the learning process, student will be able

to improve their academic performance only if there’s an adequate learning

material available for the students. Theme three: Improvement of learning

materials to enhance academic performance.

It was found out the there are other technologies or learning materials that

the teachers can utilize in the classroom to enhance the learning environment for

the students. Theme four: Importance of having Instructional Materials Based on

the different literature, it is undeniable the importance of the instructional

materials in the learning process. Instructional Material is important in the

learning process to raise the intellectual reasoning of the IT students.

Instructional resources are efficient vehicles for transmitting information for

learning to take place. Instructional resources should be employed for teaching

and learning as these can help to meliorate on the student’s achievement in

natural philosophy.

Mixed Instructional Materials

Tupas et. al (2020) discussed in their study “Blended Learning – An

Approach in Philippine Basic Education Curriculum in New Normal: A Review of

Current Literature”, Blended learning used in the new normal due to this COVID

19 can help save the country's education system. With proper planning and

policy on implementing the suggested approach, teachers will find it easy, and
the students will enjoy learning during the pandemic. However, to implement the

BL, the government needs to provide all the required facilities. But if the

government cannot afford to buy tools and equipment for millions of students.

With the development of technology, it is time that our education system shifted

to a more sophisticated approach. Thus, with all the aids of BL, students can

shine in aptitudes other than old-fashioned literacies. Intercultural understanding

through global connections is additional strength identified. The studies proved

the education system used B all subjects in elementary, junior high school, and

senior high schools in the Philippines. But the availability of technology and

connective is essential—the knowledge of teachers on how this approach

implement is also vital. No study in the Philippines recorded using BL in basic

education; however, big schools in the cities with complete facilities and

equipment are already adopting the approach but unaware that it will be the trend

in new standards during the pandemic. Parents who wanted to provide quality

education find ways to buy a cellphone, tablets, and even desktops. However,

local government units (LGUs) worldwide and other private individuals and

organizations pledged to help distribute Filipino learners' gadgets. Even DepEd

also announced that both teachers and students would be provided facilities for

online learning and called telecommunication companies to enhance

connectivity.

Academic Performance
 According to study of Delos Santos (2010), there are factors which affects

the academic performance of TVL students, profile of the student, age, gender,

occupation of parent and their educational attainment are variables that

contribute to the performance of the student parental the student. Other variables

are attitude of the student’s parental support to the student and their

performance.

Skills Performance

In the study “Academic Performance in General Mathematics of Technical,

Vocational and Livelihood Senior High School Students of General Mariano

Alvarez Technical High School” conducted by Carlet, et. al (2017), they

discussed, TVL is a track which offers the students of giving them enough skills

and talents that they will be needing in their workspaces. For those students who

wanted to work already after graduation they might choose TVL in their SHS

career. Because TVL immediately prepares the students for their future job. TVL

has the greatest number of strands to offer, it has Agri-Fishery Arts, Home

Economics, ICT (Information and Communications Technology) and Industrial

Arts. Being one of the three Technical High School in Cavite, General Mariano

Alvarez Technical High School offered TVL track. They offered Automotive

Servicing (NC II), Bread and Pastry Production (NC II), Cookery (NC II), Food

and Beverage Services (NC II), Broadband Installation- Fixed Wireless System

(NC II), Mechatronics Servicing (NC II), Carpentry (NC II), Electrical Power

Distribution Line Construction (NC II), Fashion Design (NC III), Hairdressing (NC

II), Beauty/ Nail Care (NC II) and Shielded Metal Arc Welding (NC II)
(Department of Education, 2017). The advantage of taking TVL strand is that,

upon finishing Grade 11 and Grade 12 students will be able to receive a National

Certificate depending on their specialization. During their immersion, they can

already get a work experience even though they were still studying. Lastly after

their graduation company where they do their immersion may already hire them

as one of their workers.

Some of the subjects to be taken by TVL students are also the same in

another strand, the only different was the specialize subject. Specialize subject of

TVL strands depends on their specialization, for example if your strand was

hairdressing then you specialize subject must be all about hairdressing. TVL

students must also take Applied and Core subjects that all senior high school

students must take. Some Applied subjects are Practical Research and

Empowerment and Technology. Some Core subjects are 21st Century Literature,

Oral Communication, Pagbasa at Pagsulat sa Piling Larangan, Earth Science,

Contemporary Philippine Arts from the Region and General Mathematics.

General Mathematics includes Functions, Business Math and Logic.

Conceptual Framework of the Study

The conceptual framework showed the Utilization of Instructional

Materials: Effects to Students’ Performances.

Instructional materials in General point average

terms of: (GPA) of the senior high
 traditional instructional school students in terms
materials of:
 technological  academic performance
instructional materials  skills performance
 mixed instructional
materials

Profile of the
Respondents in terms
of:
 age

 sex
 length of service
 teaching position
 field of
specialization

Figure 1. Conceptual Framework of the Study

Figure 1 shows the conceptual framework of the study which consist of

independent, dependent and intervening variables. The independent variable is

the extent of utilization of instructional materials to students’ performances in

terms of traditional instructional materials, technological instructional materials,

and mixed instructional materials. Moreover, the dependent variable is the

general point average (GPA) of the senior high school students during first and

second quarter in terms of academic performance and skills performance. On the

other hand, the intervening variable is the profile of the teachers in terms of age,

sex, length of service, teaching position, and specialization.

This study aimed to determine whether the utilization of instructional

materials significantly affect the students’ performances. It sought to determine

whether there is a significant difference in the extent of utilization of instructional

materials to the students’ performances when data are grouped according to

profile.

Hypotheses

Based on the questions formulated, the following hypothesis will be tested:

There is no significant relationship between the extent of utilization of

instructional materials and students’ performance.

There is no significant difference on the extent of utilization of instructional

materials and students’ performances when respondents’ data are grouped

according to profile.

Operational Definition of Key Variables and Other Terms

The following terms were operationally defined for better understanding of

the study.
 Instructional Materials. It refers to materials and facilities that can be

used to ease, encourage, improved, and promote teaching and learning

activities.

Traditional Instructional Materials. These include modules, textbooks,

charts, pictures, posters, maps, worksheets, crossword puzzles, quizzes, and

other learning resources used in this school year 2020-2021.

Technological Instructional Materials. These include cellphone,

computer, internet surfing, laptops, lesson relayed on radio through satellites,

lessons on TV relayed by certain TV channels, educational CDs and DVDs,

electronic notebooks, e-readers, online tests, audio-video teaching aids for

learning various subjects, and other modern learning resources used in this

school year 2020-2021.

Mixed Instructional Materials. It refers to the combination of traditional

and technological instructional materials used by teachers in teaching-learning

process. These are modules, textbooks, pictures, posters, worksheets,

cellphone, internet surfing, laptops, lesson relayed on radio through satellites,

lessons on TV relayed by certain TV channels, educational CDs and DVDs,

electronic notebooks, e-readers, online tests, audio-video teaching aids for

learning various subjects, and other mixed learning resources used in this school

year 2020-2021

Academic Performance – It pertains to the grade obtained by the grade

12 senior high students taking Technical Vocational Livelihood Track in academic

subjects from first quarter to second quarter as reported in the consolidated

grades made by the class adviser.

Skills Performance – It refers to the grade obtained by the grade 12

senior high students taking Technical Vocational Livelihood Track in

specialized/majored subjects from first quarter to second quarter as reported in

the consolidated grades made by the class adviser.

Profile of the respondents. It refers to the demographic characteristics of

the respondents such as age, sex, length of service, teaching position, and field

of specialization.

Age. It is the chronological age of the respondents categorized according

to 22-30 years old, 31-40 years old, 41-50 years old, and 51 years and above.

Sex- It refers the demographic characteristic of being male and female.

Length of Service- It pertains to the total years spent in the teaching

profession from 0-3 years, 4-9 years, and 20 years and above.

Teaching Position- It represents to the appointment in the teaching

profession from Teacher I, Teacher II, Teacher III, Master Teacher I, Master

Teacher II, and Master Teacher III.

Field of Specialization - It refers to the teacher subject of expertise in

teaching specializing in Mathematics, English, Science, Filipino, TLE/TVL, Arpan,

ESP, and MAPEH.