EFFECTS OF INSUFFICIENT LEARNING

MATERIALS ON THE ACADEMIC

PERFORMANCES OF GRADE 11
SENIOR HIGH SCHOOL STUDENTS
OF VEFMS IN THE SY 2017-2018
A GROUP 6 TITLE DEFENSE
 VARIABLES

INDEPENDENT DEPENDENT
• INSUFFICIENT LEARNING MATERIALS • ACADEMIC PERFORMANCES OF THE GRADE
11 SHS STUDENTS OF SY 2017-2018
INTRODUCTION
 INTRODUCTION
LEARNING MATERIALS, SUCH AS BOOKS AND THE OCCASIONAL WORK MODULES AND
WORK SHEETS, HAVE ALWAYS BEEN A LARGE INFLUENCE IN OUR STUDY METHODS BOTH IN THE
COMFORT OF OUR HOMES AND AT SCHOOL, EITHER IN THE LIBRARY OR IN THE CLASSROOM.
NOW, WITH THE ADDITION OF THE INTERNET AND, ALONG WITH IT, ITS NEARLY INFINITE USES
FOR FINDING HELPFUL LESSON IDEAS AND ADDITIONAL INFORMATION FOR SUBJECTS THAT ONE
CAN BE INTERESTED IN.
HOWEVER, ALONG WITH THESE WONDROUS AND HELPFUL SOURCES, THERE ARE SOME
MATERIALS THAT EITHER JUST OUTRIGHT CONTRADICTS A FACT IN ANOTHER BOOK OR
ACADEMIC ARTICLE, HAS BITS OF INFORMATION MISSING WITHIN ITS TEXTS, OR HAS BEEN
OUTDATED IN ITS SUBJECT FIELD. INSUFFICIENT LEARNING MATERIALS CAN BE A PROBLEM,
ESPECIALLY WHEN THE ONE USING SAID MATERIAL IS STUDYING FOR A DIFFICULT EXAM.
 CONCEPTUAL PARADIGM OF THE STUDY
INPUT PROCESS OUTPUT
Academic
Performances of Survey
Grade 11
Senior High Statistical
School students Gathering of
in the SY 2017- data using the Proposed
2018 five-point likert Informational
scale, weighted Reading
Questionnaires mean, standard Materials
deviation and t-
Respondents’ test
Pre-test and
Posttest
FRAME 1 FRAME 2 FRAME 3
 THEORETICAL FRAMEWORK

“INDIVIDUALS CAN LEARN LARGE AMOUNTS OF MEANINGFUL

MATERIALS FROM VERBAL/TEXTUAL PRESENTATION IN A SCHOOL-
LIKE SETTING”
 STATEMENT OF THE PROBLEM (SOP)
THE STATEMENTS OF THE PROBLEMS TO BE ANSWERED ARE THE FOLLOWING:

1. WHAT IS THE ACADEMIC PERFORMANCE OF GRADE 11 SENIOR HIGH SCHOOL STUDENTS IN THE SCHOOL YEAR 2017-2018?

2. WHAT ARE THE EFFECTS OF INSUFFICIENT LEARNING MATERIALS TOWARDS THE ACADEMIC PERFORMANCES OF THE GRADE 11 STUDENTS?

3. BASED ON THE FINDINGS, WHAT INFORMATIONAL READING MATERIAL MAY BE PROPOSED?

4. HOW ACCEPTABLE THE PROPOSED INFORMATIONAL READING MATERIAL AS ASSESSED BY THE TEACHER’S RESPONDENTS IN TERMS OF:
1. INTERNAL
INTRODUCTION
OBJECTIVES
CONTENT, AND;
APPLICATION
2. EXTERNAL
PRESENTATION
LANGUAGE AND STYLE
ORGANIZATION, AND;
USEFULNESS

5. IS THERE A SIGNIFICANT DIFFERENCE BETWEEN THE PRE-TEST AND POSTTEST OF THE TWO GROUPS BEFORE AND AFTER USING THE PROPOSED
INFORMATIONAL READING MATERIAL?
METHODOLOGY
 RESEARCH DESIGN

EXPERIMENTAL AND
DESCRIPTIVE METHOD
POPULATION AND SAMPLING

PURPOSIVE AND
STRATIFIED SAMPLING
TECHNIQUE
 RESEARCH INSTRUMENTS USED

• SURVEY QUESTIONNAIRES
TEACHERS I, II AND III OF THE JUNIOR HIGH SCHOOL DEPARTMENT

• PRE-TEST AND POSTTEST

GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF 2017-2018 (GRADE 12 STUDENTS)

• DATA PERTAINING TO THE TOPIC

 STATISTICAL TREATMENT OF DATA
• PERCENTAGE 𝑓
𝑃= × 100
• WEIGHTED MEAN 𝑁

• 5-POINT LIKERT SCALE 𝑤1 𝑥1 + 𝑤2 𝑥2 + ⋯ + 𝑤𝑛 𝑥𝑛

𝑋ത =
𝑤1 + 𝑤2 + ⋯ + 𝑤𝑛
• MEAN PERCENTAGE SCORE
• STANDARD DEVIATION 𝑥
𝑀𝑃𝑆 = 𝑥 50 + 50
𝑛
• T-TEST

Ʃ (𝑥 − 𝑥)ҧ 2
𝑆=
𝑛 −1

𝑥ҧ0 − 𝑥ҧ1
𝑇=
𝑠 20 𝑠 21
+
𝑛1 𝑛2
 FINDING SUMMARY
TABLE OF ASSESSMENTS FOR THE PROVIDED INFORMATIOANAL READIGN MATERIAL
ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS OF SY
2017-2018
RESPONDENTS ഥ
𝑿 SD MPS VERBAL INTERPRETATION ABBREVIATION

GAS 89.18 3.99 94.59 Closely Approximately Mastery CAM

STEM 87.76 2.57 93.88 Closely Approximately Mastery CAM

TVL 80.74 4.19 90.37 Closely Approximately Mastery CAM

OVERALL 85.89 3.58 92.95 Closely Approximately Mastery CAM

COMPOSITE
 EFFECTS OF INSUFFICIENT LEARNING MATERIALS
CHOICES FREQUENCY PERCENTAGE RANK

Low grades 38 21.11 3

Loss of focus 41 22.78 2

Lack of participation in 28 15.56 4

class
Insufficient knowledge 67 37.22 1

Financial 2 1.11 6

Loss of resources 4 2.22 5

TOTAL 180 100.00

PROPOSED INFORMATIONAL READING MATERIAL

FRAME 2

FRAME 1
 INTRODUCTION
Teacher 1 Teacher 2 Teacher 3 Composite Mean
Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.
1. Relevant to the 4.20 VHA 4.43 VHA 4.33 VHA 4.32 VHA 1
lesson or topic.
2. Arouse 4.00 HA 4.43 VHA 4.33 VHA 4.25 VHA 2
students’ interest
and curiosity.
3. Simple, clear 4.40 VHA 4.29 VHA 4.00 HA 4.23 VHA 3
and brief.
4. Provided with 4.20 VHA 4.00 HA 3.00 A 3.73 HA 5
illustration (if
needed).
5. Gives bird’s eye 4.20 VHA 4.00 HA 4.00 HA 4.07 HA 4
view of the
concepts to be
discussed.
Overall Weighted 4.20 VHA 4.23 VHA 3.93 HA 4.12 HA
Mean
 OBJECTIVES
Teacher 1 Teacher 2 Teacher 3 Composite Mean
Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.

1. Objectives are 4.20 VHA 4.57 VHA 4.00 HA 4.26 VHA 5

specified and
clearly stated in
the material.
2. Objectives are 4.50 VHA 4.43 VHA 4.00 HA 4.31 VHA 4
realized within the
time allotment.
3. Objectives are 4.50 VHA 4.43 VHA 4.33 VHA 4.42 VHA 1
expressed in a
language that is
easy to
understand.
4. Objectives are 4.70 VHA 4.43 VHA 4.00 HA 4.38 VHA 3
related to the
content within the
material.
5. Objectives 4.80 VHA 4.43 VHA 4.00 HA 4.41 VHA 2
gives a clear
overview of the
topic within the
given material.
Overall Weighted 4.54 VHA 4.46 VHA 4.07 HA 4.36 VHA
Mean
 CONTENTS
Teacher 1 Teacher 2 Teacher 3 Composite Mean
Criteria Rank
W.M. V. I. W.M. V. I. W.M. V. I. W. M. V. I.
1. The contents 4.60 VHA 4.43 VHA 4.00 HA 4.34 VHA 1
are stated in a
simple and clear
language.
2. The contents 4.30 VHA 4.00 HA 4.00 HA 4.10 HA 4
facilitate the
understanding of
the different
concepts.
3. The discussions 4.20 VHA 4.29 VHA 4.00 HA 4.16 HA 3
are acceptable to
the students’
interest and level
of comprehension.
4. The contents 4.30 VHA 4.29 VHA 4.00 HA 4.20 VHA 2
are arranged in a
way to easily
identify each
subject matter.
Overall Weighted 4.35 VHA 4.25 VHA 4.00 HA 4.20 VHA
Mean
 APPLICATION
Teacher 1 Teacher 2 Teacher 3 Composite Mean
Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.

1. The material 4.80 VHA 4.29 VHA 4.33 VHA 4.47 VHA 1.5
provides
awareness to the
teachers about the
insufficiency of
some learning
materials.
2. The material 4.60 VHA 4.14 HA 4.33 VHA 4.36 VHA 4
provides sufficient
knowledge for the
students regarding
the implied
subject topic.
3. The material is 4.20 VHA 4.57 VHA 4.33 VHA 4.37 VHA 3
appropriately
designed and
developed for the
viewing of the
students.
4. The material is 4.50 VHA 4.57 VHA 4.33 VHA 4.47 VHA 1.5
sufficient for the
use in future
research projects.
Overall weighted 4.53 VHA 4.39 VHA 4.33 VHA 4.42 VHA
mean
 PRESENTATION
Teacher 1 Teacher 2 Teacher 3 Composite Mean
Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.
1. The material 4.10 HA 4.14 HA 4.00 HA 4.08 HA 4
clearly identifies
the concepts of the
subject matter.
2. The material is 4.50 VHA 4.29 VHA 4.00 HA 4.26 VHA 1
appealing to the
eyes of the
readers.
3. The 4.40 VHA 4.14 HA 4.00 HA 4.18 HA 3
presentation of the
material is clear
and easy to
understand.
4. The 4.30 VHA 4.43 VHA 4.00 HA 4.24 VHA 2
presentation
provides
satisfactory
information and
knowledge about
the subject matter.
Overall weighted 4.33 VHA 4.25 VHA 4.00 HA 4.18 HA
mean
 LANGUAGE AND STYLES
Teacher 1 Teacher 2 Teacher 3 Composite Mean
Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.
1. The structure, 4.40 VHA 3.71 HA 4.00 HA 4.04 HA 4
style and format
are appropriate
to the target
level.
2. There are 4.40 VHA 4.43 VHA 3.67 HA 4.17 HA 1
sample
provisions for
learning new
meanings.
3. Clearly 4.50 VHA 4.14 HA 3.67 HA 4.10 HA 3
explains each
topic of the
subject matter.
4. The material 4.00 HA 4.43 VHA 4.00 HA 4.14 HA 2
is clearly
observing correct
grammar.
Overall 4.33 VHA 4.18 HA 3.84 HA 4.11 HA
weighted mean
 ORGANIZATION
Teacher 1 Teacher 2 Teacher 3 Composite Mean
Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.
1. Organization is 4.30 VHA 4.43 VHA 4.67 VHA 4.47 VHA 1
flexible,
permitting
variation in the
sequence.
2. The 4.30 VHA 4.00 HA 4.00 HA 4.10 HA 5
organization and
selection of topics
fits the subject
matter.
3. The structure, 4.40 VHA 4.00 HA 4.67 VHA 4.36 VHA 2
style and format
are appropriate to
the target level.
4. Topics within 4.30 VHA 4.14 HA 4.33 VHA 4.26 VHA 4
the material is
well organized.
5. The content is 3.80 HA 4.57 VHA 4.67 VHA 4.35 VHA 3
presented at a
cognitive level.
Overall weighted 4.22 VHA 4.29 VHA 4.47 VHA 4.31 VHA
mean
 USEFULNESS
Teacher 1 Teacher 2 Teacher 3 Composite Mean
Criteria Rank
W. M. V. I. W. M. V. I. W. M. V. I. W. M. V. I.
1. The material 4.80 VHA 4.29 VHA 4.33 VHA 4.47 VHA 1.5
grants visuals and
ideals about the
contents of the
subject matter.
2. The material is 4.60 VHA 4.14 HA 4.33 VHA 4.36 VHA 4
sufficient for the
use in future
research projects.
3. The concepts in 4.20 VHA 4.57 VHA 4.33 VHA 4.37 VHA 3
the material are
simple to
understand.
4. The material 4.50 VHA 4.57 VHA 4.33 VHA 4.47 VHA 1.5
provides
information
regarding the
given subject
topic.
Overall weighted 4.53 VHA 4.39 VHA 4.33 VHA 4.42 VHA
mean
 SUMMARIZATION OF ASSESSMENT
Teacher 1 Teacher 2 Teacher 3 Composite Mean
Criteria W.M. V.I. W.M. V.I. W.M. V.I W.M. V.I. Rank

Internal
4.20 VHA 4.23 VHA 3.93 HA 4.12 HA 7
1.1 Introduction
1.2 Objectives 4.54 VHA 4.46 VHA 4.07 HA 4.36 VHA 3
1.3 Contents 4.35 VHA 4.25 VHA 4.00 HA 4.20 VHA 5
1.4 Application 4.53 VHA 4.39 VHA 4.33 VHA 4.42 VHA 1
External
2.1 Presentation 4.33 VHA 4.25 VHA 4.00 HA 4.19 HA 6
2.2 Language and 4.33 VHA 4.18 HA 3.84 HA 4.11 HA 8
Styles
2.3 Organization 4.22 VHA 4.29 VHA 4.47 VHA 4.31 VHA 4
2.4 Usefulness 4.53 VHA 4.39 VHA 4.33 VHA 4.42 VHA 1.5
Overall Weighted 4.38 VHA 4.31 VHA 4.50 VHA 4.27 VHA
Mean
DIFFERENCE BETWEEN CONTROLLED AND TREATMENT
BEFORE USING THE PROPOSED READING MATERIAL
Pre-Test
Respondents T-Test Verbal Interpretation Decision
𝑋ത SD
Controlled 4.60 1.86
Treatment 5.20 1.26 5.05
Critical Value 0.05 = ±1.699127

AFTER USING THE PROPOSED READING MATERIAL

Post-Test
Respondents T-Test Verbal Interpretation Decision
𝑋ത SD
Controlled 9.67 0.90
Treatment 9.87 0.35 8.85
Critical Value 0.05 = ±1.699127
 CONCLUSIONS
BASED ON THE FINDINGS OF THE STUDY, THE FOLLOWING CONCLUSIONS ARE DRAWN:
1. THE ACADEMIC PERFORMANCE OF THE GRADE 11 SENIOR HIGH SCHOOL STUDENTS IS VERBALLY INTERPRETED
AS “CLOSELY APPROXIMATELY MASTERY (CAM), AS SEEN IN TABLE 3.

2. AS TO THE EFFECTS OF INSUFFICIENT LEARNING MATERIALS, INSUFFICIENT KNOWLEDGE IS CONSIDERED TO BE

RANKED 1ST WHILE FINANCIAL WAS RANKED 6TH.
3. THE PROVIDED INFORMATIONAL READING MATERIAL PROVIDES EYE-CATCHING VISUALS THAT ARE APPEASING
TO THE EYES OF THE READERS, BUT LACKS MORE INFORMATION THAT CAN PROVIDE MORE IN-SIGHT FOR THE
READERS.
4. OUT OF ALL THE ASSESSMENTS OF THE ACCEPTABILITY OF THE PROPOSED INFORMATIONAL READING MATERIAL,
“APPLICATIONS” AND “USEFULNESS” WERE RANKED 1ST DUE TO HOW EFFICIENT ITS USES AND APPLICATIONS
WERE FOR BOTH STUDENTS AND TEACHERS.

5. THERE IS A SIGNIFICANT DIFFERENCE BETWEEN THE PRE-TESTS OF THE CONTROLLED AND TREATMENT GROUPS,
AND A SIGNIFICANT DIFFERENCE BETWEEN THE POSTTESTS OF THE CONTROLLED AND TREATMENT GROUPS OF
THE STUDENT RESPONDENTS.
 RECOMMENDATIONS
BASED ON THE FINDINGS AND CONCLUSIONS, THE FOLLOWING RECOMMENDATIONS ARE DRAWN:

1. STUDENTS MAY USE OTHER MEDIAS, LIKE ONLINE COPIES OF ALREADY EXISTING BOOKS, TO INCREASE THEIR REPERTOIRE OF
EASY-TO-ACCESS LESSONS AND RELATED INFORMATION.

2. OTHER INFORMATIONAL READING MATERIALS CAN BE USED TO FURTHER INCREASE THE STUDENTS AND TEACHERS
KNOWLEDGE ON TOPICS AND LESSONS RELATING TO THE SUBJECT BEING TAUGHT.

3. EYE-CATCHING DESIGNS AND MOTIFS FOR LESSONS MAY BE USED TO CATCH THE ATTENTION OF READERS, ALLOWING THEM
TO INCREASE THEIR KNOWLEDGE AND FOCUS MORE ON THE TOPIC.

4. ADDED APPLICATIONS SUCH AS ACTIVITIES THAT ARE RELATED TO THE TOPIC, MAY HELP IN LETTING THE READERS UNDERSTAND
THE TOPIC MORE, RATHER THAN LEAVING THEM IN THE DARK ABOUT MEANINGS FOR SOME DEEP WORDS AND/OR RATHER
OLD INFORMATION.

5. THE STUDY IS SIGNIFICANT FOR THE EDUCATION OF THE STUDENTS, AS WELL AS FOR THE TEACHINGS OF INSTRUCTORS, FOR
IT COULD HELP THEM IDENTIFY WHAT CAN BE CONSIDERED AS INSUFFICIENT LEARNING MATERIALS, AS WELL AS ACQUIRE
MORE EFFICIENT MATERIALS THAT CAN PROVIDE SUFFICIENT KNOWLEDGE ON CERTAIN TOPICS.

6. THE DEPARTMENT OF EDUCATION CAN PROVIDE ASSISTANCE WITH PROVIDING MORE EFFICIENT LEARNING MATERIALS FOR
SCHOOLS, AS WELL AS CONDUCT SEMINARS FOR TEACHERS TO HELP AID ACADEMICALLY CHALLENGED STUDENTS DUE TO THE
INCONSISTENCY OF INSUFFICIENT LEARNING MATERIALS.
DOCUMENTATIONS