Medina, Sharone Ann B.

Reading 505

M.A. Ed. Reading November 13, 2010

ANALYSIS OF RESEARCHES IN PREPARATION AND EVALUATION OF INSTRUCTIONAL MATERIALS (IMs)

Instructional materials are classroom tools that enable teachers to put into practice what they believe in skills, attitudes, and knowledge and how they are effectively acquired by learners (Johnson, 1972). The main reason why teachers opt to select and/or use instructional materials is because of certain factors on IM preparation such as time, sources, know how, subject matter, etc. Numerous studies and researches have been conducted on the preparation and evaluation of various instructional materials for a variety of subject matters. The following were chosen as sources for this paper: 1. Skills Reading Materials in English for Grade VI (Marichu A. Zamora, 2008) 2. Development and Validation of Module in Reading Proficiency for First Year in Selected Secondary Schools in Quezon City (Avelina G. Sanidad, 2004) 3. Preparation and Evaluation of Reading Materials for Grades V and VI (Editha Espinosa Negosa, 1985) 4. Instructional Materials in Developing Reading Skills of First Year High School Students in Bulacan (Lirio F. Banal)

5. Validation of Instructional Materials for Environment Education (Merian Catajay, Ed.D, 2010) In terms of format, there is difference among the five studies mainly due to the time when they were conducted and for whom the study is for. The study conducted by Dr. Catajay was published in the Suctea Journal, the Official Journal of the State Colleges and Universities and College Teacher Educators Association in June 2010 while the others were theses for their respective masters degree in different educational institutions. Another variation in format is the study of Negosa whose study does not contain a research paradigm at all in the conceptual framework. The common ground of the four remaining studies is the research paradigm that they had used to express their conceptual framework. The difference though lies in the contents of the research paradigm.

Input

Process

Output

Figure 1 The common research paradigm

The content of the research paradigm varies, depending on the focus of the study. The common element among four of the studies are the students, the teacher(s) concerned, and administrators materials/sources to be used. The processes among each are similar but some may have a few more procedures than the others. The findings, conclusions, and recommendations vary in accordance to the researchers area of focus. They recommend further improvement of the IMs used and develop more similar IMs.

References:

o Published works: Catajay-Meni, Merian. Validation of instructional materials environment education. The Suctea Journal. Vol. 1 No. 1. June 2010. for

Johnson, Francis C. The design, development, and dissemination of instructional materials. RELC Journal. Vol. 3, Nos. 1-2. June-December. 1972. o Unpublished works Banal, Lirio F. Instructional materials in developing reading skills of first year high school students in Bulacan. Special project. Espinosa-Noegosa, Editha. Preparation and Evaluation of Reading Materials for Grades V and VI. Thesis. 1985. Sanidad, Avelina G. Development and validation of module in reading proficiency for first year in selected secondary schools in Quezon City. Thesis. 2004. Zamora, Marichu A. Skills reading materials in English for grade VI. Thesis. 2008.