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ABSTRACT Advanced Engineering Mathematics is a course that introduces higher concepts of mathematics and
its applications to engineering. A textbook was developed to supplement the teaching-learning processes. The
study had utilized the ADDIE (Analysis, Design, Develop, Implement, and Evaluate) model in developing the
instructional material. The acceptability of the contents, structure and format and assessment in the IM was
determined using a validated evaluation instrument. The instrument together with the IM was distributed to 22
engineering professors from various academic institutions and 80 engineering students using expert-based method
of obtaining evaluation. Thirty civil engineering students were the participants to test the effectiveness of the
material. Results showed that the IM is highly acceptable, and is effective and found that there is a significant
improvement in the students’ performance in the pretest-posttest. The study is important in providing an
effective IM for engineering students to improve their proficiency in advanced engineering mathematics.
ing is stated in CMO 29, s. 2007 and CMO 9, s. jor phases, namely, the development and evalu-
2008. ation phases. The development phase included
One of the significant challenges in teach- several stages such as planning, designing and
ing advanced engineering mathematics is on development of the proposed textbook. The eval-
how to deliver to the students the concepts of uation phase included the validation of the con-
the subject since majority of the topics focused tents, structure and format, and assessment, and
on higher topics in mathematics that needs prior evaluation on the effectiveness of the material.
knowledge of the basic engineering mathemat-
ics. Also, there is a need to revisit the arrange- Development Phase
ment of the topics taking into considerations
the pre-requisite topics. Several developments The planning phase of this study included
and evaluation study of instructional materials preliminary activities in which the researcher
were conducted (Terano 2015; Tabal 2015; Dio considered the analysis of the present require-
2017; Magulod 2017). Such studies are useful ments for the course based on the course de-
for other professors who intended to design scription and outlines of the Philippine Commis-
their instructional materials related to their fields sion on Higher Education (CHED). The design
of specializations. of the material considered the contents and struc-
ture and format. Along the contents, the research-
Objectives er considered the minimum requirements for the
course in accordance with the CHED. Table 1
This study focused on the development and shows the outline for the course as prescribed
effectiveness of a textbook in advanced engi- in the CHED CMOs.
neering mathematics. Specifically, this study Along the structure and format, the research-
sought to address the following objectives, er devised his own style on how he can make
namely, 1) to design a textbook in terms of con- the material based on the needs of the students
tents, structure and format, and assessments; 2) and on how this material can capture the inter-
to determine the acceptability of the material in ests of the students. This is to take note that
terms of contents, structure and format, and as- according to Quisumbing et al. (2017), it is im-
sessments; and 3) to test the effectiveness of portant for a teacher to develop instructional
the proposed textbook. material to guide the student in their academic
performance.
METHODOLOGY
Evaluation Phase
This research employed a descriptive-devel-
opment research design in the whole processes After the completion of the textbook, twen-
of the research. The study considered two ma- ty-two (22) engineering professors from the var-
Table 1: Course requirements
ious universities and colleges in the Bicol re- To test the effectiveness of the material, the
gion evaluated the material as expert evaluators. researcher seek permission from the Dean of the
They were five (5) professors from the Cama- College of Engineering of the Camarines Sur
rines Sur Polytechnic Colleges (CSPC), three (3) Polytechnic Colleges to allow the researcher to
professors from the Bicol University College of conduct experimental study to 30 engineering
Engineering (BUCENG, Legazpi City), three (3) students as his participants in the study. The
professors from the Bicol University Polangui researcher conducted one-group pretest-post-
Campus (BUPC), three (3) professors from the test experimental research design in testing the
University of Northeastern Philippines (UNEP), effectiveness of the material as part of the vali-
two (2) professors from the University of Saint dation process. t-test was used to determine if
Anthony (USANT), three (3) professors from there is a difference between the results of the
the Sorsogon State College (SSC) and three (3) pretest and posttest.
professors from the Camarines Norte State Col-
lege (CNSC). Data were collected in January 2017. RESULTS AND DISCUSSION
Each of them received a sample copy and
were asked to evaluate the acceptability of the The development and evaluation of the text-
contents, structure and format and assessment book in advanced engineering mathematics were
of the material. Also, another group of evalua- conducted to satisfy the objectives of this re-
tors on the acceptability of the material were the search, namely, the design, acceptability and the
80 engineering students in 2 universities, name- effectiveness of the textbook in advanced engi-
ly, Camarines Sur Polytechnic Colleges and Uni- neering mathematics.
versity of Northeasthern Philippines who had
used the material. Since they had used the mate- The Design of the Material
rial, they were able to answers evaluation forms
given to them to evaluate the acceptability of The textbook in advanced engineering math-
the contents, structure and format and assess- ematics is composed of nine (9) chapters together
ment of the material. Weighted mean was used with its discussions, sample problems and exer-
in order to consolidate the results that was ob- cises. Table 3 shows the contents of the book
tained based on the response of the evaluators. against the content topics in accordance with
The computed mean ratings were evaluated ac- the minimum requirements of the Commission
cording to the scale as shown in Table 2. on Higher Education (CHED) in the Philippines.
Identifying the contents of instructional materi-
als can be aided with sample syllabi or course
Table 2: Likert scale website (Peterson 2003).
The design of the material was carefully
Scale Verbal interpretation
made to enhance the interests of the students in
4.50 – 5.00 Highly acceptable the course. Each chapter has the format and se-
3.50 – 4.49 Very acceptable quence using English as the language. The or-
2.50 – 3.49 Acceptable der of presentation is as follows: (1) Chapter
1.50 – 2.49 Fairly acceptable
1.00 – 1.49 Not acceptable
Number and Title which provides the order and
name of the chapter respectively; (2) Chapter
Overview which provides an introduction and since the objectives developed are based on
overview of the topics that were included in each Bloom’s Taxonomy (Adams 2015). The contents
chapter; (3) Chapter Outline which indicates the are highly acceptable considering that during
list of the topics that was covered by the chap- the designing of the IM, the CHED course out-
ter; (4) Learning Objectives which indicates the lines were used as a guide to ensure that the
objectives or learning outcomes of the study required standards and competencies are met.
after the completion of each chapter; (5) Lesson The results also imply that the contents are suit-
Number and Topic which indicates the order and able to the learner’s ability and needs. This re-
the name of the topic in every chapter, respec- sult was supported by Reiser and Dempsey
tively; (6) Discussions which is the presenta- (2012), that suitability is attained when the con-
tion of the basic concepts, formulas, theories tents are student-centered and goal oriented
and insights of the lesson; (7) Sample Problems coupled with relevant activities.
and Solutions which are carefully solved prob- Table 5 shows that the acceptability of the
lems in every lesson/topic; and (8) Exercises textbook in terms of the structure and format are
which are the activities that will be done by the highly acceptable. The results imply that the
students after taking the lesson. According to structure, format and presentation of the dis-
Hartley (2013), the format and sequence of in- cussions are suitable to the level of student un-
formation have practical significance to clarify derstanding. The findings also suggest that
the structure of the text and help the readers there is clarity in the discussions of the topic
gain access to the information. and presentation of concepts and theories. It is
further assumed from the results that the sample
Acceptability of the Material problems and solutions that were developed are
based on the objectives and are clearly illustrat-
The acceptability of the textbook was done ed for easy understanding of the topic. Accord-
by tabulating the data gathered on the evalua- ing to Hartley (2013), students have different
tion of the textbook by a total of twenty-two needs and preferences in the learning preferences
professors and eighty engineering students. and the clarity of the discussion could help ad-
Table 4 shows that the acceptability of the text- dress such variation. Clarity in the text is man-
book in terms of the contents are highly accept- datory and regarded as the most effective crite-
able. Taking into considerations the indicators rion for an effective instructional material (IM)
evaluated, the results confirmed that the gener- (Gerson 2000).
al contents of the IM which include the topics, Table 6 shows that the acceptability of the
problems and exercises are aligned with the ob- textbook in terms of the assessment are highly
jectives of the lesson. The results imply that the acceptable. The results confirmed that the exer-
contents could provide students the instruction- cises given are sufficient for the students to learn
al strategies that would enhance their cognitive, the concepts and theories in every topic in each
psychomotor and affective domains of learning chapter. According to Paas and Sweller (2014),
Table 4: Acceptability of the contents
WM SD WM SD WM VI
1. Support of the objectives to the topics, 4.83 0.380 4.73 0.538 4.78 HA
problems and exercises
2. Relevance of the problems and exercises on 4.86 0.344 4.59 0.577 4.73 HA
the topics
3. Relevance of the problems and exercises 4.93 0.263 4.91 0.287 4.92 HA
on the objectives
4. Suitability of the topics to the learning ability 4.90 0.300 4.77 0.419 4.84 HA
of the students
5. Suitability of the discussions on the interests 4.88 0.331 4.82 0.386 4.85 HA
and needs of the students
Total 4.88 0.038 4.76 0.118 4.82 HA
WM SD WM SD WM VI
WM SD WM SD WM VI
sufficient exercises avoids overloading the learn- terms of the contents, structure and format, and
er’s cognitive capacity. The results also showed assessment.
that the problems are clearly stated, and exercis- Generally, the developed material is highly
es are suitable for the level of the learner. As- acceptable in terms of its contents, structure and
sessment must be parallel to and able to mea- format and assessment. This only implies that
sure the learners’ ability to perform what is de- the developed material is suitable for use in engi-
scribed in the objectives (Dick et al. 2014). Prob- neering programs. Results of the study support
lem sets will enhance the critical thinking of stu- the claims of Dio (2017), Tabal (2015) and Terano
dents. Terano (2015) stressed that, the focus on (2015), that developed instructional materials were
tertiary curriculum should not only be on the appropriate to be used in the classroom.
theoretical aspects but also on the skills which The developed material was highly accept-
involve activities that will enhance the critical able based on the evaluations as discussed in
thinking of students. the previous section. Some of the suggestions
Table 7 shows the summary of the perceived and recommendations of the evaluators were;
acceptability of the textbook along its contents, (1) include an overview of each chapter, (2) pro-
structure and format and assessment. As shown vide separate page (one whole page) for the start
in the table, the various indicators as perceived of every chapter, and (3) include in every chap-
by the professors and students, it is found that ter page the list of topics/chapter outline. Based
there is no significant difference on their per- on these suggestions, the researcher had revised
ceptions on the acceptability of the textbook in the material.
Table 7: Over-all results of the acceptability of the textbook in advanced engineering mathematics
Students Professors
Pretest Posttest
col region, Philippines. Also, he would like to Magulod GC 2017. Evaluation of Multisensory Instruc-
extend warmest thanks to the Camarines Sur tional Material Package for Elementary Learners.
Asia Pacific Journal of Multidisciplinary Research,
Polytechnic Colleges, Philippines for the sup- 5(4): 83-93. From <www.apjmr.com> (Retrieved on
port in the conduct of the study. 24 October 2018).
Paas F, Sweller J 2014. Implications of cognitive load
theory for multimedia learning. The Cambridge
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