1

CHAPTER I

Introduction

In the status quo, the society has been enjoying the

advancement of technology applied in the different aspects

of the entire human life. In particular, technologies place

an important role in the production of goods and services.

Technology nowadays has been found out to be of

valuable use in learning. Use of Open Educational Resources

(OER) shows promising learning outcomes. OER includes

educational resources (including curriculum maps, course

materials, textbooks, videos, applications, podcasts, and

any other materials for use in teaching and learning) that

are openly available for use by educators and students,

without an accompanying need to pay royalties or licence

fees.

UNESCO believes that universal access to high quality

education contributes peace, sustainable social and

economic development, and intercultural dialogue. OER

provides a strategic opportunity to improve the quality of

education as well as improve policy dialogue, knowledge-

sharing and capacity-building.

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OER adoption and integration in the academic

community have been given opportunities and benefits to

many fields. As this renders encouraging results to

optimize learning in various disciplines, its application

could well be maximized in areas of learning that have

practical use to learners but are technically difficult to

them. One such areas of learning is agriculture.

Agriculture as a science and art could well take advantage

of OER as a medium/strategy of instruction. Agriculture

with its various sub-disciplines needs innovative teaching

modes to raise students’ level of understanding of its

principles and applications. Horticulture could be one of

those agri-disciplines along this line.

According to Liberty Hyde Bailey, one of the most

famous American scholars of horticulture, "Horticulture is

the growing of flowers, fruits and vegetables, and of

plants for ornament and fancy." Simply put, horticulture is

the art and science of plant production for both beauty and

utility. It works with fruits, vegetables, ornamental

plants, and turfgrass, in a variety of labs, fields, golf

courses, and garden centers. Rather than staple crops,

horticulture focuses on fruit, vegetables, flowers, and

landscape plants it requires creativity to seek sustainable

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solutions in horticultural research to enhance health and

quality of life for the world at large.

Horticulture today incorporates many modern

technologies and combines them with techniques that have

been in use since antiquity. Horticulture’s practitioners

include an incredibly wide array of people who garden,

farm, manage and use landscapes, and enjoy the fruits of

horticultural plants. The need for horticulture

professionals continues to be strong. It is therefore

essential that teachers and students become proficient with

digital tools and services, and that they are aware of the

various content licenses. This proficiency is vital because

within the digital realm content cannot be created, reused

or shared without employing tools and services. There is an

established understanding that easy access to educational

resources is required to promote lifelong learning in

people of all ages. The role of such access in reducing

social inequalities, fostering social inclusion of

migrants, and supporting education in developing countries

is also often emphasized

Earning a degree related to horticultural science will

prepare you for a variety of careers. Whether you want to

work in a lab, a field, a floral shop, at an arboretum, at

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a botanical garden, on the golf course, or something

completely different, the possibilities are endless. Both

plant science and food systems majors begin their career

experiences early with a required internship and are

notified of many other internships and part-time jobs

throughout the year.

Through the implementation of advanced technology,

mankind can now produce a vast of products that can sustain

their needs and in terms of machinery technology was also

applied that can foster and make their job more easy, and

nowadays technology was also used in the process of

cultivating fruits, vegetables, flowers, ornamental plants,

herbs and spices or also known as horticulture.

The development of the OER for Horticulture will help

people get information through the digital mainstream most

especially to the students who are now learning the

implemented Basic Education (K12) Curriculum. Evaluation

and improvement of the modified OER for Horticulture will

prove that the content of the developed OER is valid for

use and that the information is reliable.

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Statement of the Problem

This study aims to validate the Open Educational

Resources for Horticulture. Hence, this study provides

answers to the following questions:

1. What are the parts and features of the developed OER

for Horticulture?

2. What is the content quality of the Open Educational

Resources in terms of:

a. Alignment to the depth of the K-12 standards

b. Key shifts in the K-12 standards

c. Instructional supports

d. Assessments

3. What is the technical quality of the Open Educational

Resources along:

a. Background c. Graphics e. Layout

b. Fonts d. Copyright f. Navigation

4. What parts and features of the validated OER may be

improved?
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Objectives of the Problem

The main objective of the study is to validate the Open

Resources for Horticulture. Specifically, it aims to:

1. Determine the parts and features of the developed Open

Educational Resources

2. Determine the content quality of the developed Open

Educational Resources in terms of:

a) Alignment to the depth of the K-12 standards

b) Key shifts in the K-12 standards

c) Instructional supports

d) Assessments

3. Determine the technical quality of the Open

Educational Resources along :

a. Background c. Graphics e. Layout

b. Fonts d. Copyright f. Navigation

4. Determine the improvements that may be done on the

validated Open Educational Resources.

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Significance of the Study

The researchers consider that this study would be

significant to the following:

Students. This study offers a great opportunity to the

students who are the center of the teaching process. The

output of this study will lead to the provision of easy

access and lower costs course materials for students.

Teachers. This study nourished pedagogical innovation and

importance that averts teaching from the textbooks. This

will bear up the teachers to assure that the students

develop their learning skills. The open educational

resources materials are readily accessible with the

presence of computers which will consume less of their

time.

University. This study could be a reference for the other

departments and colleges for enriching the use of their

teaching learning process.

Researchers. This study may cater insights to the other

researchers to undertake similar studies as time goes by in

as much as the delivery the content.

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Scope and Limitation of the Study

The study is primarily focused on the validation of

the Open Educational Resources for Horticulture and its

sub-topics. The respondents of this study who evaluated the

OER in terms of the content quality were the teachers from

two schools namely, Partido Agro-Industrial National High

School in Tigaon, Camarines Sur and the Fabrica High School

in Bula, Camarines Sur.

This study also used the descriptive-development

method. Adapted questionnaires were used. Duration of the

study is from June-November 2018.

The level of effectiveness and acceptability of Open

Educational Resources for Horticulture were not included in

the evaluation of the material.

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CHAPTER II

Review of Related Literature and Studies

The study present various literature and studies to

verify the information and to provide a better view of the

problems mentioned on this studies

This validation includes some articles and literatures

that show the validity of the Open-Educational Resources

(OER) in Horticulture. The researchers believed that these

following literature will give the learners some view about

ICT as an instructional material and its relevance when

adapted in teaching in the subject Horticulture.

Open Educational Resources

Open Educational Resources (OER) adoption and integration

in the academic community have been given opportunities

and benefits to anybody, primarily to the faculty

members. It was confirmed that the UK OER impact study,

with specific reference to the benefits to institutions

and academic as well as to learners, was unquestionable;

apart from the minor impediments might still take place.

The key benefits elaborated here are related to factors

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in learning environment, such as pedagogic, attitudinal,

logistics, and strategic sphere of influence

(Masterman et al., 2011).

“OER” are described as teaching, learning, and research

resources which reside in the public domain. They have

been published under intellectual property license that

allows their free use by other people. OER include full

courses, course materials, textbooks, audio and video

streaming, evaluation, software, tools, or other

techniques used to preserve access to knowledge

(Aitkens et al., 2007).

Learning is recognized, not measured – although we have

taken to using tests and such as proxies for recognition,

ultimately, we are not confident in saying that a person

has learned unless someone who is already qualified in the

field has observed and attested that the learning has been

achieved. (Stephen Downes, MOOC PLENK2010 Forum, October

2010)
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Content Quality and Technical Quality

The concept of OER is promising not only for the individual

learner, but also for the educational organization: As

universities make strategic decisions to increase their

levels of investment in design and development of better

educational programs, the cost effective way to do this is

to embrace open licensing environments (Butcher, 2010).

Nikoi et al. (2011) referred to an internal reality check

as the suggested evaluation mechanism for adopted OER. This

reality check involved brief questionnaires geared at

various stakeholders, including the team that developed the

OER, academic staff at the institution, students using the

OER, and external stakeholders. The questions are

structured as a series of yes/no questions, with four to

six questions addressed to each stakeholder. Questions like

“Is the learning goal clear?” and “Is the structure and

layout clear for navigation?” (Nikoi et al., 2011, p. 207)

are indicative of the overall types of questions. In the

evidence category of the framework, the authors recommended

using web analytics, optional questionnaires for users, and

descriptive data to examine how the OER is being used and

reused.
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Related Studies

Research by Feldstein et al. (2012) took place at Virginia

State University, where OER were implemented across nine

different courses in the business department. 1,393

students took courses utilizing OER. Researchers found that

students in courses that used OER more frequently had

better grades and lower failure and withdrawal rates than

their counterparts in courses that did not use OER. While

their results had statistical signicance, because of a new

core curriculum employed at Virginia State University’s

Business school, the two sets of courses were not

identical. Thus while these data are highly interesting, we

should not generalize them too far. 315 students completed

a survey regarding their perspective on the shift to the

OER, and almost 95% of responding students strongly agreed

or agreed that the OER were “easy to use” and 78% of

respondents felt that the OER “provided access to more up-

to-date material that is available in my print textbooks.”

Approximately two-thirds of students strongly agreed or

agreed that the digital OER were more useful than

traditional textbooks and that they preferred the OER

digital content to traditional textbooks.

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Hilton et al. (2013) chronicled a study that took place at

Scottsdale Community College (SCC) in Arizona. In the fall

of 2012, OER were employed throughout the different math

courses at SCC, affecting 1,400 students. Issues with the

initial placement tests made it so that only four of the

courses could be compared; nevertheless, the results of

Fall 2012 (when OER was used) compared to Fall 2011 and

2010 showed that student results on department exams were

approximately the same before and after the OER

implementation. Surveys completed by 910 students showed

that 78% said they would recommend the OER to their

classmates. Similarly, 83% of students agreed with the

statement that “Overall, the materials adequately supported

the work I did outside of class” (only 5% of students

disagreed with this statement). Faculty members were

likewise positive about the open materials. Of the 18

faculty members who reported on their view of the OER, 50%

said that it was of the same quality as traditional

textbooks, 33% said it was better, and 17% said it was

worse.
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Hilton and Laman (2012) (Taylor & Francis Version, Open

Repository Preprint), focused on introductory Psychology

courses taught at Houston Community College (HCC). In the

fall of 2011, twenty-three sections composed of 690

students used an open psychology textbook. The introduction

of an open textbook was correlated with an increase in

class grade point average, an increase of the average score

on the departmental nal examination, and a lower course

withdrawal rate. No causation was claimed.

Petrides et al. (2011), administered surveys to instructors

and students who utilized an open statistics textbook

called Collaborative Statistics. In total, 31 instructors

and 45 students participated in oral interviews or focus

groups that explored their perceptions of the OER which

they had utilized. The authors found that “Cost reduction

for students was the most signicant factor inuencing

faculty adoption of open textbooks” (p. 43), partly because

it increased student access. 65% of students surveyed

reported a preference for using open textbooks in the

future because they are generally easier to use.

Delimont et al. (2016) surveyed 524 students in thirteen

different courses at Kansas State University regarding

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their use of OER. They state, “Students indicated that they

were somewhat satised taking courses using [OER] and used

them somewhat more to more than a normal textbook. Students

rated the [OER] as good quality and indicated that they

were somewhat easy to use. Students agreed that they

preferred using [OER] instead of buying textbooks for their

courses.” Thirteen instructors were interviewed as well;

all but one said they “preferred teaching their course with

[OER] instead of a traditional textbook. Several (11/13)

indicated that customization was a reason for this

preference.” Similarly, all but one faculty member planned

to keep using OER.

Grewe and Davis (2017) finds a positive relationship

between the use of OER and student academic achievement in

an online history course. She studies 146 students who

enrolled in the fall of 2013 and spring of 2014; these

courses had an identical instructional design (but

different content and different instructors). In examining

the nal course grades of 146 students, Grewe demonstrates

that OER adoption can be associated with higher student

performance.
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Theoretical Framework

The theoretical framework is a guide for the

researchers in the conceptualization of the study. This

study is anchored on the System Theory of Ross Ashby

(1968). It investigates both the principles common to all

complex entities, and the (usually mathematical) models

which can be used to describe them. Systems theory focuses

on the arrangement of and relations between the parts which

connect them into a whole. This particular organization

determines a system, which is independent of the concrete

substance of the elements. Systems analysis, developed

independently of systems theory, applies systems principles

to aid a decision-maker with problems of identifying,

reconstructing, optimizing, and controlling a system

(usually a socio-technical organization), while taking into

account multiple objectives, constraints and resources. It

aims to specify possible courses of action, together with

their risks, costs and benefits. Systems theory is closely

connected to cybernetics, and also to system dynamics,

which models changes in a network of coupled variables

(e.g. the "world dynamics" models of Jay Forrester and

the Club of Rome). Related ideas are used in the emerging

"sciences of complexity", studying self-organization and

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heterogeneous networks of interacting actors, and

associated domains such as far-from-equilibrium

thermodynamics, chaotic dynamics, artificial life,

artificial intelligence, neural networks, and computer

modeling and simulation.

A system can be said to consist of four things.

The first is objects – the parts, elements, or variables

within the system. These may be physical or abstract or

both, depending on the nature of the system. Second, a

system consists of attributes – the qualities or properties

of the system and its objects. Third, a system had internal

relationships among its objects. Fourth, systems exist in

an environment. A system, then, is a set of things that

affect one another within an environment and form a larger

pattern that is different from any of the parts. The

fundamental systems-interactive paradigm of organizational

analysis features the continual stages of input, throughput

(processing), and output, which demonstrate the concept of

openness/closedness. A closed system does not interact with

its environment. It does not take in information and

therefore is likely to atrophy, that is to vanish. An open

system receives information, which it uses to interact

dynamically with its environment.

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Driven evaluation theory of Chen (2010) focuses on the

theory of change and causal mechanisms underlying the

program. Chen recognizes that programs exist in an open

system, consisting of inputs, outputs, outcomes, and

impacts. He suggests that evaluators should start by

working with stakeholders to understand the assumptions and

intended logic behind the program. A logic model can be

used to illustrate the causal relationships between

activities and outcomes. Chen offers many suggestions for

constructing program theory models, such as action model

(i.e. systematic plan for arranging staff, resources,

settings to deliver services) and change model (i.e. set of

descriptive assumptions about causal processes underlying

intervention and outcome). Evaluators should consider using

this approach when working with program implementers to

produce valuable information for formative program

improvement.
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THEORETICAL FRAMEWORK

OPEN EDUCATIONAL
RESOURCES for
HORTICULTURE
along:
System Theory Validation and
(Ross Ashby,  Parts and Development of
1968) features of OER
the develop (Open
Driven OER Educational
Evaluation  Content Resources for
Theory quality of OER Horticulture)
(Chen, 2010)
 Technical
quality of OER
 Improvements
on the
validated
Open
Educational
Resources

Figure 1. Theoretical Paradigm Framework

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Conceptual Framework

Figure 1 shows the conceptual framework presenting the

validation of Open Educational Resource (OER) for

Horticulture. The project will make use of the input,

process and output model.

The Input of the study in the developed OER includes

readily available Open Educational Resources for

Horticulture.

The Process of the study includes the validation of

the developed OER for Horticulture in terms of content such

as the features along the alignment to the depth of K-12

standard, key shifts in the K-12 standards, and instruction

support, also the technical quality along design and

functionality using the OER validation form. After the

results of the survey will be used in validating the OER

form for Horticulture, the improvements may be done on the

validating the Open Educational Resources.

The Output of the study is the results of content and

technical validation of OER for Horticulture.

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Input Process Output

 Validation of
OER form

 Content quality
 Alignment to
the depth of K-12
standard
 Key shifts in
 Developed Results of
the K-12
Open standards Content and
Educational  Instruction Technical
Resources support Validation
for  Assessment of OER for
Horticulture
- Parts and  Technical Horticulture
Features quality
 Design
 Functionality

 Improvements on
the validated
Open Educational
Resources

Figure 2. Conceptual Paradigm of the Study

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Definition of Terms

For the purpose of better understanding of the

research, the following terms will be conceptually and

operationally define as used in the study.

Open Educational Resources - are teaching, learning, and

research resources that reside in the public domain or have

been released under an intellectual property license that

permits their free use and re-purposing by others. Open

educational resources include full courses, course

materials, modules, textbooks, streaming videos, tests,

software, and any other tools, materials, or techniques

used to support access to knowledge.

Horticulture - is at the most basic level, the science or

art of cultivating fruits, vegetables, flowers, or

ornamental plants. Etymologically, the term can be broken

down into two Latin words: hortus (meaning "garden")

and cultus (which means "tilling").

Content Quality- It describes the information inputed

inside the OER-Open Educational Resources in terms of how

relevant and helpful it is to the learners.

Technical Quality – It describes the build-up or

construction of the whole OER- Open Educational Resources

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in terms of its design and how friendly it is to the

learners.

Validation - an act, process, or instance of validating

especially: the determination of the degree of validity of

a measuring device

Information and Communication Technology - it talks about

any computer program that provides instruction.

Computer-Aided Instruction - it is a program of

instructional material that is created using a computer or

application to provide educational instruction between the

learner and a computer.

Learners- These are the teacher and students that teach

and take the horticulture subject.

URL- Uniform Resource Locator

Header- Is a part of a document or data packet that carries

metadata or other information necessary for processing the

main data.

Menu Button- A row or strip of menu items titles that, when

clicked, display dropdown menus of other items or commands

Navigation Button- A link to appropriate sections/pages in

a website that helps readers in traversing the online

document.
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Footer- Is the base of a website, but we must emphasize

that this term is present in other areas that will be

discussed later.

Reference- A place from which data is taken.

Many computer commands involve moving data.

Video- The recording, reproducing, or broadcasting of

moving visual images.

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CHAPTER III

Methodology

This chapter presents the overall framework and

methodology that the researchers used to validate the Open

Educational Resources for Horticulture. It includes

research design, research locale, and respondents of the

study, sampling technique, research instrument, materials

and equipment in the study, data gathering procedure, data

analysis and statistical tools to be used.

Research Design

The descriptive-development method of research was

utilized in the study. Descriptive research answers the

questions on parts and features of the developed OER in

Horticulture and describes the data on content and

technical quality and its interpretations.

Specifically, descriptive research method utilization

was conducted to determine the parts and features of the

existing Open Educational Resources for Horticulture and to

determine content validity of the Open Educational

Resources for Horticulture along: (a) alignment to the K12

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standards, (b) key shifts in the K12 standards, (c)

instruction support and (c) assessment.

To determine the technical validity of the Open

Educational Resources for Horticulture along: (a)

background, (b) fonts) (c) graphics (d) copyright (e)

layout and (f) navigation development method was used. The

improvement of the developed OER in Horticulture was based

on gathered results on its content and technical quality

validation.

Research Locale

This study was conducted in Central Bicol State

University of Agriculture, College of Development

Education, San Jose, Pili, Camarines Sur, 1st semester S/Y

2018-2019.

Respondents of the Study

The respondents of the study for the content validity

of the Open Educational Resources for Horticulture were

five (5) selected Horticultue teachers from DepEd Camarines

Sur. The respondents for technical validity were thirty

(30) high school students taking up ICT subjects at the

Computer High School of Bicolandia who are knowledgeable in

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terms of technical aspects of a websites per terminal

curriculum being undertaken by the same.

Sampling Technique

The researchers used purposive sampling technique. The

ICT high school students and horticulture teachers were

purposively chosen to answer the content and technical

validation sheets for the developed OER for Horticulture.

Instrumentation

The researchers adopted and modified a survey

questionnaire from EquiP task Review Rubric from

Achieve.org for the technical validation and for

educatoral.com/website_design_rubric.html for the content

validation.

Two (2) sets of four-rating scale validation sheets

were distributed to the respondents. One set for content

validation determined the (a) alignment in the K12

Standards, (b) key shifts in the K12 standards, (c)

instruction support and (d) Assessment and another set

determined the technical quality particularly of the

background, fonts, graphics, copyright, layout and

navigation of the OER for Horticulture.

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Materials and Equipment of the Study

The following materials and equipment were used in the

validation of OER for Horticulture: (1) Developed OER for

Horticulture, (2) Adapted questionnaire for Content

Validation of OER for Horticulture and (3) Adapted

questionnaire for Technical Validation of OER for

Horticulture, and the (4) computer components (Hardware and

software-Wix.xom).

Data Gathering Procedure

Prior to the validation of the OER, the content topics

are identified and organized after consultation to the

professors who are experts in the subject Horticulture.

Next, the researchers prepared a letter for the identified

DepEd Schools requesting permission to conduct a survey

addressed to the teachers who are teaching Horticulture.

The OER was introduced and used by the respondents. It was

then evaluated in terms of content and technical validity

using adapted and modified validation forms for the OER-

Horticulture.
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Data Analysis

The data gathered from the validation forms were

analyzed and tallied by the researchers. Weighted mean was

used to determine the content and technical validity of the

OER for Horticulture.

Statistical Tool Used

In the analysis of the data, the researchers used

descriptive statistics. Descriptive Statistics was utilized

to describe the content and technical validity of the OER

for Horticulture.
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CHAPTER IV

Results and Discussion

This chapter presents the results and discussion of

the analysis and implementation of the data gathered in

this study. The following results and documentation were

presented under headings which correspond to the research

questions of the study. The information includes the

Content and Technical Validation of the Open Educational

Resources for Horticulture.

Parts and Features of the Developed Open Educational

Resources for Horticulture

The first section shows the parts and features of the

OER for Horticulture. The researchers have identified four

parts of the developed OER for Horticulture which are the

header, navigation bar, course content, and footer. The OER

has 3 types of main home pages - OER home page, OER for

Horticulture home page, and OER for Horticulture topic home

page. OER home page is the very first interface that the

users will see, it is where the users can access the

different subjects aside from Horticulture such as

Thermodynamics, Mechanics, Electromagnetism, Organic

Agriculture, Biology, and Artificial Insemination. The OER

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for Horticulture home page is where the users can start to

access the subject Horticulture; from there the topics are

linked. The OER for Horticulture topic home page are the

pages intended for each topic which are linked to different

free online resources in the internet such as research

studies, online books, online exercise, video tutorial and

online quizzes. Refer to Plate 1 for the OER home page.

Plate 1. Screen capture of the full-length view of the OER

home page

Header

Navigation
buttons

Content

Footer
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Header. The header Plate 2. Screen capture of

the header in the OER home
consists of the
page
administration building as

the background, CBSUA logo

and ISO certification logo.

Plate 3. Screen capture of the navigation buttons in the OER

home page

Navigation buttons. The navigation buttons consist of

the “Home”, “Subjects”, “References”, and “About” buttons.

The “Home” button allows the users to navigate back to the

OER home page. The “Subject” buttons have submenus which

consists the subjects in the OER such as Biology,

Mechanics, Horticulture, Thermodynamics, Electromagnetism,

Organic Agriculture, and Artificial Insemination. The

“References” button will lead the user to the references

used in topics inside the OER such as other websites,

researches and books. The “About” page allows the user to

check on the authors of the OER.

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Plate 4. Screen capture of the content in the OER home page

Artificial Insemination

Organic Agriculture

Horticulture

Biology

Thermodynamics

Mechanics

Electromagnitism

Content. The content part serves as the body of the

OER home page. It is where the necessary inputs are found.

In the OER home page, it is where the page welcomes the

users. An interactive buttons can be found and a calendar.

The interactive buttons are animated buttons that allows

the user to navigate to the different subjects in the OER.

It works like the “Subject” button.

Plate 5. Screen capture of

the footer in the OER home
Footer. The footer
page
consists of the OER logo,

the name, address and e-mail

address of the university,

and social links of wix.com.

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To access the OER for Horticulture home page, click

“Horticulture” in the submenu of the “Subject” button. See

plate 3.

Plate 6. Screen capture of the full-length view of the OER

for Horticulture home page

Header

Content

Footer

The OER for Horticulture home page has the same parts

as the OER home page. Its header and banner has the same

characteristics, see plate 2 and plate 5.

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Plate 7. Screen capture of

the content part of the OER
for Horticulture home page
Content. The content for the

OER for Horticulture has its

title, short introduction

and table of contents. The

table of contents serves as

link to another page for

each topic. When the links

for the topics are clicked

the users will see the OER

for Horticulture topic home

page in the same window and

can start accessing the

pages for topics.

To access the OER for Horticulture topics home page,

the user should click the topic title in the table of

contents, see plate 6. The user will be directed to the

page in the same window.

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Plate 8. Screen capture of the course content of the

OER for Horticulture topic home page

Course content. The course content in the OER for

Horticulture topic home page consists of the lessons and

assessments for the topic. It has six features –

introduction, read more, learning module, learn more links,

video tutorial, and assessment.

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Introduction. Plate 9. Screen capture of

the introduction
Introduction is a short

description, meaning or

background for the topic.

Read more. Read more Plate 10. Screen capture of

the read more button
button will direct the user

to a new web page regarding

the topic in a new window.

Learning module. Plate 11. Screen capture of

the learning module button
Learning module button will

direct the user to a new

page in the same window,

where the user can find

some portable document file

which can be viewed and

downloaded.
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Plate 12. Screen capture

Video Tutorial. Video
of the video tutorial
tutorial is an interactive

transfer of knowledge by

means of audiovisual form.

The video in the topic pages

are specified for each topic.

Evaluation. Evaluation
Plate 13. Screen capture
consists of buttons that can of the evaluation

link users to a new web page to

take a quiz in a new window.

This chapter also presents the

results and finding of the content and technical validation

of the OER for Horticulture

Aside from the features of the OER, there is a section

where an Administrator can edit the website. An

administrator should have an access to the e-mail address

and password of the Wix account. To edit the OER, the

administrator must open Wix.com and sign in the Wix

account. To open the website builder, type “wix.com” in the

 39

address bar of an internet browser. Then, press “enter”,

the interface of the website builder will be shown.

Plate 14. Screen capture of the user interface of wix.com

Sign In

To sign in, click the sign in button in the upper

right corner of the website. Upon clicking the sign in

button, the administrator must log in the account using an

e-mail address: educresourcesk12@gmail.com and a password:

techonline2017.
 40

Plate 15. Screen capture of the log in form for a

wix account

Log in form

Log in with
Facebook

Log in with
Google

To log in put the e-mail address used for the account

in the email box and the password in the password box. Then

click “Log in”. After logging in the user account interface

will be shown.
Plate 16. Screen capture of the user account
interface of the OER

Thumbnail of
the OERK12

Now that the administrator have logged in, the

administrator can now select and edit the site by clicking

 41

the thumbnail of the OER that can be seen in the “My sites”

page of the wix account.

Plate 17. Screen capture of the thumbnail of the OER

The “Select and Edit

Site” button allows the

administrator to make

changes and improve the

input in the OER. To edit,

click the “Select and Edit

Site” button. After, the

dashboard interface will be Select and Edit

Site button
shown.
Plate 18. Screen capture of the dashboard of the OER
Site Actions dropdown button

To enter the editing page, the administrator must

click the “Site Action” dropdown button. The dropdown

 42

button consist of “Edit Site”, “View Live Site”, “Rename

Site”, “Duplicate Site”, “Transfer Site”, “Add Contibutor”,

“Move To Trash” and Create New Site” buttons that will

navigate the administrator to the different pages for

different options that may be done in the OER.

Plate 19. Screen capture of the “Site Action” dropdown button

Edit Site

Site Actions
dropdown buttons

Click the “Edit Site” button in the dropdown to enter

the editing page. The administrator can now edit the OER.

After clicking the “Edit Site” button a new tab will open

foe the editing page. Refer to plate 6

 43

Plate 20. Screen capture of the editing page of the OER

Editor
Top
Bar

Side
Bar
Menu

Rulers and Guides

Now the administrator can edit the page. Wix.com has

numerous features for editing. Refer in the plate 7, in the

top bar menu there are "Page drop-down” button to Navigate

and manage your site's pages, “Site” button to save,

preview and publish your site, or review your site history,

“Settings” button to access your dashboard, add tracking

and analytics tools and more, “Tools” button to show or

hide the Editor Toolbar, Gridlines, Snap to Object and

Reorder Sections, “Code” button to turn on your Developer

 44

Tools to start using Wix Code, “Help” button to get

immediate help inside the Editor, “Upgrade” button upgrade

your site to a Premium Plan, “Zoom Out & Reorder” button

manage the section on your page, “Undo” button undo your

last action (Ctrl + Z) “Redo” button to redo your last

action (Ctrl + Y), “Switch Editor Views” button to switch

between the desktop and mobile Editors, “Save” button

to Save your most recent changes, “Preview” button

to Preview your site and “Publish” button to publish your

site and/or most recent changes.

The “Side Bar Menu” in the left side of the page

has “Background” button to change your page background,

“Add” button to add elements to build your site, “App

Market” button to enhance your site with hundreds of apps,

“ My Uploads” button to upload your own media to your Media

Manager so that you can add them to your site whenever you

want, “Promote” button to create a stunning newsletter to

promote your site with Wix Email Marketing, “Bookings”

button to let customers book workshops, classes, private

appointments and more online and “Blog” button a new

feature to create a stunning blog and grow an online

community.
 45

The Wix editor has vertical and horizontal rulers which

appear along the top and down the right side. The rulers

help you accurately place elements on your site as you can

position them at specific locations or pixels in the

Editor. The rulers are not visible on your live site, just

inside the Editor.

Teachers and Students

The OER for Horticulture is an online flat form for

open source learning intended for Grade 12 students taking

General Physics 1 under the STEM strand of the K12.For

teachers-user and students it resides in the domain name

“educresourcesk12.wixsite.com” in a free website builder

named wix.com.

Before the users can access the OER for Horticulture,

the users should input the uniform resources locator (url)

“educresourcesk12.wixsite.com/oerk12” in the address bar of

the browser and press “enter”. The interface of the webpage

will be shown.
 46

Plate 21. Screen capture of the interface of the “home

page” of the OER

Address
Bar

Log in/
Sign up
 47

Upon clicking the log in or sign up button, the user

can choose to either log in or sign up. If first time user,

the user should choose sign up and if already a member the

user should choose log in. There are three ways to sign up,

use the sign up form, sign up with Facebook, and sign up

with Google+. To sign up in sign up the form, put a valid

e-mail address and a password in the boxes provided for

each, retype the password and click “GO”.

Plate 22. Screen capture of the sign up forms

Sign up with
Facebook

Sign up with
Google+

Sign up form
 48

In the event that the user already clicked the “GO”

button in the sign up form, the OER will prompt an

instruction that the users member request has been sent and

waiting for approval.

Plate 23. Screen capture of the prompt after signing up

If the user is already a member, the user can

click “Log In” under the sign up form, refer to plate 9.

When “log in” is clicked, the log in window will be shown

and to log in the form, put a valid e-mail address and a

password in the boxes provided for each, and click “Log In

Plate 24. Screen capture of the Log In window

Sign up with
Facebook
Sign up with
Google+

Sign up form
 49

Content Quality of the Developed OER for Horticulture in

terms of Alignment to the Depth of the K12 Standards, Key
Shifts in the K-12 standards, Instruction Support, and
Assessments

The content of the OER was validated in terms of the

following: alignment to the K12 standards, key shifts in

the K12 standards, instructional support, and assessment.

The OER was validated by selected DepEd Agriculture

teachers and subject teachers teaching Horticulture in

Grade 10 through a four-rating scale validation sheets that

were adapted and administered.

Alignment to the Depth of the K12 Standards

Table 1 presents the content quality of the old OER in

Horticulture based on the alignment to the depth of K-12

standards. It can be observed that most or all of the

topics aligned to K-12 curriculum were not observed in the

old OER. The OER does not contain the basic topics and

lesson about Horticulture that is align to K12 strands.

 50

Table 1. Alignment to the depth of the K-12 standards

Legend:
3.26 – 4.00 Excellent (E) 1.76 – 2.50 Fair (F)
2.51 – 3.25 Good (G) 1.00 – 1.75 Needs Improvement (NI)
Weighted Mean (WM) Content Quality (CQ)
 51

The table 1, shows that the level of the quality

content in OER aligns to k12 standard was “Needs

Improvement” with a grand mean of 1.43. The interpretation

“Good” was obtained from the variables “Farm Tools” (2.4),

“Safety practices during operation of farm

equipment”(2.2),”Farm plants and layout “1.8” and “Manual

of farm equipment and specifications” . The interpretation

“Needs Improvement” was obtained from the variable “Parts

and functions of equipment” (1.4), “Pre-operation and

checkup (1.6), “Calibration and use of farm equipment”

(1.4), “Preventive maintenance” (1.6), “Problem solving

procedure” (1.4), “Basic mathematical operations” (1.4),

“Depreciation of farm tools proposal making” (1.2),

“Financial Statement” (1.6), “Pricing” (1.4), “System

measurement” (1.4), “Units of measurement” (1.2),

“Conversion of units” (1.2), “Fractions decimals” (1.2),

“Percentage and ratios” (1.2), “Basic record keeping”

(1.4), “Types of planting system in horticulture crop

production” (1.4), “ Government Plans ” (1.2), “Staking

procedures” (1.2), “Planting board” (1.4), “Layout plan of

irrigation system” (1.2), “Types of Irrigation system”

(1.2), “Farm works that involves using chemicals” (1.2),

“Personal protective equipment used in farms” (1.4), “Basic

 52

first aid” (1.4), “Farm emergency procedure’s regarding

safety working” (1.6), “Procedures in cleaning and storing

tools and outfits” (1.6), “Technique in storing materials

and chemicals” (1.4), “Government requirement regarding

farm waste disposal” (1.4), Waste management system

regarding farm waste disposal” (1.4).

Table 2. Key Shifts in the K-12 standards

Table 2 presents the content quality of OER in terms

of key shifts in the K-12 standards. Key Shifts includes

focus, coherence and rigor.

INDICATORS WM CQ
1. Key Shifts in the K-12 Standards
a. Focus: Lessons and units targeting the major
work of the grade provide an especially in-
1.8 F
depth treatment, with especially high
expectations.
b. Coherence: The content develops through
reasoning about the new concepts on the basis
of previous understandings. Where appropriate,
1.4 NI
provides opportunities for students to connect
knowledge and skills within or across
clusters, domains and learning progressions.
c. Rigor: Requires students to engage with and
demonstrate challenging activities with
appropriate balance among the following:
 Application: Provides opportunities for
users to independently apply concepts in 1.4 NI
real-world situations
 Conceptual Understanding: Develops
students’ conceptual understanding through 1.4 NI
tasks, brief problems, questions, and
multiple representations
 Procedural Skill and Fluency: Expects,
supports and provides guidelines for 1.4 NI
procedural skill and fluency procedures to
be performed quickly and accurately
MEAN 1.48 NI

Legend:
3.26 – 4.00 Excellent (E) 1.76 – 2.50 Fair (F)
2.51 – 3.25 Good (G) 1.00 – 1.75 Needs Improvement (NI)
Weighted Mean (WM) Content Quality (CQ)
 53

Key shifts includes three (3) parameters namely focus,

coherence and rigor. Focus contains lessons and units

targeting the major work of the grade provide an especially

in-depth treatment, with especially high expectations.

Coherence includes content that develops through reasoning

about the new concepts on the basis of previous

understandings. Where appropriate, provides opportunities

for students to connect knowledge and skills within or

across clusters, domains and learning progressions. Lastly,

Rigor requires students to engage with and demonstrate

challenging activities with appropriate balance among

application, conceptual understanding and procedural skill

and fluency. The researcher observed that most of the

criteria under the key shifts in the K-12 standards were

Needs Improvement.

Table 3. Instructional Support

Table 3 presents the content quality of OER in terms

of instructional supports. It is the guide and aid for the

user/learner to easily understand the topic in

Horticulture.
 54

INDICATORS WM CQ
1. Instructional Supports
a. Relevance and Authenticity: Engages students in
authentic and meaningful scenarios that reflect the
practice of science and engineering as experienced
in the real world
 Students experience phenomena or design problems
as directly as possible (firsthand or through 1.2 NI
media representations).
 Includes suggestions for how to connect
instruction to the students' home, neighborhood, 1.2 NI
community and/or culture as appropriate.
b. Differentiated Instruction: Provides guidance for
teachers to support differentiated instruction by
including:
 Appropriate reading, writing, listening, and/or
speaking alternatives (e.g., translations,
picture support, graphic organizers, etc.) for 1.4 NI
students who are English language learners, have
special needs, or read well below the grade
level.
 Extra support (e.g., phenomena, representations,
tasks) for students who are struggling to meet 1.4 NI
the targeted expectations.
 Extensions for students with high interest or
who have already met the performance
expectations to develop deeper understanding of 1.4 NI
the practices, disciplinary core ideas, and
crosscutting concepts.
c. Scientific Accuracy: Uses scientifically accurate
and grade‐appropriate scientific information,
1.2 NI
phenomena, and representations to support students’
three‐dimensional learning.
MEAN 1.3 NI

Legend:
3.26 – 4.00 Excellent (E) 1.76 – 2.50 Fair (F)
2.51 – 3.25 Good (G) 1.00 – 1.75 Needs Improvement (NI)
Weighted Mean (WM) Content Quality (CQ)

Instructional supports lead users to understand the

topic. Based on the data gathered, the researcher observed

that most of the page in OER for Horticulture Needs

 55

Improvement or included instructional supports in each

topic/lesson.

Table 4. Assessment

Table 4 presents the content quality of OER in terms

of assessment. Assessment comprises of quizzes that are

relevant to the topic at the end of every lesson.

Weighted Content
INDICATORS
Mean Quality
1. Assessment
a.Quizzes are relevant to the topic
and has a moderate level of Needs
1.4 Improvement
difficulty to test the students’
learning
b.Provides summative assessment
Needs
after or at the end of the lesson/ 1.4 Improvement
unit.
Needs
MEAN 1.4 Improvement

Legend:
3.26 – 4.00 Excellent (E) 1.76 – 2.50 Fair (F)
2.51 – 3.25 Good (G) 1.00 – 1.75 Needs Improvement (NI)
Weighted Mean (WM) Content Quality (CQ)

Based on the data gathered, most of the lesson in the

OER Needs Improvement in every end of the lesson.

Technical Quality of the Developed Open Educational

Resources for Horticulture

In order to determine the technical quality of the

open educational resources for Horticulture, the researcher

conducted an evaluation through rubric form and was given

 56

to the selected agriculture teachers. The technical content

was focused on the design, fonts, and graphics, copyright

and lay-out, while the functionality was focused on the

navigation.

In terms of the design the respondents was asked if

the OER contains background that is exceptionally

attractive, if its contains across pages, if its adds to

the theme or purpose of the site and if it does not detract

from readability. In terms of the fonts, the respondents

evaluated if it’s consistent, easy to read, and point size

varies appropriately for headings and text. The graphics

was also tested according to the theme or purpose, if it’s

thoughtfully cropped, is of high quality and enhances

reader interest or understanding. The copyright were also

evaluated. The respondents were asked if it’s used fair

guidelines, with clear, easy to locate and accurate

citations. Lastly, the respondents also look on the layout

of the OER, the respondents were also asked if the lay-out

has exceptionally attractive and has a usable layout and if

all the elements can be easily access.

 57

Table 5. Technical quality of OER for Horticulture in terms

of Background, Fonts, Graphics, Copyright and Layout.

CATEGORY INDICATORS WM TQ
1. 1.1 Background is
3.27 E
Background exceptionally attractive.
1.2 Background consistent
3.5 E
across pages.
1.3 Background adds to the
3.4 E
theme or purpose of the site.
1.4 Background does not
3.7 E
detract from readability.
Overall Mean 3.38 E
2. Fonts 2.1 The fonts are consistent,
easy to read and point size
3.2 G
varies appropriately for
headings and text
2.2 Use of font styles
(italic, bold, underline) is
3.23 G
used consistently and improves
readability.
Overall Mean 3.11 G
3. Graphics 3.1 Graphics are related to
the theme/purpose of the site,
are thoughtfully cropped, are
3.2 G
of high quality and enhance
reader interest or
understanding.
4. Copyright 4.1 Fair use guidelines are
followed with clear,
easy-to-locate and accurate 3.43 E
citations for all borrowed
material.
4.2 No material is included
from Web sites that state that
3.56 E
permission is required unless
permission has been obtained.
Overall Mean 3.49 E
5. Layout 5.1 The Web site has an
exceptionally attractive and 3.46 E
usable layout.
5.2 It is easy to locate all-
important elements. 3.36 E

Overall Mean 3.41 E

Legend:
3.26 – 4.00 Excellent (E) 1.76 – 2.50 Fair (F)
2.51 – 3.25 Good (G) 1.00 – 1.75 Needs Improvement (NI)
Weighted Mean – WM Technical Quality (TQ)
 58

The OER contains variables that make the OER looks

attractive and efficient, design are composed of

background, fonts, graphics, copyright, and layout. It can

be gleaned from the table that the level of technical

quality of an old OER for Horticulture was Excellent.

Looking at the details, it can be noted that in terms of

design “backgrounds follows the guidelines for web-safe

colors”, “copyright follows the guidelines in web-safe

browse”, and “layout can be displayed in any screen

size/resolution” are all Excellent. Over all, the technical

qualities of OER for Horticulture in terms of design was

rated Excellent.

Background

The technical quality in terms of background in the

OER for Horticulture shows that the background is

exceptionally attractive, consistent across the pages, adds

to the theme or purpose of the site and does not retract

from readability.

Fonts

The technical quality in terms of background in the

OER for Horticulture shows that the font are consistent,

easy to read and point size varies appropriately for

 59

headings and text and use of font styles is used

consistently and improves readability.

Graphics

The technical quality in terms of background in the

OER for Horticulture shows that the graphics are related to

the theme/ purpose of the site, are thoughtfully cropped,

are of high quality and enhance read interest or

understanding.

Copyright

The technical quality in terms of background in the

OER for Horticulture shows that the copyright is fair to

use, guidelines are followed with clear, easy-to-locate and

accurate citations for all barrowed material and no

material is included from websites that state that

permission is required unless permission has been obtained.

Layout

The technical quality in terms of background in the

OER for Horticulture shows that the layout has an

exceptionally attractive and usable layout and it is easy

to locate all important elements.

 60

Table 6. Technical quality of OER for Horticulture in terms

of Navigation

INDICATORS WM TQ
1. 6.1 Links for navigation
Navigation are clearly labeled, 3.36 E
consistently placed.
6.2 Allow the readers to
easily move from a page
to related pages (forward
3.43 E
and back), and take the
reader where s/he expects
to go.
6.3 Navigation buttons 3.26 E
are user-friendly
regardless of the web
browser being used.
Overall Mean
3.35 E

Legend:
3.26 – 4.00 Excellent (E) 1.76 – 2.50 Fair (F)
2.51 – 3.25 Good (G) 1.00 – 1.75 Needs Improvement (NI)
Weighted Mean – WM Technical Quality (TQ)

Table 6 presents the technical quality of the old OER

in Horticulture based on Navigation. This contains all the

buttons of the OER.

Navigation

The technical quality in terms of background in the

OER for Horticulture shows that the Navigations are clearly

labeled, consistently placed, allowed the readers to easily

move from a page to related pages and take the reader where
 61

he or she expects to go and user friendly regardless of the

web browser being used.

Improvements in the Developed Open Educational Resources

for Horticulture.

This portion presents the user-interface of the OER

for Horticulture developed using Wix.com, the software is

user friendly and easy manipulate. It uses universal

language and constitutes plates

Plate 25. Screen capture of the Developed OER for

Horticulture (Homepage)
Developed OER-Horticulture

Header

Content

Table of Contents

Plate25 shows the Developed Open Educational Resources

for Horticulture. This page contains course outline and

description of the subject, sub topics related to

horticulture and some pictures related to the subject. It

 62

contains the following features; Header that contains the

logo of CBSUA and the ISO logo, Content that contains the

description of the subject Horticulture and the table of

contents that contains the description of the horticulture

subject and linked to its respective content

Plate 26. Screen capture of the Improved OER for

Horticulture

Improved OER- Horticulture

Header

Menu button

Content

Plate26 shows the Improved Open Educational Resources

for Horticulture. This page contains improved content of

the page that is aligned to the K to 12 curriculum. It

 63

includes the description of the subject and it’s sub

topics. Images is also included to add additional

information. It contains the following features; Header

that contains the logo of CBSUA and the ISO logo, Content

that contains the description of the subject Horticulture

and the table of contents that contains the description of

the horticulture subject and the Menu button that contains

the HOME button of the OER, the ABOUT button for the

authors and the REFERECES button for the PDF references.

Plate 27. Screen capture of content standards of the

Developed OER for Horticulture

Developed OER- Horticulture

Table of Contents

Plate27 shows the Developed Open Educational Resources

for Horticulture. This page contains the table of contents

 64

of the subject Horticulture. It contains the topics inside

the old OER

Plate 28. Screen capture of content standards of the

Improved OER for Horticulture

Improved OER- Horticulture

Graphics slide

Content Standard

Home Button

Plate28 shows the Improved Open Educational Resources

for Horticulture. This page contains the content standards

of the subject Horticulture that is aligned to the K to 12

Curriculum. It has four lessons and each lesson has several

learning outcomes and it contains the different topics that

 65

is aligned to the K to 12 TLE Agri/Fishery. It has a “Home”

button to redirect the user to the Horticulture homepage.

It has a graphic slide that is related to the subject.

Plate 29. Screen capture of Lesson 1 of the Developed OER

for Horticulture

Developed OER- Horticulture

Content

Video

Other sources button

Plate29 shows Lesson 1 content in the Developed Open

Educational Resources for Horticulture. It has three

features namely the Content that contains first topic in

the table of content and its description. It also has the

“Read button” where it contains the whole description of

 66

the lesson and “learning modules” where you can access the

whole learning content of the subject. The second feature is

the Video Content it contains a video that supports the

description of the subject preparing land for planting. The

last feature is the Other sources button- it contains the

links that supports the subject content in the page. It

also has videos coming from YouTube that gives other

information related to the topic.

Plate 30. Screen capture of Lesson 1 of the Improved OER

for Horticulture

Improved OER- Horticulture

Buttons

Content
-

Plate30 shows Lesson 1 content in the Improved Open

Educational Resources for Horticulture. It contains the

 67

content or lesson that is aligned to the K to 12 curriculum

standards. In this page of the OER for Horticulture, you

can now see the different topic in the Lesson 1 of the

Horticulture subject. It has text and graphics that

supports the content of the Lesson 1. It also has some

moving graphics. The page has more in depth explanation

about the content of the lesson 1. Also in Plate12b

includes the features of the Home button for the OER

homepage, Home button for the Horticulture homepage and the

Lesson button for the list of the lesson in Horticulture .

Plate 31. Screen capture of an OER for Horticulture other

sources lesson 1

Developed OER- Horticulture

Other Sources

Plate31 shows “Other sources” like links for

discussion and video tutorials are placed at the bottom of

 68

the page for more information about the topic. This is

applicable only to Lesson 1 only.

Plate 32. Screen capture of an OER for Horticulture other

sources lesson 1
Improved OER- Horticulture

Other Sources

Plate32 shows “Other sources” like links for

discussion and video tutorials are placed at the bottom of

the page for more information about the topic. More links

that is related to the lesson is being added for other

references.
 69

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusions and

recommendations of the study.

Summary

This study was an attempt to validate an Open

Educational Resources for Horticulture. Specifically, it

aimed to validate the parts and features of the developed

OER for Horticulture in terms of Introduction, Discussion

and Assessment.

It aimed also to validate the content quality of the

OER for Horticulture in terms of: (a) Alignment to the

depth of the K-12 standards, (b) Key shifts in the K-12

standards, (c) Instruction supports, (d) Assessment; and

technical quality along (a) Background (b) Fonts (c)

Graphics (d) Copyright (e) Layout and (f) Navigation.

The study used descriptive-development method of

research. Purposive sampling was used in this study. The

respondents were the Agriculture teachers for evaluation of

content quality and the Grade 10 ICT students of Computer

Science High School of Bicolandia for evaluation of

 70

technical quality. Descriptive statistics was utilized to

describe the content and technical validity of the OER for

Horticulture. Weighted Mean was used to determine the

content and technical validity of the OER for Horticulture.

It aimed also is to modify the Developed Open

Educational Resources for Horticulture particularly on its

content and enhance its technical quality.

Findings

The following are the findings in terms of the

validation of the developed Open Educational Resources for

Horticulture.

1. It has four parts, namely Header, navigation

buttons, course content and footer and five features,

namely Introduction, Read more, learning module, Learn more

links, Video Tutorials.

2. Its content quality has the weighted mean 1.4 which

is interpreted as needing improvement. Among the parameters

which need to be improved are the following: Aligns to the

K to 12 standard, Key Shifts in the K to 12 standards,

Instructional support and Assessment.

3. Its technical quality has been rated Excellent with

the weighted mean 3.38. Among the parameters which have

 71

been interpreted to be Excellent is the background, fonts,

graphics, copyright, layout and navigations.

4. The features improved in the developed OER in

Horticulture that has to be improved is the Instructional

Support under Content Quality.

Conclusion

The results of the study led the researchers to

conclude the following:

1. The developed OER in Horticulture has standard

parts and features;

2. That the content quality along Aligns to the K to

12 standard, Key Shifts in the K-12 Standards,

Instructional Support and Assessment of the developed OER

in Horticulture are not observed;

3. That its technical quality along background, fonts,

graphics, copyright, layout and navigation is Excellent.

4. That improvement of the various features of the

developed OER for Horticulture could be done along the

following parameters; aligns to the K to 12 standard, Key

Shifts in the K-12 Standards, Instructional Support and

Assessment of its content standards. Lectures, tutorials

and videos were included links.

 72

Recommendations

Based from the findings and conclusion, the following

are hereby recommended:

1. Maintenance and updating of the parts and features

of the developed OER in Horticulture be continued and

sustained;

2. Improvement on the content quality be undertaken

particularly in to enhance the content quality of the OER-

Horticulture by supplementary K12 aligned materials such as

actual videos, tutorials, updated lectures, inclusion of

lecture guides, games and simulations, assessment tools and

other interactive tasks.

3. Improvement of the design of the OER for

Horticulture to enhance its background, fonts, graphics,

copyright, layout and navigation through animations;

4. Replicate the current study to validate results; and

5. Study of the effectiveness and acceptability of the

improved OER in Horticulture be conducted.

 73

APPENDIX A

Letter to Conduct the Study

 74

APPENDIX B

Research Questionnaire

Content Validation Questionnaire

 75

APPENDIX C

Research Questionnaire

Technical Validation Questionnaire

 76

APPENDIX D

Documentations

During the Data Gathering on the respondents of at Fabrica

High School, Bula, Camarines Sur

 77

During the Data Gathering on the respondents at Partido

Agro-Industrial National High School

 78

During the Data Gathering on the respondents at

Computer Science High School of Bicolandia students, CBSUA-

MAIN CAMPUS, Pili, Camarines Sur

 79

During the Data Gathering on the respondents at

Computer Science High School of Bicolandia students, CBSUA-

MAIN CAMPUS, Pili, Camarines Sur

 80

During the Data Gathering on the respondents at

Computer Science High School of Bicolandia students, CBSUA-

MAIN CAMPUS, Pili, Camarines Sur

References
 81

Picture taking with the respondents of

Computer Science High School of Bicolandia, CBSUA-

MAIN Campus, Pli, Camarines Sur

 82

APPENDIX E

Content Validation of OER for Horticulture

Respondents Alignment Key Instructional Assessment

to the K- Shifts in Support
12 the K-12
standard standards
1 1.22 1.33 1 1

2 1.02 1.33 1 1

3 1.13 1.33 1 1

4 2.27 2.66 2 2

5 1.19 1.33 1 1
 83

APPENDIX F

Technical Validation of OER for Horticulture

Respo Design Functional

ndent ity
s
Background Fonts Graphics Copyright Layout Navigation
1 4 2 3 2 2 2.75
2 3.75 2 4 2 2 3
3 4 2 3 2 2 3.33
4 3.75 2 4 2 3.5 3
5 3.75 2 4 2 2 4
6 3.5 3.5 3 3.5 2 3.6
7 3.25 2 4 2 2 3.6
8 3.25 2 2 3.5 2.5 3
9 4 3.5 3 2 3.5 3
10 4 2 3 2 2 3
11 4 3.5 4 2 2 3.6
12 3.25 3.5 3 2.5 2.5 3
13 3.5 3.5 2 2 2.5 2.3
14 3 2 3 2 2 3
15 3.75 2 3 3.5 3.5 3.6
16 3.5 2 3 3.5 2 3.66
17 3.5 3.5 3 3.5 2 3.33
18 3.75 3.5 4 3.5 2 3.66
19 3.5 2 3 2 3.5 3
20 2.75 2 3 2 3.5 2.66
21 3 3.5 3 3.5 3.5 3.66
22 3 2 3 2 2 2.33
23 3.5 2 4 3.5 2 3
24 4 3.5 4 3.5 4 4
25 2.5 1.5 3 2 3.5 3.66
26 2.5 2 1 2 2 3.66
27 3 2.5 3 2 3 3.33
28 3.75 1.5 4 2 2 3.66
29 2.5 2 1 2.5 2.5 3.66
30 3.25 2 2 2 2 3.66
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APPENDIX G

LIST OF PLATES

PLATES PAGE

1 Screen capture of the full-length view 31

of the OER home page

2 Screen capture of the header 32

in the OER home page

3 Screen capture of the navigation buttons 32

in the OER home page

4 Screen capture of the content 33

in the OER home page

5 Screen capture of the footer in the OER home page 33

6 Screen capture of the full-length view 34

of the OER for Horticulture home page

7 Screen capture of the content part 35

of the OER for Horticulture home page

8 Screen capture of the course content 36

of the OER for Horticulture topic home page

9 Screen capture of the introduction 37

10 Screen capture of the read more button 37

11 Screen capture of the learning module button 37

12 Screen capture of the video tutorial 38

13 Screen capture of the evaluation 38

14 Screen capture of the user interface of wix.com 39

15 Screen capture of the log in form 40

for a wix account
 85

16 Screen capture of the user account interface 40

of the OER

17 Screen capture of the thumbnail of the OER 41

18 Screen capture of the dashboard of the OER 41

19 Screen capture of the “Site Action” 42

dropdown button

20 Screen capture of the editing page of the OER 43

21 Screen capture of the interface 46

of the “home page” of the OER

22 Screen capture of the sign up forms 47

23 Screen capture of the prompt after signing up 48

24 Screen capture of the Log In window 48

25 Screen capture of the Developed OER 61

for Horticulture (Homepage)

26 Screen capture of the Improved OER 62

for Horticulture
27 Screen capture of content standards 63
of the Developed OER for Horticulture
28 Screen capture of content standards 64
of the Improved OER for Horticulture
29 Screen capture of Lesson 1 of the Developed 65
OER for Horticulture
30 Screen capture of Lesson 1 of the Improved 66
OER for Horticulture
31 Screen capture of an OER for Horticulture 67
other sources lesson 1
32 Screen capture of an OER for Horticulture 68
other sources lesson 1
 86

Literature Cited

A. Websites
Adopted and modified from EQuIP Task Review Rubric from
Achieve.org

Adopted and Modified from

educatoral.com/website_design_rubric.html

K to 12 Technology and Livelihood Education – Horticulture

Learning Module.

Masterman et al., 2011 – OER adaptation and integration in

the academic community.

Aitkens et al., 2007 – OER are describe as teaching,

learning and resources which in the public domain.

Stephen Downes, MOOC PLENK2010, October 2010 – Learning is

recognized, not measured.

Butcher 2010 – OER in design and development

Nikoi et al. (2011) – Internal reality check as the

suggested evaluation mechanism for adopted OER.

Fieldstein et al. (2012) – OER were more useful than

traditional textbooks .

Hilton et al. (2013) – OER is same quality as traditional

textbooks.

Delimont et al. (2016) – OER used somewhat more to more

than a normal textbook.

Grewe and Davis (2017) – OER and the student academic

achievement.
 87

Content Graphical Presentation

CONTENT QUALITY
4
3.5
3
2.5
2
1.5
1
0.5
0
 88

Technical Graphical Presentation

Technical Quality
4
3.5
3
2.5
2
1.5
1
0.5
0