Instructional Materials Development: M.

Selga
A Worktext in Science, Technology
and Society

Instructional Materials Development: A

Worktext in Science, Technology
and Society
MARY CORINNE R. SELGA
corinne.selga@ymail.com
Don Mariano Marcos Memorial State University
San Fernando City, La Union, Philippines

Abstract
The study focused on the development and validation
of a worktext in Science, Technology and Society assessing
the availability, adequacy of instructional materials, and
the needed topics in the course; and the level of validity of
the activities along content, format, and readability. The
content of the worktext was subjected to the scrutiny of
competent science teachers; the format was validated by
experts in educational media and a professor in Statistics
validated its readability. The study identified that there is
a deficiency in the availability and adequacy of the
instructional materials in Science, Technology and
Society; hence, there is a need to develop a work text in the
said discipline. The study also concludes that the
developed work text is valid. This means that it contributes
to the achievement of specific objectives of the subject,
provides for the development of higher cognitive skills, is
well-organized and well-designed, and it is suitable to the
vocabulary level and ability of the students. The policy
implications of the study are that instructional materials
must be properly allocated and if to be constructed, they
should be made correctly and suitably to their intended
users, and instructional materials should be efficiently
used with the standard quantity and quality.

Keywords: Science Education, science, technology and

society (STS), instructional materials, worktext
development and validation, Northern Philippines
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Introduction
Excellence in Science education has long been
considered as an indicator of global competitiveness. As
stated by Gordon (2007), based on reports from the
National Academies, the Electronics Industries Alliance
and the Council on Competitiveness agree that the basis
for future success of the United States of America in the
economic competition of the 21st century is a learned
workforce and the essential step for any agenda in
competitiveness is to advance science and mathematics
education. Likewise, Starodubov, et.al. (2012) indicated
that the Innovative Development Strategy of the Russian
Federation (Ratified by Resolution no. 2227p, of December
8, 2011) are the following chief priorities: a) Attain
leadership in the world leading science and technology
sectors and basic research areas; b) achieving leadership
in the world, leading science and technology sectors and
basic research areas; and c) Russia's return to the club of
the world leaders in science.
In the order to determine the achievement of students
in Mathematics and Science education worldwide, the
Trends in International Mathematics and Science Study
(TIMSS) was established and is administered every four
years by the International Association for the Evaluation
of Education Achievement (IEA). TIMSS 2011, like the four
other cycles (conducted in 1995, 1999, 2003 and 2007),
collected data about the learning background for
mathematics and science from each participating country
as regards with the students, teachers, and school
principals, along with data about their mathematics and
science curricula.
In relation to this, Martin, et.al. (2012) reports on the
TIMSS 2011 International Results in Science offer
information that describes the educational backgrounds
for science, including learning and instruction among
others. He found out that students who were most
successful in the TIMSS are probable to have better
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A Worktext in Science, Technology
and Society

instructional materials such as books, technological

support and supplies.

Specifically, Martin, et.al. (2012) studied the relationship

of the students' achievement in science with the degree to
which school resources are available to provide science
instruction. The study asked the school principals about
the degree of shortages or inadequacies generally targeted
to support science instruction such as instructional
materials, supplies and others. It was found out that on
average across countries, there were similar results for
fourth and eighth graders where those who were much
affected by inadequacies in student resources fared low in
science achievement.
Figure 1 shows the fourth and eighth grade students
in schools that were “Affected a Lot” by science resource
shortages had lower science achievement with 460 points
and 464 points respectively. The fourth and eighth grade
students in schools that were “Not Affected” had points of
495 and 494 while those who were “Somewhat Affected” by
the inadequacies had the corresponding points of 485 and
474.
Figure 1 shows the relationship of the shortage of
science resources and science achievement of the fourth
and eighth grader participants in the TIMSS 2011.

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Figure 1. The Relationship of the Shortage of Science

Resources and Science Achievement of the Fourth and
Eighth Grader Participants in the TIMSS 2011
Source: TIMMS 2011 International Results in Science;
IEA website
Other studies revealed that resources are vital for
improving the teaching and learning process, all the more
in developing countries than in industrialized countries,
where sufficient school structures and material resources
can be taken for granted (Lee & Zuze, 2011). Hence, the
extent and quality of school resources can have an
important impact on the quality of classroom instruction
and student achievement.
The Philippines as a developing country participated
in the TIMSS but performed fairly low in the first three
cycles where the fourth graders ranked second from the
bottom among 25 countries in 2003.The country no longer
participated in the last two assessment rounds(2007 and
2011).Based on the studies of Lee & Zuze (2011) and
Martin, et.al. (2012), the country as well, may have limited
instructional materials. Hence, there is the poor student
performance in the TIMSS.
Additionally, the feeble performance of Filipino
students in science and mathematics was earlier validated
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by previous national achievement tests for both public

elementary and secondary school children. The National
Educational Testing and Research Center of the
Department of Education (DepEd) aims to study the
accomplishment of students in various subjects,
including Science, to serve as a guide in providing quality
education. According to Brother Armin A. Luistro, DepEd
Secretary, NAT is just one of the indicators of the
performance of the whole education system. Results will
help in the formulation of suitable interventions for the
improvement of the system (Ronda, 2013).The DepEd
interprets the scores as 96-100% (Mastered), 86-95%
(Closely Approximating Mastery), 66-85% (Moving
towards Mastery), 35-65% (Average),15-34% (Low), 5-14%
(Very Low) and 0-4% (Absolutely No Mastery) (DepEd
2013).
As indicated in Figure 2, the achievement rate of the
elementary students goes beyond the performance of the
secondary students. In 2008-2009, the elementary
students fared at 67.37%, then decreased at 63.36% in the
succeeding school year, then in 2010-2011 it increased at
68.43% and finally in 2011-2012, it slightly decreased to
66.47%. On the other hand, the secondary students coped
with an achievement rating of 42.11% during the
academic year 2008-2009, then increased slightly to
43.80% in the next school year, then dipped to 39.35% in
the year 2010-2011 and finally increased marginally to
40.53% in 2011-2012.
Figure 2 displays the NAT Achievement Rate of
Elementary and Secondary Students from AY 2008-2009
to 2011-2012.

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Figure 2. NAT Achievement Rate of Elementary and

Secondary Students from AY 2008-2009 to 2011-2012
Note: National Achievement Test (NAT), for elementary
level was given in Grade VI from AY 2008-2009 to AY 2011-
2012. For secondary level, NAT was administered to
YearII in AY 2008-2009 to AY 2010-2011 and Year IV in AY
2011-2012.
Source: National Education Testing and Research Center
(NETRC).
According to Morella (2004), the low performance of
Filipino students in national exams such as the National
Elementary Achievement Test and National Secondary
Achievement Test is caused by several factors and some of
these is the inadequate and inappropriate instructional
materials. The problem of poor quality of education in the
country is attributed to many factors, one of which is the
deficiency of instructional materials like textbooks,
manuals, science equipment and materials (Samonte,
2008).
Instructional materials perform a crucial role in the
educational process because it enhances the academic
skills of the students. In a study performed by Dahar and
Faize (2011) that aimed to determine the effect of the
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Availability and the Use of Instructional Material on

Academic Performance of Students in Punjab (Pakistan),
they concluded that less availability, misallocation and
the deficiency in the use of instructional material lead to
the wastage of resources, the less effectiveness of
instructional material and lower academic performance.
Additionally, Andersen (2002) studied the effects of
instructional material and learning style preference on
test performance of undergraduate nursing students. She
found out that students using both the auditory and visual
instructional material and the visual-only material
achieved significantly higher posttest scores than
students using the auditory-only material.
At present, education has evolved relatively, and the
plain chalk and talk method of teaching can no longer be
the key to successful pedagogy; therefore, the teacher has
to use instructional materials to make the teaching-
learning process interesting (Nicholls, 2000; Raw,
2003).Likewise, these should be chosen according to their
suitability for the students, the subject matter, and the
technique being employed since according to Zimmer
(2008), students respond to information differently.

Science, Technology and Society (STS), is a discipline

that introduces to students the significant intertwining
relationships of the three components and how they
contribute to global development.
The researcher, a teacher of STS to second year college
students of the Institute of Community Health and Allied
Medical Sciences, Don Mariano Marcos Memorial State
University – South La Union Campus, found difficulty in
looking for the perfect book that could effectively facilitate
in the learning-teaching process of this subject.
It is with this foregoing circumstances, that the
researcher conceptualized the idea of coming up with a
worktext, which is a combination of a textbook and a
workbook that may serve as an instructional material in
STS.
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Objectives of the Study

This study focused on the development and validation
of a worktext in Science, Technology and Society.
Specifically, it sought to determine the following: (1)
the status of instructional materials in STS in terms of: a)
availability, b) adequacy, c) topics; (2) the level of validity of
the tasks and activities in the developed work text in STS
along a) content, b) format, and c) readability.

Framework
The study is guided by Ausubel's Subsumption
Theory, Scaffold Learning Theory of Lev Vygotsky and the
Constructivist Approach by John Dewey.
First is David Paul Ausubel'sSubsumption Theory.
According to Ausubel (1978), learning of new knowledge
relies on what is already known, and we learn by
constructing a network of concepts and adding to them.
Given these assumptions, he proposed the use of advance
organizers in order to help the learners to link new
learning material with existing related ideas.
This study is based on Ausubel's theory wherein the
activities which are incorporated in the work text are in the
form of graphic organizers at every end of each lesson to
develop the higher order thinking skills of the students.
Another is the Scaffold Learning Theory of Lev
Vygotsky. He postulates that one's acquiring of knowledge
may be more successful when a scaffold assists it (Hung,
et.al., 2008). He says that once a student masters a given
task with the help of a scaffolding, he will then be able to
complete the task again once the scaffolding has been
removed. Based on this underlying theory, it is believed
that the instructional material will provide as scaffold to
support for the teaching and learning process (Berk &
Winsler, 1995).

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A Worktext in Science, Technology
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Finally, the Constructivist Approach by John Dewey

encompasses the theories mentioned as a guide in this
study because according to Chopra and Gupta (2011), this
approach implies direct experience with science as a
process of acquiring knowledge in which prior concepts
are explained and changed on the basis of fresh meaning
from peers and teachers. They say that constructivist
approach is based on the idea that the learner forms his or
her own knowledge through experiences.

The Research Paradigm

Figure 3 reflects the arrangement and succession of
activities of the study.

Needs Assessment on the 1. Needs Analysis on the

status of IM in STS along: status of IM in STS along:
a. Availability
b. Adequacy
Topics
2. Development of the
1. STS: An Overview Worktext in STS A Work Text in
2. The Nature of Science a. Reviewing the syllabus Science,
b. Collecting data and Technology and
3. The Nature of Technology Society
information
4. Selected Environmental
c. Planning and
Problems: Their Causes, Organizing
Effects & Possible d. Writing the draft of the
Solutions lessons
5. STS in the Philippines
3. Validation of the worktext
6. The Impact of STS
a. content
b. format
c. readability

4. Revision

5. Final draft

Figure 3.The paradigm of the study

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MATERIALS AND METHODS

This study made use of the descriptive research and
the development method. It was performed at the Don
Mariano Marcos Memorial State University – South La
Union Campus, Institute of Community Health and Allied
Medical Sciences. The total enumeration was utilized
including three instructors handling STS 101 and 75
students enrolled in the subject.
The data gathering tool included a Needs Assessment
Checklist for availability and adequacy of STS
instructional materials and the needed topics in STS.
Informal interviews were also done to establish the
additional comments written by the teacher participants
in the said checklist. The Department of Education
(DepEd) Rating Sheet for Print Supplementary Materials
Validity of the Content & Format of the Worktext was used
as the tool for evaluating the worktext's validity of content
and format. Due to the transition of the country's
educational system into the K-12 Curriculum, the
researcher utilized the said validating tool since the first
two year levels of the college level will have been converted
into grades 11 and 12 of the said curriculum. Also, the
rating sheet was already considered as a valid and reliable
tool for its purpose and the researcher found no biases
with respect to the factors used in the tool. This means
that the factors were stated in general and were not age
specific.
As to the validation of the material, eight experts
served as validators: four validators for content, two for its
format, one for grammar, and one for its readability. The
four validators along content are professors who have
handled the STS subject for five years or so: one is a
Graduate College Professor and also the Curriculum
Adviser for Science Education; another is a professor who
had been handling Strategies in Science Teaching under
the College of Education in the university; another is a
Clinical Instructor who has taught STS in the Health
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and Society

Sciences; and another was a former professor at the

Panpacific University North Philippines and is now
employed as a secondary school teacher in New Mexico.
The format of the work text was assessed by two of the
professors teaching Educational Technology to
undergraduate students in the College of Education. The
former chairman of the Languages Department and
presently the Dean of the College of Graduate Studies
competently validated the grammar of the material and
finally, a professor in Statistics in both undergraduate and
graduate courses, and is presently the Head of the
Campus Research Unit evaluated its readability.
Furthermore, the following statistical tools were used
in determining the results of the study:
The Average Weighted Means (AWM) for the Needs
Analysis on the Availability and Adequacy of instructional
materials in STS and the Topics needed for the subject
with a rating scale of 1-5 was used. The interval of 0.8 was
established by computing the range of the scale
(maximum less the minimum) then divided by five. Verbal
Descriptions were assigned to each of this interval in
increasing values. On the other hand, The Validity of its
Content and Format also used the AWM and a rating scale
of 1-4 where an interval of 0.75 was established by
calculating the range of the scale then divided by four.
Appropriate Verbal Descriptions were also assigned to
each of the intervals.
The Flesch Formula was computed using the
computer software to determine its Flesch Reading Ease
and Flesch-Kincaid Grade Level.
Finally, the following steps were performed in
developing the STS worktext: (1) Needs Analysis on the
Status of IM in STS along availability, adequacy and topics
needed for the worktext. A questionnaire checklist was
given to the teacher and student respondents to determine
these factors.(2) Development of the STS Worktext which
includes: a) Reviewing and revising the syllabus; b)
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Collecting data and information; c) Planning and

Organizing; and d) Writing the draft of the lessons,
activities and chapter tests. (3) Validation of the worktext
by the chosen experts along: a) Content; b) Format; and c)
Readability. (4) Revision of the worktext; and (5) Writing
the Final Draft.

RESULTS AND DISCUSSION

The following are the results of this study:

Availability of Instructional Materials in Science,
Technology and Society
Table 1 shows the availability of instructional
materials in Science, Technology and Society.
Based on the data, the teachers use textbooks which
they own or borrow from the library. The rest of the
instructional materials were rated by the teachers as “not
available.”

Table 1.The Availability of Instructional Materials

Like their teachers, the students use textbooks in

Science, Technology and Society wherein they rated it as
“Moderately Available”. This shows that the teachers
assessed the availability of textbook with a slightly higher
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A Worktext in Science, Technology
and Society

rate, and this further implies the teachers may have

borrowed the textbooks for their own personal use
throughout the semester since there are no other available
instructional materials in STS. Hence, only a few
textbooks are left in the library for the students to borrow.
Moreover, according to Dahar and Faize (2011), for
students in third world countries, textbooks play an
important role in conveying knowledge. Furthermore,
there is no choice other than textbook in many developing
countries which means it is one and the only source of
information.
Aside from textbook, the students' ratings for
worksheet, workbook, module, worktext and manual
imply that the said instructional materials were “not
available”. However, described as not available, the
student's ratings were higher than those of the teachers.
Through informal interviews, the researcher learned from
the teachers that once-in-a-while, the teachers provide
teacher–made worksheets to their students. The students
rated the “Worksheet” next to textbook which is higher
than the rest of the other instructional materials because
their teachers provided them worksheets during their
lessons. Because these instructional materials are not
available for their classroom use, the teachers try to
augment the lack of these materials.

Adequacy of Instructional Materials in Science,

Technology and Society

There are 3 different textbooks in the library, with 7

copies each. With the number of students and faculty
catered by the total number of books, both teacher and
student research participants rated the IM's in STS as
moderately adequate. Being rated as not available, all the
other IM's are likewise, not adequate.

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Table 2 presents the result of the Needs Assessment

on the adequacy of instructional materials.
Table 2. The Adequacy of Instructional Materials

This further implies that the teachers and the

students are in dire need of an instructional material in
Science, Technology and Society that suits their level.
These findings substantiate the World Data on Education
(2006) that states that various problems are affecting the
educational system in the Philippines. Among these are
teachers who are poorly-trained and inefficient,
insufficient facilities and equipment, and inadequate
materials for instruction like textbooks and teacher's
manuals.

Assessment of the Topics in Science, Technology and

Society
Table 3 reflects the topics that the two groups of
research participants perceived to be very important to be
included in the Science, Technology and Society course.
The student participants were asked on this matter after
the researcher had explained to them the course
description, as well as the objectives of STS, during the
orientation of the said subject in their class. Both teacher

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and student participants were also asked to include other

topics they deemed vital in the course; however, only two
added “Issues of Genetically Modified Organisms” which
the researcher included as a sub-topic under Chapter 6:
The Impact of Science, Technology and Society.
The research participants find the topics in every
chapter as Highly Needed.
This finding implies that the teacher and student
respondents are aware that Science, Technology, and
Society courses explore the connections between the
sciences and other parts of the human endeavor.
Table 3. The Assessment of the Topics in Science,
Technology and Society

Based on the preceding findings, there is a need to

develop a work text on STS that will focus on the topics as
deemed needed and based on the description of the
course.

Validity of the Work Text along Content and

Presentation and Organization
Table 4 presents the evaluators' rating on the validity
of the worktext along Content and its Presentation and
Organization.
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The experts generally find the content of the worktext

as “Very Highly Valid.” This means that the content is
suitable to the students' level of development; contributes
to the achievement of specific objective of the subject area
and level for which it is intended; and it enhances the
development of the higher cognitive skills as well as the
desirable values and traits of the students.
Factor 2 covers the Presentation and Organization of
the worktext as a whole. Based on the data, the validators
find the worktext presentation as engaging, interesting,
and comprehensible. Moreover, there is also logical and
smooth flow of ideas.
The over–all weighted mean of the indicators under
Factor 2 is 3.81 which describe the material as “very highly
valid.”
Table 4. The Validity of the Worktext along Content and
Presentation and Organization

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Validity of the Worktext along Content specifically on

Accuracy and Up-to-datedness
Table 5 displays the validity of the worktext along
content specifically on accuracy and up-to-datedness.
The scoring of the indicators was reversed along
Accuracy and its Up-to-datedness because the items were
negatively stated. The highest score was 1.00 while 4.00
became the lowest.
Along this factor, the indicator “computational errors”
was marked not applicable to the worktext because it did
not use any computations in the content.
A closer look at the table reveals that the experts have
not identified any the illustration or diagram that need to
be revised in the worktext.
The conceptual error listed by two of the experts is the
changing of the term “within” to “which in” under the topic
“environmental technologies.”
Overall, the worktext was rated in general as “very
highly valid” along content. This indicates that facts with
regard to the topic were not present, grammatical errors
were minimized, the information in the various topics are
also up-to-date. This also further implies that the
illustrations were appropriate to the concepts presented,
pictures were in place and charts accompanying
presented data were truthful. The experts also commented
that the worktext is 'very comprehensive' and they
recommended for the approval of the material for possible
use in public schools.

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Table 5. The Validity of the Worktext along Content

specifically on Accuracy and Up-to-datedness

Validity of the Worktext along Format

Table 6 summarizes the evaluation of the three
competent teachers on the validity of the worktext along
format.
As shown in the ratings given, the indicator on “prints”
was described as “very highly valid.” One of the experts
commented that some of the illustrations have uneven
density. This refers to the uneven shading of tints in the
pictures. To remedy this, the researcher adjusted the
quality of the pictures' color in the printing.
As to the indicators on illustrations, it is described as
“very highly valid”. All the experts agreed that the worktext
is attractive and pleasant-looking. However, two common
comments under this indicator are: “Illustrations are too
stretched so the quality of the image was degraded” and
“Some captions of the illustrations are too long”. To address
these comments, the researcher shortened the captions of
the illustrations and incorporated them into the text.
Likewise, the color printing was adjusted so that the
images became clearer and more even in terms of quality.
The design and layout of the worktext is described as
very highly valid. Positive comments were given such as

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“The design is catchy” and “The illustrations are related to

the text and not distracting.”
It is along the indicator “paper and binding” where the
experts commented that the binding should be more
durable. Because of this, the worktext has to be presented
in soft-bound copies.
The indicator on size and weight also received a rating
equivalent to “highly valid.” Indeed, the worktext is a little
heavy because of the single-page printing in order to give
enough space for additional concepts or suggestions from
the validators since it was still undergoing the process of
validation. The original copies were not easy to handle
because of the spiral binding. The experts suggested the
worktext to be presented in soft-bound copies. The
researcher elicited all the comments and suggestions of
the evaluators in improving the worktext.
Generally, the worktext was “very highly valid” along
format whereas the highest factor along its prints got the
highest mean while the Size and Weight attained the
lowest. The printing as regards to the font size, style and
spaces are of good quality and may need less
enhancements. However, the size and weight was meant to
be improved.

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Table 6. The Validity of the Worktext along Format

Validity of the Worktext along Readability

Finally, the worktext was also subjected to validation
along readability which ensures how understandable it is
to the reader such as controlling the level of vocabulary of
the document to improve its readability.
Table 7 shows the result of the readability of the
worktext.

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Originally, Chapters 1, 5, and 6 had very low scores in

terms of their readability. The validator informed the
researcher that some reasons for its poor readability may
have been the use of long words, sentences, and
paragraphs, including the utilization of unfamiliar words.
Medical terms that are too technical could have also
contributed to the difficulty. Upon the recommendation of
the expert, these were revised and again subjected to a
readability test. The second result was better, bringing the
readability to the present score and grade level.
As reflected in the table, Chapter 4, (Selected
Environmental Problems) has the highest readability with
a verbal description of fairly difficult. The grade level is
equivalent to more or less, 11 years of education which
falls along first year college in the Philippine educational
system. This finding implies that chapter 4 is easily
understood by the student participants of this study who
are second year college students.
Chapters 2 and 3 with the topics, “The Nature of
Science and The Nature of Technology” have reading ease
scores of 33.80 and 32.72 respectively and corresponds to
grade levels of 12 to 13 years of education. These two
levels fall along 2nd or 3rd year college in the Philippine
educational system. This means that the readability of the
abovementioned topics is understandable to the student
respondents of the study.
The result of the readability level of this study
conforms to the result of Facun's (1992) study were the
readability level content validity was one of the bases for
revising her worktext.

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Table 7. The Readability of the Work Text

CONCLUSIONS
The study identified that there is a deficiency in the
availability and adequacy of the instructional materials in
Science, Technology and Society; hence, there is a need to
develop to more instructional materials in the said
discipline. The study concludes that the developed
worktext is valid. This means that teachers of Science,
Technology and Society can use it as their teaching-
learning material in the said subject. Furthermore, the
findings imply that the topics and concepts of each
chapter are suitable to the ability and vocabulary level of
the students.

RECOMMENDATIONS
The policy implications of the study are that
instructional materials must be properly allocated and if
to be constructed, they should be made correctly and
suitably to their intended users, and instructional
materials should be efficiently used with the standard
quantity and quality.
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Andersen, D. (2002). Effects of Instructional Material and

Learning Style Preference on Test Performance of
Undergraduate Nursing Students. Retrieved from ETD
Collection for University of Nebraska:
digitalcommons.unl.edu/dissertations/AAI3045505
on February 22, 2013.

Ausubel, D. (1978). In Defense of Advance Organizers: A

Reply to the Critics. Review of Educational Research,
48, 251-257.

Berk, L. E., & A. Winsler (1995). Retrieved from Eric

Education Resources Information Center:
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ailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchVa
lue_0=ED384443&ERICExtSearch_SearchType_0=n
o&accno=ED384443 on July 15, 2013.

Chopra, R. & Gupta (2011). Impact of Constructivis

Approach on Science Achievement of 8th Grade
Standard Students. International Journal of Education
and Allied Sciences. Retrieved from:
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accountid=141440 on

Dahar, M. & Faize. (2011). Effect of the Availbility and the

Use of Instructional Material on Academic
Performance of Students in Punjab (Pakistan) . Euro
Journals, 3-6.

DepEd. (2013). NETRC. Retrieved from NETRC.

sysportal.net/: http://netrc.sysportal.net/ on July
17, 2013

Facun, R. (1992). The Development and Validation of a

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