ABSTRACT

PARONDA, EMELITA P., “CRITICAL EVALUATION OF GRADE 7

ENGLISH LEARNING MODULES AND THEIR CONTRIBUTION TO THE
STUDENTS’ ACADEMIC PERFORMANCE IN MINDANAO MISSION
ACADEMY, MANTICAO, MISAMIS ORIENTAL” Research paper for Research
Project 1, Humanities and Social Sciences, Mindanao Mission Academy, Manticao
Misamis Oriental, March 2020

Thesis Adviser: Name of your research adviser

This study investigated the four (4) Grade 7 English learning modules (from first
grading to fourth grading) used by the Grade 7 English teachers of Mindanao Mission
Academy (MMA). It sought to investigate the contribution of the learning modules to the
academic achievement of students through the achievement test conducted to students. To
accomplish the objectives of the study, Ex-Post facto research design was used in this study
and content analysis was used in the evaluation of the modules. Complete enumeration was
used in this study which comprised of 5 teachers who were given personal questionnaires
on the use of the Grade 7 English learning modules, and were later interviewed through
focus group discussion and 103 Grade 7 students took the Achievement test.

Descriptive statistics, particularly, mean, was used to analyze the Achievement test
results data. Using the Microsoft power point excel tool, the mean of the achievement test
results per skills in English (Reading comprehension, Listening comprehension, Viewing
comprehension, Vocabulary, Writing and composition, Literature, Oral fluency, and
Grammar awareness) were computed. Content analysis was used in the evaluation of the
learning modules following the Tyler’s model of evaluation. Analysis and interview results
were collated with reasoning to extract the data. Data compilation was in a form of archival
researches and articles, excerpts, and interview responses. Commented [f1]: What to write:
1.What do you intend to investigate
2. Your research questions
The findings revealed that the strengths of the modules were outweighed by the 3. Mention your respondents, how many are they and who
weaknesses. The teacher respondents said that the modules helped them in their lesson are they
preparation as the activities were arranged and specified and the format follows the 4. Your research design
5.Data-gathering technique
standard format. Also, the modules guided them in their lesson discussion delivery. 6. Your statistical tool or what did you use to analyze the
However, these teachers also recommended on revising the modules in terms of alignment data
of classroom activities and assessment to the learning competencies, the allocation of time
per competency, the absence of the meaning making and transfer stages, and of the non-
evident of some competencies from the curriculum guide in the module. Surprisingly, these
teacher respondents unanimously recommended that the curriculum guide, as the basis of
the learning modules and learning activities, needed revision particularly on the selection
of the power competencies and the too many competencies for each language skills that
did not match the time allotted in teaching English 7 in the Philippine curriculum.

Out of the 184 learning competencies in the Grade 7 English curriculum guide, only
34% of these competencies were concretized in the module with the reading
comprehension and the oral fluency competencies gained the highest percentage of
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concretized learning competencies compared to the non-concretized learning

competencies. Moreover, 12% were enacted in the module and 54% of the learning
competencies were not concretized in the module. In addition, out of the 8 skills in English,
only two – the reading comprehension (0.50) and the oral fluency skills (0.51) were
demonstrated or achieved by the students from the result of the achievement test that the
student respondents took. The study resulted, that most of the learning competencies in the
curriculum guide were not achieved by the students as only 29% of the learning
competencies were achieved.

Further, the curriculum, the teacher, and the facilities were pointed as factors to
non-attainment of the competencies based on the teachers’ responses. With the weaknesses
of the modules that were pointed, the teachers also said that they were part of the factors
for the non-attainment of competencies, particularly because some lessons were unfamiliar
to them and they were not interested to teach especially in writing. Facilities factor were
the lack of stewardship of the teachers on the facilities (e.g. speaker and HDMI cord
connectors) that were given to them by the school and the noise of other classes as there
was no room intended for the audio-visual activities.

In addition, the aspects of the module that needed revision were: Alignment
particularly on the alignment of the module or instructional materials to the curriculum
requirements and alignment of learning activities or experiences to the outcomes or
learning competencies; Content particularly on the completeness of content and
authenticity of content or the life connections of content; and the Assessment and
Evaluation emphasizing on having the self-assessment.

Finally, based on the literature reviewed and readings read, 3 principles were found
a must to be integrated in the module revision. Foundation principle which will guide the
revising team to work on what is the foundation first – the curriculum guide. Constructive
Alignment Principle which will guide the team to match activities and assessments to the
learning competencies, and the Assessment and Evaluation which promote self-assessment
for the learner. Commented [f2]: What to write:
Write the findings or the answer to your research questions,
from question 1 to the last.
Based on the findings, conclusions were made: the modules were not seen as
beneficial to the students as the strengths outweighed the weaknesses. Moreover, the
learning competencies stipulated in the curriculum guide (CG) were too many to attain for
a week. The enacted competencies were also one of the reasons for the non-attainment of
the competencies. Based on the result of the achievement test, the modules were largely
defective. It did not serve its purpose which is supposedly the vehicle for the attainment of
the learning competencies. Also, the curriculum guide which is the basis of whatever
learning experiences specified in the modules, is also defective. The factors that were
pointed for the non-attainment of the competencies were inseparable. This means that these
factors must work together to get the satisfactory success on the attainment of the learning
competencies. Commented [f3]: What to write:
Write the conclusions for each findings.
The paper highlighted the need for the modules to be revised in order to give better
contribution to students’ academic performance. The modules should be revised in the light
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of its weaknesses found out and in a way that they create learning environment indicating
activities appropriate to achieving the competencies. Activities that gave way for students
to achieve the LC should be continued, and those that did not should be revised. Since the
curriculum guide is the basis of all the learning experiences in the modules, revision should
start in the curriculum guide. The enacted competencies should be correctly targeted in the
activities and tasks in the modules. There should be alignment design table to visualize the
alignment within a topic. All that are lacking in the modules should be included in the
modules, and the assessment should include assessments that empower students to monitor
their own learning. Commented [f4]: What to write?
Write the recommendations for each finding