DEGREE OF SCHOOL-BASED

DISCRIMINATION: AN
ASSESSMENT
REBECCA MYLES R. CAJEFE
RHEYJHAN DEBUTON
ELLEN KRISHELLE TRIMOR
PATRICK ACE AUSTRIA
HUMSS 12 STUDENTS
 INTRODUCTION
Aside from the three elements
of education, the teaching and
learning process also needs
another important thing that may
help the teachers and the
learners to achieve their goals
and objectives, and these are the
learning materials.
INTRODUCTION
Mehisto (2012)
describes learning
materials as information
and knowledge that are
represented in variety of
media and formats that
support the
achievement of
intended learning
outcomes.
 INTRODUCTION
Without these
tools, teacher may
face difficulty in
teaching the learners.
It serves as the
guidelines of the
teacher in the
teaching process so
that they can deliver
every lesson to their
students properly.
 In education, visual
and audio aids have
INTRODUCTION
many effects and
importance in providing
learning permanent
(Seven & Engin, n.d.).
Learning materials are
important because they
can significantly increase
student's achievement
by supporting student's
learning.
 OBJECTIVE OF THE
STUDY
The present study explored the
assessment of the teachers in Grade 8
science learning materials. This paper
will serve as baseline information in
revising the learner’s materials to be
more appropriate and suitable to the
needs of the 21st century learners.
 FRAMEWORK OF THE
STUDY
Grade 8 Science K12 learner’s material
should always be assessed in terms of
content, instructional design, and
technical design for it to become more
appropriate and suitable to the learners.
Therefore, the present study used the
CIPP model in evaluating the qualities of
the Grade 8 science K12 learner’s material.
 CONCEPTUAL
FRAMEWORK

INSTRUCTIONAL GRADE 8 SCIENCE

TECHNICAL
DESIGN K TO 12
DESIGN
LEARNER’S
MATERIAL

CONTENT
 STATEMENT OF THE
PROBLEM
1. What is the profile of the teachers in terms of:
1.1. age;
1.2. sex;
1.3. civil status;
1.4. teaching position;
1.5. length of teaching experience;
1.6. length of teaching Grade 8 Science;
1.7. length of using Grade 8 Science learning material;
1.8. highest educational attainment; and
1.9. specialization?
 STATEMENT OF THE
PROBLEM

2. How do science teachers assess the

Grade 8 Science learner’s materials in
terms of:
2.1. content;
2.2. instructional design; and
2.3. technical design?
 STATEMENT OF THE
PROBLEM
3. Is there a significant difference in the
assessment of teachers when grouped
according to profile variables?

4. Is there a significant relationship among

the assessment variables?
 STATEMENT OF THE
PROBLEM
5. What are the problems encountered by
the teachers in using the Grade 8 K12
Science learner’s material?

6. What are the recommendations of the

teachers in improving the learner’s
materials?
 RESEARCH DESIGN

Descriptive-evaluative research
 PARTICIPANTS &
SAMPLING TECHNIQUE
School No. of Respondents

Subic National High School

(SNHS) 6
Castillejos National High School
(CNHS) 6
San Antonio National High School
(SANHS) 5

Total 17
 PARTICIPANTS &
SAMPLING TECHNIQUE

The respondents were chose

through purposive-comprehensive
sampling technique.
 RESEARCH
INSTRUMENTS
 evaluation tool
 demographic profile of the
respondents
 assessment of the teachers in the
Grade 8 science K12 learner’s material
 open-ended question
 DATA GATHERING
PROCEDURE
•Phase 1. Development and validation
of the research questionnaire. The
evaluation tool is adopted and modified
based on the assessment tool of Prince
Edward Island (2008), Three experts have
been selected to check the consistency of
each item in the research tool used. For
reliability test, there were 7 respondents
which are not part of the study collected
from Balaybay Resettlement High School,
San Agustin High School, and San Miguel
National High School. Items in survey
questionnaire were run through Cronbach
 DATA GATHERING
PROCEDURE
• Phase 2. Securing of permission and
approval from the principals of the
three selected schools through the
endorsement letter of the office of
BSED chairperson. The permission
where aired to the three big schools,
San Antonio National High School ,
Castillejos National High School and
Subic National High school. The letters
were consigned to the principal of
each school and deal for the
arrangement for the date of conduct.
 DATA GATHERING
Phase 3. PROCEDURE
Administration of the survey
questionnaires. The survey
questionnaires were piloted to the
science teachers of each school.
There were 12 survey questionnaires
were gathered from 12 respondents at
San Antonio National High School and
Castillejos National High School and 5
were collected from 5 respondents of
Subic National High School. A total of
17 respondents were pinned and
subjected for data analysis.
 DATA GATHERING
Phase 4. PROCEDURE
Analysis and
interpretation of data
gathered. After the data has
been gathered and encoded
in Excel 2016, then lead to
analysis and interpretation.
Phase 5. Writing of the
research report.
 DATA ANALYSIS
Frequency and Percent Distribution
Mean
Standard Deviation
ANOVA
Pearson r Correlation Analysis
Thematic analysis
Results and Discussion

TABLE 1.
FREQUENCY AND
PERCENTAGE DISTRIBUTION
OF THE RESPONDENTS’
PROFILE
RESULTS AND DISCUSSION
Respondents’
Frequency Percentage
Profile
Age
25 and below 4 23.53
26 to 30 1 5.88
31 to 35 4 23.53
36 to 40 3 17.65
41 to 45 2 11.76
46 to 50 1 5.88
51 to 55 2 11.76
56 and above 0 0
Total 17 100
Sex
Male 7 41.18
Female 10 58.82
Total 17 100.00
 RESULTS AND
Single
Civil Status
6
DISCUSSION
35.29
Widowed 2 11.76
Married 9 52.94
Separated 0 0
Total 17 100
Educational Attainment
BS/AB holder 3 17.65
MA/MS holder 2 11.76
PhD/EdD holder 0 0
BS/AB with
master’s unit 11 64.71
MA/MS with
doctorate units 1 5.88
Total 17 100.00
 RESULTS AND
Teaching DISCUSSION
Position
Teacher I 11 64.71
Teacher II 2 11.76
Teacher III 2 11.76
Master Teacher
I 1 5.88
Master Teacher
II 1 5.88
Master Teacher
III 0 0
Master Teacher
 RESULTS AND
Length of Service
Below 5 years 9
DISCUSSION
52.94
5 to 10 years 2 11.76
11 to 15 years 4 23.53
16 to 20 years 1 5.88
21 to 25 years 0 0
26 to 30 years 1 5.88
31 to 35 years 0 0
36 to 40 years 0 0
40 years &
above 0 0
Total 17 100.00
 RESULTS AND DISCUSSION
Length of Teaching Grade 8 Science K to 12
2 years 9 52.94
3 years 2 11.76
4 years 1 5.88
5 years 5 29.41
Total 17 100
Length of Using Grade 8 Science K to 12 Learner’s
Material
2 years 10 58.82
3 years 2 11.76
4 years 1 5.88
5 years 4 23.53
Total 17 100.00
 RESULTS AND DISCUSSION
Length of using Grade 8 Science K to 12 learner’s material
2 years 10 58.82
3 years 2 11.76
4 years 2 11.76
5 years 3 17.65
Total 17 100.00
Specialization
Biological Science 8 41.18
Physical Sciennce 5 29.41
Chemistry 1 5.88
General Science 2 11.76
Mathematics 1 5.88
Non-Science 0 5.88
Total 17 100.00
 RESULTS AND
DISCUSSION
Table 2.
Assessment of Grade 8
Science K to 12 learner’s
material in terms of content
 RESULTS AND DISCUSSION
Statement Mean SD DV
Content
1. Content is based on the grade level standards of
the K to 12 curriculum. 3.76 0.56 SA
2. Content met the learning standards of the K to 12
curriculum. 3.35 0.61 SA
3. Scope and learning targets are appeared to
students’ needs. 3.24 0.67 A
4. Material provides sufficient knowledge and skill. 3.18 0.53 A
5. Level of difficulty is appropriate for intended 3.24 0.44 A
students.
6. Content integrates “real-world” experiences. 3.06 0.43 A
7. Activities are relevant to the topic presented. 3.41 0.51 SA
8. Content provides relevant information. 3.18 0.64 A
9. Activities provide practical work. 3.12 0.49 A
10. TheLegend:
references used
Strongly are updated.
Agree 3.12Disagree
(SA) 3.26-4.00; Agree (A) 2.51-3.25; 0.49 A
Mean
(D) 1.76-2.50; and Strongly Disagree (SD) 1.00-1.75. 3.27 0.54 SA
 RESULTS AND
DISCUSSION
Table 3.
Assessment of Grade 8
Science K to 12 learner’s
material in terms of
instructional design
 RESULTS AND DISCUSSION
Instructional Design Mean SD DV
1. Instructional goals and learner objectives are clearly stated.
3.29 0.47 A
2. Resource promotes student engagement. 3.35 0.49 SA
3. Methodology promotes the development of communication skills
and encourages student creativity. 3.06 0.56 A
4. Resource encourages group interaction. 3.29 0.47 SA
5. Resource allows/encourages students to work independently.
3.18 0.39 A
6. Materials are well organized and structured. 2.94 0.56 A
7. Learning material is congruent to the K to 12 curriculum.
3.29 0.59 A
8. Concepts are clearly introduced, developed, and summarized.
3.12 0.60 A
9. Technical terms are consistently explained/ introduced.
3.06 0.66 A
10. Adequate/appropriate assessment/evaluation tools are provided.
3.06 0.56
Mean 2.86 0.54 A
Legend: Strongly Agree (SA) 3.26-4.00; Agree (A) 2.51-3.25;
Disagree (D) 1.76-2.50; and Strongly Disagree (SD) 1.00-1.75.
 RESULTS AND
DISCUSSION
Table 4.
Assessment of Grade 8
Science K to 12 learner’s
material in terms of
technical design
 RESULTS AND DISCUSSION
Statement Mea SD DV
n
Technical Design
1. Appropriate support materials are provided. 3 0.5 A
2. Visual design is interesting/ effective. 2.82 0.53 A
3. Illustrations/visuals are effective/ appropriate. 2.94 0.43 A
4. Character size/typeface is appropriate. 2.94 0.43 A
5. Layout is logical and consistent. 3.06 0.56 A
6. Users can easily employ the resource. 3.06 0.66 A
7. Packaging/design is suitable for the
classroom/library. 3 0.71 A
8. Resource makes effective use of various mediums. 3.18 0.39 A
9. Material is arranged in correct sequence. 3.18 0.81 A
10. Material
Legend: provides
Strongly varied
Agree (SA) activities
3.26-4.00; to sustain
Agree 3.18
(A) 2.51-3.25; 0.53 A
interest. (D) 1.76-2.50; and Strongly Disagree (SD) 1.00-1.75.
Disagree
Mean 3.04 0.56 A
 RESULTS AND
DISCUSSION
Table 5.
Summary of the Assessment
of Grade 8 Science K to 12
learner’s material
 RESULTS AND
Grade 8 Science K to 12 Learner’s DISCUSSION
Mean SD DV
Material
Content 3.57 0.54 SA
Instructional design 2.86 0.54 A
Technical Design 3.04 0.56 A
Total 3.16 0.55 A
Legend: Strongly Agree (SA) 3.26-4.00; Agree (A) 2.51-3.25;
Disagree (D) 1.76-2.50; and Strongly Disagree (SD) 1.00-1.75.
 RESULTS AND
DISCUSSION
Table 6.
Correlation between the demographic
profile of the respondents and the
assessment variables.
 RESULTS AND DISCUSSION
Demographic Profile Content Instructional Technical

Design Design

Age -0.32* -0.45* -0.31*

Sex -0.02 0.18* 0.22*

Civil Status -0.24* -0.12* -0.03

Highest Educational Attainment -0.00 -0.28* -0.12*

Teaching Position -0.17* -0.22* 0.06*

Length of Teaching Experience 0.00 0.00 0.15*

Length of Teaching Grade 8 Science -0.08* 0.15* 0.26*

Length of Using Grade 8 Science Learner’s Material -0.20* -0.03 0.10*

*Significant at p <0.050
Specialization 0.05 0.09* -0.17*
 RESULTS AND
DISCUSSION
Table 7.
Problems encountered on the teachers in
using Grade 8 Science k to 12 learner’s
material
 RESULTS AND DISCUSSION
Theme Sample Feedback

Availability of learner’s “Some materials are not available.” ( R01)

material “There are no sufficient materials.” (R02)

“Some materials given are not available in the

local market.” (R03)

“Insufficient learning materials” (R06)

“Some of the materials are not readily

available.” (R12)

“Materials are not available.” (R13)

“Lack of materials.” (R15)

 RESULTS AND DISCUSSION
Content of the learner’s “Some modules in the materials are not informative.”

material (R02)

“Topics are not appropriate in learning

competencies.’ (R05)

“Some of the lessons per quarter are too long” (R06)

“Limited time to tackle all the competencies.” (R08)

“Some topics are complicated.” (R09)

“There are modules which cannot be discussed for

the whole quarter because of insufficient time.” (R11)

 RESULTS AND
DISCUSSION
Table 8.
Teachers’ recommendations in improving
the learners material
 RESULTS AND DISCUSSION
Theme Sample Feedback

Revision of the content of “The materials must be revised in such a way that for each topic,

learner’s material supporting information about the topic will be given too.” (R02)

“Provide more relevant information about the content.” (R04)

“Put some interactive activities which learners will become

productive.” (R05)

“Adopt the needs of the students.” (R08)

“Lessen learning competencies for each module.” (R11)

“improve learner’s material” (R15)

“Exert great effort in improving quality instructional materials.”

(R17)

Availability of learner’s material “Provide materials which are affordable and readily available.”

(R12)

“Provide enough learners’ material.” (R16)

 CONCLUSIONS
• Highlight your major
conclusions.
 RECOMMENDATIONS
• Highlight your major
recommendations.
Thank you!