E-MATERIAL WITH POWER PLUGS TRANSITION APPLICATION IN HEKASI AMONG GRADE V PUPILS

E-MATERIAL WITH POWER PLUGS TRANSITION APPLICATIONIN HEKASI AMONG GRADE V PUPILS

A Research PaperPresented toTHE FACULTY

of the College of Teacher EducationSouthern Luzon State University

Lucban, Quezon

In Partial Fulfillmentof the requirements for the degreeBACHELOR OF ELEMENTARY EDUCATION

Major in General Education

by

MERLEN A. EMETERIO

April 2011

APPROVAL SHEET

The research paper attached hereto, entitled “E-

MATERIAL WITH POWER PLUGS TRANSITION APPLICATION IN HEKASI

AMONG GRADE V PUPILS” has been prepared and submitted by

MERLEN A. EMETERIO in partial fulfillment of the

requirements for the degree Bachelor of Elementary Education

major in General Education and is hereby recommended for

Oral Examination.

Prof. JUANITA A. VILLALONResearch Adviser

Approved in partial fulfillment of the requirements for

the degree Bachelor of Elementary Education major in General

Education and is hereby recommended to the Oral Examination

Committee.

Ms. VANESSA C. ZUBIETA Prof. GLORIA D. VELUZ Member Chairman

Accepted in partial fulfillment of the requirements in

for the degree Bachelor of Elementary Education major in

General Education

TERESITA V. DE LA CRUZ, Ed. D WALBERTO A. MACARAAN,Ed. D Dean, College of Teacher Education VicePresident for Academic Affairs

________________________ Date

5

ACKNOWLEDGEMENT

The researcher would like to express her profound

gratitude to those who contributed to the success of this

study with respect and honor. The researcher would like to

acknowledge the assistance given to her by the following.

Prof. Juanita A. Villalon, research adviser, for

giving valuable suggestion, ideas and comments in checking

the manuscrift;

Prof. Gloria Veluz and Ms. Vanessa Zubieta, Oral

Defense Committee, for suggestions, comments and corrections

to improve this study;

Ms. Angelica Abustan, for her assistance, suggestions

and advice on the statistical treatment of data;

Mr. Levy Portales, for giving assistance for the

validation of the developed instructional material;

Prof. Recie A. Beatriz, chairman of SLSU Laboratory

Elementary School, for the permission given to the

researcher to conduct the study;

6

Mrs. Eufrocina Abuel, grade V adviser, for giving

assistance for the topics that will be included in the

instructional material;

Mr. Luis Miguel P. Saludez, for final editing this

manuscript;

Ms. Denneve Hidalgo,for her effort in encoding the

manuscript and for sharing ideas and extending assistance to

the researcher;

Ms. Krizza Sangcap, for support and prayers for the

success of this study;

Mr. Mamerto Emeterio and Mrs. Belen Emeterio, her

parents, who always support not just in financial matters

but also by understanding and love at all times;

Marvin, Mariz and Mayvin, her siblings, for being her

strength and companion;

Inanang Deling and Amamang Neming, her grandparents,

for every kind words and for their encouragements;

7

The Grade V pupils of SLSU-Laboratory Elementary

School, for their full cooperation and sincere involvement

in the research work;

The librarian and staff, for providing the researcher

books and references;

Batch Magiting and Batch Magilas, for their support and

understanding;

Board mates, BEEd-IIIA and Friends, for the help they

have extended; and most especially

The LORD GOD ALMIGHTY, for His endless guidance and

graces.

MAE

8

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TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………………….. i

ACKNOWLEDGEMENT………………………………………………………… iii

ABSTRACT………………………………………………………………………... ix

CHAPTER

I. THE PROBLEM AND ITS SETTING

Introduction………………………………………………… 1 Background of the study…………………………………… 2Statement of the Problem…………………………………...

3Significance of the Study………………………………......

4Scope and Limitation………………………………………. 5

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literatures…………………………………………. 6Related Studies…………………………………………...... 11Conceptual Framework…………………………………….. 14

9

Research Paradigm ……………………………………... 16Definition of Terms………………………………………… 17

III. METHODOLOGY

Locale of the Study………………………………………. 19Research Design ………………………………………… 19Population and Sampling………………………………….. 19Research Instrumentation………………………………….. 19Data Gathering Procedure………………………………... 21Statistical Treatment……………………………………….. 21

IV. PRESENTATION AND ANALYSISAND INTERPRETATION OF DATA……………………. 23

V. SUMMARY, CONCLUSION AND RECCOMENDATION

Summary…………………………………………………… 73Findings……………………………………………………. 73Conclusions………………………………………………… 74Recommendations………………………………………….. 75

BIBLIOGRAPHY………………………………………………………………….. 76

APPENDICES……………………………………………………………………... 80

A Communication Letter....................................................................... 81

B Summary of Computations................................................................ 85

C Questionnaire on Acceptability of the Developed Power plugs

Transition in Hekasi V....................................................................... 90

CURRICULUM VITAE………………………………………………………........ 92

10

vi

LIST OF TABLES

TABLE PAGE

1 Weighted Mean Distribution on the Acceptability ofthe developed Power

11

Plugs Transition as to Accuracy of the Material............................................ 59

2 Weighted Mean Distribution on the Acceptability of the developed Power

Plugs Transition as to Clarity of Material...................................................... 60


Plugs Transition as to Appeal to Target Users...............................................

62

4 Weighted Mean Distribution on the Acceptability of the developed Power Plugs Transition as to Originality in Presentation......................................... 63


Plugs Transition as to Screen Layout............................................................. 65


Plugs Transition as to Text............................................................................ 66


Plugs Transition as to Color.......................................................................... 67

12


Plugs Transition as to Graphics.................................................................... 68


Plugs Transition as to Transition.................................................................. 69

10 Summary of Tables on the Acceptability of the developedPower Plugs Transition....................................................................................................... 70

FIGURE

Figure Page

1 Modified Input-Process-Output (IPO) Model of Acceptability

of the Developed Power Plugs transition in Hekasi V ................................. 16

13

ABSTRACT

14

The study aimed to propose an instructional material in

teaching Hekasi V. Specifically it sought to answer the

instructional material that can be developed in Hekasi; the

level of acceptability of the Power Plugs Transition among

Grade V pupils in terms of accuracy of material, clarity of

material, appeal to target users, originality in

presentation, screen layout, text, color, graphics and

transition. This study used the descriptive method of

research. There are three phases in developing the material

of the study undertaken in acceptability of Power plugs

transition through Power Point lesson presentation. The

gathered data was based on the response of 32 students of

Grade V Gladiola composed of 21 males and eleven 11 females.

The statistical analysis was consulted to experts and done

through of weighted mean. The findings drawn were; the grand

weighted mean of the level of acceptability of power plugs

transition in Hekasi V is 3.84 with overall descriptive

rating of “strongly acceptable”. Therefore the proposed

power plugs transition in Hekasi V through power point

lesson presentation is ready for use to determine its

15

effectiveness. It is recommended: that teachers handling

Hekasi must be trained in developing instructional material

using power plugs transition through power point

presentation. Power point presentation with the used of

Power plugs transition should be used as an instructional

material by teachers in other learning areas to lessen the

teacher’s activity, teachers should also be encouraged to

attend trainings and seminars on effective construction of

PowerPoint presentation with the use of Power plug

transition.

Chapter I

THE PROBLEM AND ITS SETTING

Introduction

Computer technology has become a vital part of today’s

teaching and learning process. Teachers should be equipped

enough with the rapid changes and latest trend in education.

Through the years, education continuously seeks the

16

innovation of a new teaching approach as well as the

teaching strategies that equalize the teaching and learning

process to the challenges and opportunities of the unfolding

global world.

In the area of teaching and learning of HEKASI V, many

teachers have developed the misconception that the textbooks

and other printed materials are the only acceptable

instructional materials. The traditional way of teaching

first introduced this kind of misconception that teacher

focused only in the textbook and discussion on the given

topic and that’s the reason why the previous generation of

students learned from reading the textbook, listening to

teachers and analyzing primary source of documents.

Nowadays, Students can plug into computers to do drill

and practice that are not so different from workbooks.

Teachers can use multimedia technology to give more

colorful, stimulating lectures. Many schools in the

Philippines and other parts of the world are using computer

technology to strengthen the teaching and learning process

in the classroom. It is also one of the most powerful

17

instructional materials that contribute to positive student

learning outcomes if properly managed and taken care by

educators.

And one of it is through Power plugs transition a

material that is produced by programming a lesson passing

through Microsoft PowerPoint. The Power Plugs series forms

an industry-leading line of PowerPoint add-ons that energize

PowerPoint presentations and can grab student's attention

like nothing else we've seen. With this presentation

software for PowerPoint, a teacher can be able to create

professional-quality, exciting PowerPoint presentations in

no time flat. That's the key to winning over skeptical

audiences, convincing cautious customers, impressing

stubborn bosses or even entertaining a room full of

impatient students.

According to Salvanera (2004) it only needs a teacher

to bring it to life, to put it into a context and to relate

the lesson into the real world. After all this learning

material is just another tool that allows the teacher to

think. And through this the art of transmitting knowledge

http://www.crystalgraphics.com/presentations/ultimatecombo.main.asp



18

will be more effective because it is not enough for the

teachers to have a wide understanding and information

regarding the subject. It is really important to consider

the instructional materials to be used because an

appropriate instructional material will lead to an effective

teacher-learners interaction. It can help ease the task of

the teachers and facilitate better learning outcomes for the

learners.

Furthermore, it also offers the potentiality to create

and implement highly engaging and effective environment to

support a wide variety of learning goals. This will help

teachers and learners act cooperatively with one goal of

making a teaching-learning situation a challenging and

knowledgeable one.

Background of the Study

PowerPoint is the most popular presentation software

application among teachers and students. Each year educators

across the nation spend some part of their summer attending

professional development workshops or college courses in an

19

effort to bring the latest techniques and teaching methods

to their classrooms. Technology is a tool that has become

the topic of many professional seminars and something that

teachers are learning to use and add to their academic

toolbox. The teacher as a key person in a classroom is

directly involved in the new trend of learning aids because

they play an important role in the school system, for on

their shoulders lie the responsibility of implementing the

curriculum into concrete experiences. As a future teacher,

we should know the instructional material needed in the

classroom and the quality of teaching with the use of Power

plugs transition passing through Power Point Presentation.

The researcher conducted the study at Southern Luzon

State University Laboratory School located at Lucban, Quezon

where computers are accessible. However, the use of computer

aided instruction especially the power plugs transition

through Microsoft power point presentation in Hekasi subject

is not yet introduced. It was the primary reason why the

researcher became motivated to know the acceptability of the

20

said material in constructing the knowledge through the use

of this modern instructional material.

Statement of the Problem

This study was primarily concern with the development,

of E-material with Power plugs transition application in

some selected topics in Hekasi among Grade V pupils at

Laboratory Elementary school, school year 2010-2011.

Specifically, it sought to answer the following

questions:

1. What kind of e-material with power plugs transition

application can be developed in Hekasi?

2. What is the perceived level of acceptability of the Power

Plugs Transition among Grade V pupils of Hekasi in terms

of the following questions:

2.1 Accuracy of Material

2.2 Clarity of Material

2.3 Appeal to Target Users

2.4 Originality in Presentation

2.5 Screen layout

2.6 Text

21

2.7 Color

2.8 Graphics

2.9 Transition

Significance of the Study

The study would be of great help to the teachers to

gain new insights on how to improve the teaching-learning

process. It would encourage our teachers to attend training

program so they can uplift the educational performances in

their institution. It would also assist our teachers to get

a wide idea on how they can present their lesson more

effectively.

The development of PowerPoint lesson presentation with

the use of Power plugs transition has potential advantages

to the pupils, teachers and future researcher since that

computer learning experiences would likely arouse the

interest of the students to learn. While the teachers can

improve their skills in content and medium of instruction

that would give them access to materials and approaches.

22

Moreover, the result of this study would serve as

additional information for future researcher who wished to

conduct further study on the use of computer aided material

in facilitating and administering concepts and ideas in the

new trend of teaching.

Scope and Limitation

This study primarily dealt with the acceptability of

the developed Power plugs transition in Hekasi V at SLSU

Laboratory Elementary School Lucban, Quezon. The respondents

of this study were 32 pupils from Grade V Gladiola, composed

of 21 males and 11 females. The topics were ”Ang Batas

Militar at ang Saligang Batas 1973”, “Sa ilalim ng Batas

Militar” and “Ang Pamahalaan sa Bagong Republika”. To

determine the level of acceptability of the instructional

material a thirty three statement questionnaire was

constructed and administered after the presentation.

23

Chapter II

RELATED LITERATURES AND STUDIES

Today distinct modern technologies have been a part of

ever changing world. Technological advancement is

continuously moving for the attainment of modern

instructional materials in education and it allows student

to assimilate and apply knowledge.

Related Literature

Multimedia software has become an essential part of

today’s teaching and learning process. While many

interactive multimedia software programs certainly exist,

PowerPoint is one the most widely available and used

programs today. In the late 1990s, several studies indicated

that students found PowerPoint-based lectures more

interesting than traditional lectures.1 Whether used for

teacher-led presentations or student-led projects such as

digital storytelling, reports, or instructional gaming,

presentation software can help organize and enhance the

delivery of content across curriculum areas while

24

accommodating students of various ages, cultures, and

learning styles. PowerPoint format is easy to edit and can

be adapted to any student population.

(http://www.educause.edu/)

According to NIIT (2004), using Computer Aided

Education (CAE) students can state and explain the basic

concepts in the subjects easily and can participate in

discussion of advanced concepts related to the subject

content. Using visualization techniques computer graphics

images are created. As the information in the world

explodes, teachers find difficult to absorb all the

developments and keeping students abreast of new advances is

particularly important in scientific fields. It is much

easier to update one computer program that will be used in

thousands of classroom than to update the working knowledge

of thousands of teachers now in those classrooms.

(http://www. Scribd.com)

In addition, PowerPoint is a wonderful tool for

learning in both a student and teacher-directed situation.

http://www.educause.edu/

25

It can add a new dimension to learning allowing teachers to

explain abstract concepts, while accommodating all learning

styles. Used properly, PowerPoint can be one of the most

powerful tools for disseminating information.

(http://www.teach-nology.com/tutorials/powerpoint/). When it

comes to enhancing learning blackboards are good, overheads

are better, but Power point is the best. Power point is the

great tool for learning. And it is a lot of thing but it

shouldn’t take the place of well- polished traditional

methods of teaching and learning (http://www.teach-

nology.com/tutorials/powerpoint/).

Moreover, whenever the teacher taught with some of the

learning aids, their students get more stimulated because

the learning aids help them to become more attentive. In

addition, students positive attitude generate more interest

for the lesson they teach. As a result, students participate

in class activity. PowerPoint is a high-powered software

tool used for presentation information in a dynamic slide

show format. Text charts, graphs, sound effects and video

http://www.teach-nology.com/tutorials/powerpoint/

http://www.teach-nology.com/tutorials/powerpoint/

26

are just some of the elements power point can incorporate

into your presentation with ease. Whether it’s a classroom

lesson, a parent’s group meeting or a teacher’s seminar

power point shows you how to make powerful impression on

your audience.

Furthermore, teachers can use presentation software to

create and organize effective presentations for small

groups, entire classes and web-based viewing. Students may

use presentation software to create presentations to

demonstrate what they have learned in a given subject area.

Presentations are consider for capturing the learning

process of a period of time (http://www.saskschools.com)

Likewise, this shows that instructional material can

enhance learning. Modern instruments and devices made by

technology serve as the most effective instructional

materials that can be used in teaching. Teaching with old

and traditional devices may no longer be effective and

appropriate for the current time. Thus, it is necessary for

all educators to alter manner by which they teach into

http://www.saskschools.com/

27

something captivating. By this, an improvement will be

developed not just for the learner but also on the part of

the teacher as well.

Additionally, Ornstien (1990) stated that the

instructional aide must be suited to the objective or

purpose whether it is subject matter mastery, skills

improvement or valuing. As educators, we must note that

electronic media are increasingly supplementing, even

replacing traditional printed material in school. Although

materials and media can stimulate and maintain student

interest, they are not meant merely to entertain the

students.

As stated by Eggleston (2005), the slide presentation

maximizes the audience retention of the subject matter. The

phrase “a picture is worth a thousand words” has existed

since the New York post discovered the value of visuals in

the news business. This remains true to this day. Simple,

clear, concise visual images, briskly paced and sprinkled

with attention-grabbing graphics will lend support to spoken

28

words. This leaves the audience with a positive attitude

toward the presenter and the material. Aiding note-taking

(and thus facilitating study) is another purported advantage

of using PowerPoint (Cook, 1998). Parks (1999) reported that

students liked the lecture outline and graphs on the screen,

and that the PowerPoint presentation had a positive

influence on students. Harrison (1999) argued that

PowerPoint enhances instruction and motivates students to

learn.

(http://www.suite101.com/article.cfm/technology_education/60

247/2)

In a review of literature on the use of color in

teaching, Dwyer and Lamberski (1983) concluded that when

color is central to the ideas and concepts being presented

and the students pay attention, the use of color improves

learning

(http://www.newhorizons.org/strategies/technology/front_tech

.htm)

http://www.newhorizons.org/strategies/technology/front_tech.htm

http://www.newhorizons.org/strategies/technology/front_tech.htm

http://www.suite101.com/article.cfm/technology_education/60247/2

http://www.suite101.com/article.cfm/technology_education/60247/2

29

According to Pytel (2006) the color of a room or a

computer screen can change the atmosphere of a room and

behavior. Colors send signals to the brain without us even

thinking about it. Some are soothing, some are not. Some

help us focus, some are distracting. Dunn and Dunn have

found that pale yellow and almond seem to be the best colors

for not irritating anyone. These colors would be a good

general color for school hallways. Light pink and rose are

very soothing colors. They would be very suitable for a BD

classroom, Behavior Disorder, or a Kindergarten room where

activity is high. Some basketball teams paint the opponent's

locker room pink hoping to "calm" them before the game. Some

jails are painted pink. Creativity seems to be inspired by

the color green. An art room would be the choice for green

as well as a creative writing classroom. Blue is the color

of academics. A science or math room would be a good

candidate for this color. Light blue could also be a good

overall classroom color. It is also soothing and computer

screens are often light blue for a good reason.

30

Similarly, when bright or irritating colors are used on

computers, students are not able to work without fidgeting,

work for shorter lengths of time and become more aggressive

toward each other. Computer screens, especially in BD,

Behavior Disorder, rooms and for ADHD students, should be

pale blue or pale pink. Orange, Yellow and Red, these are

often called Hot Dog colors. Bright yellow excites the brain

and body. This may be a great color for an exercise room but

not a bedroom or study hall. The color orange seems to

agitate. Painting a bedroom orange would probably keep the

child awake longer at night. Putting two siblings into an

orange bedroom would probably result in them not sleeping

and fighting, as well. Orange would probably be the worst

color to paint a school cafeteria. Red often triggers

hunger. The colors are used for fast food restaurant signs

such as KFC, Hardees, McDonald's, Pizza Hut, Burger King and

convenience stores they have red colors on their roofs,

buildings and signs. You may not have been hungry until you

looked at the sign. Suddenly, you have the urge for a shake,

31

fries and a burger. That is not a coincidence.

(http//:www.suite101color-and-learning-a3246.htm)

This indicates that color affects our brains, bodies,

how we learn and how we behave. And through the use of slide

presentation it can make an opportunity to use right color

for an effective learning of the student.

Furthermore, well-designed animations may help students

learn faster and easier. They are also excellent aid to

teachers when it comes to explaining difficult subjects. The

difficulty of subjects may arise due to the involvement of

mathematics or imagination. With the aid of computer

animations, learning and teaching might become easier,

faster and amusing (http://www. Educational animation -

Wikipedia, the free encyclopedia.htm)

Related Studies

As stated by Salvanera (2004), instructional material

should be developed and validated in our present age of

modern technology to ensure attainment to the educational

goal. And in selecting appropriate instructional aide, a

32

teacher must consider right learning activities. Although

learning materials as well as media can stimulate and

motivate learners, they need to understand what they are

going to learn and what experiences they would encounter

with new learning materials and subsequent activities.

Generally students are receptive to new ideas especially if

they are properly guided. She also stated that it is not

enough for teachers to have a wide understanding and

information about the subject matter to be taught. There

should be an art on how to transmit that knowledge to the

learners more effectively. She also stressed that

instructional materials should be developed and validated in

our present age of modern technology to ensure attainment of

the educational goal.

Chavez (2005) expressed that changes were made in the

curriculum at all levels of instruction and she pointed out

that it is an added responsibility for the teachers to

select, organize and present lesson in a developmental

manner tailored to the objectives of the subject and to the

needs of the student at the same time of instruction. He

33

also stated that computer assisted instructional material in

the form of PowerPoint presentation can develop and improved

students’ performance in Analytic Geometry. This can be

relied upon the user’s positive response.

The research conducted by Calucin and Casiňo (2007),

showed that the PowerPoint presentation captivates the

viewers interest, that the PowerPoint are worth of time,

effort and expenses because it can really stimulate greater

knowledge and interest of the pupils towards the subject.

And because of its layout and manner of presentation, it

stimulates the interest of the users in the subject, which

the PowerPoint enables the user to develop critical thinking

and problem solving through its questions. They also stated

that other subject areas can also use PowerPoint as an

instructional material to facilitate self-learning and to

lighten the teacher’s task of guiding their pupils to

understand concepts. Other self-instructional material may

be developed, adapted to the needs of the pupils not only

for better learning of specific topics but also for

enhancement in the whole course.

34

According to Monares (2008) with the used of

instructional materials teachers can be better and easier to

deliver lessons to their pupils and community as well. The

administrators can gain insights on learning more adequately

with ease and accuracy.

According to Tordecilla (2007), society is moving into

higher level of modernity because of technological

advancement and specifically evolution. There are variety of

modern devices, instruments and other new inventions

existing. As the technology improves, educational

capabilities increase correspondingly. Education is always

to be conceived along the same antiquated lines of a mere

transmission of knowledge. People need technology to meet

quality and competent education. She conducted that the use

of PowerPoint presentation in teaching allows a variety of

learning experiences for the students on the study of the

given topic. Based on the result of her study, she also

claimed that the PowerPoint presentation promotes perception

and understanding. It motivates and arouses interesting

thus, many students find studying as interesting. The result

35

of the study implies that the presentation makes teaching

more effective because it captures the fascination of

students. It has a great advantage to the user.

Findings also coincide to the study of Durante and

Ramirez (2009) Power point is one of the latest

instructional materials that can be used by the teachers in

presenting the lesson with its features, teaching and

learning process will become more pleasing and effective.

According to Bergin, et al., (1996) sited by Racoma

visualization tools can be used in a variety of teaching

situations. The student can be a passive viewer of

information and an active participant in the visualization

process. He indicates that active engagement on the part of

the students lead to higher motivation and better

integration and retention of content.The automation of

visual images saves time and it also reduces errors and

increase the clarity if classroom presentation. Bergin

further stated that comic, films, audio-visual aide and

other such devices may the effect of catching the attention

of the learner.

36

According to Pairo (1998) as cited by Racoma (2006),

the appropriate use of visuals can enhance recall and

understanding of material, increase interest and motivation

and promote critical thinking. Because memory involves

separate but interacting storage systems for verbal

information and non-verbal images, it is not surprising that

multimedia which involves presenting information via two or

more delivery media (e.g sound and video disc) can enhance

learning verbal input alone is likely to be stored in both

verbal and non-verbal systems.

Hoover and Telg’s (2002) point of view as cited by

Castillo (2008) that a good slide presentation is essential

in teaching, the proper development and used of visuals to

successful teaching. When the content is properly presented

it will promote better comprehension.

Enal (2005) showed that the use of computer assisted

instructional material which used appropriate screen layout

has positive effect of improving the learning of the

students.

37

With all the latest offerings of technology in

education, methods of teaching have been improved. The

emergence of computer assisted instruction in electronic

instructional material provides a better opportunity for

students and teachers to uplift the level of learning to the

fullest. But this could only be possible if both the student

and teacher will play their part in the teaching and

learning process.

The use of instructional material in the lesson

presentation helps the teacher to get the attention of

students to promote better learning. However the choice of

appropriate instructional material should be taken into

consideration. It should have the attributes that would jive

with the student’s interest. Moreover, it should contemplate

the basics of an effective instructional material and should

match the learning objective because student learning become

more effective when clear, varied, appropriate and

meaningful instructional material is provided by the

teacher. If there is no instructional material, the students

38

will be bored in the subject. Thus, they are not motivated

to learn.

Conceptual Framework

Based on the related literatures and studies, the

researcher conceptualizes the importance of new

instructional material through power plugs transition in a

form of power point. This instructional tool can enhance the

student skills and competencies in Hekasi subject. This

learning tool is a great help not only on a part of students

but also to the teachers. To those students especially to

those who have gaps in understanding some lesson, this

material enables them to acquire what they needed to

understand so that they can be able to cope up with the

lesson. This study would provide ideas and information on

how both teachers and students can enhance their effective

involvement in the teaching and learning process through the

use of power point presentation with the application of

power plugs transition.

39

Research Paradigm

Process1. Planning 2. Developin

g the instructional material

3. Preparation of

OutputDevelopedPower plugs transition through

40

Figure 1 Modified Input-Process-Output (IPO) Model ofAcceptability of the developed Power plugs transition in

Hekasi V.

Input

1. Reading books, journals, and browsing the internet

41

Figure 1 shows the Input-Process-Output (IPO) model of

the acceptability of the developed Power plugs transition in

Hekasi V.

For the Input it involves browsing reading materials

such as books, magazines, periodical, journal and

unpublished thesis; surfing the internet and consultation

and interviews with the experts for the conceptualization of

the study.

The Process comprises of planning, developing the

instructional material, preparation of acceptability test

and presentation and revision of the research material.

The outputs of the study are the developed Power plugs

transition through PowerPoint lesson presentation.

Definition of Terms

For better understanding of the study, the following

terms were defined operationally.

Accuracy of Material refers to the arrangement, correctness

and clear illustrations of the lesson.

42

Appeal to target user refers to the viewer’s interest on how

they acquire the lesson through the developed

instructional material.

Clarity of Material refers to the clearness and

consistency of the lesson using power plugs transition.

Graphics refers to the pictures used in the developed


Hekasi Heograpiya , Kasaysayan at Sibika, refers to the

subject offered to Grade V students, the respondents of

the study.

Instructional Material refers to any tools used during the

teaching process.

Level of Acceptability refers to the level of acceptance and

suitability of the developed instructional material.

Originality in presentation refers to the uniqueness of

ideas that is somewhat different from other


Power plugs transition refers to the presentation software

for Power point.

43

Power point refers to the software used in presenting the

lesson encoded in the slides which will be viewed

through crystal diode (LCD) projection.

Presentation refers to the collection of slides being

viewed.

Screen layout refers to the design, effects and layout of

the instructional material. It includes Text, Color,

Graphics, and Transition

Transition refers to the animation and changeover of the

slides.

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Chapter III

METHODOLOGY

This chapter discusses the procedures and materials

considered in the conduct of the study. This includes locale

of the study, research design, population and sampling

research instrumentation, development and acceptability of

the Power plugs transition in Hekasi V and statistical

treatment.

Locale of the Study

The study was conducted in Southern Luzon State

University Laboratory Elementary School in Lucban, Quezon.

Research Design

The study used a descriptive type of research because

it dealt with the process of developing an instructional

material. In order to obtain reliable outcomes, the

researcher used questionnaire as the main instrument in

gathering the needed data.

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Population and Sampling

The respondents involved in the study were 32 Grade V

pupils of SLSU Laboratory Elementary School. It was composed

of 21 males and 11 females. The researcher used convenience

sampling.

Research Instrumentation

The researcher prepared lesson about “Ang Batas Militar

at ang Saligang Batas 1973”, “Sa ilalim ng Batas Militar”

and “Ang Pamahalaan sa Bagong Republika” and formulated the

instructional material and questionnaire. The researcher

administered questionnaires to determine the acceptability

of the Power plugs Transition through PowerPoint lesson

presentation. There are 33 statements pertaining to the

acceptability of the material and it was patterned from the

instrument of Salvanerra and Chavez. The following

procedures were used:

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A. Development and Acceptability of Power Plug Transition

in Hekasi V.

1. Identification of the Topic

The researcher requested the teacher in

Hekasi to furnish the topics that are included in

the development of the instructional material.

They were the following: “Ang Batas Militar at ang

Saligang Batas 1973”, “Sa ilalim ng Batas Militar”

and “Ang Pamahalaan sa Bagong Republika”.

2. Development of PowerPoint Lesson Presentation

The researcher gathered the necessary

information about the topics and arranged it in

slides. Then the researcher gathered illustrations

and selected design for the presentation.

3. Development of the Instructional Material

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The researcher prepared the draft of the

lessons and the questionnaire for the level of

acceptability of the instructional material. Then

it was presented to the research adviser. Some

corrections and revisions were made by the

research adviser. After the approval of the

content the researcher started to gather

illustration and design the slide of the Power

Point presentation. Then it was presented in

electronic format to the research adviser. The

research adviser approved the proposed Power Point

lesson presentation.

After the approval of the proposed

instructional material, the researcher asked the

assistance of some Hekasi teachers to do the face

validation of the instructional material with

regards to content. The researcher presented the

proposed instructional material through electronic

form and it was then approved.

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4. Administration of Materials and Questionnaires for

Level of Acceptability.

The researcher prepared criteria for the

level of acceptability of the instructional

material. The proposed PowerP,oint lesson

presentations were presented to the Grade V Pupils

of SLSU Laboratory School. The researcher asked

permission from the principal to use the Audio-

Visual room (AVR) and the LCD Projector for the

conduct of the study. After the presentation of

all the lessons, the researcher administered

questionnaires to evaluate the level of

acceptability of the proposed instructional

material.

Data Gathering Procedure

The researcher asked permission from the principal of

SLSU Laboratory School through a letter to conduct the

study. The proposed instructional material was used by the

Hekasi teacher for three days. Then the researcher guided

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the students in answering the questionnaire for the level of

acceptability. The data gathered were recorded, tabulated

and analyzed.

Statistical Treatment

To determine the level of acceptability of the

instructional material, weighted arithmetic mean was

employed by the researcher. The formula used is:

WM = 4f + 3f + 2f +1f N

Where:

WM = Weighted Mean

f = Frequency

N = Number of respondents

The weighted mean obtained were interrupted in terms of

the following category:

Point Score Interval Range Descriptive Rating

4 3.25-4.00 Strongly Acceptable(SA)

3 2.50-3.24 Acceptable (A)

2 1.75-2.49 Fairly Acceptable(FA)

1 1.00-1.74 Not Acceptable (NA)

E-MATERIAL WITH POWER PLUGS TRANSITION APPLICATION IN HEKASI AMONG GRADE V PUPILS

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