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
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
3 Weighted Mean Distribution on the Acceptability of the developed Power
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
5 Weighted Mean Distribution on the Acceptability of the developed Power
Plugs Transition as to Screen Layout............................................................. 65
6 Weighted Mean Distribution on the Acceptability of the developed Power
Plugs Transition as to Text............................................................................ 66
7 Weighted Mean Distribution on the Acceptability of the developed Power
Plugs Transition as to Color.......................................................................... 67
12
8 Weighted Mean Distribution on the Acceptability of the developed Power
Plugs Transition as to Graphics.................................................................... 68
9 Weighted Mean Distribution on the Acceptability of the developed Power
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
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
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.
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
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
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)
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.
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
instructional material.
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
instructional material.
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.
44
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)