Xavier University- Ateneo de Cagayan

Corrales Avenue, Cagayan de Oro City

S.Y. 2014-2015
Subitted by!
"agongon, #ar$ %o&n
"orres, Oliver '.
(itor, )ait& %.
Yaaro, *oida A.
+du, 4 +-C
Subetted to!
#s. %ovelyn -elosa, '&. -
.nstru,tor
O,tober, 2014
Abstract
/&is 0a0er is entitled 1/&e #isuse o2 .nstru,tional #aterials by t&e 're-
Servi,e3. /&e 0ur0ose o2 t&is study is to a4a$en t&e edu,ators to use 4ell t&e
instru,tional aterials to &el0 t&e learners learning 0ro,ess. .t addresses &o4 t&e 're-
servi,e is ready 2or giving &is5&er instru,tions to t&e lesson. /&is ty0e o2 resear,& uses
an observational using t&e ,&e,$list to gat&er in2oration 2ro t&e 're-Servi,e.
CHAPTER 1
The Research Problem
Introduction
.nstru,tional aterials, in,luding te6tboo$s, edu,ational edia 7library edia
0rint, non-0rint, and ele,troni, resour,es8, ,o0uter so2t4are, videota0es, 2ils,
-(-s, and instru,tional television 0rogras re0resent 2undaental resour,es 2or
s,&ools 2or en&an,ing instru,tion, 2urt&ering t&e 0ursuit o2 $no4ledge, and 0roviding
e60erien,es o2 edu,ational signi2i,an,e 2or ,lass grou0s or 2or individual students.
/&is resear,& 2o,uses on instru,tional aterials, 4&i,& &ave a dire,t in2luen,e on
student learning as students intera,t 4it& t&e. "ut instru,tional aterials also &ave a
strong indire,t 0at& o2 in2luen,e on student learning via t&eir e22e,ts on tea,&ers./&at
instru,tional aterials e6er,ise t&eir in2luen,e on learning dire,tly as 4ell as by
in2luen,ing tea,&ers9 instru,tional ,&oi,es and be&avior a$es instru,tional aterials
all t&e ore i0ortant. /&ere is strong eviden,e t&at t&e ,&oi,e o2 instru,tional
aterials &as large e22e,ts on student learning:e22e,ts t&at rival in si;e t&ose t&at are
asso,iated 4it& di22eren,es in tea,&er e22e,tiveness.
/&e ,&oi,e o2 instru,tional aterials ,an &ave an i0a,t as large as or larger
t&an t&e i0a,t o2 tea,&er <uality. "ut 4&ereas i0roving tea,&er <uality t&roug&
,&anges in t&e 0re0aration and 0ro2essional develo0ent o2 tea,&ers and t&e &uan
resour,es 0oli,ies surrounding t&eir e0loyent is ,&allenging, e60ensive, and tie-
,onsuing, a$ing better ,&oi,es aong available instru,tional aterials s&ould be
relatively easy, ine60ensive, and <ui,$. /&e i0ortan,e o2 .nstru,tional #aterials in
any tea,&ing5learning 0ro,ess ,annot be over e0&asi;ed. /&is is 2or t&e 2a,t t&at
su,& aterials en&an,e, 2a,ilitate and a$e tea,&ing5learning easy, lively and
,on,rete. /&e ai o2 t&is 0a0er t&ere2ore, is to loo$ in to t&e signi2i,an,e o2
.nstru,tional aterials in t&e e22e,tive tea,&ing5learning. .nstru,tional #aterials as t&e
nae suggests, are aterials o2 visual, audio and audio - visual ,ategory t&at &el0s to
a$e ,on,e0ts abstra,ts and ideas ,on,rete in t&e tea,&ing5learning 0ro,ess. /&ey are
also aterials 4&i,& t&e tea,&er uses in su00leenting &is tea,&ings.
.nstru,tional #aterials in,lude aterials used to 2a,ilitate learning 2or better
results. *i$e4ise, it is t&e use o2 t&e ,&al$board, ,&arts, odels, over&ead 0ro=e,tors,
2ils, television and ,o0uters in tea,&ing 0ro,ess. .n order to ensure an e22e,tive
tea,&ing learning 0ro,ess, it is i0ortant 2or t&e tea,&er to be t&oroug&ly a,<uainted
4it& t&e tea,&ing resour,es and servi,es available to &i. /&e ,o0onents o2
instru,tional aterials available to tea,&ers and students are in large nubers and also
vary a,,ording to t&e 2un,tions o2 ea,& o2 t&e. 'i,tures 7otion and still8 gra0&i,s,
a0s, radio - re,ording and 0lay ba,$ and t&e e<ui0ent9s used to get soe o2 t&ese
utili;ed ,an be regarded as t&e ,o0onents o2 Audio (isual Aids, or .nstru,tional
Aids. A0art 2ro t&eir ability to 0ro,ess eaning2ul sour,es o2 in2oration,
instru,tional aterials &el0 t&e tea,&er 4it& t&e eans 2or e6tending &is &ori;on o2
e60erien,e as 4ell as 0roviding t&e tea,&er 4it& ri,& sour,es o2 0ro,uring
,ouni,ative aterials 4&i,& ,ould be 0rodu,ed =ointly by t&e tea,&er and t&e
students. >o4adays t&e 0re-servi,e are using instru,tional aterials in a 4rong 4ay.
Soe 0eo0le say t&at learning ,an be learned t&roug& t&e use o2 instru,tional
aterials and as a atter o2 2a,t, ?5@ o2 learning ,an be a,<uired t&roug& t&e sense o2
sig&t. >o4adays, students are very u,& 0arti,ular 4&en it ,oes to t&e tea,&er9s
instru,tional aterials. Soeties, t&ey 2ind t&e dis,ussion boring i2 t&e tea,&er
didn9t 0rovide t&eir instru,tional aterials. 'eo0le learn in di22erent 4ays. Soe
0eo0le are e6traordinarily good at retaining in2oration 2ed to t&e orally and ot&ers
absorb and retain a great deal o2 in2oration t&at t&ey9ve read. Ot&ers need visuals
stiulants or ,ues to 2a,ilitate learning. Ae0etition 4or$s 2or a lot o2 0erson as 4ell.
#ost 0eo0le &o4ever re<uire a ,obination o2 t&e above et&ods and so as
instru,tional aterial- 4&i,& ,an en,o0ass audio visual aterials, boo$, and even
0ra,ti,al a00li,ation- are e6,ellent aids 2or assuring t&at students &ave best 0ossible
o00ortunity to retain t&e in2oration being given to t&e. "ut generally, 2indings and
statisti,s &ave s&o4n t&at t&e best eans o2 2a,ilitating or en&an,ing good tea,&ing
and learning is t&roug& t&e use o2 instru,tional aterials 4&i,& en,o0ass visual
aterials li$e ,&arts and o2 various $inds o2 anila 0a0ers and ,artolina.
.nstru,tional aterials arouse learnerBs interest. Students get an6ious and
develo0 a learning &abit 4&en t&e tea,&ing et&od or ediu a00ear real to t&e
and are not abstra,t. /&e aterial &el0s t&e tea,&er or t&e instru,tor to 0resent &is5&er
lessons ,learly and e22e,tively and t&is in turn ,at,&es t&e attention o2 t&e 0u0ils.
.nstru,tional aterials are i0ortant be,ause 4it& t&e learners &ave a ,lear vie4 o2
4&at is being taug&t. .nstru,tional aterials guide learners 5 students to learn 4ell and
it redu,es t&e stress involved in t&e 0ro,ess o2 tea,&ing and learning. .nstru,tional
aterials in t&e ,lassroo en&an,e tea,&ing et&ods and i0rove studentBs
,o0re&ension. /ea,&ing aterials &el0 to get t&e attention o2 t&e students, a$es t&e
,lass ore realisti, and it gives a vie40oint or $ey 0oint on t&e to0i,. .nstru,tional
aterials give 0ro2i,ien,y to tea,&ers and also &el0 students to get t&e true 0i,ture o2
4&at is being taug&t. Aeeber t&at instru,tional aterials are aids 2or your
audien,e.
Theoretical Framework
AusubelBs t&eory is ,on,erned 4it& &o4 individuals learn large aounts o2
eaning2ul aterial 2ro verbal5te6tual 0resentations in a s,&ool setting. A,,ording
to Ausubel, learning is based u0on t&e $inds o2 su0er ordinate, re0resentational, and
,obinatorial 0ro,esses t&at o,,ur during t&e re,e0tion o2 in2oration. A 0riary
0ro,ess in learning is subsu0tion in 4&i,& ne4 aterial is related to relevant ideas
in t&e e6isting ,ognitive stru,ture on a substantive, non-verbati basis. Cognitive
stru,tures re0resent t&e residue o2 all learning e60erien,esC 2orgetting o,,urs be,ause
,ertain details get integrated and lose t&eir individual identity. A a=or instru,tional
e,&anis 0ro0osed by Ausubel is t&e use o2 advan,e organi;ers! D /&ese organi;ers
are introdu,ed in advan,e o2 learning itsel2, and are also 0resented at a &ig&er level o2
abstra,tion, generality, and in,lusivenessC and sin,e t&e substantive ,ontent o2 a given
organi;er or series o2 organi;ers is sele,ted on t&e basis o2 its suitability 2or
e60laining, integrating, and interrelating t&e aterial t&ey 0re,ede, t&is strategy
siultaneously satis2ies t&e substantive as 4ell as t&e 0rograing ,riteria 2or
en&an,ing t&e organi;ation strengt& o2 ,ognitive stru,ture.D 71EFG, 0. H18. Ausubel
e0&asi;es t&at advan,e organi;ers are di22erent 2ro overvie4s and suaries
4&i,& si0ly e0&asi;e $ey ideas and are 0resented at t&e sae level o2 abstra,tion
and generality as t&e rest o2 t&e aterial. Organi;ers a,t as a subsuing bridge
bet4een ne4 learning aterial and e6isting related ideas. AusubelBs believes t&at
learning o2 ne4 $no4ledge relies on 4&at is already $no4n. /&at is, ,onstru,tion o2
$no4ledge begins 4it& our observation and re,ognition o2 events and ob=e,ts t&roug&
,on,e0ts 4e already &ave. Ie learn by ,onstru,ting a net4or$ o2 ,on,e0ts and adding
to t&e. Ausubel also stresses t&e i0ortan,e o2 re,e0tion rat&er t&an dis,overy
learning, and eaning2ul rat&er t&an rote learning. Je de,lares t&at &is t&eory a00lies
only to re,e0tion learning in s,&ool settings. Je didn9t say, &o4ever, t&at dis,overy
learning doesn9t 4or$C but rat&er t&at it 4as not e22i,ient. .n ot&er 4ords, Ausubel
believed t&at understanding ,on,e0ts, 0rin,i0les, and ideas are a,&ieved t&roug&
dedu,tive reasoning.
Purpose of the Stud
/&e 0ur0ose o2 t&is study is to in,rease a4areness aong edu,ators to use
4ell t&e instru,tional aterials to &el0 t&e learners learning 0ro,ess. .t addresses &o4
t&e 're-servi,e is ready 2or giving &is5&er instru,tions to t&e lesson.
Action Research !uestions"
1. I&at issues s&ould ,onsider 4&en sele,ting instru,tional aterialsK
2. Jo4 visual aids ,an en&an,e student learningK
G. -oes instru,tion 4it& visual aterials &ave an e22e,t in re,ti2ying student9s
de2i,ient $no4ledgeK
CHAPTER #
Re$iew of Related %iterature and Studies
/&is related arti,le deals 4it& t&e develo0ent o2 ,o0uter based instru,tional
aterial odel in tea,&er training ,lasses 2or t&e tea,&ing-learning 0ro,ess. /&e related
literature 4as done to e60lain t&e role o2 ,o0uters in edu,ation generally and use o2
,o0uter based instru,tional aterials in tea,&er training 0arti,ularly. .t 2o,uses on t&e
odel o2 learning t&at leads t&e student to learn ore 4it& regards to t&e to0i,.And it 2o,uses on
di22i,ulties e60erien,ed by s,&ooltea,&ers in tea,&ing +nglis&.
Co0uter "ased .nstru,tional #aterial in +du,ation
A,,ording to Adas, #% 720048 ,o0uters ,an be used in any 4ays in t&e
,lassroosC t&ey ,an be used as very e22e,tive instru,tional aterials. #ost o2 t&e
resear,&ers t&in$ t&at intera,tive learning ,ould not be obtained 2ro reading boo$ on
t&e ,o0uter, in2oration 4as not 0resented in a linear 2as&ion and students ,ould
bran,& out to t&e se,tions t&at interest t&e. /&is 4as 4&y te6tboo$ s&ould not be
used on ,o0uter as instru,tional aterial.
"ut i2 tea,&er 4ants &e ,an use a 0art o2 te6tboo$, a 0i,ture or a diagra or
su00orting te6t to s&o4 to t&e students 7"a$er, 200G8.
Anot&er bene2it o2 use o2 ,o0uter based instru,tional aterial is to &ave
boo$s on C--AO# 7Ar;t, 20018. #a=ority o2 t&e student9s ,o0laint about t&e ,ost o2
t&e C-s in general, due to t&eir 2inan,ial ,onstraints, it 4as un2easible 2or distan,e
edu,ation students to a,,uulate ,o0uter so2t4are to su00leent daily instru,tion.
A,,ording to "auder, -.Y., 'lano4, #.#., LSarner, A.M. 720018, re,ently
0ri,e o2 t&e C--AO# &as been redu,ed signi2i,antly. .n t&e ar$et t&e 0ri,e o2 t&e
te6tboo$ is ore t&an t&e 0ri,e o2 C--AO#. /&is is 4&y it is 2easible to &ave
te6tboo$ on t&e C--AO# and ,an easily be used as a 0art o2 ,o0uter based
instru,tional aterials.
.n,or0orating ,o0uter, as an instru,tional aterial into ,ontest tea,&ing
re<uires ,are2ul 0lanning, 2ailiarity 4it& t&e so2t4are and $no4ledge about &o4
4ell t&e so2t4are at,&es t&e ,urri,ulu and ,&ildrenBs learning style. 7Aavit,&,
200G8
#any resear,&ers agree t&at use o2 te6tboo$ on C--AO# is a 4onder2ul
bene2it o2 ,o0uter use as instru,tional aterial7Sit&, Jouston, L Aobin, 20048.
Jistori,ally, 'iagetBs ,onstru,tive t&eory &as not only &ad a 0re2ored e22e,t
on t&e 2ield o2 ,ognitive 0sy,&ology 7Nardner, 20048, but also revolutioni;ed t&e 2ield
o2 edu,ation by laun,&ing t&e D,onstru,tiveD or Ddis,overyD learning oveent in t&e
1EF0s, ebra,ed by any tea,&ers. /&is ,onstru,tive or dis,overy learning is no4
0ossible 4it& t&e involveent o2 t&e te,&nology in t&e ,lassroos, 0arti,ularly t&e
use o2 ,o0uters as an instru,tional aterial.
"art& 720048, in ,onsidering tea,&erBs ability to re2le,t on t&eir 0ra,ti,e 2ro
&is 0ers0e,tive as a 0rin,i0al, suggests t&at t&ere ay be t&ree $inds o2 tea,&ers! 1.
'lodders, 4&o are resistant to ne4 idea o2 use o2 ,o0uter as instru,tional aterial
2ro t&eir 0eers, and seldo re2le,t on t&eir 0ra,ti,e. 2. /ea,&ers, 4&o ret&in$ t&eir
0ra,ti,e 2ro t&e vantage 0oint o2 t&eir e60erien,es in t&eir ,lassroo, and do not
4ant any ,&ange. G. /ea,&ers 4&o are not only re2le,tive about t&eir 4or$, but
aggressively 0ursue ,riti<ue 2ro ot&ers in t&e interest o2 0er2e,ting t&eir 0ra,ti,e.
/&ere &ave been any odels develo0ed in t&e 2ield o2 edu,ation. A,,ording
to Nardner 720048 odels ensure or ,lai to ensure 2a,ility in t&e learning and
4Estudent su,,ess. .n t&e 0ast any odels &ave been develo0ed in t&e 2ield o2
distan,e edu,ation. +6,e0t a 2e4, ost o2 t&e odels &ave been 4or$ing su,,ess2ully
in t&e di22erent 0arts o2 t&e 4orld.
Iet;el, O. 7200G8 gave a odel o2 su,,ess2ul i0leentation o2 ,o0uter
based instru,tional aterial. Je stresses about ,obined e22ort o2 s,&ool boards,
,ounities and tea,&ers to i0leent ,o0uter as an instru,tional aterial in t&e
,lassroo. )or t&at 0ur0ose &e gave a odel o2 su,,ess2ul i0leentation. /&e area
in t&e le2t side o2 t&e 2igure re0resents tea,&ers and t&e 0osition t&ey &old aong
students and ,olleagues 4it&in t&e ,onte6t o2 t&eir ,lassroo environents. A
tea,&erBs i0ortan,e to t&e overall in2rastru,ture ,an &ardly be overstated.
Abate, A.%. 720028 argues t&at ,o0uter based odels &ave been 0roved to be
ore su,,ess2ul t&an t&en t&ose odels t&at t&ose odels t&at do not involve
,o0uters. 'robably t&e ain reason is t&at t&e ,o0uters ,an 0er2or a variety o2
2un,tions and ,an ensure any tas$s. So t&ose odels t&at involve and signi2i,ant
role in t&e odel tends to su,,eed in general ters.
A,,ording to Ada 7200?8, any di22erent ty0es o2 instru,tional aterial are
used in 2oral institutions. 'eo0le norally do not reali;e t&at distan,e edu,ation also
&eavily de0ends u0on use o2 instru,tional aterials, t&oug& t&e nature o2 t&ose
instru,tional aterials is di22erent. /&ey are ostly edia based or ,o0uters based
instru,tional aterials, 4&i,& are really e22i,ient and serving students 4ell. .n t&e
sae 4ay distan,e edu,ation syste relies on develo0ent student su00ort and
,lassroo odels. )i2ty-si6 tea,&ers, 2ro 2our +uro0ean ,ountries, intervie4ed to
as,ertain t&eir attitudes and belie2s about t&e use o2 ,o0uter based instru,tional
aterial in tea,&er training 0rograes at di22erent universities 7A$selsen, S.,
Jartvigan, N., L*angset&, O., 20018. /&at resear,& ,on2ired t&at tea,&ers 4ere
e6treely ,o2ortable 4it& t&e use o2 ,o0uter based instru,tional aterial.
A,,ording to Carr, *., >ova$, -..., L "erger, C. 720028 t&e learning t&roug&
,o0uter based instru,tional aterial is a,tually a ,o0uter ediated ,ouni,ation
2or e6a0le, eail, te6t-based ,on2eren,ing, bulletin boards &ave been gro4ing
steadily over t&e last ,ou0le o2 de,ades. /&ere is a need to understand ,o0uter use as
an instru,tional aterial. Aesear,&ers in t&e areas o2 reading ,o0re&ension and
dis,ourse analysis &ave long soug&t to understand t&e 4ritten as 4ell as t&e oral te6t
and no4 &y0erte6t using various units o2 analysis. >o4 t&e <uestion arises t&at &o4
,an a ,ountry 0rodu,e t&at $ind o2 4or$ 2or,e 4&i,& is trained in in2orational
te,&nology, 4&i,& is a need o2 t&e 0resent age. One su,& idea 0resented by resear,&er
is to ,&ange t&e s,&ool syste and e<ui0 t&e 4it& 2uture need o2 te,&nology.
Ja;ai, A. 7200?8 e60lained t&is need in a resear,&.
A,,ording to Ja;ei, A., 7200?8,
Economic development depends on national productivity which
requires a workforce with proper skills, knowledge and work ethics to
match the needs of employers. In many developing countries, the
education and training infrastructure has not been able to fully equip
their workforce with the skills and knowledge demanded by industries
of both domestic and abroad. The severe skills gaps observed in
many developing countries showed that proper instructional
materials are not available as well as well-prepared teachers.
A,,ording to 'otas&ni$, #., 7200F8,
Investment in education and development of appropriate skills for the
workforce are prerequisites for continuing economic growth,
particularly in an era of rapid and revolutionary advances in
information and communications technology !I"T#. E$periences show
that e-learning increases access to education by making it possible for
students to fit their education into family and work schedules and by
providing a greater programmatic choice of quality courses. E-
%earning &'allows multiple students to simultaneously enroll in more
than one course in order to achieve their particular learning
goals in a timelier manner.
)al$, -.,7200?8, 2urt&er stressed t&at t&e e0loyent o2 ultiedia
te,&nology in edu,ation a$es it 0ossible to illustrate and to gras0 ,o0le6 industrial
0ro,esses and di22i,ult s,ienti2i, ,on,e0ts. Jo4ever, t&e develo0ent o2 ultiedia
,ontent is still a very ,ostly and tedious tas$.
A,,ording to &i 7200?8,1a ,oon solution to t&ese 0robles is to leave
design issues to Dt&e 0ro2essionals.D #any develo0ers o2 ,o0uter-based instru,tional
aterials eventually turn t&e over to a design ,onsultant, 4&o s0ru,es 55t&e u0
and gives t&e t&at &y0noti;ing #adison Avenue loo$ and 2eel. -esigners are trained
to t&in$ in ters o2 ,a0turing oneBs attention, a$ing an i0a,t and Dloo$ing good.D
/&is is not t&e sae as edu,ation. /&e tea,&er ust be a,tively involved in t&e design.
1Anot&er as0e,t 4as t&at &o4 &uan 0sy,&ology intera,ts 4it& ,o0uters.
A,,ording to Ja;ei, A., 7200?8,
It is a history of such e$periences, good and bad, real and imagined,
that shapes our classroom practice. (ver the years, our lists of dos
and don)ts become integrated into a personal style. *re our classroom
strategies based solely on our personal e$periences+ ,ost of us
would say not. -e have a general awareness that what worked for us
may not work for our students. -e nod, as well, at notions like
.different learning styles,. .environmental factors,. and .academic
freedom,. allowing the possibility of alternative methods. -e may even
be vaguely aware of some of the findings from educational research,
which address classroom issues more ob/ectively. -hen we teach,
however, many of us rely on a simple rubric0 It works for me.
*nd indeed, it often does. Each of us has a lifetime of reliable
intuitions about managing the human-human interface.
/aylor, %., 7200F8 stated t&at 0sy,&ologi,al studies o2 &uan-,o0uter
intera,tions &ave 2o,used, 2or t&e ost 0art, on atte0ts to understand t&e nature o2
&uan ,ognition and learning. Soe o2 t&e issues t&at are 2re<uently dis,ussed in t&e
2orulation o2 t&ese studies are! t&e nature o2 eory and ental stru,tures, t&e
nature o2 ,ons,ious and un,ons,ious attention, res0onse tie and tie to learn, t&e
nature o2 errors, learning and 5F0roble solving strategies, t&e role o2 language in
,ognition, en,oding 0ro,esses and gul2s o2 understanding. )inally, evaluation
0rin,i0les 2o,us on t&e <uestions t&at aut&ors o2 ,o0uter-based instru,tional
aterials ust ans4er to evaluate t&e e22e,tiveness o2 t&e design de,isions t&at t&ey
&ave ade.
-aniel, %. 7200F8 gave a list o2 su,& odels.A,,ording to &i 7200F8 an
o0tial instru,tional strategy ust be derived 2ro a odel o2 learning. .n
at&eati,al learning t&eory, t4o general odels des,ribe t&e learning 0ro,ess! a
linear 7or in,reental8 odel and an all-or-none 7or one eleent8 odel. "ot& linear
and all-or-none odels use ,o0uter based instru,tional aterials. .n t&e linear
odel, learning is de2ined as t&e gradual redu,tion in 0robability o2 error by re0eated
0resentations o2 t&e given ,o0uter based instru,tional ites. /&e strategy in t&is
odel orders t&e ,o0uter based instru,tional aterials 4it&out ta$ing into a,,ount
t&e studentBs res0onses or abilities, sin,e it is assued t&at all students learn 4it& t&e
sae 0robability.
CA., Cost +22e,tiveness o2 +6isting 'rograe
A &uge 0roble in t&is regard 4as t&at very 2e4 resear,&es ta,$led t&is issue.
/&oug& ,o0uter based instru,tional aterials &ave been around sin,e 1EF0 7Nagne,
Aobert #. 720058. Co0uter based instru,tional aterial &ave been 0laying an ever
in,reasing role in t&e 0ro,ess o2 edu,ation bot& inside and outside t&e ,lassroo. /&e
0ro2essional organi;ation and resear,& institute &ave strongly en,ouraged t&e use o2
,o0uter based instru,tional te,&ni<ues in graduate and 0ost graduate levels.
Jo4ever t&ese bene2its ust be ,ost e22e,tive. Ot&er4ise ost o2 t&e develo0ing
,ountries ay not be able to re,eive 2ull bene2its o2 t&e use o2 ,o0uter based
instru,tional aterials.
-aniel, %. 7200F8 des,ribed ,ou0le o2 4ays t4o ,ut t&e ,ost. -aniel argued t&at
in t&e beginning t&e ,reators o2 ,o0uter based instru,tional aterials 2ound t&at t&eir
teas needed at least t4o &undreds o2 &our o2 develo0ent tie 2or ea,& &our o2
instru,tional tie and one to 2ive years to ,o0lete one ,ourse. "ut in reality t&is tas$
4as a,,o0lis&ed 2aster and 4it& u,& less ,ost. .n develo0ed ,ountries ,ost ay be
&uge be,ause o2 e60ensive labour &our but in develo0ing ,ountries ,ost ay be even
less. -aniel, %. 7200F8 2urt&er e60ressed t&at originally it 4as t&oug&t tea,&ers ay
s0end &uge aount o2 tie to 0re0are t&e ,o0le6 ,o0uter based instru,tional
aterials but resear,&es indi,ated t&at in reality tea,&ers too$ really less tie to
0re0are ,o0uter based instru,tional aterials.
Adas, #.%. 7200?8 suggested t&at t&e availability o2 ,o0uters ay not be
&uge 0robles and ore. #any >NOs and 0rivate enter0rises and organi;ations
donate ,o0uters 4it& re,ent so2t4are to edu,ational institutions. As t&e
advan,eent in ,o0uters develo0ent is going, a de,ent ,o0uter o2 t&is year
be,oes obsolete ne6t year 2or &uge organi;ations. .t be,oes ,onvenient 2or t&e to
donate to edu,ational institutions. Anot&er good and satis2a,tory as0e,t o2 ,o0uter
based instru,tional aterial is t&at one institution &as to buy t&e on,e in years and
ay use t&e 2or years to ,oe be2ore t&ey be,oe obsolete.
*o,&te, A. 7200?8 also ,onsidered t&at ,o0uter based instru,tional aterials
are ,ost e22e,tive. Je argued t&at i2 4e ,onsidered t&e bene2its o2 ,o0uter based
instru,tional aterials ,ost atta,&ed to t&e does not a$e any di22eren,e. #ost o2
t&e aterial is 0eranent and ,an be used again and again. Ot&er aterials tea,&ers
and students ay ,reate on t&e available so2t4are. *o,&te, A. 7200?8 stressed t&at ,ost
o2 t&e ,o0uter based instru,tional aterials &as de,reased signi2i,antly. Co0uter
,ost used to be G000 US- in t&e ar$et &as de,reased to G50 US-. .n t&e sae 4ay
C- AO# and ot&er aterials &as be,oe ,&ea0er and internet 2a,ility is available
ore readily.
)al$, -., 7200?8, 2urt&er des,ribed t&at in t&e beginning it 4as t&oug&t t&at
tea,&er 4ill ta$e long tie to understand &o4 to use ,o0uter based instru,tional
F5aterials, also it 4as t&oug&t t&at it 4ill ta$e long tie to develo0 ,o0uter based
instru,tional aterials. "ut in reality it too$ a lot less tie and e22ort to develo0 and
use ,o0uter based instru,tional aterials. .n t&e sae 4ay t&e ,ost 4as a lot less
t&an 4&atever resear,&ers anti,i0ated be2ore. Using t&e 0rin,i0les is not di22i,ult. One
does not need to be an artist to a00ly t&e e22e,tively. *i$e4ise, one does not need to
be a 0sy,&ologist, a ,o0uter engineer, or anyt&ing ot&er t&an a ,aring, ,are2ul
tea,&er. A little 0ra,ti,e &el0s us to integrate t&e 0rin,i0les into our regular 4ay o2
4or$ing and, be2ore long, our intuitions about t&e &uan-,o0uter inter2a,e be,oe
alost as reliable as our store o2 intuitions about t&e &uan-&uan inter2a,e. /&e
artist #ondrian, as orderly a 0resenter o2 ,on,e0tual in2oration as one is li$ely to
2ind, said it ni,ely! DArt 4ill disa00ear in 0ro0ortion as li2e gains in e<uilibriu.D
-i22i,ulties +60erien,ed by S,&ool /ea,&ers
C&ira$$al 720008 ,ondu,ted a study to identi2y t&e di22i,ulties e60erien,ed by
s,&ooltea,&ers in tea,&ing +nglis&. /&e study 4as ,ondu,ted aong 250 tea,&ers
tea,&ing +nglis& &ailing 2ro +rna$ula, #ala00ura, Oo;&i$ode and Oannur
distri,ts o2 Oerala. A norative survey 4as ado0ted using <uestionnaire and
intervie4s. /&e tea,&ers re0orted t&at in-servi,e training 0rograes 4ere not at all
bene2i,ial as 2ar as +nglis& 4as ,on,erned. /&e studies revealed t&at a=ority o2
+nglis& tea,&ers are in need o2 ore in-servi,e training 2or i0leenting e22e,tive
+nglis& learning in s,&ools. /&e usage o2 audio-visuals aong t&e +nglis& tea,&ers
4as 2ound to be very rarely. #a=ority o2 +nglis& tea,&ers rarely ado0ted odern
a00roa,&es and et&ods o2 +nglis& tea,&ing. /&e study noti,ed a very lo4 a4areness
about odern instru,tional a00roa,&es and et&ods aong +nglis& tea,&ers.
/ea,&ers re0orted t&at la,$ o2 tie as a great i0edient in tea,&ing +nglis& by
ado0ting odern et&ods.
Sangeet&a 720008 ,olle,ted t&e o0inions o2 0riary s,&ool tea,&ers o2 Oerala
to4ards t&e use o2 ,o0uters. G00 tea,&ers 41 0riary s,&ools o2 Oannur distri,t
0arti,i0ated in t&e study. -esirable o0inions about t&e a,adei, use o2 ,o0uters
4ere re0orted 2ro t&e 0art o2 0riary s,&ool tea,&ers. +erging need 2or ,o0uter
usage aong tea,&ers 4as given as ,on,lusion in t&e 4or$.
S&yni 720008 analysed t&e vie4s o2 se,ondary and &ig&er se,ondary s,&ool
tea,&ers regarding t&e use o2 ,o0uters in edu,ation. 1F0 se,ondary s,&ool tea,&ers
and 155 &ig&er se,ondary s,&ool tea,&ers 0arti,i0ated in t&e study. .t 4as identi2ied
bot& strata o2 tea,&ers &ave alost siilar vie4s regarding t&e use o2 ,o0uters in
edu,ation. /&e study e0&asised need 2or en,ouraging ,o0uter edu,ation in s,&ools
and t&e need 2or a$ing tea,&ers ,o0etent to ,o0e 4it& re,ent ,&anges in t&e 2ield
o2 ,o0uter te,&nology.
"alasubraanian 720028 investigated about t&e need 2or ,o0uter edu,ation
in tea,&er training 0rograes, bot& 0re-and in-servi,e tea,&er edu,ation. /&e study
re,oended t&at all tea,&er edu,ational institutions and training 0rograes &ave
to in,lude ,o0uters as an integral 0art o2 t&eir instru,tional aids. /&e study also
identi2ied t&at ost 0rivate s,&ools 4ere ,o2ortably 0la,ed in t&e a,,essibility o2
,o0uters, but t&e sae ,annot be said about governent s,&ools. /&e study
,on,luded 4it& an urgen,y o2 ,o0uter litera,y aong s,&ooltea,&ers and also
re,oended longer training 0rograes to 0re0are tea,&ers to develo0 instru,tional
so2t4are 2or t&eir students.
Content -elivery t&roug& /e,&nology
I&at instru,tional designers need to reeber is t&at t&e integration o2
te,&nology in learning needs to en&an,e tea,&ing and learning, rat&er t&an =ust being
used as a ne4 2le6ible delivery ediu 7>i,&ols, 200G8. -istan,e edu,ation today &as
,oe to be $no4n by any naes! te,&nology en&an,ed learning being one o2 t&e.
A2ter t&e .nstru,tional -esign Stage, Content -elivery t&roug& /e,&nology needs to
be de,ided u0on. Jere t&e 2ollo4ing as0e,ts need to be ,onsidered 7any o2 t&e
4ould also &ave been ,onsidered during .nstru,tional -esign8!
a8 .s t&e O-* aterial to be delivered via a C--AO# or via t&e .nternetK 7 A very
i0ortant <uestion as it 4ould be t&e de,iding 2a,tor 2or in,lusion o2 edia ri,&
,ontent, li$e, ovies, edu,ational gaes et,8
b8 I&at is t&e iniu &ard4are re<uireent e60e,tedK
,8 Iould t&e /e,&nology +n&an,ed O-* aterial be #ultiedia based or notK
d8 Iould t&e /e,&nology +n&an,ed O-* aterial be stati, or dynai, in ters o2
0roviding 2eedba,$K 7 Ausubel and Aobinson, 1E?1, stated t&e 2eedba,$ is ost
e22e,tive 4&en it is ,ontinuous, iediate, 2ull and e60lained.8
e8 I&at is t&e e60ertise level o2 t&e 're-servi,e tea,&er vis-P-vis te,&nology
0ro2i,ien,yK
Aea,tion o2 Students and /ea,&ers to4ards t&e /e,&nology +n&an,ed O-* #aterial
-evelo0ed by 're-servi,e .nterns
As t&e aterial develo0ed by t&e 're-servi,e tea,&ers 4as ,o0leted a2ter t&e
s,&ools &ad s&ut do4n 2or t&eir suer va,ation 710
t&
#ay 20108 t&e develo0ed
aterial 4as s&o4n to students on t&eir return to s,&ool. /&e aterial 4as develo0ed
2or Class X. "iology students and by t&e tie, t&is aterial 4as given to t&e, any
o2 t&e &ad ,o0leted t&e re<uisite syllabus in t&eir Coa,&ing Classes. Jen,e, t&e
test 2or e22e,tiveness o2 t&e aterial 4as ruled out, instead t&e students 4ere given a
<uestionnaire to 2ill. /&e sa0le ,onsisted o2 1H girls and 12 boys belonging to
various +nglis& #ediu Q C"S+ A22iliated s,&ools o2 -el&i Cantt. /&e analysis o2
t&e <uestionnaire revealed t&e 2ollo4ing as0e,ts!#a=ority o2 t&e students 2elt t&at t&e
<uestions 4ere related to t&e 0resentation. /&ey 2elt t&at ost o2 t&e <uestions 4ere
very easy and toug&er <uestions ,ould &ave also been added50@ o2 t&e students &ad
no di22i,ulty in o0ening t&e /e,&nology +n&an,ed #aterial t&at 4as given to t&e,
4&ile t&e rest a2ter soe initial 0robles 4ere able to a,,ess t&e aterial. All t&e
students en=oyed getting iediate 2eedba,$ 2or t&eir ans4ers.
One student 4rote,
1it made me more careful of what I was choosing because I reali1ed that there
was negative marking being done by the computer2
Soe students 2elt t&at it be,ae very boring ans4ering so any ulti0le ,&oi,e
<uestionsC 2ill in t&e blan$s and true or 2alse <uestions. /&ey 2elt t&at, 1all these
questions could have been mi$ed, instead of giving one type only2
/&e 0i,tures used in t&e 'resentation and in t&e <uestions 4ere interesting,
a,,ording to ost students. Alt&oug& t4o o2 t&e students 2elt t&at ore variety ,ould
&ave been used.
're-servi,e /ea,&ers as O-* #aterial -evelo0ers 2or S,&ool +du,ation! >eed and
Aes0onsibilities
're-servi,e tea,&ers 4it& t&eir dual s$ill sets o2 O-* #aterial -evelo0ent
and ability to ,ondu,t 2a,e-to-2a,e ,lassroos 4ould also be an asset to ,ater to t&e
lo,al ,urri,ular needs o2 t&e students. An idea e0&asi;ed in t&e >ational Curri,ulu
)rae4or$ 720058. /ea,&ers &ave t&e 0otential to be a,tively involved 2ro
develo0ing aterials as seen in t&is intervention to ,on,e0tuali;ing a ass oveent,
so t&at <uality aterials are 0rodu,ed at a lo,al level, t&at ,ater to t&e lo,al needs o2
t&e students. /&ey, t&us, ,an be,oe t&e agents o2 in t&e ,urri,ular 0ro,ess, as t&ey
4ould be a,tively involved in 0lanning t&e ,urri,ulu. /&is autonoy 4ill lead to
<uality s,&ool edu,ation, as all sta$e&olders, li$e, tea,&ers, 0arents 7lin$ed via t&e
tea,&ers8, students 7again lin$ed via t&e tea,&ers and 0re-servi,e tea,&ers8, tea,&er
edu,ators and 0oli,y a$ers 7lin$ed via tea,&er edu,ators8 4ould 4or$ to4ards
ensuring t&e tea,&ing learning 0ro,ess is ,onstru,tive, ,ollaborative and eaning2ul.
/ea,&er /e,&nology /raining
Iit& in,reased 0resen,e and a,,ess to te,&nology, t&e ,&allenge to s,&ools,
tea,&ers, and 0arents struggling 4it& t&e integration o2 te,&nology into t&e lives o2
individuals 4it& disabilities is i0rovingC &o4ever, ,&allenges ,ontinue to e6ist. )or
general edu,ation 're-servi,e and in-servi,e tea,&ers, initiatives li$e t&e 're0aring
/oorro49s /ea,&ers to Use /e,&nology &ave lent su00ort to t&is issue o2 te,&nology
integration 7Ao,$an, 20048, and odels &ave been 0ro0osed to address te,&nology
use de2i,ien,ies 7#aryland -e0artent o2 +du,ation, 20048. Still, t&e literature
indi,ates u,& ore 0otential t&an a,tual a00li,ation in t&is arena 7(irginia
+du,ational /e,&nology Allian,e, 20048. 're-servi,e tea,&er edu,ation students 4ere
used to 0rovide en&an,ed instru,tion to ,lassroo tea,&ers in order to gain insig&t
into t&e tea,&ers9 ,o2ort 4it&, and use o2, a standard edu,ational so2t4are 0rodu,t
7Aoger Iagner 'ublis&ing Co0any, 20048.
CHAPTER &
Research 'ethodolo(
Setting
/&is study 4ill be ,ondu,ted in Xavier University-Ateneo de Cagayan.
Aes0ondents
/&e 0arti,i0ants o2 t&is study are t&e 0re-servi,e or t&e interns o2 t&e S,&ool o2
+du,ation in Xavier University-Ateneo de Cagayan S.Y 2014-2015.
-esign
/&is study 4ill use a Mualitative 'ers0e,tive, 4&i,& e0&asi;es a
0&enoenologi,al vie4 in 4&i,& reality ad&ere in t&e 0er,e0tions o2 t&e individual.
#et&ods and .nstruent Used to ,olle,t -ata
/&e et&ods t&at 4e &ave used to ,olle,t data 2or t&is study are observation
and 4it& t&e &el0 o2 a ,&e,$list.
References"
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Appendices
Pre)Ser$ice Checklist
/ea,&er Observed
Sub=e,t5Nrade
1. I&at aterials 4ere used to tea,& t&e lessonK



2. I&at ,reative devi,es did t&e tea,&er e0loy 2or early 2inis&ersK



*irection" #ar$ ,&e,$ 7 8 to t&e ,orres0onding ans4er i2 t&e stateent ,orres0onds
to it.
+se of Resource 'aterials Yes >o
1. Are aterials organi;ed and availableK
2. -oes &e5s&e introdu,es aterials at a00ro0riate tiesK
G. -oes &e5s&e uses aterials 4&i,& are a00ro0riate 2or t&e
,ontent o2 t&e lessonK
4. Are &e5s&e utili;es aterials t&at are ,oensurate 4it& t&e
abilities o2 t&e studentsK
5. -oes &e5s&e allo4s students to ani0ulate aterialsK
F. Are &e5s&e uses aterials to rein2or,e learning and stiulate
interestK
?. .s t&e delivery et&od used a00ro0riately and su,,ess2ully
engages t&e studentK
H. Are t&e audio 0resentations 7C-s, audio 0od,asts, audio
,li0s, ot&er audio 2orats8 available 4it& a trans,ri0tK
E. Are t&e video 0resentations 7-(-s, video ta0es, video
0od,asts, ot&er video 2orats8 available 4it& ,losed ,a0tioningK
10. -oes t&e aterial 0resent o00ortunities 2or tas$-based
learningK
11. -oes t&e aterial 0resent o0tions 2or eeting individual
needsK
12. -oes t&e aterial satis2y t&e various tea,&ing and learning
stylesK
1G. -oes t&e aterial 0resent in2oration in a00ealing 4aysK
14. -oes t&e aterial 0rovide 2le6ibility in its useK
15. -oes t&e aterial su00ort sel2-dire,ted learningK