Development and Validation of Contextualized Module Based on Students’ Least Mastered Competencies
DOI:
https://doi.org/10.5281/zenodo.21522063Abstract
The study, Development and Validation of Contextualized Module Based on Students’ Least Mastered Competencies employed a developmental research design anchored on the Input-ProcessOutput (IPO) framework. It aimed to develop a contextualized instructional module to address specific learning needs in the course Introduksyon sa Pagsasalin. In the input phase, the existing syllabus of the course was analyzed, and the least mastered competencies of the students were identified. The syllabus was subjected to peer evaluation, and findings revealed that it was generally well-constructed, with clear and measurable learning outcomes, particularly in basic concepts and knowledge in Filipino translation. However, the time frame allocated for other topics was insufficient. Additionally, a 50-item multiple-choice test was administered to 43 students enrolled in Filipino 3216 from selected private and public universities. The results showed that students’ least mastered competencies were primarily in linguistics. These inputs served as the foundation for the process phase, which involved the design, development, and validation of a contextualized module. The module was assessed using an adapted evaluation tool. The findings showed that the modules had very high efficacy in terms of physical aspects, objectives, learning activities, and assessment. The contextualized modules were evaluated as well-structured, comprehensive, and were aligned with students’ learning needs
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