Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 2 (2024)

SIM-Based Learning Modules for English 6

Rowena B. Andaya

Discipline: Education

 

Abstract:

The main focus of the study was the development of SIM-Based Learning Modules for English 6. The specific problems dealt with were the level of performance in English of Grade 6 learners for SY 2019-2020 based on the results of the first and second quarterly assessments; challenges encountered by the learners and teachers in the delivery of learning activities; acceptability of the developed Learning Modules as evaluated by the experts. The participants of the study were ten (10) learner participants, and four (4) Grade 6 teachers. Descriptive and Qualitative methods were employed. For data analysis using the Qualitative method, coding, identifying themes, and summarizing were performed. For the Descriptive Method, the weighted mean and simple percentage were utilized. The level of performance of Grade 6 learners in English based on the results of the first and second quarterly assessments were both very low having most of the learners in the Satisfactory and Fairly Satisfactory Levels. The challenges encountered by the learners and teachers in the delivery of learning activities in the subject were the learners’ poor vocabulary, misbehavior, absenteeism, lack of textbooks, reading difficulties, and level of time management. SIM-Based Learning Modules for English 6 were created to be used as supplementary materials in teaching English 6. The acceptability of the developed learning modules was guaranteed by the experts and paved its recommendation for utilization as supplementary learning resources.



References:

  1. Afzal, N. (2019). A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education. Arab World English Journal, 10(3), 81-91. https://dx.doi.org/10.24093/awej/vol10no3.6
  2. Al-Jarrah, H., & Ismail, N. S. (2018). Reading comprehension difficulties among EFL learners in higher learning institutions. International Journal of English Linguistics, 32-41.
  3. Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3, 21-34.
  4. Anderman, E. M., & Patrick, H. (2012). Achievement goal theory, conceptualization of ability/intelligence, and classroom climate. In S. Christenson, A. Reschly, & Wylie (Eds.), Handbook of Research on Student Engagement (pp. 173-191). New York, NY: Springer.
  5. Arimbay, M. (2016). ResearchGate.net. Accessed from: https://www.researchgate.net/post
  6. Atieno, A. J. (2014). Influence of teaching and learning resources on students’ performance in Kenya Certificate of Secondary Education in Embakasi District, Kenya. University of Nairobi, 182.
  7. Castle (2011). Classroom misbehavior as a context for learning during early elementary school. Bachelor of Arts, Cornell University.
  8. Chingos, M. M., & West, M. R. (2010). “Do more effective teachers earn more outside of the classroom? Programme on Education Policy and Governance Working Paper Series PE-PG 10-02.
  9. Crossman, A. (2020). An overview of qualitative research methods, direct observation, interviews, participation, immersion, and focus groups. Thought Co. https://www.thoughtco.com/qualitative-research-methods-3026555
  10. Elwer, A. (2014). Early predictors of reading comprehension difficulties. Linkoping, Sweden: Linkoping University.
  11. Epstein, J., & Sheldon, S. (2002). Improving student attendance through family and community involvement. The Journal of Education Research, 95(5), 305-318. https://doi.org/10.1080/00220670209596604
  12. Fasso, W., Knight, B., & Knight, C. (2014). Development of individual agency within a collaborative, creative learning community. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology (3rd ed., pp. 7519-7528). Hershey, PA: IGI Global Press.
  13. Fischer, L., Hilton, J., Robinson, J., & Wiley, D. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students.
  14. Horsley, M., & Sikorova, Z. (2014). Classroom Teaching and Learning Resources: International Comparisons from TIMSS-A Preliminary Review. ORBIS SCHOLAE, 8(43-60). https://doi.org/10.1007/512528-015-9101-x
  15. Karanja, W. (2015). Effects of reading difficulties on academic performance. School of Education of Kenya University.
  16. Knight, B. A. (2014). Teachers’ use of textbooks in the digital age. Cogent Education Journal, 2(1).
  17. Lavy, V. (2015). Do differences in schools’ instruction time explain international achievement gaps? Evidence from developed and developing countries. https://nber.org/system/files/workingpapers/w16227/w16227.pdf
  18. McCombes, S. (2019). Descriptive research/definition, types, methods & examples. https://scribbr.com/methodology/descriptive-research/
  19. Mandel, P., & Süssmuth, B. (2011). Total Instructional Time Exposure and Student Achievement: An Extreme Bounds Analysis Based on German State-Level Variation. CESifo Working Paper Series. CESifo Group Munich. http://ideas.repec.org/p/ces/ceswps/_3580.html
  20. Perfetti, C., & Stafura, J. (2014). Knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22–37. doi: 10.1080/10888438.2013.827687
  21. Rohmatillah, R. (2017). A Study on Students’ Difficulties in Learning Vocabulary. English Education: Jurnal Tadris Bahasa Inggris, 6(1), 75-93.
  22. Sasmaz-Oren, F., & Ormanci, U. (2012). An application about pre-service teachers' development and use of worksheets and an evaluation of their opinions about the application. Educational Sciences: Theory and Practice, 12(1), 263–270

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic