Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 22 no. 6 (2024)

Pedagogical Usability of the English Module and English Performance in Reading of Grade 8 Learners

Welvan Ogaban

Discipline: Education

 

Abstract:

Struggling readers require effective instructional materials. This study investigated the usability of an offline reading intervention module for Grade 7 students and its association with reading performance. Key findings indicate that the module was particularly user-friendly in terms of content clarity and engagement. Notably, females outperformed males in both literal and critical reading skills. Unexpectedly, no significant association was found between module usability and reading performance, suggesting that additional factors beyond module design may influence reading outcomes. This study aimed to examine the pedagogical usability of English modules and its association with English performance in reading. The research involved 175 grade eight learners from Florentino Galang Sr. NHS. Multiple assessment tools were utilized, including surveys, student assessments, and statistical analysis techniques. The findings of the study revealed that the English modules had a high level of pedagogical usability across various dimensions, including Lesson Objectives, Strategies and Techniques, Learning Tasks/Activities and Evaluation and Assessment. This indicated that the English modules were well-designed and effective in supporting the teaching and learning process. Regarding English performance in reading, the study observed significant differences in sex in the literal and critical reading levels. Females outperformed males in both literal and critical reading, highlighting the need for targeted interventions and support to address any gender-related disparities. However, no significant difference was found in the inferential reading level between male and female students. The study also examined the association between the usability of the English modules and English performance in reading. Interestingly, no significant association was found, suggesting that the pedagogical usability of the modules alone may not directly impact students' reading performance. In conclusion, this study provides valuable insights into the pedagogical usability of English modules, gender-based differences in English performance in reading, and the association between module usability and reading performance. The findings underscore the importance of implementing targeted interventions and adopting evidence-based instructional practices to improve English teaching and learning outcomes.



References:

  1. Abdelhalim, S. M. (2017). Developing EFL students’ reading comprehension and reading engagement: Effects of a proposed  instructional strategy. Theory and Practice in Language Studies, 7(1), 37-48. https://doi.org/10.17507/tpls.0701.05
  2. Alenizi, M. A. K. (2019). Understanding of Reading among Teachers and Learners: A Descriptive Study of Pre-university English  Language Teaching/Learning in Saudi Arabia. Arab World English Journal, 10. https://doi.org/10.2139/ssrn.3418530
  3. Alfallaj, F. S. S. (2017). Reading Competence of the Saudi EFL Learner: Empowering the Teachers through Linguistics. Advances in  Langua
  4. Ambayon, E. (2020). Modular-based approach and student’s achievement in literature. International Journal of Education and Literary  Studies, 8(3). https://doi.org/10.7575/aiac.ijels.v.8n.3p.32 
  5. American Psychological Association. (2003). Ethical principles of psychologists and code of conduct. Retrieved April 15, 2021,  fromhttp://www.apastyle.org/ Elecref.html. 
  6. Bagood, J. B. (2020). Teaching-learning modality under the new normal. Philippine Information Agency.  https://pia.gov.ph/features/articles/1055584 
  7. Bernardo, J. (2020, July 30). Modular Learning most preferred parents: DepEd. ABS-CBN News. https://news.abscbn.com/news/07/30/20/modularlearning-most-preferred-by-parents-de
  8. Choate, J.S. 1989. “Reading Comprehension” In Choate J.S. et al. Curriculum based assessment and programming. London: Allyn and  Bacon. 
  9. Curno et. Al., (2016). Sex and Gender Equity in Research: rationale for the SAGER guidelines and recommended use Shirin Heidari1  , Thomas F. Babor2*, Paola De Castro3 , Sera Tort4 and Mirjam.
  10. Dangle, Y. R. P., & Sumaoang J. D. (2020). The implementation of modular distance learning in the Philippine secondary public  schools. 3rd International 
  11. Conference on Advanced Research in Teaching and Education. Retrieved from https://www.dpublication.com/abstract-of-3rd icate/27-427/ 
  12. Girard, T. (2011): TOJET: The Turkish Online Journal of Educational Technology – July 2011, volume 10 Issue 3 Copyright The  Turkish Online Journal of Educational Technology 27 A USABILITY STUDY OF INTERACTIVE WEB-BASED MODULES Penn  State Altoona, United States tug1@psu.edu Musa Pinar Valparaiso University, United States.
  13. Goode, C. M. (2003). Evaluating the Quality, Usability, and Potential Effectiveness of Online Learning Modules: A Case Study of  Teaching with Technology Grant Recipients at the University of Tennessee, Knoxville, The University of Tennessee, Knoxville.
  14. Goodwin, J. (2018), Ten 10 strategies of teaching and techniques, learning-continue learning012_12
  15. Ismail, N. M. & Tawalbeh, T. E. I. (2015). Effectiveness of a Metacognitive Reading Strategies Program for Improving Low Achieving  EFL Readers. International Education Studies, 8(1), 71-87. https://doi.org/10.5539/ies.v8n1p71
  16. Kamagi (1989).A Study on Students’ Ability in Literal and Inferential Comprehension of English Texts Sarah Kamagi Universitas  Negeri Manado Tondano, Minahasa, Sulawesi Utara, 95618 Correspondence.
  17. Knowly Content (2022). July 22, 2020. onlineassessmenttool.com/knowledgecenter/onlineassessment-center/assessment-vs evaluation/item10642
  18. Kuswidyastutik. (2003). Identifikasi kesulitan belajar matematika siswa kelas IV SDN Kedungringin 1 Marksheffel, D.N. 1966. Better reading in secondary school. Oregon State University. New York. The Ronald Press, Co.
  19. Marohombsar, (2021). Modular Approach: Its Effect on Learners’ Reading Attitude and Proficiency in the New Normal. Quezon  Avenue, Iligan City, Region 10, Philippines. E-mail: a.marohombsar@my.smciligan.edu.ph 
  20. Meyer, et. Al (2008). In Chapter one of this volume on the history of scholarship,.-achievements, noting in particular his pioneering  advocacy for empirical research in distance education-_2-18
  21. McCombes, S (2020). International Students’ Decision to Study in China: A Study of Some Selected International Students from  Universities in China_-Descriptive Research. 
  22. Oberholzer. (2005). Improving reading comprehension through inquiry method for the second grade students of multimedia department  in SMKN 1 Kopang in the academic year 2012-2013. Unpublished undergraduate thesis, HAMZANWADI SELONG College of Teacher Training and Education, Nusa Tenggara Barat, Indonesia. 
  23. Oslund et. Al., (2019). Reading Comprehension Research: Implications for Practice and Policy, Volume 6, Issue 1, Free  access_Research article.
  24. Quinones (2020). DepEd Learning Delivery Modalities for School Year 2020-2021. 
  25. Roe & Ross. (1999). Teaching and Researching Reading. Routledge, London: Pearson Education Longman.
  26. Routledge et al., (2014). Understanding and Teaching Reading Comprehension: handbook by Jane Oakhill, Kate Cain and Carsten  Elbro, reading_english_0213-1
  27. Spiro, Kasper (2021). The difference between “learning objectives” and “learning outcomes”, learning-is-fun.03-11_12 Tarigan, H.G. 1983. Pengajaran Keterampilan Membaca. Bandung: Penerbit Angkasa. 
  28. Timothy, Anand (2016).August 19, 2016 Learning Objectives Vs Learning Activities: What’s the Difference6.01 Twining, I. 1991. Strategies for action learning. Massachussettes: Allyn and Bacon Zinth.
  29. V. Miles. 1979. The Reading Process. California: W.M.C Brown Company Publisher.
  30. Wedemeyer, Charles. (1981). Instructional Design Hub, Perspectives on all that is relevant and exciting in the world of instructional  design. On Wedemeyer’s Theory of Independent Study-_p. 44).
  31. Westwood, Peter. 2001. Reading and Learning Difficulties: Approaches to Teaching and Assesment. Acer Press:  Australia.Retrievedfrom: https://www.teacherph.com/depedlearningdeliverymodalities/#
  32. Vinod Nambiar, (2020). COVID-19: An Insight into SARS-CoV-2 Pandemic Originated at Wuhan City in Hubei Province of China.  College of Medicine and Health Sciences, National University of Science and Technology, Oman._2020 https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocuscompre hension.aspx

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic