DEVELOPMENT AND VALIDATION OF CREATIVE WORKS AS
SUPPLEMENTARY INSTRUCTIONAL MATERIALS IN HOME ECONOM
AND LIVELIHOOD EDUCATION (HELE)
________________
A Dissertation
Presented to the
Faculty of the Graduate School
of the College of Teacher Education
Tarlac State University
Tarlac City
_____________
In Partial Fulfilment
of the Requirements for the Degree
Doctor of Education
major in Educational Management
___________________
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The significant role of lifelong education as the prime mover for holistic human
development, being “a continuous process of forming whole beings…their knowledge,
attitudes, as well as the critical faculty and ability to act” (UNESCO’s 1996 Delors Report) is
recognized by the international community. This reality compels global higher educational
institutions to review their curricular programs, enrich teacher education and professional
development and innovate pedagogical practices (Think Tank, 2014).
Teacher education and professional development are crucial to educational reforms.
Soule (2014) emphasized that changes are possible only to educational leaders like policy
makers, administrators, principals and teachers who have the vision, courage, abilities and the
will to implement such changes. To invest in the life of individuals, organizations, and
communities through excellence in training, practice and research, through high quality
humanistic and integrative programs of study is an excellent vision (Metonoia Institute,
2010). Similarly, the Advanced Leadership Think Tank cited the importance of giving greater
attention to teachers’ efforts to reform education. It added further that as protagonists of
educational transformation, teachers need to receive the respect and preparation necessary to
become empowered professionals and leaders of the process of change.
One of the requirements of educational innovations and reforms is a deep passion in
the field of education and its specific product or program (Education for the 21 ST Century
Skills, 2014). To be a contributor of such changes by engaging in Instructional Materials
Development is a challenging yet rewarding endeavor. This advocacy provides opportunity to
educational leaders, the teachers in particular, to gain, espouse and develop new knowledge,
strategies, and pedagogical approaches in teaching and learning (UC, Research and
Development Center).
One of the avenues for pedagogical approaches is IMD. Instructional Materials
Development is a R & D project that provides investigation or experimentation aimed at the
discovery and interpretation of facts, revision of accepted theories or laws in the light of new
facts, or practical application of such new or revised theories or laws (TSU Research Manual,
p. 8, 2018). They are scholarly work outputs of faculty that contribute to the university’s
mission on intellectual leadership in higher education, to achieve professional development
(TSU VMGO). Moreover, they are significant in enhancing course instruction and curriculum
development and enrichment (AMU: Scholarly Work Faculty Grants: Policies and
Guidelines).
Any resource a teacher uses to help him teach is an instructional material
(https://study.com/academy/lesson/instructional). Traditional resources include textbooks,
workbooks, and supplementary reading materials like novels, and poems (Janovsky, 2014).
Graphic organizers are any type of visual representation of information like diagrams, charts,
tables, flow charts and graphs. These resources allow students to physically see relationships
between ideas. Giving students the opportunity to create their own graphic organizers can be
a great way to incorporate active learning (ERIC). The third type are teacher-made resources
like hand-outs, worksheets, tests, quizzes and projects. Henry Ellington (1987) mentioned
other types of instructional materials that can be used in three main instructional modes: mass
instruction, individualized learning and group learning. They include printed and duplicated
materials, non –projected display materials, still projected display materials, audio materials,
linked audio and still visual materials, cine and video materials and computer mediated
materials.
The importance of Instructional Materials Development is shown in the IMD program
of the National Science Foundation. This global Directorate for Education and Human
Resources supports the identification of possible new directions in instructional materials
development and assessment among others.
The need for instructional materials development as a program for faculty
development is visualized in Philippine Republic Act No. 10553, known as the “Enhanced
Basic Education Act of 2013.” It declared the policy of the state that every graduate of basic
education should be an empowered, competent and productive individual, who has the
capability to engage in autonomous, creative and critical thinking and willing to transform
one’s self and others. To achieve this end, the state shall broaden the goals of high school
education for college preparation, vocational and technical career opportunities, as well as
creative arts, sports and entrepreneurial employment. The DepEd curriculum therefore shall
follow standards and principles such as learner- centered, inclusive and developmentally
appropriate; relevant, responsive and and research-based; culture sensitive; contextualized
and global; use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative.
Under the Research and Publications category of Republic Act No. 7784, an act to
strengthen the teacher education in the Philippines, the selection of of COEs and CODs shall
be based on the production of instructional materials, where COEs serve as teacher resource
centers for curricular instructional materials and act as models in instruction, teaching-
learning innovations, research and extension program for other HEIs. On the other hand,
CODs enhance the quality of instruction through faculty development and are characterized
as having innovative, academic research outputs that are both recognized in local and
international arena.
To fully actualize the potentials of higher educational institutions as producers of
multi-specialists, creators, problem-solvers, collaborators, inventors, thinkers and innovators
who can examine phenomena and explore new frontiers seen in multidisciplinary and
interdisciplinary lenses, CHED MEMO NO. 52, Series of 2016 (Pathways to Equity,
Relevance, and Advancement in Research in Philippine Higher Education), suggest practices
that may answer research problems and challenges. This document also emphasizes the
importance of collaboration and well-funded multidisciplinary research, innovation and
extension approaches where faculty and students can analyze a phenomenon beyond their
respective disciplines. Emphasis is given to researches in the social sciences, creative arts and
humanities that depict everyday queries about sufficient food on family tables, illness cure
and prevention, safe housing and peaceful environments and creation of robust livelihood
opportunities.
Section 7, (letter d) of CHED MEMO ORDER NO. 78 Series of 2017, on the
Policies, Standards, and Guidelines for the Bachelor of Technology and Livelihood
Education (BTLED), in accordance with Republic Act No. 7722, otherwise known as the
“Higher Education Act of 1994,” To develop innovative curricula, instructional plans,
teaching approaches and resources for diverse learners were stipulated under the Program
Outcomes for teacher education. To design and develop curriculum, courses and
instructional materials were written as sample performance indicators.
In support to teachers’ role as transformative agents of change through instructional
materials development, TSU College of Teacher Education BTLE Objectives include: 7).
Apply a wide range of teaching process skills, including curriculum development,
educational assessment, and teaching approaches; 8) Reflect on the relationships among
teaching process skills, the learning processing in the students, the nature of the
content/subject matter and other factors affecting educational processes, in order to
constantly improve their teaching knowledge, skills and practices.
Instructional materials development encourages creativity. The World Declaration on
Higher Education for the 21st Century; Vision and Action (1998) states that new pedagogical
and didactical approaches should be accessible and promoted in order to facilitate the
acquisition of skills, competencies, and abilities for communication, creative and critical
analysis, independent thinking, and teamwork in multicultural contexts, where creativity also
involves combining traditional or local knowledge and know-how with advanced science and
technology; and new methods of education will also imply new types of teaching-learning
materials, coupled with new methods of testing that will promote powers of memory,
comprehension, skills for practical work and creativity. Article 10 (b) of the same
“declaration” provides the establishment of clear policies by all higher education institutions
in the preparation of teachers in early childhood education for primary and secondary
schools, providing stimulus for constant innovation in curriculum, best practices in teaching
methods and familiarity with diverse learning styles. It is along these premises that creative
works were developed as supplementary instructional materials in this study.
Creative works are artistic expressions of the mind’s imaginations and the heart’s
emotions guided by life’s logos, pathos and ethos (anonymous); beautifully expressed in
different forms of artwork, literature and software; depicting the creators and others’ life,
culture, education, values, dreams and aspirations (https://www.definitions.net). They include
poems, songs, dances, prayers, speeches, essays, blogs or comments tweets and similar forms
(https://www.talkcommonmark).
Creative works in the form of poetry highlight this research work. Being historically
rich with cultural and emotional impact, complex and a persuasive form of expression in any
language (The World Book Encyclopedia), poetry is an interesting springboard for classroom
activities. Undoubtedly, it is an effective tool in shaping the holistic growth and development
of tertiary learners, resulting to outcomes-based performances, which in turn equip them with
21st century skills needed, to prepare them for their future’s productive, creative and
innovative adult roles (Think Tank, 2004).
Poetry in the classroom ignites the development of creativity and innovation,
important 21st century skills for students and teachers (Pacific Policy Research Center,
2010). Knowledge construction and creation through discussions and reflections based on
experiences is creativity. Educational innovation on the other hand, speaks of teachers as
primary designers of learning methods and environments, and other processes that promote
analytical and critical thinking, that will develop students’ competencies and talents
(Handbook on Typology, OBE, ISA p. 26, 2014).
Contemplative pedagogy involves teaching methods designed to cultivate an inner
technology of knowing (Tobin Hart, 2004) and deepened awareness, concentration and
insight (Chick,1997). Such pedagogical techniques of learning include poetry, guided
meditation, journals, silence, music, art, dialogue and questions
(https://cft.vanderbilt.edu.guides-sub-page/contemplative pedagogy). These forms of inquiry
increase creativity, enhance cognitive and academic performance, manage academic stress,
and develop the whole person in higher education (Shapiro, Brown and Austin, 2008).
These practices can offset the constant distractions of our multitasking, multimedia culture
and such intentional methods that include the ancient practice of mindfulness innovatively
meet the needs of today’s students. (Mindfulness in the Classroom/ Center for Teaching/
Vanderbilt University).
Even Quality Assurance (QA) under CHED Memo #46, series 2012 ensures that
there are mechanisms, procedures and processes in place to ensure that the desired quality,
however defined and measured is delivered. CHED strongly advocated a paradigm shift from
inputs-based teacher-centered instruction paradigm to outcomes-based learner-centered
educational paradigm.
Institutional Sustainability Assessment provides that at least 5% of full-time faculty
members are engaged in refereed journals or have books published by reputable presses in the
last ten years. It assesses also the institutional sustainability of higher educational institutions
in the key areas of quality teaching. One area is creative work as a research undertaking.
The importance of creative work is explicitly stipulated in CMO No. 46, Series of
2012, Policy Standard to Enhance Quality Assurance (QA) in Philippine Higher Education
through Outcomes-based and Typology-based QA. Under the Quality of Professional
Exposure, Research and Creative Work, the institution must have programs that promote
creative work and/or innovation in the arts and humanities, science and technology, and
management science, where patents/copyrights and awards, documentation of winning
pieces’ products, reports of faculty creative work and innovation and faculty development
reports are the possible outcomes for evaluation.
This study is an answer to the general principles on higher education research that:
Research is the ultimate expression of an individual’s innovative and creative powers; and
research undertaking is one of the main functions of the higher education sector. Universities
are expected to lead in the conduct of innovative, creative researches that are locally
responsive and globally competitive (National Higher Education Research Agenda 2, 2009-
2018).
In other universities, creative works are well-known best practices in contemplative
pedagogy (https.www.montclair.edu/academy/contemplative-pedagogy), and a holistic
approach to thoughtful learning, mindful awareness and curricular development
(https://cft.vanderbilt.edu.guides.sub-page/contemplative pedagogy), to enhance education of
the whole person in higher education ( Shapiro, S.L., Brown, K.W.& Austin J.A. (2008).
Creative works as researches are key elements of Victoria University’s standing as a research
institution. These creative works demonstrate that staff and students of VU in Melbourne,
Australia dynamically shape new ground within their fields of practice and provide
opportunity to identify emerging research areas and opportunities for further development.
Griffith University, Charles Sturt University and University of Manoa in Hawaii follow the
same conviction as advocates of creative works by providing awards, grants, and scholarships
for both faculty and student researchers.
Being internationally recognized as the leading educational institution in the country
(https://www.up.edu.ph/) the National University of the Philippines has developed a rich
reservoir of well-funded collaborative research/creative works in its various forms, to
promote national consciousness, culture, products and services, as a compliance to its 2008
Charter mandating University of the Philippines to lead in setting academic standards and
initiating innovations in teaching, research and faculty development, a bold step worth-
emulating by other Philippine higher educational institutions.
It is therefore a necessity that each faculty member should contribute creative works
as one of the requirements of the university in its Institutional Assessment. Thus, this study
answers one of the requirements of research undertakings in the form of creative works. This
is an evidence of professional commitment to quality teaching and support to school
accreditation.
Statement of the Objectives
The key objective of the researcher is to develop and validate Creative Works as
Supplementary Instructional Materials for Teaching-Learning.
Specifically, this research work aimed to attain the following objectives:
1. To develop creative works in poetry as supplementary instructional materials in Home
Economics and Livelihood Education (HELE).
2. To validate the instructional materials by:
2.1. Evaluation of Experts
2.2 To test the effectiveness of the instructional materials to users
3. To draw the implications of the study to educational management.
Hypotheses of the Study
To test the effectiveness to users of the innovative materials, the following hypotheses
are tested:
1. There is no significant difference in the pretest performances of students who used
Creative Works as Instructional Materials (experimental group) from students who
did not use creative works (control group).
2. There is no significant difference in the posttest performances of students who used
Creative Works as Instructional Materials (experimental group) from students who
did not use creative works (control group).
3. There is no significant difference in the gain scores of students who used Creative
Works as Instructional Materials (experimental group) from students who did not use
creative works (control group).
4. There is no significant difference in the pretest and posttest performances of the
traditional group.
5. There is no significant difference in the pretest and posttest performances of students
who used Creative Works as Instructional Materials (experimental group).
Significance of the Study
This study will be significant to school administrators. They may be provided data
that may prove the essence of developing creative works as instructional materials. Thus,
they may encourage teachers to accomplish this type of research project.
The results of this study may help in the compliance of ISA, as one of its indicators.
Moreover, CHED CMO 46 is also complied with the OBTL aspect of the material. This
paper can be an example of a material that teachers can follow.
To faculty members, this study may serve as a model of creative works which they
should comply as part of their responsibilities as teachers of SUCS.
To students, this study may serve as additional material that they may use in class as
OBTL instrument.
To future researchers on innovative materials, this study may serve as additional
reference for their related studies.
Scope and Delimitation of the Study
The study focused on the development and validation of creative works as
instructional materials in teaching- learning is designed to be used as supplementary
instructional materials in Home Economics and Livelihood Education HELE).
Definition of Terms
The following terminologies were conceptually and operationally defined to give light
to doubts and uncertainties that may arise pertinent to these terms as they were constantly
been used throughout the conduct of the study.
Accreditation. This refers to the process of assessment and review that enables a
higher education program or institution to be recognized or certified as meeting appropriate
standards [UNESCO Draft Toolkit for the Recognition of Foreign Qualifications, 2012]
Contemplative Pedagogy. This refers to teaching methods designed to cultivate an
inner technology of knowing, deepened awareness, concentration, and insight thru the use of
pedagogical techniques of learning like poetry, journals, music, art, dialogue and questions,
silence and guided meditation.
Creative Work. This refers to the manifestation of creative effort including fine
artwork, literature writing, filmmaking, and musical composition.
Creativity and Innovation. This refers to a set of 21st century skills that are
instrumental in the development and nurture of KSA of both teachers and students resulting
to the development and application of new idea, devise or method.
Copyrights. This refers to intellectual property rights registered at the Intellectual
Property Office of the Philippines, the National Library of the Philippines being the
depository bank of intellectual creations.
Development. This refers to the act or process of growing or causing something to
grow or become larger or more advanced. In this study, it is the process of coming up with
an instructional material.
Effectiveness. This refers to the significant difference between pretest and posttest
results in favor of the posttest with 75% average performance. In this study, evaluation rubric
for experts for the poems and analytical rubric for users were utilized to test the effectiveness
of creative works as instructional materials for OBTL.
HELE. This refers to a tertiary course with a descriptive title of Home Economics
and Livelihood Education. Teaching home economics in school aims to help students solve
everyday challenges and prepare them in their adult responsibilities. It concerns with the
development of knowledge, skills and attitudes needed in the different areas of home
management.
Intellectual Property Rights. This refers to the security and benefits given by the
state to safeguard creators’ works and designs.
Institutional Sustainability Assessment. This refers to a quality assurance process
that assesses the institutional sustainability of an HEI in the key areas of quality of teaching
and learning as supported by governance and management; support for students; relations
with the community; and management of resources.
Instructional Materials. These refer to the tools used in educational lessons, which
includes active learning and assessment. In this study, creative works in the form of poetry
are developed and validated as teaching-learning resources for OBTL.
Instructional Plan. This refers to the teacher’s guide in establishing the learning
objective: “What is the purpose of this lesson?”; gathering appropriate resources: “What new
learning and resources are needed to teach this lesson?” and instructional strategy: “What is
the instructional strategy for this particular lesson?” (Ohio Department of Education).
Literature. This refers to written works which deal with themes of permanent and
universal interest, characterized by creativeness, and grace of expression as poetry, fiction,
essays, etc.
Motivation. This refers to the conditions of being eager to act or work. These are
triggered by things that boost interest to work or work better or harder.
Outcomes-Based Education (OBE). This refers to an ongoing process of evaluating
and enhancing the quality of a higher education system, institution, or program to assure
stakeholders that acceptable standards of education, scholarships, and resources for delivery
are being maintained.
Outcomes-Based Teaching-Learning. This refers to the outcome from the learner of
that teaching is intended to be.
Pedagogical Reforms. This refers to the science or art of teaching.
Poetry. It is another form of language that evokes imaginative mindfulness of life
experience or a specific emotional response through language and arranged for its meaning,
rhythm and sound (Encyclopedia Britannica, 2019).
Quality Assurance. This refers to the maintenance of a desired level of quality in a
service or product, especially by means of attention to every stage of the process of delivery
or production.
Springboard. This refers to something that helps you start an activity or process.
Student-Centered. This refers to a wide variety of educational programs, learning
experiences, instructional approaches, and academic-support strategies that are intended to
address the distinct learning needs, interests, aspirations, or cultural backgrounds of
individual student and groups of students.
Teaching and learning resources. They refer to teaching aids and other materials
that teachers use not only to enhance teaching –learning, but also to assist learners to meet the
expectations for learning as defined by the curriculum (PPST).
Validation. This refers to an act, process, or instance of validation. In this study,
creative works in the form of poetry were validated thru evaluation of experts and
effectiveness to users. To establish effectiveness to users, the pretest posttest control group
design was used.
