International Journal of Science and Research (IJSR)
ISSN: 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2017): 7.296
Validation and Effectiveness of Module in
Assessment of Students Learning
Alberto D. Yazon, Ph.D.
Laguna Laguna State Polytechnic University, Los Baños Campus, Los Baños, Laguna, Philippines
Abstract: This descriptive-evaluative research was conducted to validate the module in Assessment of Students’ Learning. It sought to
determine the module’s effectiveness through the pretest and posttest scores obtained by the student-respondents. The respondents of
this study were the 45 randomly selected second yearCollege of TeacherEducation students who used the module in their Assessment of
Students’ Learning 1 class The modified Questionnaire Checklist was used in validating the developed module along the following
criteria: Specific Objectives, Content, Language Used, and Evaluation Activities. Weighted mean and standard deviation were used to
describe student’s evaluation of the module. During the entire semester, student-respondents were given pretest and posttest in every
lessons covered in the module. Dependent t-test was employed to formulate inferences on the mean difference between the paired scores.
The student-respondents highly noticed that each lesson in the module is accompanied by specific objectives which are stated in
behavioral terms, measurable, realistic, and attainable. They highly recognized that the ideas, concepts, and points presented in the
module are well explained and the expected learning competencies are contained in the module. In terms of the language used, the
students highly acknowledged that the lessons are presented in paragraphs/sentences that are grammatically correct and is accompanied
by clear and specific directions for their use. They declared that the module has provision for pretest, self-assessment and posttest in
each lesson and the test items cover the important competencies to be developed. The results showed a below average score in the pretest
and an above average scores in the students’ posttest. When tested for a significant difference between their pretest and posttest mean
scores, it was found out to be statistically significant. Hence, the module was effective in facilitating the learning process.
Keywords: Validation Effectiveness Assessment of Student Learning
1. Introduction learners for complete control of their education.Morallo
(1980), a Filipino author, cited that a module is a self-
Modular instruction was first introduced by American contained and independent unit of instruction with a primary
educators. It is described by John L. Hughes (2000) as an focus on a few well-defined objectives.A handout distributed
individualized instruction that provides bases for close during the Workshop in the Application of Educational
interaction between the learners and the subject matter. With Technology – DECS-UNESCO referred to it as a set of
the modules, the learners are expected to respond frequently learning opportunities systematically organized around a
in the interaction with an instructional program at their well-defined topic containing the elements of instruction that
learning rate. cover specific objectives, teaching-learning activities and
evaluation using criterion-referenced measures.
Assessment of Students‟ Learning is a three-unit
professional education subject taken by Education students. Good (1975) cited modular approach to be modernizing the
It involves concepts and principles on what and how our teaching process suited to learners to advance at their own
future teachers assess their future learners. Though there are best rate through passing unnecessary instruction and
existing references in this subject, there is a limited book satisfying their needs, thus in individual cases, will be able
that contains all the lessons stipulated in the course design or to earn their degree in considerably shorter period of
learning program used in the University. As instructor of this time.Lardizabal et al (1996) said that it is a package of
Assessment of learning for almost 8 years, the researcher learning activities that learners have to accomplish. It can be
had seen the relevance of having a module in delivering the used as part of a course, as a complete course, or as a
content of this subject. Aside from the fact that it will offer curriculum design.
individualized instruction, the module blends the theory and
practice which are vital to students‟ learning experiences. As Fe C. Nepomuceno cited, a module can be a short-
segment programme interwoven between other forms of
Good (1975) recognized in his researches the instruction to cover limited, specific units rather than an
„individualization‟ of the modules because learners proceed entire course.Garcia (1989), another Filipino author,
with the instructions at their own pace.Duker (1972) also classified the use of modules, together with programmed
stated that modular instructions catered to the individual instruction, self-learning kits and correspondence courses,
learning differences so that learners are prompted to actively and mastery learning technique, under the self-pacing
participate in determining what they need to learn. The method of instruction.
amount and the pace of their learning must match with their
ability, motivation and interest, not in comparison with other Cross (1976) stressed that learning modules are the progeny
learners. of two reform movements in education that included
programmed learning and mastery learning. Mastery
Gibbons (1971) believed that individualized instruction is learning plans contain the major features of the present day
one of the multi-media approaches providing the modules, such as:Educational objectives were specified;
development of coherent instructional programs that prepare Instruction was organized into learning units; Diagnostic
Volume 7 Issue 11, November 2018
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
Paper ID: ART20193221 10.21275/ART20193221 1833
International Journal of Science and Research (IJSR)
ISSN: 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2017): 7.296
progress tests were administered after each unit; and For teachers, Lardizabal et al (1996) said:They have time to
Mastery of one unit was required before the learner is pay attention to individual learning problems; They can
allowed to proceed to the next module or unit. identify problems earlier; They are free to serve as resource
persons to answer and help those who need help; There is
Torralba, the leading proponent of learning modules in the better cooperation between teacher and students.
Philippines, said that a modules should be self-contained,
self-pacing, short and well-defined, adequately motivating, Authors present modules with different parts.According to
properly sequenced, providing opportunities for interaction Murray, a module must have a) Statement of Purpose, b)
with learners, clearly written with correct language, Desirable Prerequisite Skills, c) Instructional Objectives, d)
accurate, not in conflict with other subject matter and values, Implementers of the Modules, e) The Modular Program, f)
and utilizing every opportunity to achieve learning Related Experience, g) Evaluative Pretest, and h)
outcomes. Assessment of Module.
Nepomuceno described the modules in the following According to Garcia (1996), it must have a) Title, b) Target
statements:It focuses on a distinctive, identifiable skills or Population, c) Overview, d) Objectives, e) Instructions to the
set of skills or outcomes other than skills; It is fairly short so Learners, f) Entry Behavior and Prerequisite Skills, g)
as to make students use their study time efficiently; It is Pretest, h) Pretest Feedback and Evaluation, i) Learning
essentially self-teaching, even though it may encourage Activities, j) Posttest, k) Posttest Feedback and Evaluation,
group work; It blends theory and practice, and combines and l) Teacher's Manual or Guide.Lardizabal et al (1996)
doing with reading and reflecting; It provides a list of further mentioned that it must have a) Statement of Purpose or
readings or sources related to the skill being promoted; It Rationale, b) Pretest, c) Objectives, d) Instructional
provides suggestions to students for participating in the Activities, and e) Posttest.
design of their own projects, explanatory activities, and
evaluation criteria; It is reality-oriented in the sense that it Schools in the Philippines today implement the curriculum
involves the students in real situation if not possible, tried to with the modular approach at some points in their classroom
use stimulation technique; and It provides feedback for activities. They are used as enrichment or supplementary
improvement and redesigning. instructional materials for learning concepts and skills, or as
remedial instruction is necessary for slow learners and as
With these characteristics, the Ministry of Education, advance instruction for the fast and highly motivated ones.
Culture and Sports Technical and Vocational Project (1986)
cited the following reasons why modules are needed in This research aimed to validate the module in Assessment of
teaching particularly technician education: Develop learning Students‟ Learning. Specifically, it sought to determine
autonomy; Ensure satisfactory minimum standard;. Provide students‟ mean evaluation of the developed module in terms
remedial units; Provide basic education; Upgrade content; of specific objectives, content, languageused, and evaluation
Enhance competencies of teachers; Integrate theory and activities. The effectiveness of the said module was also
practice; Cater for individual differences in learning; Cater determined using the pretest and posttest scores
for different groups within the one course; Consolidate administered to the students.
critical points in a course; Facilitate industrial certification;
Provide resources for distance education; Encourage 2. Materials and Methods
mastery; and Encourage a changed role for the teachers.
This research employed descriptive-evaluative design. The
As cited by Nepomuceno, a module can be advantageous for respondents of this study were the 45 randomly selected
students and teachers because:It provides opportunity for second year College of Teacher Education students who
organizing numerous sequences of experience to reflect used the module in their Assessment of Students‟ Learning 1
special interests of the teacher or student; Self-instructional class.
units allow the teacher to focus on student deficiencies in
subject matter that must be corrected and also serve to The modified Questionnaire Checklist was used in
eliminate the necessity of covering subject already known to validating the developed module along the following
the student; It provides a way of assessing students‟ progress criteria: Specific Objectives, Content, Language Used, and
in learning; It reduces the routine aspects of instruction Evaluation Activities. Weighted mean and standard
learning. The teacher is free to engage in personal contact deviation were used to describe student‟s evaluation of the
with the student; The independent nature of self- module. During the entire semester, student-respondents
instructional units facilitated the updating of study materials were given pretest and posttest in every lessons covered in
without major revisions; and It serves as model for teachers the module. These scores were recorded and computed to
who wish to develop their own materials and insert their determine the effectiveness of the module. Dependent t-test
own personality. was employed to formulate inferences on the mean
difference between the paired scores.
According to Lardizabal et al (1996), students can find the
following advantages:They work at their own pace; They 3. Results and Discussion
assume responsibility for learning; They find that textbooks
are not the only source of learning; They know exactly what Table 1 shows the mean and standard deviation of student‟s
they have to learn; They are encouraged to master the evaluation of module in terms of specific objectives.
module; and Competition for grades is reduced.
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Licensed Under Creative Commons Attribution CC BY
Paper ID: ART20193221 10.21275/ART20193221 1834
International Journal of Science and Research (IJSR)
ISSN: 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2017): 7.296
Table 1: Mean and standard deviation of student‟s Table 3 illustrates the mean and standard deviation of
evaluation of module in terms of specific objectives student‟s evaluation of module in terms of language used.
Std. Verbal
Statement Mean
Dev. Description Table 3: Mean and standard deviation of student‟s
1) Each lesson in the module is To a Very evaluation of module in terms of language used
4.64 0.61
accompanied by specific objectives. High Extent Std. Verbal
2) The objectives are stated in To a High Statement Mean
4.33 0.71 Dev. Description
behavioral terms. Extent 1) The words used in the module are To a High
3) The specific objectives are To a High 4.49 0.66
4.29 0.73 correctly used. Extent
measurable. Extent 2) The vocabulary used is suitable to To a High
4) The specific objectives are realistic. To a High 4.38 0.68
4.47 0.73 the comprehension level of students. Extent
Extent 3) Instructions to students are clear and To a High
5) The specific objectives are To a High 4.33 0.74
4.36 0.86 easy to follow. Extent
attainable. Extent 4) The lessons are presented in To a Very
paragraphs/sentences that are 4.51 0.66 High
The student-respondents highly noticed that each lesson in grammatically correct. Extent
the module is accompanied by specific objectives which are 5) The module is accompanied by clear To a High
4.44 0.66
stated in behavioral terms, measurable, realistic, and and specific directions for their use. Extent
attainable.
The student-respondents highly acknowledged that the
The researcher adheres to what the philosopher Seneca once lessons are presented in paragraphs/sentences that are
said, “If one does not know to which port one is sailing, no grammatically correct; that the words used in the module are
wind is favorable.” When you know where you are headed, correctly used; that the module is accompanied by clear and
you can more easily get there. Well-defined and articulated specific directions for their use; that the vocabulary used is
learning objectives are important because theyprovide suitable to the comprehension level of students; and that
students with a clear purpose to focus their learning instructions to students are clear and easy to follow.
effortsdirect your choice of instructional activities and guide
your assessment strategies. Although the students gave a high general mean evaluation
on the module in terms of language used, the researcher
Table 2 presents the mean and standard deviation of need to consider the suggestion of one of his respondents
student‟s evaluation of module in terms of content. who wrote that: “clearer and more specific use of words”.
Table 2: Mean and standard deviation of student‟s Table 4 reveals the mean and standard deviation of student‟s
evaluation of module in terms of content evaluation of module in terms of evaluation activities.
Std. Verbal
Statement Mean
Dev. Description Table 4: Mean and standard deviation of student‟s
1) Expected learning competencies are To a High evaluation of module in terms of evaluation activities
4.38 0.72
contained in the module. Extent Std. Verbal
2) The lessons are presented at a pace To a High Statement Mean
4.16 0.77 Dev. Description
that allows for reflection and review. Extent 1) The module has provision for
3) There is adequate To a High To a Very
4.29 0.66 pretest, self-assessment and posttest 4.62 0.58
presentation/discussion of content. Extent High Extent
in each lesson.
4) The ideas, concepts and points To a High 2) The tests/evaluation activities are To a High
4.40 0.65 4.11 0.83
presented are well-explained. Extent easy to score. Extent
5) Supplementary activities enhance To a High 3) The items in the evaluation are To a High
4.36 0.65 4.44 0.69
student‟s understanding of the content. Extent congruent to the specific objectives. Extent
4) There are test items which measure
To a Very
The student-respondents highly recognized that the ideas, higher-order thinking skills 4.49 0.63
High Extent
concepts, and points presented are well explained; that (HOTS).
expected learning competencies are contained in the 5) The test items cover the important To a Very
4.56 0.55
modules; that supplementary activities enhance student‟s competencies to be developed. High Extent
understanding of the content; that there is adequate
presentation/discussion of content; and that the lessons are The student-respondents declared that the module has
presented at a pace that allows for reflection and review. provision for pretest, self-assessment and posttest in each
lesson; that the test items cover the important competencies
These results suggest that the students who used the module to be developed; that there are test items which measure
find the material comprehensive enough to facilitate their higher-order thinking skills (HOTS); that the items in the
learning processes in this subject. As one student-respondent evaluation are congruent to the specific objectives; and that
has commented: “The module can be very helpful in the tests/evaluation activities are easy to score.
reviewing for future exams because of its comprehensive
content. I hope, every subject has this kind of module. Even though this portion obtained a high student‟s mean
Highly recommended!”. Another student added “the module evaluation, three students reported that “more group activity
is easy to use and very comprehensive for students”. should be provided”, … “add some crossword, finding
words, etc…” …”to have more interesting and challenging
group activities”.
Volume 7 Issue 11, November 2018
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
Paper ID: ART20193221 10.21275/ART20193221 1835
International Journal of Science and Research (IJSR)
ISSN: 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2017): 7.296
These comments must be taken into consideration as the When it comes to evaluation activities, they declared that the
researcher modify the module for future use. module has provision for pretest, self-assessment and
posttest in each lesson; that the test items cover the
Table 5 presents the pretest and posttest mean scores of 48 important competencies to be developed; that there are test
student-respondents in Assessment of Student Learning 1. items which measure higher-order thinking skills (HOTS);
that the items in the evaluation are congruent to the specific
Table 5: Mean and standard deviation of student‟s pretest objectives; and that the tests/evaluation activities are easy to
and posttest scores in Assessment of Student Learning 1 score.
Test Mean Std. Dev. Verbal Description
Pretest 55.78 10.14 Below Average The students got a below average score in the pretest and an
Posttest 78.80 6.07 Above Average above average scores was obtained in their posttest. When
tested for a significant difference between their pretest and
As presented in Table 5, out of 100 items, the student- posttest mean scores, it was found out to be statistically
respondents obtained a mean score of 55.78 and 78.80 in significant.
their pretest and posttest respectively which can be
interpreted as below average and above average. The 5. Conclusion
standard deviations of 10.14 for the pretest and 6.07 for the
posttest signify that student‟s scores in the posttest is less The null hypothesis stating that “there is no significant
scattered around the mean compared to their pretest scores. difference between the pretest and posttest scores of the
students” is REJECTED. This means that the students
Table 6 reveals the test of significant difference between the performed better in the posttest than in the prettest. Hence,
pretest and posttest scores of the student-respondents. the module in Assessment in Student Learning 1 was
effective.
Table 6: test of significant difference between the pretest
and posttest scores of the student-respondents
Computed
6. Recommendations
Mean p-
Test Mean t-value Remarks
Difference value It is suggested that CTE students in the succeeding school
(df = 44)
Pretest 55.78 year must use the developed and validated module since it
-23.02 18.946** <.01 Significant was found effective in facilitating learning. Teachers
Posttest 78.80
**Significant at .01 level handling the subject may utilize the module in implementing
the course learning program for it will help them in many
Table 6 revealed that there is a significant difference ways. They are also encouraged to develop their own
between the pretest and posttest scores of the student- module in other Professional Education subjects and have
respondents, t = 18.948 (df = 44); p < .01. At 99% them validated and tested for effectiveness.
confidence level, the mean difference of 23.02 in favor of
the posttest indicates that the students performed better in The office of Curriculum and Instruction Development for
this test than in the pretest. With these findings, it can be Quality Assurance (CIDQA) is invited to conduct faculty
assumed that the module used by the students was effective. training programs which highlighted instructional material
development. Other LSPU campuses and universities may
4. Summary of Findings use this module in teaching Assessment of Student Learning
1 for the benefits they may derive upon using it.
The student-respondents highly noticed that each lesson in
the module is accompanied by specific objectives which are References
stated in behavioral terms, measurable, realistic, and
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learning competencies are contained in the modules; that The Scarecrow Press, Inc.,
supplementary activities enhance student‟s understanding of [3] Hughes, J.(1962) Programmed Instructions for School
the content; that there is adequate presentation/discussion of and Industry. Chicago Science and Research Associates,
content; and that the lessons are presented at a pace that Inc.
allows for reflection and review. [4] Garcia, M. (1989) Focus on Teaching. (Quiapo, Manila:
Rex Book Store
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acknowledged that the lessons are presented in Teacher‟s Columbia University Press Inc.
paragraphs/sentences that are grammatically correct; that the [6] Good, C. (1975). Dictionary of Education. (Quezon City,
words used in the module are correctly used; that the module Philippines, Phoenix Press Inc.,
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that the vocabulary used is suitable to the comprehension Teaching. (Quezon City: Phoenix Publishing House, Inc.
level of students; and that instructions to students are clear [8] Nepomuceno, F. (n.d.) Modular Approach to Instruction
and easy to follow. (Handout)
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