Multidisciplinary Journal for Education https://doi.org/10.4995/muse.2023.

18678
Social and Technological Sciences e-ISSN: 2341-2593

Development and Validation of a Booklet in Educational

Research: A Supplementary Material for Filipino
Teacher Education Students
Julius Ceazar G. Tolentino * , Catherine G. Danganan , Adonis A. David ,
Jenelyn T. Peña
College of Education, Don Honorio Ventura State University, Bacolor 2001, Pampanga, Philippines
* Correspondence: jcgtolentino@dhvsu.edu.ph

Received: 31 October 2022; Accepted: 10 February 2023; Published: October 2023

Abstract

With the recent revitalization of the teacher education programs in the Philippines, along with the
implementation of outcomes-based education, achieving expected outcomes and competencies in
research among pre-service teachers has been a challenge for teacher educators. Through this
research and development study, a booklet for undergraduate teacher education research was
developed and subjected to validation by experts and intended users from a state-run university in
Central Luzon, Philippines. Its paramount aim is to further intensify and deliver a more efficient
and effective teaching and learning method for undergraduate research subjects through this
supplementary learning material. The developmental process was guided by the analysis-design-
development-implementation-evaluation (ADDIE) model. Results indicated that in general,
instructional materials in undergraduate research are slightly available and slightly adequate as
perceived by the respondents. There is also a need to develop a booklet specifically on topics under
research methodology. The 4E x 2 model was adopted as an instructional design. Expert validators
confirmed that the booklet was very much acceptable in terms of adequacy, coherence,
appropriateness, and usefulness. The pre-service teachers evaluated the material, its modules, and
lessons with much acceptability. Moreover, the validated material as an output of the study could
serve as a potential supplementary material to facilitating learning critical content in educational
research among its intended users. Further review may be initiated, and mass testing of the material
is recommended.

Keywords: content validity; elementary education; pre-service teachers; research and

development; teacher education

To cite this article: Tolentino, J. C. G., Danganan, C. G., David, A. A., & Peña, J. T. (2023). Development
and validation of a booklet in educational research: A supplementary material for Filipino teacher education
students. Multidisciplinary Journal for Education, Social and Technological Sciences, 10(2), 1-23.
https://doi.org/10.4995/muse.2023.18678

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1. Introduction

The impetus that propelled a plethora of higher education institutions (HEIs), including
traditional universities and profession-oriented institutions in the world, to adapt to the ever-changing
demands of times could be attributed to the conduct of research, as it serves a major metric for the
ranking of academic institutions (Cameron et al., 2018; Webber, 2011). This is the similar reason
why educational institutions in many countries require students, even at the high school level, to
generate knowledge through the conduct of research studies as a manifestation of knowledge
application and theories put-into-practice. Even among teacher education institutions (TEIs), doing
research is relatively important as it is a mandatory requirement to comply with before obtaining an
education degree. Hence, innovative means are being undertaken to enhance students’ experiences
in research writing (Alanazi & Bensalem, 2022).
In the era of globalization, technological advancements have developed rapidly, allowing
students to learn more effectively and efficiently. Alternative channels of communication that a
classroom teacher can employ to concretize an idea during the teaching and learning process are
referred to as instructional resources (Dizon & Tolentino, 2022). IMs include lessons and activities
which require pupils’ active participation, exploration, and application of problem–solving skills in
non–routine problems (Torio, 2015). Baan (2021) stated that instructional materials significantly
impact the teaching and learning process, as well as the academic success of students. In terms of
teaching, instructional materials aid teachers in clarifying and making their courses explicit. The
materials themselves also aid in the transmission of information and ideas to learners, which helps
to support the overall teaching process. The use of instructional materials helps generate a teaching
and learning method that is more successful. Teachers can deliver results to their students more
effectively and efficiently, and students can acquire more insights and learn more efficiently and
properly as a result. Instructional materials are resources used to teach students, such as textbooks,
modules, curriculum guides, and booklets. Teachers prepare instructional materials to encourage
students to learn and improve their academic performances. Teachers find ways in sharing their
expertise to serve the students better by crafting well-designed instructional materials (Casiano,
2012). Instructional materials must be carefully planned and checked for reliability and validity with
underlying factors, such as learning content, examples, and even the sources used.
With the evolving educational conditions in society today, efforts to increase the development
and application of instructional materials are beneficial to learners. Instructional materials, which

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can be used in any learning modality, are designed to enable the learners to study by themselves. In
the recent trends of learning set-up in the country, abrupt changes and implementation of new
learning strategies and incorporation of new technologies were maximized to assist the teachers and
students. It is imperative to prepare new instructional materials to help the learners adjust and adapt
to the advancement of the learning activity. Providing instructional materials to the learners does not
necessarily mean replacing the teachers, but it may encourage independent and individualized
learning among the students. By giving the students access to these materials, they will further
understand the core information in their lessons, as they explore and engage in the different topics in
a particular course.

1.1. Literature Review

The Commission on Higher Education (CHED) of the Philippines, in charge of promoting

relevant and quality higher education, sets the minimum standards for the operationalization of
professional institutions, colleges, and universities. In its commitment to comply with the existing
international standards, the commission developed competency-based learning standards–the
Outcomes-Based Education (OBE). It is a learner-centered approach where the emphasis is not on
what the teacher wants to achieve, but rather on what the learner should know, understand,
demonstrate (do), and become. It is defined as the approach that focuses and organizes the
educational system around what is essential for all learners to know, value, and be able to do to
achieve the desired level of competence (Commission on Higher Education, 2014). It focuses on the
institutional, program, and course outcomes, the social demand for education, and the results and
impact of the learning system and process. It emphasizes that the outcomes should be observable
and/or measurable.
Acquiring knowledge and skills in research may be challenging to students, but they may still
succeed in studying and writing research papers if there is a balance in the teaching and learning
process. The success of the teaching-learning process does not only rely on student factors but also
on the teacher of the subject. The teacher factor affects the goals of the subject and how these goals
will be achieved. It includes the teaching strategy, relevant instructional materials, and assessment
techniques. To plan effective strategies, teachers need high-quality instructional materials.

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Booklets are printed media used as instructional materials and are typically known as “small
books” designed in a compact, creative, and engaging manner (Fauziyah, 2017, as cited in
Ramadhani & Saptono, 2022). Booklets were viewed as effective alternative materials for teaching
and learning to allow intended groups to facilitate the understanding of the content and achieve
expected outcomes (Khotimah & Indrayati, 2016; Suniah et al., 2018; Zalita et al., 2017). Booklets
can serve as useful alternatives and supplementary materials that can aid the learning of complex
facts and information.
Notably, several studies made use of booklets as the subject of the research and development
process such as those used among wadi makers in Indonesia (Dewi et al., 2020), eating practices in
Malaysia (Teng et al., 2017), science literacy skills (Ramadhani & Saptono, 2022), health education
(Farizan et al., 2020), microscopic fungi species (Sulaiman et al., 2019), elementary science (Pratiwi
et al., 2020), among others. Dewi et al. (2020) for instance, developed a booklet to provide non-
formal education in rural areas in Central Kalimantan to enrich the knowledge and skills of wadi
makers in the production. Teng et al. (2017), on the other hand, crafted a booklet about Sunnah eating
practices that was composed of ways and recommendations on how to live a healthy lifestyle suitable
for Malaysians. Ramadhani and Saptono (2022) also developed a booklet to increase the science
literacy skills of Indonesian students. Another booklet titled “Be SAFE” was produced to promote
awareness about drowning prevention and water safety among the parents of primary school pupils
in Selangor (Farizan et al., 2020). Meanwhile, a book was designed by Sulaiman et al. (2019) about
the variety of 21 microscopic fungi species. Sulaiman et al. (2019) claimed that the booklet is
effective in the achievement of students’ learning. In the study of Pratiwi et al. (2020), a Predict-
Observe-Explain (POE) learning model-based booklet was crafted to provide Grade 4 students of
Bendo 1 Elementary School, Blitar City, Indonesia with a teaching material intended for science
subjects.
Considering that booklets are widely acknowledged to be of use by different researchers such
as medical personnel, cultural advocates, scientists, and educators around the world, it would be an
interesting supplementary material of use by Filipino student-researchers that is tailor-fitted to their
context. This goes with the belief that interest and motivation would fuel their desire to understand
and apply concepts in research effectively.
The ADDIE model is a systematic five-phase instructional design process by which
instructional materials and lessons can be consistently and reliably developed. It is an iterative model

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involving review and revision allowing the incorporation of feedback throughout the design process
which then reflects the recursive nature of the input-process-output paradigm (Molenda, 2015). The
acronym ADDIE stands for its five phases, namely: Analysis, Design, Development,
Implementation, and Evaluation. The Analysis phase is the foundation phase which involves defining
and identifying the problem or condition necessary for crafting the learning objectives, topics or
content to be taught, and mode of delivery suited for the students or target audience. From the outputs
of the analysis phase, planning and designing of the pedagogical approach, instructional methods,
and materials will be done in the Design phase. This phase includes writing the objectives, planning
the instructions, identifying resources, and developing lessons and test items. The Development
phase is the actual creation and development of the materials. It is when the content ideas are applied
and brought to actuality. The actual delivery and usage of the material is the Implementation phase.
The final phase is the Evaluation phase, which is when the effectiveness and efficiency of the material
will be tested. It aims to obtain feedback on the usage of the learning material (Sahaat et al., 2019).
To respond to the challenge of innovating educational delivery mechanisms in higher education,
the researchers ventured into developing an instructional material that can be used in any learning
modality. This instructional material for research will help Filipino student researchers. There were
several studies conducted about the challenges and difficulties of Filipino students in writing their
research papers. Among those that caught the attention of the researchers is the result of the study
conducted by Garingan (2019), where it was found out that students with a Bachelor’s in Elementary
Education (BEEd) experienced a high extent of difficulty in writing research. It was also given the
emphasis that the BEEd students had difficulty in all aspects of learning and developing skills in
research. Based on the study of Abubakar (2020), students who were taught using instructional
materials have improved their academic performance. He also concluded that the use of instructional
materials can reveal the full potential of the students. Therefore, this study was conducted to develop
a booklet for undergraduate research students to supplement instruction and address the limited
number of studies where research is of prime consideration. Given that outcomes-based education
has been a mainstreamed effort in the Philippines, and the need for more locally produced materials
is of call, this study, having a booklet with the end in mind, would be a significant contribution to the
body of knowledge in research and development and contextualization of instruction through
instructional materials development.

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1.2. Conceptual Framework

As shown in Figure 1, a cyclical ADDIE model was adapted as the basis for the development
of a research booklet. The first phase was determining the feasibility of the development of the
research booklet based on the assessment of the availability and adequacy of research instructional
materials within the college and university. Based on these findings, the design of the booklet was
done using a practical instructional design model. Moreover, based on the contents of the syllabus
for the research subject and the inputs from the analysis and design phases, the booklet was developed
and printed. The implementation was carried out via digital distribution to the students and experts.
From the feedback of the experts, from their validation, and students’ feedback in terms of readability
and diagnostic assessment, the effectiveness and efficiency of the booklet were evaluated. Each phase
of the model presents bases for the development of the booklet. And as a cyclical model, it provides
the continuous improvement and development of the material. A booklet in educational research was
developed and validated as the expected output of the study.

Figure 1. The paradigm of the Study

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1.3. Objective of the Study

The researchers aimed to develop a booklet as supplementary instructional material in
educational research for Filipino teacher education students. Specifically, the following questions
were answered:
1. How may the feasibility of developing a research booklet in educational research be described
in terms of:
1.1. status of the availability and adequacy of instructional materials related to educational
research; and
1.2. least mastered concepts or topics by the teacher education students?
2. How may the identified topics be developed into a booklet?
3. How may the face and content validity of the developed booklet be described by the students and
experts in terms of content and format?
4. What is the readability assessment of the developed booklet?
5. What was the developed booklet for undergraduate teacher education research?

2. Method

2.1 Research Design

The descriptive-educational research and development (R&D) model was the research
design employed in this study. According to Borg and Gall, as cited in Tolentino et al. (2020),
educational R&D is a research model used by researchers to construct, produce, and review
instructional products, materials, and other interventional programs grounded on a critical research
process. R&D is the most fitting design for this study as this was geared toward the development of
a research booklet as supplementary material for undergraduate teacher education students within
the premise of the concepts that were perceived to be challenging by the students and a needs
assessment analysis.

2.2 Respondents
For this study, four (4) sets of respondents were involved. The first set included the research
teachers (n = 12) from a teacher education institution situated in Central Luzon, the Philippines where
the study was conducted. They were purposely selected because of their involvement as research
teachers to undergraduate students and their engagement in faculty research (either published or
presented in research conferences). Also, a total enumeration (census) of elementary education major
students (n = 150) who were enrolled in the educational research course at the time of the study was

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also included in this group. Both groups were asked to assess the status of the availability and
adequacy of instructional materials related to educational research in their institution.
The second group consisted of a randomly selected sample of teacher education students (n
= 76) who were chosen from the initial census of students in the first set. Included in their
qualifications as respondents were that they must be enrolled in a bachelor’s program in elementary
education and were currently enrolled in an educational research course at the time of the study in
the second semester of the academic year 2021-2022. Students accomplished an informed consent
form after explaining in detail the purposes of the study and the extent of their participation.
The third set of respondents included seven (7) expert-validators who evaluated the proposed
booklet on educational research. Two (2) of the validators are experts in instructional materials
development as they are members of the University’s Textbook and Instructional Materials
Development (TIMD) committee, an office that is in charge of checking and validating the content
of the developed instructional material, while the other three (3) are research specialists designated
by the Research Management Office (RMO), an office that is in charge on reviewing paper
presentations of the faculty in the institution (each for quantitative, qualitative, and mixed methods
approaches) and two (2) have specialization in the English language. To establish the content validity
of the proposed booklet, the expert validators evaluated the material in terms of content and format.
Moreover, their comments and suggestions for enhancement were also sought to determine the face
validity of the material and were eventually integrated during the enhancement phase.
Respondents in the fourth set included 20 students from the same student group enrolled in
the educational research course selected via maximum variation sampling to evaluate the developed
booklet using a students’ evaluation checklist. The selection was grounded on their association with
the proposed booklet during its pilot implementation, and the researchers captured all students who
performed in from the extremes (top and least performers) and those that lie in the average based on
their midterm grades.

2.3. Instruments

2.3.1. Needs Assessment Survey

A needs assessment survey was utilized to describe the status of the availability and adequacy
of instructional materials related to educational research. Items listed were adopted from Selga
(2013) to determine the availability and adequacy of instructional materials related to educational
research as assessed by the research teachers and students. The survey instrument was subjected to a
reliability test using internal consistency via Cronbach’s alpha with a computed value of .968
indicating very high reliability.

2.3.2. Perception of Research Competence

The researchers adopted the research instrument developed by Molina (2019). This
instrument was developed to measure the research competencies of senior high school students. This
was modified based on the content of the course syllabus of research used in the teacher education

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program. The modified instrument was subjected to content and construct validation and was later
subjected to a reliability test using Cronbach’s Alpha with a reliability coefficient of 0.991
establishing very high reliability of the questionnaire.

2.3.3. Expert Validators’ Instrument

The instrument used to evaluate the proposed material made use of the adapted instrument
from Rogayan and Dollete (2019) which was further subjected to revalidation in the study by five
(5) experts. An item-content validity index (I-CVI) of 1.0 was obtained indicating its high content
validity. Its reliability was interpreted as very high with a Cronbach’s alpha value of 0.91.

2.3.4. Students’ Evaluation Checklist

A student evaluation checklist adapted from Rogayan and Dollete (2019) was used by the
researchers to allow students to assess the developed booklet. The checklist was face and content
validated by the same experts in the revalidation of the expert validators’ instrument, and reliability
testing via internal consistency was both performed. An item content validity index (I-CVI) of 1.0
indicated its highly acceptable level of validity (Lynn, 1986). Cronbach’s alpha values of .818 and
.941 were recorded in the student evaluation checklist; and evaluation of the modules and lessons,
respectively, which manifested an acceptable internal consistency (Fornell & Larcker, 1981).

2.3.5. Readability Test

In assessing the validity of the booklet along with readability, which is ensuring that the
contents of the material (e.g., level of vocabulary) were understandable and appropriate to college
students’ level, the Flesch Reading Ease Formula and Flesch–Kincaid readability tests were utilized
through the aid of Readability Formulas’ Calculator. A Flesch reading ease score ranging from 60-
70 is relatively acceptable according to Readability Formulas.com, as asserted by Terblanche and
Burgess (2010). However, to conform to the Philippine context, the legend for interpretation provided
by Selga (2013) was adopted with a target reading ease score for this study of 31-50 which indicates
a verbal description of “difficult” and appropriate for 3rd to 4th-year college students (the level where
research writing is introduced).

2.4. Data Collection

The development aspect of this study was anchored on the Analysis, Design, Development,
Implementation, and Evaluation (ADDIE), a widely acknowledged model for product development
in education.

2.4.1. Analysis
The analytical aspect of the development process commenced with establishing the
feasibility of the critical competencies or topics through the administration of a questionnaire to
assess the research competencies of the students involved in the study. Further validation by experts
and end-users was also considered for the analysis.

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2.4.2. Design
Cognizant of the identified topics, as confirmed by the research teachers and students, the
structure and instructional design of the booklet were decided on and concurred by the researchers.
A practical instructional design (ID) was adopted to develop the contents from topics to modules and
lessons.

2.4.3. Development
This was the phase intended for the iterative process of developing the components of the
booklet. In conjunction with the ID used, it was ensured that the contents were strictly compliant
with the contents of the syllabus and the needs determined in the “analysis phase.”

2.4.4. Implementation
Before the utilization of the developed booklet, it was preliminarily subjected to face and
content validation by seven (7) expert validators in terms of adequacy, coherence, appropriateness,
and usefulness. Their feedback was also sought relative to the improvement of the proposed material
for subsequent revision. A readability test was also conducted to verify the applicability of the words
used in the material to the level of the intended group. Then, a pilot implementation of the booklet
was facilitated to a research class from the same group who were subjected to a diagnostic
assessment. An electronic copy of the booklet was made available to all students. At the end of a 6-
week utilization of the booklet by the participants, 30 students accomplished the provided checklist
for every unit in the booklet.

2.4.5. Evaluation
The evaluation of experts and students, their feedback and suggestions, and the readability
scores were eventually considered in the finalization of the booklet. A revision culminated in the
developmental process.

3. Results and Discussion

3.1. Feasibility of Developing a Research Booklet in Educational Research (Analysis)

3.1.1. Status of the Availability and Adequacy of the Instructional Materials related to
Educational Research
Table 1 reflects the results of the respondents’ assessment of the availability and adequacy
of instructional materials related to educational research. It could be noted that all printed
instructional materials are slightly available (worktext, module, manual, worksheet, and pamphlet),
while textbooks were perceived to be moderately available. The results further indicate that the mean
scores are clustered as justified by the standard deviation range of 0.69 to 0.90. It could also be
surmised that the highest mean scores were noted among textbooks, despite their slightly available
and adequate status from the respondents’ perception. As such, this corroborated with the findings of

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Selga (2013) who noted the resembling status for textbook materials related to science, technology,
and society (STS). This further justified the feasibility to develop instructional materials that are
handy, practical, and contextualized, to educational research. Modules have relatively low mean
score results as these were scarcely used among higher education institutions (Camara, 2016).

Table 1. Availability and Adequacy of IMs related to Educational Research.

Availability of Instructional Materials Adequacy of Instructional Materials

Instructional
Research Teachers Research Students Research Teachers Research Students
Material
M (SD) VD M (SD) VD M (SD) VD M (SD) VD
Textbook 2.50 (0.76) SA 2.53 (0.90) MA 2.67 (0.94) MA 2.59 (0.90) MA
Worktext 2.17 (0.90) SA 2.32 (0.96) SA 2.00 (0.82) SA 2.42 (0.87) MA
Module 1.83 (0.90) SA 2.34 (0.94) SA 1.67 (0.75) NA 2.40 (0.92) SA
Manual 2.33 (0.75) SA 2.39 (0.90) SA 2.50 (0.96) SA 2.36 (0.86) SA
Worksheet 1.83 (0.69) SA 2.31 (0.97) SA 1.67 (0.75) NA 2.36 (0.93) SA
Pamphlet 2.00 (0.82) SA 1.96 (0.85) SA 2.00 (0.82) SA 2.15 (0.89) SA
Highly Available/Adequate (3.26-4.00); Moderately Available/Adequate (2.51-3.25); Slightly Available/Adequate (1.76-2.50); Not
Available/Adequate (1.00-1.75)

3.1.2. Least Mastered Concepts or Topics in Research

As shown in Table 2, the respondents are generally “competent” in research
conceptualization, formulation of research methods, and data gathering, processing, and analysis.
However, among the three topics, it was indicated that the least mastered concepts or topics in the
research of the respondents were in the formulation of research methods and design. Usually, this is
considered one of the challenges encountered by the student-researchers. In the study of Qasem and
Zayid (2019), lack of knowledge about the research methodology, selecting the appropriate research
tools and data analysis, and following ethical standards were considered as the obstacles faced by the
students.

Table 1. Availability and Adequacy of IMs related to Educational Research.

Research Competency Mean (SD) VD

Research Conceptualization
1. Identify research topic 2.58 ± 0.59 C
2. Select research topic 2.67 ± 0.63 C
3. Construct research titles 2.52 ± 0.60 C
4. Describe the background of the research 2.39 ± 0.65 SC
5. Formulate research questions that can be investigated 2.53 ± 0.59 C
6. Select relevant literature that are related to the present study 2.60 ± 0.63 C
7. Cite literatures and related studies 2.67 ± 0.63 C
8. Construct theoretical and/or conceptual framework 2.33 ± 0.85 SC
9. Define the terms in the study 2.31 ± 0.76 SC
WM 2.51 C
Formulation of Research Methods and Design
10. Choose the most appropriate research design 2.55 ± 0.67 C
11. Select study sites appropriately 2.41 ± 0.74 SC
12. Has knowledge on the different approaches in research 2.54 ± 0.64 C
13. Can identify the Quantitative research design. 2.42 ± 0.65 SC
14. Can identify the Qualitative research design. 2.40 ± 0.58 SC

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Research Competency Mean (SD) VD

15. Can identify the Mixed Method research design. 1.92 ± 0.60 SC
16. Describe and choose the sample of the study 2.46 ± 0.72 SC
17. Construct research instruments 2.30 ± 0.76 SC
18. Propose proper data gathering procedures 2.72 ± 0.75 C
19. Select the appropriate statistical tool in analyzing data based on the posited objectives 2.19 ± 0.77 SC
20. Impose appropriate ethics in research 2.99 ± 0.73 C
WM 2.45 SC
Data Gathering, Processing and Analyzing
21. Gather data 3.21 ± 0.48 C
22. Present data 2.48 ± 0.87 SC
23. Infer and explain qualitative data 2.32 ± 0.87 SC
24. Process statistical techniques to analyze quantitative data 2.42 ± 0.90 SC
25. Present results 2.46 ± 0.84 SC
26. Create a coherent summary 2.61 ± 0.80 C
27. Draw conclusions from research findings 2.55 ± 0.84 C
28. Formulate recommendations 2.62 ± 0.4 C
WM 2.58 C
Grand Mean 2.51 C

3.2. Preparation of the Booklet (Design)

The 4E x 2 (read as “4E by 2”) (Marshall, 2007) was utilized as the instructional design
model in designing the contents of the modules in the booklet. The 4Es represent the four (4)
sequential phases which are (a) engage, (b) explore, (c) explain, and (d) extend. This is an inquiry-
based instructional model developed and grounded on the synergy of “formative assessment, inquiry
instructional models, and metacognitive reflection” (Marshall, 2009, p. 1). In this study, the 4Es
instructional model was analyzed to be appropriate because of its simple formatting and strong
foundation on an inquiry-based approach, which is essential for research students. Shown in Table 2
is the description of each part of the booklet.
The researchers adopted the 4E instructional model in writing its content. This model is
divided into four phases: engage, explore, explain, and extend. In the booklet, the “engage” phase
pertains to activities that aim to determine what the students already know about the lesson. It also
aims to captivate their attention to share their understanding of the lesson. The “explore” phase
includes an activity or brief review that will help the students connect the current lesson or activity
to the previous topic. This may also entail creating their personal understanding of the current lesson.
While in the “explain” phase, the introduction of the lesson is presented, in which research concepts
are discussed in detail. The concepts are explained, and examples are provided for the students to
easily comprehend their meaning and relevance. In the last phase, which is the “extend” phase,
activities that test students’ skills and mastery of the lesson are included. They are required to take
this part to determine their understanding of the lesson. There are four main topics in the booklet,
and these are approaches in research, selecting participants or key informants and respondents,
research instruments, and ethical considerations in doing research.

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Table 3. Description of the Parts of the Booklet following the 4E x 2 ID Model.

Part of the Booklet (4Es) Description

Engage This part of the module includes activities which aim to determine what the students already know
about the lesson. It also aims to captivate their focus to share their understanding about the lesson.

Explore This part of the module may include an activity or brief review that will help the students connect
the current lesson or activity to the previous topic. This may also entail creating their personal
understanding about the current lesson.

Explain This part of the module introduces the lesson, wherein research concepts will be discussed in detail.
The concepts will be explained, and examples are provided for the students to easily comprehend
its meaning and relevance.

Extend This part of the module includes activities to test the students’ skills and mastery about the lesson.
They are required to take this part to determine their understanding about the lesson.

3.3 Development of the Booklet in Educational Research (Development)

This study was initiated to develop a booklet as a supplementary resource for undergraduate
teacher education students. The slightly available and adequate instructional materials in educational
research justified the need to come up with a compact material to supplement students’ learning of
critical skills in research. Considering that based on the students’ assessment of research
competencies, there is a need for research methodology to be prioritized in the development of a
dedicated booklet at the time of the study.
In terms of the physical structure, the final version of the booklet was titled “A Booklet for
Research Methodology” and has a dimension of 190.5 mm x 114.3 mm. The booklet is made up of
60 pages which include the preface, table of contents, and main topics. The front cover was designed
by the authors.
The developed booklet is composed of five (5) modules, with the first module comprising
three (3) lessons while the second to fifth modules each present a single lesson. The topics presented
in the modules are shown in Table 4. The primary basis for selecting the content topics for the module
is the necessity of these topics in developing the research knowledge and skills of the students
required for conducting their thesis. The first module presents discussions about the different research
designs which the researchers consider to be vital. Gaining a better understanding of research designs
provides student researchers with relevant knowledge to conduct quality research works. Data
analysis was also given emphasis as one of the topics in the modules because of its importance in the
conduct of research. The research booklet also gives emphasis on ethical considerations in research.
It is important for the students to recognize and adhere to ethical practices in all steps of the research

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process. As emphasized by Hesse-Biber and Leavy (2006), ethics should be a primary consideration
and at the forefront of the research agenda.
The content of the module was also based on and in compliance with the course syllabus of
the research subject that the students are currently taking. The authors divided the topics in the
module based on their expertise which resulted in a collaborative discussion framework of the
module. Upon the author’s completion of the designated topic, the content would be presented to the
other co-authors for discussion, comments, suggestions, and internal validation.

Table 4. Arrangement of Topics in the Booklet.

Module/ Lesson Number Topic Title

Module 1 Approaches in Research
Lesson 1 Quantitative Research
Lesson 2 Qualitative Research
Lesson 3 Mixed Method Research
Module 2 Selecting Participants, Respondents, or Key Informants
Module 3 Research Instruments
Module 4 Data Analysis
Module 5 Ethical Considerations in Doing Research

3.4. Content and Face Validity of the Booklet (Implementation)

The validators, composed of experts in research across approaches, instructional materials
development committee members, and English language experts evaluated the booklet in terms of
adequacy, coherence, appropriateness, and usefulness anchored on the same set of criteria by
Rogayan and Dollete (2019) as seen on Table 5. In terms of adequacy, all indicators were strongly
agreed upon by the experts as justified by an overall mean of 3.96. This indicates that the booklet
satisfactorily complied with the requisite requirements of instructional material in terms of
instruction and activities that stimulate independent learning through the purposeful use of images
and graphs to represent a difficult abstract concept, which was sequentially arranged through the aid
of an appropriate instructional design.

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Table 5. Results of Experts’ Validation

Criteria Mean (SD) VD

Adequacy
1. Instruction corresponds with activities 4.00±0.00 Strongly Agree
2. Learning activities satisfy the stated objectives 3.86±0.37 Strongly Agree
3. Provides independent activities 3.86±0.37 Strongly Agree
4. Evident graphical and pictorial images 4.00±0.00 Strongly Agree
5. Concepts presented logically 4.00±0.00 Strongly Agree
WM 3.94 Strongly Agree

Coherence
1. Contains relevant activities 4.00±0.00 Strongly Agree
2. Activities provide practical work 3.86±0.37 Strongly Agree
3. Activities develop creativity and resourcefulness 3.86±0.37 Strongly Agree
4. Provides relevant information for better understanding 4.00± 0.00 Strongly Agree
5. Activities conform with the concepts 4.00 ±0.00 Strongly Agree
WM 3.94 Strongly Agree
Appropriateness
1. Adapted to intended learners 4.00±0.00 Strongly Agree
2. Based on the PPST standards/ learning competencies 4.00±0.00 Strongly Agree
3. Provides immediate needs 4.00±0.00 Strongly Agree
4. Arranged in the correct sequence 4.00±0.00 Strongly Agree
5. Provides varied activities to sustain interest 4.00±0.00 Strongly Agree
WM 4.00 Strongly Agree
Usefulness
1. Easy to understand 4.00 ± 0.00 Strongly Agree
2. Provides knowledge and skill 4.00 ± 0.00 Strongly Agree
3. Encourages creative and critical thinking 3.86 ± 0.37 Strongly Agree
4. Serves as an instructional tool 4.00 ± 0.00 Strongly Agree
5. Helps facilitate lesson presentation 4.00 ± 0.00 Strongly Agree
WM 3.97 Strongly Agree
Overall Mean 3.96 Strongly Agree
Strongly Agree (3.50–4.00); Agree (2.50–3.49); Disagree (1.50–2.49); Strongly Disagree (1.00–1.49)

3.4.1. Strength of the Booklet

The physical aspect of the booklet was appreciated by the expert validators specifically the
simple yet organized layout. In support of this, Expert 1 (E1) mentioned that “The layout and
organization of lessons, activities and other tasks provide smooth transitions” and this was supported
by Expert 2 who said that “The layout and the simplicity of the discussions make research appealing
to the readers.” Torres (2012) stated that instructional materials shall follow a criterion that will be
helpful to the learners in enhancing the learning process. The language, content, format, activities,
and organization of the material shall be considered. The researchers considered all these aspects to
produce a quality research booklet. It was also evident that the booklet is user-friendly, which simply
means that the concepts, activities, and instructions can be easily understood and may also encourage

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the students to develop more interest in research. As E7 mentioned, "It is a very good booklet which
will definitely be a big help to the users. It is something that seems to simplify research which many
will not dare to venture into unless required. It is something that will pique the interest of the students
and will develop a fondness for research.” This was supported by Tuimur and Chemwei (2015) who
asserted that instructional materials shall stimulate students to learn. It must also have the potential
to help teachers better explain vague concepts clearly. This instructional material shall also provide
practical experiences based on the included activities that will develop students’ mastery of skills.

3.4.2. Experts’ Suggestions for Improvement

Three expert validators suggested adding more examples and web links for research papers
to further enhance the reading and understanding capacities of the students. As verbalized, E3 stated
that “Add specific objectives to each lesson. Add a web link to reading materials (Research papers)
as activity. Read and reflect.” While two expert validators suggested widening the target clientele of
the booklet. As mentioned by E4, “The proponents may further expand on the scope of the target
clients.” This was also supported by the E5, who said that “Additional examples intended for other
programs may be considered to make it also useful to other colleges.” To address these suggestions,
the researchers added more examples and reference materials in the booklet. As stated by Khuana et
al. (2017), to engage the students in attaining research and analytical skills, adding inquiry-based
activities is encouraged. With regards to the widening of the scope of target users, the researchers
decided to stick with its target clients at present, but such consideration will be made in future
revisions of the booklet.

3.4.3. Students’ Evaluation

The developed booklet underwent pilot testing for a research class of elementary education
major students (pre-service teachers). They were provided with a copy of the booklet and have used
it simultaneously in the actual content on research methodology based on the syllabus. After four (4)
weeks, they were asked to evaluate the material. Table 6 shows the results of the students’ evaluation
using a checklist. Results indicate that by and large, the pre-service teachers who participated in the
pilot testing of the booklet “agreed” with its acceptability as justified by a weighted mean of 3.24.
The highest mean of the agreement was seen on the item, “Learning objectives are attainable.” This
implies that the set objectives for each content are feasible and can be achieved within the prescribed
time. They further agree that the content can be comprehended with ease; indicates differentiated

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activities; provides interest because of the use of graphic organizers; contains assessment tasks that
can stimulate learning and enjoyment and increases their regard and value toward research.

Table 6. Students’ Evaluation Checklist

Items Mean (SD) VD

The instructions are easy to understand. 3.25±0.62 Agree
Learning objectives are attainable. 3.40±0.58 Agree
Varied activities are evident. 3.35±0.73 Agree
Graphic organizers enhanced my interest 3.20±0.68 Agree
The activities enhanced my understanding of the lessons 3.35±0.57 Agree
I enjoyed answering the activities 3.05±0.67 Agree
The activities increased my interest in educational research 3.10±0.54 Agree
Overall Mean 3.24 Agree

Strongly Agree (3.50–4.00); Agree (2.50–3.49); Disagree (1.50–2.49); Strongly Disagree (1.00–1.49)

Pre-service Teachers’ Evaluation of the Modules

The selected topics included in the research booklet were included based on the results as
the least perceived research competency of the students. As revealed in Table 7, all the modules in
the booklet were regarded as “much acceptable” with a weighted mean of 3.32. This justifies that the
lessons included in the booklet are relevant and acceptable in terms of their content and activities.
Table 7. Pre-service teachers’ evaluation of the modules and lesson
Content Mean (SD) VD
Module 1 3.45±0.59 Much Acceptable
Lesson 1 3.25±0.77 Much Acceptable
Lesson 2 3.40±0.66 Much Acceptable
Lesson 3 3.00±0.84 Much Acceptable
Module 2 3.45±0.74 Much Acceptable
Module 3 3.40±0.73 Much Acceptable
Module 4 3.42±0.75 Much Acceptable
Module 5 3.30±0.78 Much Acceptable
WM 3.32 Much Acceptable
Very much acceptable (3.50–4.00); Much acceptable (2.50–3.49); Not much acceptable (1.50–2.49); Not at all acceptable (1.00–1.49)

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The Readability of the Content of the Booklet

Ultimately, the booklet underwent a readability assessment to ensure that the content was
valid in terms of its appropriateness to the intended age group or level in the educational system by
being particular with the vocabulary words used in each of the modules and lessons. As seen in Table
8, the highest Flesch Reading Ease score of 56.3, with a verbal description (VD) of “fairly difficult,”
was noted in “Module 4: Data Analysis.” The grade level was found appropriate for 1st to 2nd-year
college students which justified that data analysis should be discussed using simpler use of words to
be easily understood. Aside from Module 4, all modules had reading ease scores that range from 32.9
to 49.6, with a verbal description of “difficult”, and seemed to be intended for 3rd to 4th-year college
students. This is also the same year level where research is introduced and taught as a separate course
in teacher education programs in the Philippines. This further implies that of all the content
composition, Module 4 could be the easiest to understand by the intended group as far as vocabulary
was concerned. Instructional materials, whether print or non-print, must consider assessing their
readability (Lagos, 2020; Tolentino & Tacubanza, 2020) and must acknowledge the terminologies
used, grammar, vocabulary, and appropriateness to the intended grade level (Adora, 2019; Selga,
2013).
Table 7. Pre-service teachers’ evaluation of the modules and lesson.

Reading Level in the Philippine

Modules and Lessons VD
Ease Score Educational System
Module 1: Approaches in Research
Lesson 1: Quantitative Research 38.20 Difficult 3rd to 4th Year College
Lesson 2: Qualitative Research 43.00 Difficult 3rd to 4th Year College
Lesson 3: Mixed Method Research 32.90 Difficult 3rd to 4th Year College
Module 2: Selecting Participants, Respondents, or Key Informants 49.60 Difficult 3rd to 4th Year College
Module 3: Research Instruments 46.20 Difficult 3rd to 4th Year College
Module 4: Data Analysis 56.30 Fairly 1st to 2nd Year College
Difficult
Module 5: Ethical Considerations in Doing Research 41.40 Difficult 3rd to 4th Year College
Reading Ease Score Verbal Description Grade Level
91-100 Very Easy 5th Grade
81-90 Easy 6th Grade
71-80 Fairly Easy 1st - 2nd Year High School
61-70 Normal 3rd - 4th Year High School
51-60 Fairly Difficulty 1st - 2nd Year College
31-50 Difficult 3rd - 4th Year College
0-30 Very Difficult College Graduate

4. Conclusion

The study was conceived with the end in mind that a booklet can be developed to address
the seemingly inadequate and unavailable materials in educational research and to facilitate the

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learning of critical components of the content among pre-service teachers aligned with the Philippine
Professional Standards for Teachers - Beginning Teacher Indicators; a basis for all learning and
development programs for teachers to ensure that teachers are properly equipped to effectively
implement the Program, the outcomes-based education; and the provisions of teacher education
research in the Philippines. The ADDIE model was found feasible in guiding the researchers in
developing the proposed material. By and large, the experts strongly agreed that the booklet was very
much acceptable when aspects like adequacy, coherence, appropriateness, and usefulness were
considered. The feedback in the form of recommendations assisted the authors in the enhancement
of the booklet. Therefore, instructional materials development should be cyclical and iterative
because integrating experts’ suggestions could be instrumental in the production of quality materials.
It must also be considerate of the end-users as direct beneficiaries of the booklet, hence, the students
also confirmed that the modules were perceived to be much more acceptable. They further agreed
that the booklet assisted them well and was provided with ease of use and subsequent learning of
concepts. Test of readability as a validation confirmed that contents were tailor-fitted to their level
and added another layer of confidence that the teacher-made material matched their intended level in
the educational system when their vocabulary was placed into consideration. Taking all these into
account, the booklet in educational research was found valid and acceptable from a bi-stakeholder
perspective.

4. Limitations and Future Implications

The composition of the proposed booklet was limited only to the Methodology content of
research writing as this appeared to be the most critical component for students under consideration
in this study. Although other contents were not included yet, the authors may consider the
development of a complete set of booklets for other content areas of research writing. In terms of
methodological premises, the study was limited only to a descriptive and non-experimental
quantitative exploration of students’ needs that led to the development and validation of the proposed
booklet. Such assessment may have been influenced by covert factors that were no longer covered
and explored in the study. It is recommended that the use of qualitative research designs be
considered in succeeding phases to determine these unexplored factors that could affect students’ use
of the booklet and knowledge acquisition. Also, experimental designs may be facilitated for future

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research undertakings to verify the extent to which the material may cause improvement in learning
research concepts and subsequent development of skills.
The researchers did not identify unexplored factors due to time constraints. The focus of the
study deals only with identifying the weak points of the students in doing their research, which serves
as the basis for coming up with a booklet that could possibly help them write their research output,
specifically in the “methodology” part. After selecting thoroughly, the topics that will be included in
the booklet, it was presented to the students to check their understanding. Unexplored factors which
are not part of the study are the effectiveness of the booklet and the experience of the students who
used it (identifying the benefits of it and how beneficial it is to them).
The generalizability of the results is limited to the locale and context of the study, the
composition of the experts who validated the booklet, and the intention that the booklet was
developed for teacher education students only who specialized in elementary teaching and learning.
In addition, the limited exposure of the students to the use of the booklet coincided only with the
weeks that research methodology was taught to them following the schedule of the course syllabus.
Moreover, the modality of teaching at the time of the study was still held via virtual interaction
because of the pandemic. This limited the teacher’s opportunity to observe students and their
interaction with the booklet. The results of this study were obtained by following the research
process thoroughly. The limitations stated do not imply that the data obtained in this study were not
valid and reliable. This paper ensures data quality and ultimately research integrity even though data
were obtained from a small sample size in one university.
With a small sample considered in the data collection, it is recommended that a larger group
of teacher education students be considered to establish more encompassing data-driven results even
for a particular institution for consideration. With the feasibility of developing a valid booklet for
research, it is suggested that more materials be developed for research writing and other critical
courses in the teacher education programs.
Despite these identified limitations of the study, the findings are still relevant and can be
adopted by research teachers within the locality and even those from foreign countries. The
justification for this is that learning resources like reading materials were still proven to be useful in
teaching-learning delivery. These materials remain to be as media of knowledge and wisdom even
during this digital age since they provide reliable and on-point content. Written or published materials
also pave the way for creative and innovative writers and thinkers.

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Acknowledgments: The authors are indebted to the Don Honorio Ventura State University for the provision
of funds and technical support that led to the completion of this study. Thanks, are also due to Dr. Riza
B. Lintag, the Dean of the College of Education for her steadfast support and encouragement to innovate
instruction. Immense gratitude is also extended to experts who meticulously evaluated the booklet and to
the Bachelor of Elementary Education students during the Academic Year 2021-2022 who volunteered
as respondents.
Author Contributions: All authors have contributed equally.
Funding: This research was funded by the Don Honorio Ventura State University, Bacolor, Pampanga,
Philippines.
Conflicts of Interest: The authors declare no conflict of interest.

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