Research Proponent: Ma. Leticia Jose C. Basilan, Ph.

D Comment [U1]: NAME OF THE RESEARCHER/S

Division: Batangas Province

School: Bauan Technical High School Bauan, Batangas

I. Title: Scantiness of Instructional Materials in Bauan Technical

Senior High School: Basis for a Proposed Digital
Instructional Archive

II. Context and Rationale Comment [U2]: BRIEF INTRODUCTION OF YOUR

TOPIC

Teaching materials is a generic term used to describe the resources teachers DO NOT FORGET TO USE ATLEAST 3-5 CITATIONS

MAXIMUM OF 3 PAGES ONLY

use to deliver instruction with ease and greater effectiveness (Ministry of Education,

Guyana, 2016). These are the materials which support students learning and leads to

increased academic performance. Regardless of their variation, they lie in one common

ground. It is the ability to support teachers and students as well in the teaching learning

process. Additionally, instructional materials support learning content, allow students to

engage in the concepts application and provide an opportunity for evaluation. They are

developed to help the teachers facilitate learner’s prior knowledge, assist them to

process and understand the new learning, and eventually aid them apply newly

acquired knowledge to their practical lives. Comment [U3]: GENERAL OVERVIEW OF THE
STUDY

With the coming of R.A. 10533, the Enhanced Basic Education Curriculum or

popularly known as K-12 Curriculum (Robles, 2015), the needs for the instructional

materials doubled as the learners stay in the public schools for two (2) additional years.

Moreover, 21st century learning yields outcome based education with students who are

very much comfortable in the use of internet and technology. With this, as teachers now

called as facilitators and distributors of learning, the demand to practice effective

facilitation techniques and skills in the proliferation of K-12 curriculum are inevitable

1
(Basilan, 2016). They must provide instructional materials that suit and satisfy the

learner’s hunger for wisdom with rightful consideration of their technological strengths. Comment [U4]: INTRODUCTION OF SPECIFIC
TOPIC

Now, Philippine public schools are eyeing for the graduation of the first batch of

Senior High School students. Yet, the scantiness of instructional materials is now faced

by the facilitators and the learners as well. The teachers are troubled by the supply of

the materials needed in their teaching so as the usability of the materials available

online and from other sources so as the available materials given by the Department of

Education. In the midst of this situation, instantaneous solution should be prioritized by

the facilitators to address this dilemma and support the learners to the world of work,

entrepreneurship and higher education. Comment [U5]: CURRENT SITUATION

This study aimed to concede the impasse of the facilitators of Bauan Technical

High School Senior High School Department regarding scantiness of instructional

materials, to determine the significant experiences of the SHS teachers in the teaching

learning process in the initial years of Grades 11 and 12; to determine the different

problems in using the instructional materials in the teaching of SHS; to determine the

common problems encountered in the teaching learning process in terms of supply,

accessibility and usability of instructional materials and to propose a plan of action to aid

the present situation. Comment [U6]: SPECIFIC OBJECTIVES OF THE

STUDY… THIS IS JUST A DECLARATIVE FORM OF
YOUR ACTION RESEARCH QUESTIONS
Significantly, this study would provide assistance to the facilitators of BTHS

Senior High School as they increase and deepen the skills, knowledge and

understanding of the learners in various subject areas in the curriculum. As it would be

an offline mobile application, its accessibility would hasten student’s progress in any

subject he wished to study or focus on. More so, this would give the opportunity to

2
explore various ideas and concepts that would enrich their understanding of varied

subject matters as they aimed for mastery development of the students.

This would also supply intervention measures which highly prop up differentiation

and diversity of learners. As teachers understand that these digital natives actively

involve themselves into computer assisted learning, this study would maximize the use

of technology as tailored fit online source of information. Comment [U7]: RATIONALE OR THE
IMPORTANCE OF THE STUDY

As it was emphasized by Howard Gardner’s famous quote, “Anything that is IMPORTANCE TO THE:
COMMUNITY
SCHOOL
worth teaching can be presented in different ways.” (Isaacs, 2015) These diverse STUDENTS
FUTURE RESEARCHERS
measures acknowledge individuality of the learners, as 21st century learners, digital

natives in this modern age of education. Comment [U8]: CATCHY END

II. Literature Review Comment [U9]: LITERATURE REVIEW

NOWADAYS DOES NOT CONSIDER FOREIGN OF
LOCAL SOURCES..
In the past, learning and education simply meant face-to-face lectures,
WHAT MATTERS NOW IS YOU CITE:

reading books or printed handouts, taking notes and completing assignments generally ATLEAST 3 STUDIES OF LITERATURE THAT WILL
SUPPORT YOUR STUDY AND ATLEAST 3 STUDIES OR
LITERATURE THAT WILL OPPOSE..
in the form of answering questions or writing essays. In short, education, learning and
LAST PARAGRAPH WILL BE YOUR SYNTHESIS

teaching were considered impossible without a teacher, books and chalkboards. Today, MAXIMIZE THE USE OF TRANSITIONAL DEVICES

education and training have taken on a whole new meaning. Computers are an

essential part of every classroom and teachers are using DVDs, CD-ROMs and videos

to show students how things work and operate. Students can interact with the subject

matters through the use of such web based tools and CD-ROMs. Moreover, each

student can progress at his/her own pace (SRS Internet Marketing Solutions, 2012).

The role of technology in the field of education is four-fold: it is included as a part

of the curriculum, as an instructional delivery system, as a means of aiding instructions

and also as a tool to enhance the entire learning process. Education has gone from

passive and reactive to interactive and aggressive.

3
 Perhaps the greatest impact of technology in the field of learning is its ability to

help several people learn simultaneously from different locations. Learners are not

required to gather at a predetermined time or place in order to learn and receive

instructions and information. All one needs is a computer connected to a modem (or

with a CD drive); these tools can literally deliver a ‘classroom’ in the homes and offices

of people.

There are traditional people who argue that distance learning of this sort cannot

help students receive the support of traditional group-based learning. For proving this

theory wrong, technology has helped provide distance learners with online communities,

live chat rooms and bulletin boards. All these allow students to collaborate and

communicate even though they are isolated in their own space (Hayden, 2016).

Multimedia tools, on-line and CD-ROM based training have helped eliminate the

need for an instructor-based lesson plans. Students who grasp concepts faster proceed

and move along, without being held back by ones who need more time and help for

learning. Such individual pacing is beneficial to all.

Another benefit of using technology to reach many students in shorter time is

lowering training costs. Corporate and academic Institutions can reduce their costs of

delivering lessons to students on a per-student basis. Moreover, technology produces

quantifiable results and allows students to put into practice this information quickly and

with better results. Through the use of technology, students can considerably save time

and increase their productivity. Both these points justify the higher costs of advanced

technological tools.

Naturally, for education technology to have a positive impact on students, it

should be designed and prepared well. Tools used for disseminating information must

4
be developed with students in mind. There are also factors like lack of

computer/technology literacy to be considered. Schools and businesses must bear in

mind that education technology is simply a tool and its success depends largely on the

amount of planning that goes into it. Using education technology can be a right choice

as long as all such factors are considered.

The importance of technology in schools is so evident in the 21st Century.

Students who are not computer savvy will struggle in their future professions, as most

jobs require some type of computer work.

In the "Overview of Technology and Education Reform" on the Ed.gov website,

researchers (2016) reported that "to be effective, technology and teachers must work

together to provide challenging learning opportunities." Technology can become the

catalyst for change to help students to use higher order thinking skills.

Some are describing teachers as "digital immigrants" while their students are

"digital natives." The reason being, teachers (the immigrants) need to learn the

technological environment that the kids (digital natives) already "live in" and use to

acquire knowledge on a daily basis (Yuen, 2016).

Sufficient support must be available to bring about change with technology. In the

No Child Left Behind Act of 2008 (Star, 2014) Enhancing Education Through

Technology, there were provisions for technology to enhance learning because the

current job market needs skilled workers in technology.

Teacher preparation in technology and access to technology for students in

poverty continually lags behind. Funds have been set aside for Educational Technology

State Grants Program so that states can award low poverty schools money. Teachers

5
who are not adequately trained in technology may not use the technology properly or

may not use it at all.

Valdez (2012) wrote in the article "Technology: A Catalyst for Teaching and

Learning in the Classroom," which is on the North Central Regional Educational

Laboratory website that students who do not have access to technology are at a

disadvantage. Access to the Internet seems to be available to both poor and wealthy

school districts. However, the children from poverty do not have much access to

technology outside of school.

In addition, teachers need to have adequate training to teach students to use

technology in the classroom. The teachers who are trained to teach students using

technology can offer engaging lessons beyond completing research assignments on the

Internet or presenting information in a Powerpoint slide presentation. Beyond the

students' future, learning that is fun, hands-on and challenging will engage the student.

The Internet has opened up so many avenues for teachers to teach content.

A new emerging technology in the classroom is using the multi-media 3-D

projector. Students can be engaged with 3-D presentation in any subject area, such as

seeds emerging from the ground and growing into a full plant to an event in history.

Teachers can engage students while they wear their 3-D glasses and watch objects

zoom throughout the classroom.

For example, teacher can use Skype to allow a foreign language student speak

with a person from that foreign country. On the contrary, teachers can show students

places through "virtual field trips" through Skype when field trip budgets are very tight.

If teachers are somewhat unsure about using the Internet in the classroom, a

web quest is an easy way to wade into using technology in the classroom or computer

6
lab. A web quest teaches students to navigate the Internet and find good sources to

learn more about content being studied. For instance, Web quests can be used in

almost any content area and Brighthub has many example lessons.

Another Internet application is allowing students to work on a project

simultaneously through Google Apps. Google Apps are currently free for public schools.

There is no software to install and no ads. In addition, there is a virtual teacher training

site. Also, there are security and privacy safeguards.

The cost and room to house a computer lab is definitely a deterrent as school

districts across the nations struggle to keep in the black. One option is wireless

technology such as netbooks or iPads.

These smaller electronic devices can do much of what a personal computer can

do with less space and cost. A teacher who has a class set of either the netbooks or

iPads never has to go to the computer lab or waste time going there. The iPad has

many educational apps for the preschool learner all the way to high school students.

The downside is that these items are smaller, and some students may try to take them

without permission.

Furthermore, Camarda (2010) emphasized how educators can use new

technology and how internet can be used to improve teaching. It is a forecast that

internet centered devices will help teachers in the assessment, collaboration, and the

data collection and analysis to support student research.

A survey completed by Smith (2010), Department of Psychology, Elon University

called the "Student Perceptions of Technology in the Classroom: The Good, the Bad,

and the Ugly" found that in a classroom that teachers sometimes went too fast using

technology, such as when using a PowerPoint presentation. Students sometimes need

7
time to process the information and this is difficult when teachers fly through a slide

presentations. In addition, some students felt that their instructors "hid behind the

technology" and the classrooms became less personal.

Allitt(2005) argued in his chronicle that teaching technologies make teaching

worse and distract professor and students from actual education like technical problems

and personal relationship. He argues that softwares encourages a lazy approach to

editing and teachers should revert back to blackboards and lecturing without

technology.

It is Cordes (1999) on his article, Fool’s Gold: A Critical Look at Computers in

Childhood, looks at the hazards of computer on the child development and has the

overall approach that technology is bad for education.

As technology evolves, the importance of technology in education will grow too.

Teachers not only need training on how to take their students into the future with the

next technological invention, but also need to stay abreast and use this technology in

their own lives in order to effectively use it in the classroom.

In the passing of times, the system of education also evolves. As the teaching

and learning process goes with the changes of time, Yuen (2016), Valdez (2012) and

Camarda (2010) agree on the use of technology and online education as these facilities

mediate in the deficiency of instructional materials available in certain educational

institutions. On the contrary, Smith (2010), Allitt (2005) and Cordes (1999) insisted that

the education is best given though personal relationship using traditional teaching

methods and hinders hazardous effects to the development of the students. Comment [U10]: THIS IS THE SYNTHESIS.. LAST
PART OF LITERATURE REVIEW

8
III. Action Research Questions Comment [U11]: MUST BE SPECIFIC

IT INCLUDES THE OFFSHOOT OF THE

The researcher aspired to develop an offline mobile application wherein STUDY..OFFSHOOT PERTAINS TO THE PROGRAM OR
PLAN OF ACTION THAT THE RESEARCH WILL
SUGGEST AFTER HAVING THE FINDINGS OF THE
instructional materials would be accessible for the teachers to be used in the teaching STUDY

learning process. With that, the researcher would like to answer the following research

questions:

1. What are the significant experiences of the SHS teachers in the teaching

learning process in the initial years of Grades 11 and 12?

2. What are the different instructional materials in use, in the teaching of Senior

High School subjects?

3. What are the different problems encountered upon using the instructional

materials in the teaching of Senior High School in terms of:

a. supply;

b. accessibility; and

c. usability?

4. What is the proposed instructional material for the SHS high School Teachers

as remedy in the scantiness of SHS instructional materials?

Scope and Limitation Comment [U12]: BE DIRECT

SOMEHOW, THIS IS JUST A REITERATION OF THE

This research aimed to determine the different significant experiences of the ACTION RESEARCH QUESTIONS

STARTING HERE UNTIL RESEARCH DESIGNS (A-D)

pioneer Senior High School facilitators of Grades 11 and 12 in the K-12 Curriculum and MUST BE PAST TENSE

IN THE PROPOSAL THESE PARTS MUST BE FUTURE

to find out the different instructional materials used in the SHS so as the problems TENSE***

encountered in terms of supply, accessibility and usability in using them. More so, this

research tended to mend the scantiness of the instructional materials which support the

needs of the teachers in the teaching learning process by an offline mobile digital

9
instructional archive which is curriculum guide based and tailor fit to the needs of the

students.

Comment [U13]: BRIEFLY DISCUSS THE

VI. Proposed Innovation, Intervention and Strategy OFFSHOOT

This study entitled “Scantiness of Instructional Materials in Bauan Technical

Senior High School: Basis for a Proposed Digital Instructional Archive” offers a

development of offline mobile application that will serve as an oasis of instructional

materials, powerpoint presentations, hand outs, video clips among others accessible

primarily to the teachers.

This Libro ni Bonsai mobile application was conceptualized and designed to aid

the teachers to provide the learners needed support which maximized the integration of

technology as teachers deal with the digital natives or the 21st Century Learners.

Furthermore, this would be indirectly beneficial to the parents so as the school as this

would lessen the expenditures for photocopies, research and computer rental fees

would be minimized and take full advantage of on hand technologies of each learner.

V. Action Research Methods

a. Participants and/or other source of data and information Comment [U14]: STATE THE RESPONDENTS AND
ITS SPECIFICITIES
Purposive sampling was used to determine the participants of the study. They

were the 24 faculty members of BTHS Senior High School Department hired on June

2016 who are full time permanent teachers in the said school and had full experience of

the initial implementation of SHS.

b. Data gathering method Comment [U15]: BRIEF DISCUSSION OF THE

METHODS THE RESEARCHER USED IN GATHERING
The researcher used focus group discussion, survey method and interview as DATA

data gathering procedures. Also, open ended questionnaire, focus group discussion and

interview guide were the tools in the data gathering to satisfy the objectives of this

10
study. These were prepared, coded, validated and interpreted to identify the extent of

the scantiness of the instructional materials in the Senior High School. More so, related

literature was established, settled on the suited research design and methodology.

The Focus Group Discussion let the researcher gather momentous input about

the experiences the faculty had during the initial years about the scantiness of the

instructional materials. FGD explicitly conveyed the problems encountered by the

teachers which led to the substantial coding of the said inputs.

c. Data analysis Comment [U16]: BRIEF DISCUSSION OF THE

TREATMENT USED TO INTERPRET THE DATA
This is a descriptive qualitative research which aimed to acknowledge the GATHERED

ALSO INCLUDES ETHICAL ISSUES AND

experiences on the teaching learning process and develop a reservoir of instructional CONSIDERATION

materials called Libro ni Bonsai primarily for the benefit of Senior High School teachers

and of the students in the long run.

Also, Content Analysis strengthened the invaluable inputs of this study. The

researcher went through the notes made and made a list of different types of

information found. Various major and minor categories were put into compare and

contrast. This process was keenly observed for several times to ensure that important

details were collected and categorized and given proper relevance.

Lastly, the researcher presented the results, formulated the conclusions and the

recommendations to prepare the foresighted research output.

The researcher made sure to seek the approval of the principal to execute the

data gathering procedures to achieve the aim of this study. The researcher then asked

for the permission of the respondents and explained to them the systematic

implementation of the research procedure as well as the output that will bring ease to

the teaching learning process in the Senior High Department. Comment [U17]: ETHICAL ISSUES AND
CONSIDERATION

11
 Figure 1. Data Analysis Scantiness of the
Instructional
Materials for C
F o
Senior High SChool o n
c
S t
24 Bauan Technical u

High Senior High

u s e Development of
r Experiences on the G n
School Department r
t Bauan Technical
v initial o
Faculty members e implementation of u High School
p
y Senior High School A Libro ni Bonsai
I
n
n Offline Mobile
a
t
e l Application
r y
Common Problems v
s
in the SHS teaching i
i
e
learning process w s

Figure 1. Data Analysis

VII. Workplan and Timeline
Activity
Duration
Gathering literature 1st – 2nd week of May, 2017
Formulating objectives 3rd -4th week of May, 2017
Analyzing and drafting literature 1st week of June, 2017
Drafting the context and rationale 1st week of June, 2017
Identifying research design and methodology 1st week of June, 2017
Drafting and peer validation of questionnaire 2nd-3rd week of June, 2017
Distribution and retrieval of questionnaire 4th wk, June – 1st week of
July, 2017
Tallying and interpretation of responses 2nd week of July, 2017
Drafting results and discussion 2nd -3rd week of July, 2017
Drawing conclusions and writing the recommendation 2nd -3rd week of July, 2017
Finalizing the introduction, review of related literature, results and 2nd -3rd week of July, 2017
discussion, bibliography
Drafting the research output 2nd -3rd week of July, 2017
Encoding and polishing the entire paper and peer validation of the 4th week of July, 2017
research output
Submission of the action research to the division office and 1st week of August, 2017
presentation to peers
TARGET DATES
End of Project First Draft Final Report
July 20, 2017 July 30, 2017 August, 2017
Table 1. Timetable for the preparation of action research.

12
VII. Cost Estimates
Budget Item Budget Requirement
Coupon Bond P500.00
Internet access P2,000.00
Printing fees P1,000.00
Appmaker assistance $10.00 (P500.00)
Offline Mobile Application $99.00/year (P4, 950)
Subscription
Google Application cost $25.00 (1,250.00)
Total P10, 200.00
Table 2. Cost estimates of possible expenses

VIII. Plans For Dissemination And Utilization Comment [U18]: THIS WILL STATE HOW YOU
ARE GOING TO DISSEMINATE THE RESEARCH
Title Scheme of Dissemination Resources Needed
Scantiness of Research Presentation MOOE
Instructional Materials in International Publication
Bauan Technical High
School Senior High
School: Basis for a
Proposed Digital
Instructional Archive

Table 3. The research action plan

IX. Results And Discussions Comment [U19]: VIVID DISCUSSION OF THE

RESEARCH QUESTIONS
SHS Facilitators’ Significant Experiences on its Initial Years
THIS MUST BE TOPICAL
Comment [U20]: SUBTOPICS ARE FROM THE
It is a struggle for the Senior High School facilitators to face the challenging tasks RESEARCH QUESTIONS

to be the pioneer faculty members for Grades 11 and 12. In Bauan Technical High THEY MUST BE PHRASES ONLY. THE ESSENCE OF
THE QUESTIONS

School, there are significant teaching experiences that transpired as they facilitate the
MUST BE PRESENT TENSE

learning of the students.

According to Kwarteng (2014), the use of instructional resources makes teaching

and learning less arduous. It enhances learners’ ability to grasp what is taught with

ease.

This study reveals the outstanding experiences in the teaching-learning process:

time consuming accumulation of the materials, inadequacy of the available materials

13
and unavailability and incongruence of instructional materials toward the DepEd

curriculum guides.

One significant experience of the SHS is the time consuming accumulation of the

materials. To get the most suited materials in different sources from different modes led

time into scarcity. It is notable that the participants devote their time in looking for the

most comprehensive yet complete sets of materials for the week. Regardless of the

daily lesson logs to be accomplished, they tediously do innovative techniques regarding

instructional materials to meet the competencies divulged by the curriculum guides. The

missing link is how to fit instruction to appeal to students’ understanding to promote

instructional success (Kwarteng, 2014).

Additionally, inadequacy of the available materials hinders the teaching learning

process. There are some cases that the books being supplied as the prime references

are not aligned to the curriculum guides of the Department of Education. As scanned,

there are topics included in the said materials which are irrelevant to the subject or

information is incomplete to master the said competency.

Moreover, unavailability and incongruence of the needed instructional materials

are duly recognized by the respondents. It is being emphasized by the respondents that

the materials acquired during the trainings were just hardcopies of the presentation but

not the full discussion needed in the teaching of each subject. There are also cases that

even hardcopies were not supplied with respect to the issue of copyright.

Yet, it is appreciated by the respondent faculty that DepEd was able to produce

materials for the SHS. Unfortunately, materials delivered were not utilized for the

following reasons: the books are not for the strands offered by the school; the books are

14
for not for that semester; and the book available are not sufficient to meet the

competencies and the standards declared in the curriculum guide for a certain subject.

As Kwarteng (2014) said that the quest was to determine whether these instructional

resources were available, available but not adequate, available and adequate or not

available at all.

Different instructional materials in use in SHS

It is evident that the various types of instructional resources are used but the

extent to which they are put to use is not encouraging. The more these instructional

resources are put to good use the better the enhancement of teaching processes of the

teachers during the instructional period (Kwarteng, 2014). This in no less way impart

positively on the confidence as well as the motivation of the teacher. The teacher’s

ability to combine the various instructional resources and use them effectively and

efficiently makes teaching easy and interesting to students.

Moreover, resourcefulness and the teaching profession are inseparable. In the

present situation, online sources, printed materials from the previous institutions and

DepEd Supplied materials are the prime forms of instructional materials.

Online sources include website surfing like academia, slideshare, Wikipedia,

among others; facebook group chat and group activations; online resource membership,

pdf downloads; worksheets subscriptions and alike. Moreover, printed materials from

the previous institutions take a big part in the instructional process for the subjects being

taught in the SHS are basically preliminary subjects in the higher education.

Lastly, the participants use the DepEd materials in the LRMDS and the supplied

books for each track.

15
Different problems in using the instructional materials in SHS

It is only the teachers who will guarantee effective and adequate usage of

instructional materials and thereby facilitate success. Consequently a teacher who

makes use of appropriate instructional materials to supplement his teaching will help

enhance students’ innovative and creative thinking as well as help them become

plausibly spontaneous and enthusiastic (Okudo & Omotuyole, 2013).

Yet, there are several problems encountered by the respondent faculty members

in terms of supply, accessibility and usability.

As reiterated, the curriculum guides yield several competencies which are not

tackled in the books given by the department. More so, those books oftenest are not

enough to support such numbers of learners in the specific track. Timeliness goes with

the supply too. Delay delivery of the said materials slows down the process of mobilized

instructional materials.

Furthermore, accessibility is another major concern of the respondent faculty. As

the primary resource of materials depend on the online sources, internet connection

cuts the spontaneity of the supply. In addition to that, suited materials sometimes solicit

certain amount of money. On the other hand, with the use of LRMDS, the teachers find

it cumbersome for they have to wait until the site supply for the needed materials. In the

end, they go back to other online sources which supply prepared modules, powerpoint

presentations, videos, worksheets and others. Though these materials yield

modification, they resort to what materials are accessible at the moment.

Here comes the issue of usability. With the categories mentioned, how useful

these materials are comes to be the greatest concern. Usually, whether these materials

come from the department, from online sources or acquired from previous institutions,

16
they discuss vast amount of information. Also, they give higher level of information

which are not asked by the curriculum guides. They need to modify them to suit into the

needs of the senior high school students. Lastly, the respondent faculty opted to make

their own presentations from the collaborated information of the most available

resources.

For the respondent faculty, although it is difficult to assess the effectiveness of

the use of instructional resources, some studies have reported that the use of

instructional resources is successful in raising examination scores, improving students’

attitude and lowering the amount of the time required to master certain materials

(Okudo & Omotuyole, 2013).

Proposed Offline Mobile Digital Instructional Archive Comment [U21]: THE FORMAT OF YOUR
PROGRAM DEPENDS ON THE NEED OF YOUR
RESEARCH
Oremeji (2017) supportively asserts that any teacher who takes advantage of the
YOU CAN CHOOSE YOUR OWN FORMAT OR ADAPT
THE FORMAT OF THE ACTION PLAN
availbale resources and learns to use them correctly will find that they make almost an
IPO IS USED ONLY FOR BUSINESS PROPOSAL
PROGRAMS***
incalculable contribution to instruction. He further says that instructional materials are of

high value in importing information, clarifying difficult and abstract concepts, stimulating

thought, sharpening observation, creating interest and satisfying individual difference. (O remeji, 2017)

Thus, this study aimed to develop a digital instructional archive to support the

facilitators of learning in the teaching learning process. This is an offline mobile

application which will supply the tailored fit instructional materials for the Senior High

students from different tracks.

The proposed digital instructional archive is with held below:

17
 Libro ni Bonsai Offline Mobile Application
Proposed Digital Instructional Archive
Based on the finding of the study entitled Scantiness of Instructional
Materials in Bauan Technical Senior High School: Basis for a
SUMMARY Proposed Digital Instructional Archive, Libro ni Bonsai offline mobile
application was developed to aid the scantiness of the instructional
materials in Bauan Technical High School. This digital instructional
archive contains materials tailor fit for the needs of the teachers and
students as well. This DepEd Curriculum guide based material is
downloadable online in any search engines and more accessible on
Google Play.

PROPOSED
PROGRAM
Libro ni Bonsai Offline Mobile Digital Instructional Archive
TITLE

 To aid the scantiness of instructional materials in the Senior High

School Department of Bauan Technical High School
OBJECTIVES  To supply curriculum guide based instructional materials which
are accessible and usable for the facilitators of learning
 To disseminate timely, tailored fit and congruent instructional
materials for different senior high school tracks and stands.

This offline mobile digital archive is a collection of instructional

materials for Senior High School. To mention, there are powerpoints,
CONTENT handouts, prepared modules and exercises that will help the
facilitators of learning to maximize their time in the accumulation of
instructional materials aligned in the curriculum guide. This archive
moreover ensures content’s usability, accessibility and supply of
tailored fit SHS materials for core, specialized and applied subjects.

X. Conclusion and Recommendation Comment [U22]: THE NUMBER OF YOUR

CONCLUSION IS EQUAL TO THE NUMBER OF YOUR
After the study, the researcher made the following conclusions: QUESTIONS

IT IS STRICTLY 1-2 SENTENCES ONLY

1. On the initial years of Senior High School, scantiness of instructional materials was

significantly experienced by the respondent faculty. Notably, time consuming RECOMMENDATIONS CAN BE EQUAL OR MORE
THAN THE AR QUESTIONS

accumulation of instructional materials, inadequacy of available materials and RECOMMENDATION MUST BE SUGGESTIVEIN TONE
AND CONSTRUCTION

unavailability and incongruence of the instructional materials needed in the teaching-

learning process.

18
2. The different instructional materials utilized were instructional materials from the

online resources, printed materials from the previous institutions they worked for,

DepEd supplied materials and self made instructional materials.

3. Untimely delivery of supply, paid access and frail internet connection and vast and

higher leveled information were the problems encountered upon using the

instructional materials in the Senior High School.

4. A digital instructional archive to aid the scantiness of instructional materials is

proposed.

The researcher then gives the following recommendation:

1. Devote time on the development of Senior High School instructional materials on

LAC sessions, semestral break insets among others to produce a wide pool of

tailored fit teaching tools and materials.

2. Maximize the innovation of instructional materials to elevate the quality of the

instructional materials in the teaching learning process and ensure that the needs of

the learners will be meet.

3. The respondent faculty can compile the different instructional materials accumulated

during the initial years of the implementation of Senior High School. Moreover, they

can modify them to suit the needs of their learners from the different tracks and

strands.

4. Libro ni Bonsai offline mobile digital instructional archive maybe implemented,

utilized, evaluated and modified thereafter.

19
XI. References
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in the classroom: http://thejournal.com
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