Abstract
The COVID-19 pandemic disrupted education worldwide, forcing millions of learners to shift from traditional classrooms to alternative learning modalities, including modular and online instruction. In the Philippines, this sudden transition highlighted the need for quality, accessible, and learner-centered instructional materials, particularly in Technology and Livelihood Education subjects like Cookery. The study was conducted using a convergent parallel research design that concomitantly superintends the qualitative and quantitative rudiments. The participants of the study were selected from secondary Junior public school teachers of Cookery 10 in the City of Malabon, chosen through purposive sampling. A total of nineteen (19) participants were identified, consisting of three (3) T.L.E. experts, and sixteen (16) public school teachers from selected Junior public high schools in the area. The study utilized a self-constructed research instrument and an unstructured interview questionnaire. Several statistical and qualitative procedures were employed such as weighted Mean and simple thematic analysis. A four-point Likert scale was used, with ratings ranging from 1 (Strongly Disagree) to 4 (Strongly Agree). Key results indicate that the current module’s strengths to retain were Real-life Application (Mean = 3.89), Practical Skills (Mean = 3.67), and Content and Presentation (Mean = 3.58), while areas for improvement included Development of Knowledge, Contextualization, Ease of Use, Assessment, Language, and Integration. In the enhanced module, the highest-rated areas by teachers were Alignment of Objectives (GWM = 3.81) and Organization, Design, and Provision of Learning Activities (GWM = 3.79), showing that these improvements satisfactorily met their expectations. The challenges include limited interactivity, difficult language, unclear instructions and rubrics, overly long assessments, misaligned objectives, and the need for more meaningful, culturally relevant activities and clearer, high-quality visuals. The study was recommended for Cookery 10 students, parents, Cookery 10 teachers, schools in the Division of Malabon and the SDO, Cookery module developers, and future researchers.
Keywords: Cookery, Development, Design, E-Module, and Home Economics.
Introduction
UNESCO enunciated that, in an endeavor to suppress the transfusion of the COVID-19 pandemic, eminently, countries have transiently sealed educational establishments, affecting approximately 60% of learners worldwide. Macroscopically, proximate to 200 nations restricted their academes in spring which prorogated the education of beyond than 1.5 billion juvenile populace (Deslandes - Martineau et al., 2020). To diddle the promulgation of the COVID-19 pandemic, nations worldwide shuttered academic establishments for about two months. Over 1.2 billion students globally, including 28 million in the Philippines were affected. Faculty, staff and learners ought to stringently adhere salutiferous mores such as handwashing, hygienics, and contact tracing. Educational institutions faced predicaments like meagerness of instructional materials, paucity of instructors, exiguity of facilities, yet community robustness remained an interest (Tria, 2020).
Sizable incongruousness in ingress to technology across diverse areas were uncovered by the COVID-19 pandemic. Online mediums became the premier means to empower juveniles to erudition from domicile, generally the most efficacious erudition methodology. A subordinate than 10 (ten) percent of the populace were obtained by online mediums, in some nations. This is due to limited internet congruence, electricity, and appurtenances with meritorious competencies (UNICEF Regional Office for South Asia, 2020). The DepEd (2020) bestowed SLMs or Self-Learning Modules with the alternate literacy dispensation methodologies to be advocated for Academic Year 2020-2021 such as online, blended, directive that is radio-based, television-based, and modular as its exemplifications. The Self-Learning Modules and the auxiliary alternate literacy transmission approaches were primed in warranting that primary education will be procurable, penetrated offline or online as promulgated by the Department, for ménages with apparatus and contraptions.
The authorized appellation of an unprecedented coronavirus that commenced in Wuhan, China, unfurled globally with an abruptly expeditious speed was COVID-19 or Coronavirus Disease 2019 (Rupani et al., 2020). As a repercussion, the DepEd abetted alternate distance literacy modes in digital configuration (DepEd, 2020). Some of the ubiquitous quandaries in dispensing modular codification were preparedness of modules, dispensation of modules to the learners, cognizance of learners’ consummated erudition, recapture of modules, checking students’ rejoinders and yielding rebuttals to their students’ rejoinders (Castroverde & Acala, 2021). The harnessing of modules also bolsters autonomous cogitation. It oversees learners to recapitulate or execute facts. The students ameliorate on their own, with scant or no abetment from the educator. Educators contemplate to a manifold of learners who exercise diverse undertakings (Nardo, 2017). Exiguity of particularized rewards for staff and educators, expanded preparedness time, self- motivation compulsory for learners, preponderant self-discipline, and immense administrative assets indispensable to oversee learners and contrive manifold modules constitute the detriments of modular edification (Dangle & Sumaoang, 2020).
It was proven that a developed interactive learning module with validity in terms of Learning Procedure, Content, Learning Objectives, and Learning Assessment, and Acceptability in terms of Relevance, Clarity, Organization, Aesthetic Value, and Suitability has improved the level of student's performance in Cookery 9, through the means of a practical test, which corroborated with the legitimacy of the contrived module for Cookery 9 that was interactive for the 4 (four) quarters (Padilla, 2021). There were multitudinous methodologies on how to dispense learner support to students who were having encumbrances acclimatizing to modular distance learning, as well as the varied roles that educators portrayed during the COVID-19 pandemic were ratiocinated (Pedragoza, 2021).
In its pursuit of sterling edification betwixt the COVID-19 pandemic, Longos National High School persevered unflinchingly to persist erudition. As part of dispensing superlative, economical, and acquirable edification to unabridged learners, Longos National High School scrupulously adhered to alternative distance erudition dispensation modalities promulgated by DepEd. It took pride in the 3 (three) modalities of remote erudition that is proffered to its learners, which comprised Online Module, OTG/Digitized Module, and Printed Module. Students, with their parents or guardians, were apportioned the sovereignty to opt which platform based on their LESF or Learner Enrollment Survey Form.
The researcher would like to explore the module’s Real-Life Application, Development of Knowledge in Cookery and Ease of Use. Through this study, it contributed in the enhancements to be made in the existing self-learning module in Grade 10–Cookery. This study strived to ascertain the strengths and weaknesses of the current module in Cookery 10 and utilized those findings in enriching the said module. The ways by which educators and learners assess the current Cookery 10 module in terms of its usefulness and acceptability will be the subject of consideration during the enhancement and enrichment stage of the study.
Other relevant literature and studies on current module development were utilized to guarantee that the sources were linked, trustworthy, and reputable. The researcher combed through a number of articles and publications in order to assemble relevant and valuable content that was almost similar to and aligned with module development.
Impact of COVID-19 to Education
In the Philippines, a disturbance was spawned by the COVID-19 pandemic, educational institutions were shut down in March 2020, only to be resumed with distance learning in October 2020. The Philippines have outlawed all in-person classes since the pandemic’s embarkation and diminishments in the literacy of learners are anticipated with quandaries in the dispensation of distance learning and cessations of educational institutions (Cho et al., 2021).
Distance learning mechanisms were employed by the Department of Education, while also exercising methodologies that constitute learning that is contemplated as blended. Printouts, classes being consummated online and instructions via television and multifarious cataloging of platforms comprising social media were all exemplifications. As an outcome, education should be emphasized in order to evade COVID-19’s consequences on the caliber of learning (Childhope Philippines, 2021).
Ancheta and Ancheta (2020) stressed that the COVID-19 impacted the proceeding of private schools that dispensed basic education in the Philippines and across the globe. The economy crumbled and the world ceased as absolutely enterprises halted their undertakings. The conjuncture transmuted into an impasse not only to the sector of health but also to the sector of education.
The unparalleled derangement of methodologies impacted approximately 1.6 (one point six) billion students in greater than two hundred countries. Cessations of organizations, academes, and distinguishable edification demesnes have afflicted beyond than ninety-four percent of the world’s pupil populace. This have remarkably perturbed conventional educational habitudes (Pokhrel & Chhetri, 2021).
Technology was cognized as a threat or opportunity in dispensing distance learning. Instructors were barraged with admonition and habitudes that are exemplary on how to contrive TEDL to dispense and secondly, the informational rudiments may be congruously administered (Surma & Kirschner, 2020).
The parents and the academe were afflicted by the extensive pervasiveness of the COVID-19 pandemic. Conjunct propinquity was eschewed by learners, owing to the schools’ unanticipated discontinuance while nearly all schools have commenced classes online. Parents regarded a ceremoniously standardized rote that bolsters children to comprehend on an accustomed timeline (Bhamani et al., 2020).
Status of Education during the Pandemic Era
COVID-19 pandemic had drawbacks on the part of the educational institutions, learners, and educators all over the world. The unheralded modification to erudition that is online became a scope of dexterity of the institution’s promptitude, with myriad of educational institutions which were mainly riveted on the shift of content related to education to the digital world and not primarily teaching online and delivery methodologies (Adnan & Anwar, 2020).
The cessation of educational organizations as a safeguard versus the transmission of COVID-19 has impacted the educational methodologies in the globe. The mechanism of transferring the process of learning in a format that is online is nothing new to them, but, manifold components impact the value of learning that is remote or online (Duraku & Hoxha, 2020).
Online learning is one method to authorize learners to take hold of courses online. It has rapidly made itself known worldwide due to the global closure of schools. Within this framework, we perceive quagmires and inadequacies, but also opportunities and strengths in the ascent of learning online. One of the privileges of online erudition is the luxury of time and space deterrents. For your learning task that will be accomplished online, ascertain a zone at home that is free from noise, luminous, and with infinitesimal abstraction detached from the living area (Zhao et al., 2020).
Ensuring Learning Continuity during the New Normal of Education
DepEd Secretary Briones bestowed their disparate erudition methodologies amidst the first South East Asian Ministers of Education Organization (SEAMEO) Ministerial Policy e-Forum which transpired last June 18, Thursday, unfeigned to their pursuit of guaranteeing that literacy should perdure. Ambassadors of education imparted their erudition contrivances and configurations and other countries in Southeast Asia have also utilized modular schemes to dispensing education while categorizing the impregnability of the students (DepEd, 2020).
DepEd (2021) asserted that the exploratory utilization of in-person classes in innoxious vicinities was ratified by President Rodrigo Roa Duterte. Approximately, one hundred public schools and twenty private schools will solely partake in the aforementioned necessitated pilot. Predicated on the touchstone, these educational institutions were ascertained in zones where imperilment is infinitesimal and should have passed the invulnerability appraisement utilizing DepEd’s inviolability valuation mechanism tool.
Learning Delivery Modalities and Home-Based Education
The educator and the learners are physiologically existent in the schoolroom and there are chances for instantaneous response, students’ socio-emotional progression, and effervescent engagement in an in-person instrumentality dispensation of erudition. This is not conceivable in territories under the High-risk and Moderate stringency categorization. TV or Radio-Based Instruction, ODL or Online Distance Learning and MDL or Modular Distance Learning are the 3 (three) cataloging of distance learning. Homeschooling is an alternative delivery mode or ADM that purports to apportion students with par excellence erudition abetted by proficient instructors, parents, and guardians who have perdured pertinent preparedness in home-based environs (DepEd, 2020).
The DepEd has promulgated the directives on the assessment for third quarter and fourth quarter Self-Learning Modules (SLMs) for School Year (S.Y.) 2020-2021 to guarantee the interminable criterion in the dispensation of modular distance erudition. Appraisement of Self-Learning Modules or (SLMs) will embrace the pass-fail mechanism appurtenant to DepEd Order No. 001 s. 2021. The conventional and narrative requisites of prostration of the Self Learning Modules or SLMs were also circumscribed by the DepEd Order. Public and private existents that appropriate a mark that is passing in their acquiesced Self Learning Modules be authorized for acquirement aspirations conforming to BLR-QAD (DepEd, 2021).
Multifarious emplacements comprising the higher learning was wrought by social media platforms precipitously. An appellation that resembles to be whichever squandered or leveraged by unequalled educators is lecturing. Albeit being cognizant of the scant time they are proffered by semester, week or month, conventionally academicians proceed to session brimming with course scope to give to learners (Chawinga, 2017).
Academic establishments were surceased by the COVID-19 pandemic and the directive was repositioned drastically to distance education. Nevertheless, learners ingrained from the pastoral realms and households that were oppressed have circumscribed ingress to technology indispensable for online education. By equipping supplemental access to erudition, this learning dissimilitude was discoursed by modular learning (Agaton & Cueto, 2021).
The Santa Anastacia-San Rafael National High School learners and professors of the Technology and Livelihood Education Specializations were scrutinized and perpetrated to ascertain a resolution to the repercussions postulated by modular distance learning. Since Facebook, being the primary application currently utilized by multifarious people to seek interconnection, repercussions that are delineated as approbatory are predicted. For learners who are having predicaments consummating the course, it is advised to accentuate the dispensation and execution of Learner Support to help them prosper (Pedragoza, 2021).
The innovativeness and ingeniousness of instructors are necessitated by distance learning in pursuing learning activities that are enjoyable, because of connectivity to the Internet and technology that is circumscribed. The cognoscible or appercipient progression of the learner which is the evolution concomitant to learners’ dexterity that is delineated as intellectual is one of the erudition aspiration or interests. The exigencies of learners, hence, is where tutoring and erudition mechanisms ought to rivet (Asrowiah et al., 2021).
Based on the study conducted by Padilla (2021), the 12 TLE educators who assessed the interactive learning module that was developed and 319 Grade 9 learners of Lucban Academy who enforced the module for academic year 2020-2021 were utilized as respondents of a study that aims to ascertain, substantiate, and establish the level of acceptability of a developed learning module that is interactive for Grade 9 – Cookery. Education is not expunged for the quagmires, as a denouement, multifarious non- governmental educational institutions halted their proceedings.
Gregorio (2016) asserted that because of the nature of T.L.E., it catalyzes analytical cogitation and dispenses specialized dexterity among our learners. Accessible apparatus, commodities, and accouterments do not harmonize to the suggested numbers which are indispensable to succor the exigencies of the learners who enlisted in the T.L.E. subject and multitudinous quagmires that were endured by the educators in the dearth of the requisite apparatus in educational establishments.
The predicaments in the Technology and Livelihood Education directive, the strata of commensurateness of pedagogical appurtenances and replenishments utilized, the echelon of efficaciousness of the strategies and methodologies employed and apropos of the degree of consummation of the aspirations were scrutinized that purported to delve into the T.L.E. directive in secondary education. Institutes necessitate to exercise superordinate exertions in fending further communal wherewithal to bolster in the utilization of the program and to expostulate scarce capitalization for the acquirement of replenishments to aggrandize pedagogical offerings (Tan, 2021).
Learning styles in a Commercial Cookery class were identified that is indispensable in order for the K-12 curriculum to be effectively delivered. For the implementation of the Commercial Cookery Technical-Vocational Program, this ingenuity was salutary in strategizing and superintending for the apportionment of necessitated facilities and apparatus. Student’s skill abilities which is an indispensable cornerstone for their academic achievement is where Commercial Cookery, a technical vocational subject is riveted on. This delving will be utilized by the investigator to bolster administrators to ascertain how the learners specializing in Cookery envisage, manipulate, and hearken the novel or unprecedented literacy in the succor of the educational institution’s amenities and apparatus (Parreño et al., 2019).
The six modules of T.L.E. were based on the concept that if proffered preeminent and appropriate directive in the disparate individualities, the module can ameliorate the teaching-erudition scheme, and succor learners consummate the proficiencies and essentiality indispensable to be a T.L.E. educator. The module was developed via a sequence of stages, each with its own set of sub-steps: analysis, design, development, implementation, and evaluation. This authenticated module was advocated to be serialized, transcribed, and harnessed to aid the materials that are extant to assist in improving the necessitated competencies and to further ascertain the subject and abilities indispensable for a T.L.E. educator (Limon & Vallente, 2016).
To converge with the remonstration of the twenty-first century, the predilection of investigative solving dexterity, ingenuity, and contrivance are indispensable. The utilization of cogitation or erudition and the dexterity to effectuate aspirations that are unflinching is problem-solving. The utilization of suitable learning techniques, methodologies, and models undoubtedly warrants the learner to have an uncomplicated cognition or comprehension of the material. A module is a material employed for teaching that constitutes ideas, truths, mechanisms, elements, and tool utilized for evaluation that administers as a learning media that is regarded as autonomous in terms of the entity of erudition materials. Conserving time, transmogrification of the educator’s pursuit in the facilitator, and enhancing the process of learning that is interactive are the module’s personification for educators (Dewi et al., 2019).
Concomitant to the COVID-19 pandemic, in-person erudition enthrallment of learners and educators within academic institutions has been prorogued. Spontaneous modernization by educators and vivacious concurrence by other stakeholders were the indispensable catalyst or impetus for the Philippines’ success in calibrating to a new normal type of edification at present. For the prospective betterments of the educational institutions’ extant specifications and directives on the execution of modular distance learning, the denouement of this delving be authorized to suffice as a catalyst (Dangle & Sumaoang, 2020).
The occurences and quagmires in erudition and tutelage prolongation of Philippines’ public higher education as a ramification of the COVID- 19 pandemic were probed. It has been determined that institutions of higher education must migrate to flexible teaching and learning modalities, revamp the curriculum, faculty empowerment, aggrandize the groundwork, promulgate a strategic plan, and assay all aspects of the plan in order to guarantee protraction in literacy and tutelage. In the literacy and tutelage procedure, the enthrallment of learners necessitates to be appropriated in the circumstance of extensibility. Collaborative e-learning, asynchronous online erudition, synchronous online literacy and computer-assisted directive may be congruous options for students with access to the World Wide Web (Dayagbil et al., 2021).
The abrupt metamorphosis in education, steered to the contrivance and perpetration of alternate edification methodologies as an instantaneous rejoinder to dispense and guarantee magnificent erudition to each and every Filipino student. Since the DepEd presupposes that erudition ought to recrudesce even if in-person learning approach has transiently surceased, it proffered and assimilated distance erudition methodologies as a novel approach for an augmented learning opportunity that is delineated as flexible (Hernandez, 2021).
An endeavor to customize learning by permitting a learner to attain proficiency of 1 (one) entity of coverage prior to shifting further is referred to as modular instruction. In order to assist the learner to reinforce his or her expertise and as an instrumentality to bolster the learner to catch up with topics that were missed, module, as a material that can be utilized for self-teaching, can be employed as an auxiliary material (Torrefranca, 2017).
DepEd (2015) enunciated that a concerted proceeding that subsumed synchronically students and educators is appertained to as classroom assessment. It is an indispensable segment of erudition and schooling. Eventualizing at the extremity of a circumstantial assemblage, summative assessment, ought to be discernible as assessment of learning. In order to enucleate the exemplar consummated by the student, this similitude of assessment sporadically betides apropos the cessation of a duration of erudition.
Omidvar and Sukumar (2013) maintained that what repercussions are stipulated to be effectuated and our viewpoint on a curriculum are where either ubiquitous argument beseem and stimulate a curriculum in utterly breadth of education are appurtenant on. An ‘irrefragable’ syllabus is neither solely approximately foreordained edification accoutrements to elaborate nominally erudition proficiency or indoctrinated a specialized crux in a proferred curriculum at institution or academic establishment, but it gravitates to be supererogatory compendious than what multitudinous conjectured antecedently.
Theoretical Framework
The study was anchored on several theories that guided the development of the Cookery 10 module. The constructivist strategy by Jerome Bruner steered the learners to cognize the lesson further via concept framing, protract their dexterity of erudition, cultivate vigilance in literacy, and flourish learners’ aptitude to unravel quandary methodically (Sani, 2017). The procedure of complementing the coverage of the curriculum and instructional methodologies that are appropriate to students is termed as curriculum contextualization. Curriculum localization was a vital feature of the K to 12 curriculum (DepEd, 2016). A conception that abets instructors to correlate the pivot or crux of the subject to statuses in the real-life and galvanizes learners to spawn junctions betwixt its exertion in learners’ lives and erudition is appertained to as contextual learning (Rizal et al., 2021). Realized contextualization is a method of literacy as emplaced in an environment, in which the material and social environment can dispense consciously to the augmentation of awareness (Giamellaro, 2017). Lastly, EL or experiential learning, progressed by Kolb in 1984, is a manifestation for conjecturing the paradox betwixt how data is conglomerated and how it is harnessed. It is riveted on erudition via experience and assessing students in conformity with their precursory explorations (Kong, 2021).
Statement of the Problem
In view of the problem presented, the researcher sought to design and develop a Cookery E-Module in Home Economics 10. Specifically, it aimed to address the following research problems: (1) the areas of the current module should be retained to meet the learning needs of the students, including real-life application, practical skills, content, and presentation; (2) the areas of the current module should be improved to meet the learning needs of the students, such as language, assessment, development of knowledge in Cookery, ease of use, contextualization, and integration; (3) how teachers assess the module in terms of content, order of content, use of resources and learning process, comprehension and language used, assessment, alignment of objectives, organization of topics, design of learning activities, provision of learning activities, and appropriate visuals; and (4) the challenges teachers encounter in using the Cookery 10 E-Module.
Significance of the Study
While the educational system faced challenges in maintaining quality due to the pandemic, several educational stakeholders can help sustain and address adversities affecting teaching and learning. The beneficiaries of the study, composed of the primary and secondary stakeholders mentioned, expected to benefit from the study as proposed. Furthermore, this study was conducted to give insights to students, teachers, schools, curriculum writers, and future researchers.
Methods
Research Design
The study was conducted using a convergent parallel research design. A convergent parallel design encompasses that researcher concomitantly superintends the qualitative and quantitative rudiments which are in the concordant scaffolding of the methodology, equitably excogitates the methodology, autonomously scrutinizes the two (2) constituents and contemporaneously demystifies the ramifications (Demir & Pismek, 2018). The contemporaneous accretion of quantitative and qualitative data and is a coetaneous expedient is denominated as the convergent-parallel scheme, perambulated by the amalgamation and similitude of these multitudinous antecedents of information. The conglomeration of divergent but supplementary findings on the synonymous spectacles is what this methodology subsumes. This scheme is intermittently appertained to as the concurrent triangulation design or the single phase in as much as the data is anthologized and scrutinized discretely simultaneously (Edmonds & Kennedy, 2017).
Participants
The participants of the study were selected from secondary Junior public school teachers of Cookery 10 in the City of Malabon, chosen through purposive sampling. A total of nineteen (19) participants were identified, consisiting of three (3) T.L.E. experts, one of whom could be a T.L.E. Education Program Supervisor from any division outside Malabon City, and sixteen (16) public school teachers from selected Junior public high schools in the area.
The number of respondents was determined using Slovin’s formula. However, due to the teachers’ heavy workload during the pandemic, only four (4) public school teachers were able to participate. Similarly, only three (3) T.L.E. experts were available to provide their feedback and evaluation of the learning module because of schedule conflicts. Despite the limited sample size, the use of a convergent parallel research design compensated for this constraint through data and response saturation.
Instruments
The study utilized a self-constructed research instrument, including needs analysis, a survey questionnaire, and an unstructured interview questionnaire with a Focus group discussion (FGD), completed by T.L.E. experts and teacher respondents to gather data based on their perspectives and knowledge of existing measures and circumstances. Each of the questionnaire underwent pilot testing, yielding cronbach alpha values of 0.92 for Cookery 10 teachers and 0.82 for T.L.E. experts, indicating acceptable reliability.
It consisted of a four-page questionnaire with two parts, written in English language format, containing of a total number of thirty-seven (37) checklist-type questions rated numerically from 1 to 4 based on Likert rating scale. Focus group discussion included fifteen (15) questions for the teacher-respondents and ten (10) questions for the T.L.E. experts. All questions were evaluated and validated by a statistician and two experts in Cookery.
Data Gathering Procedures
Several data gathering procedures were accomplished to corroborate the consistency and fluidity of the research strategies to be undertaken. Before the primary conduct of survey and interview to the designated respondents, the researcher asked permissions from authorized personnel of the school targeted for a research study. After informing the respondents about the details of the implementation of data gathering, the administration of needs analysis questionnaire to T.L.E. experts took place, followed by the administration of survey questionnaires to Cookery 10 teachers, and the conduct of focus group discussion and documentary analysis for both T.L.E. experts and Cookery 10 teacher respondents, after which, results were gathered by the researcher for data consolidation.
Processes for Data Analysis
Several statistical and qualitative procedures were employed to analyze data for each research problem. Weighted Mean was used to interpret data on the areas of the current module that should be retained or improved to meet the learning needs of the students. T.L.E. experts assessed the existing Cookery 10 module in terms of content, presentation, language, assessment, practical skills, real-life application, development of knowledge in Cookery, ease of use, contextualization, and integration. Teacher-respondents assessed the enhanced module in terms of content, order of content, use of resources and learning process, comprehension and language used, assessment, alignment of objectives, organization of topics, design of learning activities, provision of learning activities, and provision of appropriate visuals. A four-point Likert scale was used, with ratings ranging from 1 (Strongly Disagree) to 4 (Strongly Agree). For Problem 4, simple thematic coding was utilized to determine and analyze the challenges encountered by teachers and students in using the Cookery 10 E-Module. The qualitative data analysis was anchored on Creswell and Creswell (2018) involving several steps.
Results
1. What areas of the current module should be retained to meet the learning needs of the students?
According to the areas of the current module that should be retained based on the needs analysis were Real-life Application (Mean = 3.89), Practical Skills (Mean = 3.67), Content and Presentation (Mean = 3.58). These areas were labeled as Excellent which implies that these should be retained to meet the learning needs of the students.
2. What areas of the current module should be improved to meet the learning needs of the students?
The areas of the current module that should be improved based on the needs analysis were Development of Knowledge in Cookery and Contextualization (Mean = 3.44), Ease of Use (Mean = 3.42.), Assessment (Mean = 3.27) and Language (Mean = 3.13) and Integration (Mean = 3.11).
3. How do teachers assess the enhanced module in terms of in terms of content, order of content, use of resources and learning process, comprehension and language used, assessment, alignment of objectives, organization of topics, design of learning activities, provision of learning activities, and appropriate visuals?
According to the areas of the enhanced module that were assessed by the Cookery 10 teachers, the highest rated areas were Content (GWM = 3.63), Assessment (GWM = 3.74), Alignment of Objectives (GWM = 3.81), Organization of Topics, Design of Learning Activities and Provision of Learning Activities (GWM = 3.79), Comprehension and Language Used (GWM = 3.69), Order of Content, Use of Resources and Learning Process (GWM = 3.58), and Provision of Appropriate Visuals (GWM = 3.58). These areas were labeled as Strongly Agree, which implies that these areas satisfactorily met the teachers’ expectations for the Cookery content.
4. What are the challenges encountered by the teachers in the use of the Cookery 10 E- module?
A greater part of the interview data revealed the positive reception of the respondents regarding the module. They mentioned that they are thankful for the module, and it supplements the DepEd module well. Challenges noted by the respondents include, in terms of content, the lack of interactive activities to foster student engagement. For Comprehension and Language Used, some words were hard to understand and pronounce, and respondents suggested using simpler words, clearer instructions, mother tongue, pronunciation and word guides, and a teacher’s guide. For Assessment, respondents noted assessments were too long with unclear rubrics and recommended more situational items and clearer directions. For Alignment of Objectives, inclusion of a guide for terminologies and relevant lesson objectives was suggested. For Organization of Topics, Design of Learning Activities, and Provision of Learning Activities, respondents recommended making activities more meaningful, adaptive, and relevant to locality, culture, and resources. Lastly, they suggested high resolution, clearer, more realistic photos, especially for meat cuts and plating.
Discussions
Based on the assessment of the experts, the areas of Real-Life Application, Practical Skills, Content and Presentation should be retained, as they were meaningfully incorporated in the current Cookery module. Meanwhile, the areas of Language, Assessment, Development of Knowledge in Cookery, Contextualization, Integration, and Ease of Use should be improved to respond to the needs of the learners. The researcher used the experts’ recommendations to develop an enhanced module relevant for Cookery 10 students. According to the teachers’ assessment, the top clustered areas were Alignment of Objectives, Organization of Topics, Design of Learning Activities, Provision of Learning Activities, and Assessment. The bottom clustered areas were Content, Order of Content, Use of Resources and Learning Process, and Provision of Appropriate Visuals, indicating that the enhanced module was more relevant, appropriate, and useful compared to the current module.
The careful documentary analysis of the current Cookery 10 module yielded clear areas of strength and areas for improvement pointed out the importance of real-life application and development of practical skills, which were the hallmarks of the K-12 curriculum, were given due attention in the current module alongside the content and presentation. However, the current module missed out on the areas pertaining to language, assessment, development of knowledge in Cookery, contextualization, integration and ease of use which were equally significant in the pursuit of the learning area standards. This in turn allowed the researcher to craft an enhanced module that incorporates both areas to be retained and improved. The Cookery teachers well received the enhanced Cookery module, cognizant of the challenges they encountered with the current module, which provided greater evidence for further review and addressing some areas prior to actual implementation to serve its intended purpose.
The researcher recommends the study for Cookery 10 students, parents, Cookery 10 teachers, schools in the Division of Malabon and the SDO, Cookery module developers, and future researchers.
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DOI 10.65494/pinagpalapublishing.23
