World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.136-158
Maricar Q. Dela Cruz
Graduate School, College of Education, Tarlac State University, Tarlac, Philippines
University Research Office, Tarlac State University, Tarlac, Philippines
Abstract
This study focused on the development, validation, and implementation of a self-learning module in Grammar and Writing designed for Grade 10 learners. The module aimed to enhance learners’ grammatical competence and writing performance while addressing the limited availability of contextualized learning materials aligned with the English 10 Most Essential Learning Competencies (MELCs) of the Department of Education. The study used the Research and Development (R&D) model, comprising three main phases: the preliminary phase, the development phase, and the validation phase.
During the preliminary phase, the module's content, objectives, and design were planned in alignment with the MELCs. The development phase involved writing the initial draft, integrating grammar instruction with writing applications, and ensuring lessons progressed from simple to complex concepts. In the validation phase, experts evaluated the module based on instructional design, curriculum alignment, content accuracy, language use, and assessment activities.
Results revealed that the module was valid, usable, and pedagogically sound, earning high ratings across all evaluated areas. Implementation of the module led to a significant improvement in learners’ performance, as indicated by pre-test mean scores of 19.18 and post-test mean scores of 26.38. The paired t-test showed a statistically significant difference (t = -49.91, p < 0.05), while the computed Cohen’s d value of 2.92 indicated a very large effect size. These findings confirm that the developed self-learning module had a substantial positive impact on learners’ grammar and writing proficiency.
The study concludes that the module serves as an effective instructional tool for promoting independent learning, reinforcing grammatical understanding, and improving written expression among junior high school learners. It is recommended for classroom use and further adaptation in similar educational contexts.
Keywords: self-learning module, grammar and writing instruction, module validation, instructional design, curriculum alignment, Research and Development (R&D) model, distance learning, writing performance, grammatical competence, remedial instruction, educational materials development, independent learning
https://doi.org/10.65494/pinagpalapublishing.174
