Mythology and folklore have long been important means for promoting literacy in human societies. This study aimed at validating a mythology and folklore module and evaluating its effectiveness in teaching the subject of mythology and folklore. This was in response to inadequate learning resources in teaching literature and to address the call for effective instructional materials. The study used comparative-experimental research design. The results revealed that the developed module consisted of excellent contents, relevance and mechanics as evaluated by experts in the area. The module was also assessed by the students as highly acceptable, valid, reliable, and usable. Third Year Bachelor of Secondary Education (BSED) major in English students for School Year 2015-2016 were the participants of this study. The students were divided into control and experimental groups. The groupings were based on their GPA during the previous semester. While the experimental group utilized the developed module, the control group did not. The test instruments were the different exercises given every after the topics which lasted for one hour every session. Based on the results, the performance of the college students in literature in experimental group had improved from poor to excellent achievement whereas the control group had relatively improved from poor to fair achievement. Hence, it is recommended that the module be used in similar contexts particularly in learning mythology and folklore.
The Explicit Phonetic Instruction-Centered (EPIC) Module is a compilation of topics and exercises in English pronunciation made and modified by the researchers where the explicit phonetic instruction is highlighted as the main approach to enhance the pronunciation skills of the respondents. The study is aimed at evaluating, validating, and determining the effectiveness of the EPIC Module and its actual delivery conducted to the Grade 10 students of Kauran National High School in the Philippines. A panel consisting of five teachers from different schools served as evaluators of the module to validate its content, relevance, acceptability and instructional quality. To determine how the module was delivered, another five English teachers observed and evaluated the researcher-teachers in the implementation of the module. The respondents of the study for both the experimental and control groups were chosen randomly. The researchers used mean in the validation of the module and in the performance of the researcher-teachers based on the delivery of the module. To identify whether there was or no significant difference on the respondents’ performance and mean gain scores, t-test was used. The findings revealed that students in experimental group improved their pronunciation skills significantly due to the intervention of the EPIC Module and its excellent delivery. It was statistically verified that the use of EPIC Module apparently improves the English pronunciation skills of the respondents.
This paper worked on the use of Virtual Approach in Teaching Anglo-American Literature and Students' Comprehension Skills. The study tested the acceptability of the instructional module and virtual materials in terms of its content, relevance and instructional quality that was validated as highly acceptable. The researchers used experimental method of research to the 33 grade 9 students of Columbio National High School and 33 for the control group, randomly selected. Findings revealed that students from the control group did not meet the expectations in their pre-test and post-test, while the experimental group performance did not meet the expectation in the pre-test and very satisfactory after the integration of Virtual Approach. These results were further explained through the use of t-test using 0.05 level of significance. It revealed that there was a significant difference between the mean gain score of control and experimental groups which mean that the experimental group improved better and learned more using virtual approach in teaching Anglo-American Literature than the use of book, board and chalk in the control group. This concluded that the use of Virtual Approach in teaching, improved students' comprehension skills and recommended the use of Virtual Approach in teaching literature.
Powercoaching is an intervention program which aims to enhance the oral discourse competence of the students. It highlights various activities that can help students with speaking difficulties. It was conducted among Grade 10 students of New Pangasinan National High School during the School Year 2019-2020. This study dealt to determine the level of effectiveness of the powercoaching program in terms of its content, relevance, instructional quality, and acceptability. Experimental research design was employed to determine the level of oral discourse competence of the students in terms of grammar, pronunciation, spontaneity, substance, organization, and diction. The findings of the study showed that the program was excellent and passed the quality standard set by the validators. The level of oral discourse competence of the students in their onset test were both in approaching proficient. The students were either struggling or have not acquired the knowledge, skills and understanding in public speaking. The difference between the levels of oral discourse competence of the students reveals that among the two groups of students, one group performed better in the outset test. The experimental group significantly increased their performance with proficient level compared to the control group. Moreover, there was a significant difference between the mean gain scores of the control and experimental groups. Students under experimental group have gained higher mean than the control group. Hence, the powercoaching program greatly influenced the students' oral communicative competence. The developed program is then recommended for teachers' utilization as part of their intervention strategies.
The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.
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