Development and Validation of Module on Reading Comprehension for Grade Eight Students / Camacho, Meriesol T.

This research endeavored to develop and validate the proposed module on Reading Comprehension for grade eight students at Mariveles National High School Poblacion during the School Year 2014 - 2015. The study involved eighteen (18) English teachers and two hundred eighty (280) grade eight students wherein one hundred forty (140) are female and one hundred forty (140) are male. The sample was picked through the use of Slovin's formula. The descriptive method of research was employed and evaluation questionnaires were used. The questionnaire for the current study was designed to validate the proposed instructional materials and of which consisted of two parts. Part I was information about the proposed instructional materials and the respondents. Part II was divided into 6 evaluation checklist for the different criteria namely: Objectives, Format, Organization, Content, Language, and Usability. This study involved tabulating and statistically analyzing data with the use of the statistical software called PASW Statistics 18, previously known as SPSS for Windows. This study included statistical tools such as mean and Mann- Whitney U test. Weighted mean with corresponding descriptive equivalent was used to describe the validation response of the faculty members and students on the proposed instructional materials on Reading Comprehension with respect to Objectives, Format, Content, Organization, Language and Usability. In comparing the perceptions of the faculty members and the students, Mann- Whitney U test was used instead of its parametric counterpart which is the Independent Sample T-test. T-test was not employed because its assumption of normality and homogeneity of variance were not met. Findings revealed that the faculty respondents were highly satisfied with the Instructional Materials on Reading Comprehension having an overall mean of 4.59. Similarly, the students were highly satisfied with the instructional materials having an overall mean of 4.89. As a whole, the respondents were highly satisfied having an overall mean of 4.88. The respondents provided the highest mean rating of 4.92 on Language and the lowest mean of 4.78 on Organization. The lone null hypothesis that there is no significant difference in the validation of the faculty and students on the overall evaluation of the instructional materials on reading comprehension was rejected. The data provided sufficient evidence to prove that students provided higher regard or satisfaction with the instructional materials compared to the teachers. In the light of the findings and conclusion of the study, it was recommended that the proposed instructional materials be used exclusively or in consonance with instructional materials in teaching reading for the improvement of students' reading comprehension. Furthermore, it can be utilized for remedial classes suited to the needs of low and high performing students. And also, the preparation and improvement of module and other instructional materials should be supported by the school heads and administrators to help more teachers to increase construction of instructional materials. Moreover, the module in Reading Comprehension can be further tested to another group of respondents to validate its efficacy and to further improve or enhance its content with the use of other research methods such as experimental design.