000			05909ntm a2200229 i 4500
001			14282
003			0000000000
005			20240411192320.0
008			161118n 000 0 eng d
035			_a(0000000000)63736
040			_erda
245	1	0	_aDevelopment and Validation of e-Module on Historical Heritage in Teaching Social Studies / _cPizarro, Glecy T.
264		4	_aPhilippines : _bBataan Peninsula State University, _cc2016
300			_a147p. ; _c27 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
520			_aThis study aimed at developing and validating an e-module on historical heritage of Bataan. Specifically, the study centered the development e-module on historical heritage of Bataan, the analysis of experts on historical heritage education, the validity of the analysis of experts on historical heritage education of Bataan described in terms of its content validity, and the implications of the findings of the study in teaching Social Studies. The study raised a total of 44 respondents, comprising of master teachers and tourism officers who were purposively selected in the study. The researcher used the descriptive method of research and purposive sampling technique through e-module, Google form, and survey-questionnaire as instruments in gathering all the needed data to complete the study. The data gathered in the dry run of the questionnaire for historical heritage education were treated using Cronbah's Alpha and the gathered data from the survey questionnaire were encoded and statistically processed using statistical software called IBM SPSS Statistics version 21. Other statistical tools used in the study include weighted mean and t-test. In light of the findings of the study, the researcher concluded that in the development of e-module in historical heritage of Bataan, the competencies were considered, thus, the e-module was composed of five (5) sections: pre-test, gear up, deepen up, live it up, and post-test, containing specified objectives, of which discussion is based on the published materials, websites of the various territorial jurisdictions of Bataan, and with a what-to-do list and useful links have been provided to the reader to make the learning and appreciation of the historical heritage of Bataan more interesting and meaningful; both master teachers and tourism officers are satisfied in the e-module, particularly on its content. They also satisfied its objectives, format, organization, language, and least on usability; both master teachers and tourism experts perceived that the practices on historical heritage education as evident to a great extent, suggesting that the respondents, in general, considered these practices to be evident to a great extent; there is no significant difference between the teachers and the tourism officers in terms of their overall validation of the e module on the Historical Heritage of Bataan and their analysis on the Historical Heritage Education; and the satisfactory ratings of the master teacher and tourism officer respondents on the developed e-modules, considering its objectives, format, content, organization, language, and usability, and the higher ratings on the practices of historical heritage education in Bataan, delineate the bigger prospect for success in the utility of the e-modules in promoting appreciations on the wonders of the province. The use of e- modules added to the higher chances of instructional success and engagement of students in learning, deeper attachment to the lessons or topics being discussed and appreciation of its province's great histories and heritages worth citing and discussing. In view of the findings, it was recommended that in making of e-modules or electronic versions of modules, teachers are needed to consider and reconsiders aspects such as the content, objectives, format, organization, language, and least on usability. More emphasis must be given on the practical applications of it, particularly on its accessibility to the users. Meanwhile, the said e-modules should also be applied in the classroom setting and be evaluated by students themselves to attest further their effectiveness as intervention or supplemental materials; to further sustain the high practice of historical heritage education, viii technology-based and innovative ways of presenting the histories and heritages of a certain place must be creatively tapped in order to maximize the utility of such technologies and the appreciation of the general public; the questionnaire on historical heritage education must be subjected to other reliability tests using other sets of experts in the field, the developed e modules must be introduce to the students and other groups of experts to validate its effectiveness and utility as alternative mode of promotional tools to highlight and elevate the historical heritage education of Bataan and necessity for the promotion of local histories and heritages in the 21st century education and techie generation of students; the development and utility of e-modules must be sustained and promoted to provide alternative modes of learning historical education to learners. Versions of it translated to Filipino and other vernacular languages in the country must be made feasible in order to promote further the histories and heritages to a bigger population; and future researchers may explore in exploratory studies the effects and effectiveness of the use of e-modules as intervention materials in learning historical heritage of Bataan.
650		7	_aSocial Studies _x2016 _xPhilippines _xhardbound. _2sears
999			_c4583 _d4583