ACCEPTABILITY AND EFFECTIVENESS OF MELC-BASED SUPPLEMENTARY LEARNING MATERIALS IN PHYSICAL EDUCATION 9

Abstract

This study answered the following questions: (1) What is the level of acceptability of the materials in terms of: (a) content; (b) objectives; (c) topics; and (d) activities?; (2) What are the mean scores of students in terms of pretest and posttest?; (3) Is there a significant difference between the pre-test and post-test mean scores? The study was conducted to prove that there was a significant difference in the pre-test and post-test among the respondents. The respondents of the study were composed of three (4) sections at Sampaguita Village National High School to test the effectiveness of using MELC-based Supplementary Learning Materials in Physical Education 9. In this study, random sampling method was used in choosing the respondents. The researcher made questionnaires validated by different experts from the same school where the study was conducted in the District of San Pedro, Schools Division of Laguna. Based on the data presented and interpreted in Chapter 4, the overall statistical data revealed that (1) The Level of Acceptability of Supplementary Learning Materials in Terms of Content, Objectives, Topics and Activities as perceived by the students was “Highly Acceptable”. (2) During the pretest stage, the overall interpretation was Fairly Satisfactory; (3) During the posttest stage, the overall interpretation was Very Satisfactory; and (4) For the difference between the pretest and posttest it was found out that the mean difference between the pre-test and post-test of section Emerald was 3.30 with a t-value of 16.732 and p-value of 0.000 and with an analysis of Significant. For section Jade, the mean difference was 3.43 with a t-value of 16.997 and p-value of 0.000 and with an analysis of Significant. For section Jasper, the mean difference was 1.47 with a t-value of 16.323 and a p-value of 0.000 and with an analysis of Significant. For section Sunstone, the mean difference was 4.94 with a t-value of 26.876 and a p-value of 0.000 and with an analysis of Significant. Based on the findings, the following were conclusions derived from the data and results of the study presented, analyzed, and interpreted: (1) The MELC-based Supplementary Learning Materials had very effective contents, objectives, topics, and activities; (2) The students showed improved achievement after using MELC-based Supplementary Learning Materials; (3) The MELC-based Supplementary Learning Materials was an effective tool in teaching Physical Education during the new normal; (4) The Performance Level in Pretest of sections Emerald, Jade, Jasper and Sunstone was considered deficient before using the MELC-based Supplementary Learning Materials; (5) The Level of Performance in Posttest of sections Emerald, Jade, Jasper and Sunstone was described as Highly Acceptable. This meant that the use of MELC-based Supplementary Learning Materials helps the students in understanding the lessons in Physical Education based on the most essential learning competencies provided by the Department of Education; (6) There were overall significant difference in the result of the pretest and posttest using MELC-based Supplementary Learning Materials in Physical Education. The overall result in this study was highly significant; and (7) During the use of MELC-based Supplementary Learning Materials, the scores of the students were high showing that there was an improvement when it came to the learning outcomes of the respondents. Hence, the use of this MELC-based Supplementary Learning Materials was effective. Based on the conclusions formulated from the findings, the following recommendations were given; (1) For students’ better academic performance, MELC-based Supplementary Learning Materials may be used as alternative mode learning delivery for students who are not capable of having high end gadgets for online modality. By using this, students need not go out of their houses in finding internet shops to search for the given activity instead the answers are incorporated in the reading materials attached to the supplementary learning materials; (2) Teachers may adopt this MELC-based Supplementary Learning Materials in handling students under Modular Distance Learning (MDL); (3) The School Administrators may provide allotted budget to produce these MELC-based Supplementary Learning Materials for students who are under Modular Distance Learning (MDL); (4) School Administrators may conduct seminars to assist teachers and make this kind of learning materials suited for each type of learners; and (5) Future Researcher may use this study to help improve the production of learning materials aligned in the New Normal Set Up of Education due to pandemic.