The purpose of this study is to develop, evaluate, and determine the acceptability of an instructional module in Science, Technology, and Society (STS) for students at West Visayas State University. The study aims to assess how effectively the module enhances student learning outcomes, focusing on its instructional quality, content relevance, and technical accuracy. In response to the increasing demand for high-quality educational materials, particularly in the field of STS, this research addresses the need for structured, self-paced learning tools that support both student engagement and academic performance. Modules provide a flexible learning environment that aligns with contemporary educational practices and meet the growing need for autonomous learning resources. The study utilized the ADDIE model, a systematic instructional design framework, to guide the development of the module. Participants included 51 students enrolled in the Bachelor of Secondary Education and Bachelor of Elementary Education programs. Data were collected through pre-tests, post-tests, and evaluations by expert validators. The module was assessed on various criteria including content accuracy, instructional quality, and technical aspects such as design and layout. Results indicated significant improvement in student performance, with post-test scores increasing from “poor” to “very good.” Expert validators rated the module as “Very Acceptable” across most categories, particularly in instructional quality, although some recommendations for improving content accuracy were noted. The study concludes that the developed STS module is an effective instructional tool for enhancing student learning outcomes. The findings suggest that continuous updates to the module’s content are necessary to maintain its relevance and accuracy. Further research could explore the long-term impact of such modules on student engagement and retention, with recommendations for integrating multimedia enhancements to foster a more dynamic learning experience. Keywords: Instructional Module, Science Technology and Society, ADDIE Model, Educational Material Development, Acceptability
Read full abstract