Keywords
validation
reading material
Afro-Asian literature
reading performance
How to Cite
Abstract
The persistent struggle with reading in the education system calls for continuous, research-based, and innovative approaches to address its multifaceted nature. This study focused on the development and validation of Afro-Asian literature instructional material in reading for Grade 8 based on students' language needs. To develop the material, the researcher used ADDIE model which incorporates five primary phases, namely Analysis, Design, Development, Implementation and Evaluation. It employed a quasi-experimental Pretest-Posttest Design and involved two groups: instructional material validators and Grade 8 students from Tabuk City National High School, a section with the most struggling readers. Data collection utilized three instruments: a needs analysis questionnaire adapted from Urbano et al. (2021), pre- and post-tests, and an evaluation tool for the learning resource material based on DepEd Memorandum No. 441, s.2019. Data were analyzed using frequency counts, percentages, weighted mean, standard deviation, and a paired t-test. The findings revealed that there is a statistically significant mean difference between the participants’ scores in both the pretest and posttest. Further, it was found that the material is instructionally sound, highly usable, and suitable for classroom use, with minor enhancements suggested to improve students’ reading comprehension. It highlights the effectiveness of schema-based, needs-responsive instructional design and emphasizes potential improvements in presentation and design to better address diverse learning needs.References
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