“Measuring the Impact: Quantitative

Analysis of Effective Waste Management

Practices in Santa Cruz Academy, Inc"

Researchers:
Yessica M. Monje
Lhoda M. Marty
Ed Justine M. Mas
Ethan Matthew M. Mondala
“Waste wise Visionaries”

Research Adviser:
Judy A. Enquin

Date submitted:
04/26/24

Chapter 4
 SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the findings, the conclusions

drawn from the analysis of the findings and the recommendation

posited.

Summary of the Problem

This study aimed to assess the perceived effectiveness of English

Modules used among Catholic Schools in the Diocese during the New

Normal, Academic Year 2021-2022. Specifically, it sought to describe

the respondents by getting their profile on sex, age, educational

qualification, 3 Length of service as English coordinator and teachers.

To describe the perceptions of

English coordinators and teachers towards the effectiveness of English

Modules used in the Diocese of Iba in terms of: Attaining the Learning

Competencies, Organization of topics, Vocabulary Used and

Comprehension, Activities, Student Engagement, and Performance

task, and Assessment of Learning. Identifying the suggestions of the

English coordinators and teachers for improving the Grade 7 English

Modules. Is there significant difference between the perceptions of

English coordinators and the teachers on the effectiveness of the

DIEFI-produced English Learning modules? What action plan may be

proposed based on the findings to enhance the English Modules?

 The researcher operated the quantitative descriptive-comparative

method using survey questionnaire as the main instrument in data

gathering.

There were forty-one (41) respondents involved in the study, the

selected English coordinators, and teachers among the DIEFI schools.

The letter was submitted to the office of DIEFI Superintendent, Rev.

Fr. Raymann G. Catindig EdD Iba, Zambales to seek permission and

approval to conduct the study. The gathered data were statically

treated using the Percentage, Mean and T-test.

Conclusions

The profile of the English Coordinator and teachers shows that

average age of teacher respondents was 27. Most of the teacher

respondents in the study were females with 65.9% and only 34.1%

were males. The mean of the years in teaching of the teacher

respondents was 4 years. The majority of the teacher respondents'

highest educational attainment was with units in Masteral Degree at

36.6 %. A few of them have Masters’ degree, 29.3%, while there were

only 3 with Doctoral degree.

The overall computed mean scores for the dimensions attaining

learning competencies, organization of topics, vocabulary used and

comprehension, activities, student’s engagement, and performance

task, assessing students learning were 3.49, 3.40, 3.54, 3.50, 3.45
respectively signify that the DIEFI-produced English Learning Modules

are very effective. The results highlighted that the teacher-

respondents acknowledged that the learning module is aligned with

MELCs and that the learning targets and the suggested resources are

consistent with the intended curriculum maps. Moreover, the

respondents declared that the specific expectations of parents and

students are clearly stated in the learning modules. In addition,

learning modules are free from ideological, cultural, religious, racial,

and gender biases and prejudices. The respondents highly recognized

that the learning module integrates values and that all materials used

are age-appropriate and must conform to the standards of excellence

and morals expected in a Catholic school. In the same way, the

teacher-respondents are highly satisfied with the learning modules’

activities, practices, or quizzes that reinforce the content, and the

learning summary shows self-reflection of what the students have

learned from the module.

The teacher respondents suggested that, in terms of attaining

the learning competency, the teacher preparation and development

programs should include development of the pedagogical knowledge

and competencies needed to handle the K–12 program. Then, in

organizing topics elaboration of the content as well as localization of

activities. Next, in terms of vocabulary used and comprehension, the

English Learning Modules should undergo thorough checking and

proofreading to avoid grammatical errors.

Subsequently, the activities, student engagement, and performance

tasks must be specific and reflect life experiences. Lastly, in terms of

assessment of learning, the teacher-respondent proposed to add more

formative assessment or practice activities that will serve as the

students' guide and example as well. Several teachers recommended

that modules should undergo thorough checking and proofreading to

avoid grammatical errors. Some teachers also requested that in

crafting learning module it should be elaborative in content as well as

localization of activities. The rest suggested that the modules should

be specific, reflect life experiences, and have more formative

assessments and practice activities.

The t-Test result reveals that there are no significant differences

between perceptions on the English coordinators and the teachers on

the effectiveness of the English modules in terms of attainment of

competencies (t = 1.211), organization of topics (t = 0.278),

vocabulary used and comprehension (t = 2.024), activities, students’

engagement, and performance task (t = 1.591), and assessment of

learning (t = 1.509). The computed t-values are all not significant at

5% level, thus the null hypothesis is accepted.

 In conclusion, the researcher devised an action plan to help

DIEFI module writers enhance the effectiveness and efficiency of the

learning modules that will be utilized among Catholic schools in the

Diocese.

Recommendations

Based on the study's findings, it is suggested to thoroughly investigate

various facets of the Learning Module to ensure its efficacy as a

teaching and learning tool in Modular Distance Learning. Given the

high perceived effectiveness, the researcher recommends the

implementation of an action plan by those involved in module

development and quality assurance to enhance the modules. This

enhancement process should involve thorough content checking, led

by expert validators and a quality assurance team. Additionally, the

development of instructional design, incorporating problembased

learning, place-based learning, and situational learning approaches,

should be integral to improving the learning modules.

Furthermore, further research is warranted to ascertain the true

effectiveness of modules. Integrating an evaluation instrument would

enhance learning by providing insights into the module's efficacy

during the development stages (prototype and pre-testing) and

informing instructors whether the goals and objectives were achieved

upon completion. The outcomes of this study can serve as a foundation

for future research, innovations, and intervention programs pertaining

to the creation and enhancement of learning modules.