Redesigned Learning Material Model in TLE

It’s Impact on the Academic Performance of Grade Eight Students

Abstract

Active learners who utilize interactive learning materials are more likely to demonstrate positive academic success. The purpose of this quasi-experimental study was to determine the effect of the redesigned learning material in TLE on the academic performance of eighth-grade students. The study sample consisted of one hundred (100) eighth-graders from Lopez National Comprehensive High School, Lopez West District.  The respondents were separated into two groups: a control group of fifty (50) learners and an experimental group of  fifty (50) students. During a four-week period of modular distance learning, the control group utilized printed self-learning modules (SLM), whereas the experimental group utilized the researcher's redesigned learning material. During the pre-test, respondents in both the control and experimental groups demonstrate poor to average performance. Both the performance of the control group and the experimental group has improved. However, the experimental group has a higher post-test rating than the control group. During the fourth quarter, the experimental group also earns greater grades than the control group. The control group's pre- and post-test scores do not have significant difference, whereas the experimental group's do. The study also revealed a strong positive correlation between the post-test scores and the academic performance of respondents.