CHAPTER 2

Review of Related Literature and Studies

Local Literature

According to Marbas, (2014), to improve students'

knowledge, skills, and abilities, to keep track of their

information assimilation, and to contribute to their overall

development and upbringing, instructional materials and

educational resources are crucial. Give all students in a

class the chance to share experiences necessary for new

learning and aid in making learning more permanent and

maintain students' interests. The present study provided

activities and applications that would require students to

share experiences and form concepts.

Acero, Javier and Castro (2015) mentioned three types of

classroom learning activities which include the introductory,

developmental, and concluding activities. Collaboration and

expression of their creativity are indications that learning

has been successfully mastered.

According to Bilbao (2015), students must be given the

opportunity of first-hand encounters in the real world of

teaching and learning – giving them a wide array of

 17

activities that would help them actualize the theories into

practice. The present study requires learners to use

language-based skills in creating and assimilating concepts.

Corpuz and Salandanan (2013) stressed that teachers must

be encouraged to teach content that is aligned with the goals

and objectives of the basic education curriculum; viable and

feasible; to the need of the learners; including cognitive

skills and affective elements to fully and deeply covers the

essentials to avoid the mile wide-and-inch-deep impression.

The present study fully utilized cognitive skills in a

variety of language-based activities in consumer chemistry.

De Guzman and Adamos (2015) emphasized that evaluation

involves finding the value of an educational task. The

assessment data gathered by the teachers must be interpreted

first before making decisions about the student learning

process.

Guido (2014) pointed out that the instructional module

in materials science and engineering is effective for

students’ knowledge adaptation and shows suitability to the

level of the students and acceptability to the faculty

evaluators. The instructional module affirms that the

realization of appropriateness, development, and

 18

comprehension of competency of the module are well identified

as it helped students to progress in cognitive abilities and

understanding of the concepts.

Calderon (2008) stated that the appropriateness and

effectiveness of any teaching method depends on the learning

situation that the teacher encounters. He stressed that the

important areas in teaching are the content and skills to be

developed through scoped and sequence guides. Therefore, the

teacher must have the best approach and techniques to come up

with the finest outcome.

Foreign Literature

According to Kenneth D. Moore, "Learning can be defined

as the change in a student's capacity for performance as a

result of experience." (Moore, n.d.-b) Moore pointed out that

an objective is not a statement of what you plan to put into

the lesson (content) but instead a statement of what your

students should get out of the lesson. The instructional

objectives, which can be defined as a clear and unambiguous

description of your instructional intent when viewed in this

context, should specify the intended changes. The present

study used simple language in stating objectives for quick

 19

assimilation.

Wide use of vocabulary in a different context improves

students understanding and scientific literacy. Stahl and

Kapinus (2001) stated, when children ‘know’ a word, they not

only know the word’s definition and its logical relationship

with other words, they also know how the word functions in

different contexts.

According to Singh (2020) knowing what distinguishes

engaging content from pages of verbose text is essential to

presenting learning material more attractively. Creating

engaging content is an art that can be mastered with

practice. Some significant features are visual appeal, the

content presented in simple languages, interactive lessons

with self-assessment, and the provision of scope for

exploration. The current study provides frames and templates

for the learners as part of the activity essential for the

assimilation of concepts.

According to Chen & Lu (2022), clarity in instruction is

one of the most crucial requirements for instructors to

participate in teaching activities and is a vital part of

effective teaching. Instructional clarity is a teacher's

capacity to deliver classroom instruction in a clear and

 20

concise manner. Instructional clarity was previously defined

as a teacher's capacity to explain or otherwise help students

thoroughly understand the material. In this study simple

words were used as part of the instructions and a set of

completed frames were included as a reference for the

learners.

Capybara (2019) stated that good navigation increases

learner engagement because it allows them to focus on the

course's content. In other words, instead of attempting to

determine what to do next, they can concentrate on learning.

Reduced clutter and presentational complexity of the course

are two additional benefits of well-organized and designed

navigation. Learners can become distracted by both

presentational complexity and clutter, so clutter-free slides

and a simple presentation are always preferable. The present

study keeps the presentation simple and explorable.

Moreover, good navigation aids in knowledge retention

and the learning process. Following on from the preceding

points, this is because learners engage with the content more

effectively when they are not distracted by navigational

elements. Furthermore, their efforts will be concentrated on

the skills and knowledge you want them to acquire. Drop-off

 21

rates are also reduced by good navigation. After all, if a

learner becomes stuck or frustrated due to navigation, there

is a greater chance that they will abandon the learning

effort entirely.

According to Shaw (2021), The instructional materials

used should support the learning objectives and assessments,

be copyright compliant, and be usable with assistive

technology. Chunking is a great way to divide teaching

materials into manageable chunks that students are more

likely to remember and retain. Multimedia can be an

efficient way to promote engagement and draw attention. By

providing opportunities for interaction (using self-checks,

branching activities, etc.), and allowing students to become

active participants in the instruction.

Local Studies

According to Ramos (2018), learning and teaching

materials, the medium of instruction in most of the subject

areas, educational guides, and even the curriculum are

dominated by the English language; undeniably, issues

regarding learning language pose an alarming threat to the

very foundation of education.

 22

Gagarin (2003) synthesizes that the developed modules in

physics proved to be an effective tool in teaching physics to

the students. Moreover, the study reveals that the developed

modules enhance the learning experiences of the students.

Bayle (2004) specified the low performance of the

fourth-year students in Science and Technology IV (Physics)

in the Division of Taguig and Pateros for the school year

2003-2004. There were reviews and revisions made in the

Science curriculum yet students get low scores. She perceived

the need for teaching-learning materials so that students can

learn to manipulate and do hands-on activities. She then

concluded that the manual effectively increased the

performance level of the students and was highly acceptable

instructional material with regard to its usability,

adequacy, clarity, and relevance.

According to Sugano et al., (2019), there are nine

different teaching strategies have been implemented and

evaluated in chemistry classrooms over the past ten years

(2005–2016), according to the meta-analytic review. It has

been found that implementing cutting-edge strategies

significantly promotes positive transformation of students as

a whole in secondary chemistry.

 23

Reyes (2017) stated that the students demonstrated good

knowledge, attitude, and performance in Chemistry after the

infusion of the critical thinking approach in the

intervention. The various teaching strategies utilized in the

research were applicable in the enhancement of the critical

thinking skills of the Junior high school students in

Chemistry. The critical thinking skill levels of the student

respondents were highly comparable with respect to their

academic performance in Chemistry.

As discussed by (Clores & España, 2023), five themes

were identified as challenges to teachers during the

pandemic, namely, appropriate assessment strategy, feedback

mechanism, technology usage and availability, parental

involvement, and appropriate teaching-learning materials.

Four major themes emerged as challenges to teachers in

effectively implementing various instructional strategies:

learner characteristics, teacher competency, the language of

instruction, and classroom management practices.

Additionally, (Asenjo, 2022) it is advised that the

Department of Education give teachers the chance to improve

their content knowledge by offering content training,

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particularly for those who do not specialize in the subject,

and language techniques for teaching analogies.

Foreign Studies

According to Gieske et., al (2022), many students,

learning science, language proficiency remains a significant

barrier. Science learning has been made more accessible to

all students through popular techniques to merge language and

topic learning, but there is still a dearth of scientific

data to support the effectiveness of these innovative

teaching strategies. One important method for relieving

these responsibilities for a student body that is becoming

more and more varied is the integration of language education

with subject-matter learning, which is a growing area of

research. Linguistic diversity in this sense refers to, but

is not limited to, pupils whose native language is different

from the language of instruction; it also encompasses all

learners who have difficulty understanding what is being

taught in class because their language skills are still

developing.

According to Syazali et., al (2023), The average level

of mastery that can be attained is already in the good

 25

category, and it has been demonstrated that using templates

and examples of papers separately can help students improve

their writing abilities. This study examines the efficiency

of using templates and sample papers in improving students'

writing abilities in science courses, with the goal of

improving these accomplishments into the very good category.

Markic S., Broggy J., and Childs P. (2013) synthesize

that language is one of the central mediators of any learning

process. However, understanding the specific language of a

domain is also the entrance of a learner to be enculturated

to the specific field of interest. This makes the learning of

language an objective of its own. Linguistic issues for

learning in general and of chemistry education in particular

from both of the above-mentioned perspectives have a big role

in the teacher and the learner. The study deals with how to

become able to communicate in and about chemistry by learning

the special language of chemistry with its technical terms,

formulae, or modes of argumentation. Teaching chemistry is

also often confronted with problems in students’ general

abilities to talk, read and write.

According to Seddon (2017), Science is an ideal context

for students to explore social, environmental, and political

 26

issues at local, national, and global levels. By integrating

literacy skill development into the science curriculum,

students will be able to build their capacity to transfer

their learning about scientific concepts and practices to

real-world problems. Because language (particularly the

construction and critique of evidence-based explanations and

arguments) has been identified as an essential aspect of

doing science.

Synthesis

The local and foreign works of literature in this study

are relevant to the present study providing the researcher

with enough data and presenting the use of the different

instructional materials as an instrument for the improvement

of students’ performances.

Acero, Javier and Castro(2015), specified three types of

classroom activities that improved collaboration and

expression of students’ creativity as indications that

successful learning has transpired. According to

Bilbao(2015), students be provided with first-hand

opportunities in the real world of teaching and learning that

would help learners to self-actualize theories into practice.

 27

Thus, Corpuz and Salandanan (2013), emphasized that teachers

must be motivated to teach the content affiliated with the

objectives of the basic education curriculum as an answer to

the need of the learners including cognitive and affective

components.

Marbas (2014) pointed out that to contribute to the

learner’s overall development and upbringing, instructional

materials and educational resources are crucial. Guido

(2014), emphasized that the development of instructional

materials in science and engineering is an effective way for

the student’s knowledge assimilation to the level of students

and acceptability of the faculty evaluators. Shaw (2021)

mentioned that instructional materials should support the

learning objectives and assessments, be copyright compliant,

and be usable with the help of technology. Calderon (2008)

pointed out that the suitability and efficiency of the

teaching method rely on the learning management of the

teacher. Therefore, the teacher must have the best

methodology to come up with the best result.

Markic, Broggy and Childs (2013), declare language is an

instrument used to express the thinking, desires, ideas and

feelings of oneself. This is a very important tool in any

 28

teaching and learning situation. Fang (2006), on the other

hand, believed that language is a simple vehicle for the

transfer of learning. At present, chemistry education has

become aware that linguistics and chemistry learning work

together. (Lee and Fradd 1998 and Lee 2005), gave an example

that a lack of linguistic ability of students in science

finds it hard to formulate a question, writing results from

an investigation that de-motivate them towards science

lessons. Thus, Asenjo (2022) advised that the Department of

Education trains teachers who do not specialize in the

subject and language techniques for teaching analogies.

According to Singh (2020), engaging content is an art

that can be mastered through practice. Using special features

like visual appeal, simple languages in concept, interactive

lessons with self-assessment, and exploration of other parts.

Capybara (2019) believed that good navigation increases

learners’ engagement which allows them to focus on the

content of the instructional material. The present study used

simple words and clear instructions for easier navigation of

the developed online learning module.

Sugano et al.,(2019) and Reyes (2017) believed that the

utilization of various teaching strategies implemented and

 29

evaluated over the years especially focusing on the critical

thinking approach significantly promotes the positive

transformation of secondary students in chemistry.