PROPOSED INTERACTIVE MAP (MODULAR ACTIVITY PACKET) :A TOOL FOR A COMPETENCY-BASED COMPUTER FUNDAMENTALS Rosanna A. Villapando New Era University, Philippines (rosannavillapando@ymail.com)
DACUM (Developing a Curriculum). A powerful alternative in developing a CBE programs that requires The main objective of this study was to develop rigorous identification of worker competencies. and evaluate an interactive modules in Computer Duty. An arbitrary clustering of related tasks into a Fundamentals. The researcher has chosen the faculty broad functional area or general area of responsibility. members and the students of the computer science Duties are also called duty areas of competence. department of the New Era University as the respondents to evaluate the developed an interactive Hardware. It is the physical equipment of a computer modular activity packet. The participants of the study system like Central Processing Unit, storage devices, were the freshmen computer science students who are and others. currently enrolled in Computer Fundamentals. Nine (9) computer science faculty members were chosen by the Instruction. It is the process by which the intended researcher using the purposive sampling. The main learning will be achieved. instrument used in obtaining data required was Interactive. A mutual action between the learner, the questionnaire due to its relatively faster collection of learning system, and the learning material .There is an results. T-test was used to test the hypothesis that there immediate interface between the sender and the is no significant difference in the assessment made by receiver in the communication process. the faculty and student respondents in terms of the selected variables. Based on the result of the study, the MAP. Modular Activity Packet, it is a term used by competency interpreted to be very good is the the researcher which stands for Modular Activity effectiveness of the modules. It tends to improve the Packet (or Package) in Computer Fundamentals. A students by demonstrating their competency. There is a MAP is a package of information and skills on a significant difference between the Proposed Modular specific module. It has all the reading materials, Activity Packet and Traditional Instructional Materials activities, etc. included in the packet, or it may refer which is assessed by the faculty respondents. There is you to other resources such as books, video tapes, also a significant difference between the Proposed slides/tapes or multimedia. Interactive Modular Activity Packet and Traditional Module. A learning package that usually includes Instructional Materials assessed by the students enabling objectives and evaluation activities designed respondents in terms of the selected variables. And for individual or group for learning process. there is no significant difference in the assessment made by the faculty and student respondents with Peopleware. It refers to the users of the computer like regards to the proposed interactive modular activity data encoders, programmers, and others. packet. Skill. Denotes to anything that an individual has learned to do with precision with regard to either physical or mental performance. It refers to intellectual KEYWORDS process that can be performed in a consistently, proficiency, and repeated performance. Competence. An achievement to a specific degree of proficiency of the knowledge, skills, and attitudes Software. A set of instructions that direct the computer acquired by a student in order to perform a given (Central Processing Unit) to perform a particular set of tasks in a particular order, using specified hardware occupational task, and also frequently called skill. devices, memory locations, and others. Curriculum. A description or series of statement about what is to be learned by a student in a particular Step. A term referring to the next level into which all job tasks maybe subdivided. Also sometimes referred instructional program. to as activities, operation, and elements. ABSTRACT
1
Task. It represents a work activity that discrete, 5. Traditional instructional material is delayed observable, and performed within a limited period of feedback while Interactive Modular Activity time, and that leads to a product, service, or decision. Packet is immediate feedback, Tasks are also frequently referred to as the skills or 6. Traditional instructional material is a competencies that students or trainees must possess in textbook/workbook, while Interactive Modular order to be successful worker. Activity Packet is modules and media materials, Usefulness. The quality of having utility and 7. Traditional instructional material is limited field especially practical worth or applicability. In this experience while Interactive Modular Activity study, it is how the students perceived the usefulness Packet is learning in the field, of the developed manual. 8. Traditional instructional material is lectures, demonstration while Interactive Modular Activity INTRODUCTION Packet is assistance of resource person, 9. Traditional instructional material has general Interactive Modular Activity Packet is an objectives while Interactive Modular Activity alternative to the traditional approach to instruction Packet has specific objectives, that has too often meant frustration and failure for too many students. Interactive Modular Activity Packet 10. Traditional instructional material has subjective acknowledges and, in fact, capitalizes on the criteria while Interactive Modular Activity Packet facilitation of effective and efficient learning, which is has objective criteria, relevant to the real world of work, by employing the learning principles of motivation, individualization, 11. Traditional instructional material has normreferenced while Interactive Modular Activity reinforcement of learning, self-pacing, recognition of Packet has criterion-referenced, and different learning styles, provision of frequent feedback, opportunities for practice, and active 12. Traditional instructional material has final grades participation. Interactive Modular Activity Packet while Interactive Modular Activity Packet is differs significantly form traditional approaches to learner competence. training because of the educational philosophy upon which competency based education is based. That philosophy stated very simply is as follows: Reforms are basically aimed to promote the implementation of Interactive MAP (Modular Activity Packet). These interactive modules are designed to “Almost all learners can learn equally well if they help instructors and students learn new procedures of receive the kind of instruction they need.� adapting Competency-Based Computer Education System. The purpose is to enable instructors incorporate the approach into-day-to-day instructional To make that philosophy work, Interactive management activities when teaching. Modular Activity Packet uses a very systematic approach in implementing and delivering learning. The researcher adapted competency-based education system which she learned from the seminars There are twelve factors that differentiate conducted by the TESDA Group. Developing an traditional instructional materials with Interactive Interactive Modular Activity Packet for the subject Modular Activity Packet, these are the following: Computer Fundamentals which is one of the key reforms in technical education and training. One of the 1. Traditional instructional material is content-based key steps in promoting this innovation is Competencywhile Interactive Modular Activity Packet is Based Technical Education and Skills Development competency-based, (CBTESD) at our vocational and technical education 2. Traditional instructional material is time-based institutions. Competency-Based Technical and Skills while Interactive Modular Activity Packet is a Development (CBTESD) is the term used to describe performance-based, the TESDA way of adapting the Competency-Based Education (CBE) a vocational movement popularized 3. Traditional instructional material is group paced in the west (United States and Canada) and Modules of while Interactive Modular Activity Packet is Employable Skills (MES), vocational approaches individually paced, popularized by ILO (International Labor 4. Traditional instructional material is group needs Organization). Both approaches are now recognized to while Interactive Modular Activity Packet is be the most responsive to the needs of the customer in individually needs, the aspect of international competitiveness, private
sector, government reforms, educational and training The researcher, developed an Interactive Modular reforms, technology advances, emphasis on quality Activity Packet (MAP) for the following reasons: management, and new skills/multi-skilling. The 1) Employment Opportunity education and training systems should begin and end with the customer’s needs. And these customers are the Students should be given the opportunity to agriculture, commerce, industry, and government. The prepare for the specific job as Data Encoder in needs are identified through a job analysis processor or the limited time they have. what is known as DACUM (Developing a Curriculum). DACUM is a powerful alternative in 2) Capability to Master developing a CBE programs that requires rigorous identification of worker competencies. Many students who do not possess the physical and/or mental capacity to master the In the field of Computer Education specifically task of an occupation could conceivably teachers of Computer Fundamentals, must adapt an master the tasks of a particular job and, improved teaching techniques in delivering instructions for this subject. This is to develop and 3) Interest Limitations enhance their skills in the basic operation of computers and produce expected competencies students are Many students have limited interests. They required to attain. The researcher choose the subject could be more motivated if they were Computer Fundamentals in developing an Interactive presented smaller goals or allowed to Modular Activity Packet (MAP) because it is the basic experience more milestones during their core of an IT subjects. She intended to develop a tenure at the training center, jobs are smaller competency based instructional materials for the said goals than an occupational. subject with a target occupation as a data encoder. Why? It’s because based on the researchers of TESDA, The primary mission is to promote the quality of data encoder ‘s body of knowledge and skills covers the instructional materials of Computer Fundamentals only computer encoding and does not include for through appropriate instructional applications. computer artwork, repair and maintenance of computer, secretarial jobs, and programming and systems analysis. Computer Fundamentals subject METHODOLOGY covers only the basics of computers. The index of knowledge requirements of a data encoder are safety The development of an Interactive Modular and health precautions, encoding procedures, and the Activity corresponds to the course objective. This is to basic components of an Information Technology develop modules that could help to enhance Computer System are hardware, software, and peopleware. Fundamentals into a competency-based one. Mathematics, materials, its specifications and uses, and communications are also its index of knowledge. In order to attain the objectives of the study, the descriptive method will be used in gathering The job description of a DATA ENCODER is to information. A descriptive research gives information enter and transmit data from source document to as basis of planning, decision making on the computer media using a terminal keyboard. development and improvement of the instructional materials. This can distinguish significant relationship In particular, the Data Encoder can be able to or difference between phenomena. It can supply determine hardware and software capabilities, perform practical information to justify and improve findings. transcription control, prepare key input document, encode data, perform error detection test, coordinate Sampling Technique hardware/software maintenance, and continue to acquire/develop knowledge and skills in data entry and Determination of sample size (Students in related fields through participation in related Computer Fundamentals) Information Technology trainings and programs. The development of an Interactive Modular Activity Packet for Computer Fundamentals was the principle of this study. Its purpose is to guide and direct the students in acquiring skills and knowledge in basic computers operation.
68 n =
________________
(1)
1 + 68 (.05)2
n = 58.11 is equivalent to 85.29% of 68 Description of the Respondents
acquired skills of an interactive modular activity The participants of the study were the first year packet. computer science students of New Era University (NEU) who are currently enrolled in Computer Questionnaire for faculty and student respondents Fundamental subject in the 2nd Semester AY 2010- was consisted of questions that were very simple, brief, 2012. and clear to avoid confusion in the interpretation of the given statements. Nine computer science faculty members were chosen by the researcher using the purposive sampling. Validation of the Instrument The primary consideration of the researcher in choosing this sampling technique is that the judgement To reinforce the validity and suitability of the was based on who can furnish the best information to instrument to this area of study, the opinion and achieve the objectives of the study. The mentioned expertise of component and experienced practitioners respondents were included in gathering data for they and educators were sought. Books and similar studies are in the best position to make an assessment on the also served as guides in constructing the questions. modules. The researcher feels that they can give the most pertinent and relevant evaluation in this study. Before floating the questionnaire to the various They were given questionnaire to assess the validity of respondents, it was first pre-tested to some colleagues the modules in terms of the selected variables. in the faculty in the Department of Computer Science and suggestions from them to help in the improvement of the questionnaire. Hence, initial draft of the questionnaire was counter checked by the adviser and revisions were made. To determine whether revisions are still needed, other faculty members from other Profile of the Respondents colleges were asked to examine the trial questionnaire From the total of 12 computer science teachers, 9 and were interviewed aside from examining their of them were chosen as respondents of the study responses. representing 75%. The researcher, however, is aware that the From the total of 68 students currently enrolled in questionnaire as a tool of investigation have inherent computer fundamentals subject at NEU, a sample of 58 limitations. The value of the findings largely depends students were chosen by systematic/purposive on the sincerity, truthfulness, and objectivity of the sampling representing 85.29%. respondents. It cannot be totally be unbiased. However, interviews were also conducted for All the chosen faculty respondents on this study were clarification purpose. Since the researcher is also an in the field of computer science teaching for more than instructor of the subject, the survey is also based on the or at least 5 years in service. Most of the respondents evaluation of the problems being solved through direct are post graduate and some are taking up doctoral observations. study. Interview was also done in gathering pertinent data. Pre-survey and preliminary interview with first Instruments Used year computer science students together with their The instrument used in obtaining data required respective instructors, who have finished the course, was a questionnaire. This instrument is selected due to were also included in the development of learning its relatively faster collection of results as compared activities integrated in the interactive modules of with other techniques. Aside from the pre-established computer fundamentals. fact that faculty and the students are highly literate that they can easily answer the straight-forward questions. Data Gathering Procedure One prepared questionnaire was issued to The researcher sought the assistance from the evaluate an interactive modular activity packet for both Deans and Heads of Engineering Department of New faculty and students respondents. Era University. Related documents like record of the number of enrolees were asked and provided by the The Faculty and Student Respondents for the respective deans are helpful in the evaluation of the selected faculty and students were consisted of 5 parts: proposed interactive modules. (1) focused on the learning competencies, (2) content such as learning objectives, and topics’ procedures, (3) As soon as the content of the modules had been acceptability such as illustrations, clarity, usefulness, established, it was presented to the members of the interactivity, and adequacy, (4) effectiveness, and (5) faculty of computer science who are teaching computer
subjects, and were asked for comments suggestions for the final copy of the modules.
and
The questions are answerable with the following descriptive answer with corresponding scales shown below. The descriptive answers assigned the following All freshmen computer science students who arbitrary mean ranges: were enrolled in computer fundamentals subject of 2 nd Semester 2010-2011 were involved in the study. There TABLE 1. were 68 students from first year taking up computer POPULATION FRAME AND SAMPLE SIZE fundamentals. The students’ respondents were selected through random sampling, and through the help of the RESPONDENTS POPULATION SAMPLE PERCENTAGE instructors assigned in each class, the students were SIZE FACULTY 12 9 75.00% asked to try the seven modules and were later asked to STUDENTS 68 58 85.29% evaluate the whole content of the developed modules TOTAL 80 67 83.29% by answering the prepared questionnaires. This was also accompanied with unstructured interviews from Table I indicates the number of respondents the instructors and students on the validity of the which encompasses the population considered in the modules. study. Statistical Treatment of Data
TABLE II.
The researcher considered all the elements in the population as its sample to make it more inclusive and represented. This was chosen to have sufficient and adequate data for having greater statistical efficiency. Statistical tools to be used by the researcher are: 1.
DESCRIPTION OF THE RESPONDENTS Respondents
School
Faculty
New Era University
with MA and doctorate degree
Computer Science
75.00%
Students
New Era University
1st year level with computer fundamental subject
Computer Science
85.29%
TOTAL:
83.75%
Percentage is the proportion of the frequency of responses by the total number of respondents per hundred (Levin, 1998). It is expressed by the formula: %=
f -------------------- x 100% (2) N
3.
Weighted Mean. This enabled us to calculate an average that takes into account the importance of each value to the overall total (Levin, 1998). It is expressed using the formula:
X = ______________
Percentage
Sample size: The sample size is a portion that represents the population. It is determined by the margin of error formula:
N n = __________ 1 + Ne2 4.
∑ Wx
Department
Table II indicates the description of respondents who assessed the proposed interactive modules and traditional instructional material.
The percentage is used to describe the fraction of the frequency with respect to the total number of sample. 2.
Description
(3)
N The use of the weighted mean employed in this study is to describe the evaluation ratings in the faculty 5. and student respondents check list on the following areas: Learning Competencies, Content, Learning Objectives, Topics’ Procedures, Acceptability, Illustrations, Clarity, Usefulness, Suitability, Adequacy, Interactivity, and Effectiveness, and Acquired Skills.
(4)
Ranking is assigning numbers to the number classification according to its relative position or degree of importance in the group. In this research, assigned numerical value of 1 is the highest, thus a descending order of the degree of importance is used. T-test (Pagoso, Cristobal. Fundamental Statistics, Sinagtala Publishers, 1987) The statistical significance used to determine the difference between means score of the faculty and the students.
Standard deviation, measurement of how spreadout the scores of the respondents are. The standard deviation of the faculty and the students was computed using the formula:
∑ (X1 – X2) S = ________________ _____ √
X1-X2 t = _______________________________ (n1-1) (s1)2 + (n2-1) (s2)2 1 + 1 ____________________ ___ ___ ___________________ √ n1 + n2 – 2 n1 n2
(6)
n
(5)
Illustrations Input
Assessment of Learning Competencies (Duties and Task of Data Encoder) in Computer Fundamentals Planning for the coverage of the Interactive Modular Activity Packet in Computer Fundamentals
Process Evaluation of the Proposed Interactive Modular Activity Packet as to: 1.Learning Competencies 2.Content 3.Acceptability 4.Effectiveness 5. Acquired Skills Comparison of the proposed interactive modular activity packet and traditional instructional material assessed by the faculty and student respondents
Output Enhanced Instructional Materials in Computer Fundamentals Competency-Based Computer Fundamentals
Validated Interactive Modular Activity Packet in computer fundamentals
Difference in the assessment of the proposed interactive modular activity packet by faculty and students
Figure 1. The Research Paradigm
Figure I illustrates how the study was undertaken and a proposed Interactive Modular Activity Packet was made. The research paradigm included Input Process Output (IPO) model in this study. Input process included identification of tasks which served as the learning competencies to be achieved by the students, it is the process by which the duties, tasks and skills of the Data Encoder are being identified, verified and validated by experts (TESDA Group), and instructional analysis, it is the process by which the curriculum outline and training pathway is being designed based on the standards derived from the task analysis. After developing the modules, the Process comes next which includes the evaluation of the proposed modules as to its learning competencies, contents such as activity objectives, and topics’ procedures, acceptability such as clarity, usefulness, suitability, adequacy, and interactivity then effectiveness, and acquired skills. A comparison between the assessment made by the faculty respondents and students’ respondents Interactive Modular Activity Packet was made to evaluate
the validity of the modules. The final stage was the Output process where a validated interactive module in the subject Computer Fundamentals was produced.
CONCLUSION The following are conclusions achieved in conducting the study: 1. Performing transcription control is extremely needed to be included in modules. This competency is the skill needed for the proper handling of documents. The next competency is determining hardware capabilities. This competency as acquired by the learners to guide them in the proper handling of the physical parts of the computer. Continuing to acquire and develop knowledge and skills in data entry and related fields through participation in related IT trainings and programs is the next competency needed to be acquired by the learners. Through this competency, the students will be knowledgeable in the strategies and methods of quickly producing accurate documents. Determining software capabilities is another competency needed by the students to be skilled in proper handling of the different programs used in creating documents. To be aware of the minor and major problems of the computer maintenance, the students must be skilled in coordinating hardware and software maintenance as one of their competencies. Encoding data accurately is a competency needed by the students for them to be productive in terms of document creation. Another competency is preparing key input document which teaches the students to be knowledgeable in organizing documents to be transformed using a computer. And the last competency is performing error detection test to enable the students to avoid an erroneous output of their jobs. 2. The variables interpreted excellent are the following: (1) Illustrations and interactivity show the concept of the topics which help the students to fully understood the procedures. (2) Acquired Skills meet the learning objectives of the modules. (3) Usefulness meets the learning experiences stimulate students’ interest. (4) Learning Objectives describes the condition necessary for a student to complete a task. (5) Acceptability illustrates concepts, clarify instructions, useful learning materials, suitable procedures, and adequate activities which are appreciated by the learners, and (6) Topics’ Procedures explains the activities and steps clearly. These suit the level of the students. The variable interpreted to be very good is the effectiveness. It tends to improve the students by demonstrating their competency. 3. There is a significant difference between the Proposed Interactive Modular Activity Packet and Traditional Instructional Materials as assessed by the faculty respondents. There is also a significant difference between the Proposed Interactive Modular Activity Packet and Traditional Instructional Materials as assessed by the student respondents in terms of the selected variables. 4. There is no significant difference in the assessment made by the faculty and student respondents with regards to the proposed interactive modular activity packet.
RECOMMENDATIONS In view of the findings gathered, the researcher recommends the following measures and actions: 1. The proposed interactive modular activity packet should be used by teachers in the subject Computer Fundamentals with the main objective of preparing the students into a particular or specific job as Data Encoder. After the student finished the seven modules, candidates should be tested for their competency as Data Encoder should be required to show by written examination and practical demonstration that they are in possession of the knowledge and skills required in the standard of the industry. 2. Teachers should be updated with the latest technology trends, strategies, techniques, and methods of applying technology in effective teaching through continuous seminars and trainings. 3. There should be close coordination between the academe and the latest technology used in the industry especially in the field of information and communication technology. 4. Other researchers should conduct related studies in designing and developing an effective instructional material such as a book or computer-aided instructions manual in which the major concern is to impart and upgrade the level of skills of workers in the Information Technology Industry with the end view of coming up with quality products/service, optimal use of equipment, tools and materials for increase of productivity. 5. Other researchers should conduct experimental research as on the comparison of the traditional instructional materials and an interactive Modular Activity Packet. 6. As more modules should be developed to enrich the proposed Interactive Modular Activity Packet.
ACKNOWLEDGMENT The researcher would like to express her gratitude to the following: Dr. Luisito C. Hagos for extending his continuing support, patience and imparting the knowledge which contributed to the completion of the study; The staff of the Graduate Studies who assisted her in completing the requirements of the study; The Dean of the College of Engineering, Bro. Elmer M. Mujar, for giving his support and permission to conduct this study in the said college; Architect Juliet B. Ramos for widening her horizon to complete this study and by giving hope and strength despite of all the obstacles the researcher had encountered; Dr. Alcy U. Tamondong for her sincerest appreciation, love and support by giving view points for the improvement of her study; The staff of Technical Education and Skills Development Authority, for providing her information and seminars needed in the study; Her colleagues in the College of Engineering and Technology especially Prof. Dario Orencia, who helped her in the statistical treatment of data, and her friends in the Department of Computer Science, for inspiring her and enriching her knowledge in completing this study; The librarians of the Engineering Library, for providing references needed in the study; Her students especially Klaudia Koronel,. Nezri, Mark, Loreen, Dianne and their groups for their heartfelt support and inspiration; All her friends who never stopped in extending their helping hand and support; Her parents, sisters and brothers, for their undying love, support and understanding for the hardship felt by the researcher; and God Almighty for giving her strength and knowledge and for guiding her path towards these wonderful experiences. R.A.V.
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