Development of Teacher-Designed Self-Learning Kit in Geometry for the Subanen, Maranaos, and Visayans

Abstract

Abstract. This study is a comparative analysis on the effectiveness of the teacher-designed self-learning kit (SLK) in Geometry for the Subanen, Meranaos, and Visayans, reflecting the culture, tradition and ethnicity of these tribes. The researcher used quasi experimental design involving quantitative and qualitative approaches. The respondents were grouped into control and experimental and purposively assigned to their respective groups. Achievement test was given to the respondents in the control and experimental groups after the implementation of the SLK. SLK was developed based on Taba Model: Diagnoses of needs, formulation of objectives, selection of content, logical organization of content, selection of learning experiences, organization of learning activities, evaluation and means of evaluation. Effectiveness of the SLK in teaching Geometry was evaluated through observations and interviews gathering the information qualitatively, particularly the insights and beliefs of students on self-learning kit. Findings revealed that the mean achievement scores between experimental and control group vary significantly. The mean scores of Subanen tribe differ significantly from the mean scores of Meranao and Visayan tribes. The untoward peace and order incident that happened in Lapuyan, Zamboanga del Sur affected so much the performance in the achievement test of both experimental and control groups in the Subanen tribe. All the respondents rated the SLK “excellent†in their evaluation. The student-respondents showed positive insights and perceptions in the use of SLK in their learning process. It enhanced their critical thinking, promoted their creativeness, and interests. Moreover, they become more motivated to learn the concepts and they enjoyed their interactive learning.

 

Keywords: self –learning kit; geometry; language.