SOCIOCOGNITIVE-TRANSFORMATIVE MATERIALS DESIGN MODEL-BASED MODULE ON HISTORICAL SITES AND STRUCTURES IN BICOL REGION

This developmental research using mixed method design aimed to develop and validate module on historical sites and structures in Bicol region using the sociocognitive-transformative materials design model. More specifically, this study was undertaken to respond to the need for development of materials in Filipino in “Mga Babasahin Hinggil sa Kasaysayan ng Pilipinas” under the New General Education Curriculum in HEIs, to support the research agenda of the Ateneo De Naga on development and preservation of Bicol identity and culture and to carry out the mandate of the CHED as stated in the National Cultural Heritage Act of 2009 and the Constitution. The development and validation of the module undergone five phases, namely: design, development, evaluation, implementation and revision. Findings revealed that the researcher-made module has a “to a moderate extent” of applicability as shown in the overall mean score on content and pedagogy, material design characteristics, usability and format as rated by the expert-validators (local historian, IM developer/pedagogy-expert and Filipino Professor). Statistical analysis further revealed that the students' conceptual understanding about historical sites and structures in Bicol region is significantly (t=-16.767, p< 0.01) higher after using the module. Qualitative responses from the validators for its improvement were also identified and considered. Using NVivo 12 (Windows), five themes emerged from the student-participants reflections: importance of module in the learning process, uses of module as a supplementary learner's material, provides information and insights about Bicol heroes, sites and structures and general characteristics of module. Practitioner-validator likewise evaluated it as learner-centered, socially-oriented and an effective tool in the teaching-learning process. This may be so because the module anchored its pedagogical principles and concepts on the sociocognitive perspectives (i.e. contextualization, collaborative learning, spiral progression, 21st century skills, and differentiation) and the transformative learning (i.e. reflective thinking, visual enhancement, process orientation, ICT integration and 21st century skills). Both the quantitative and qualitative data analysis results attests to the validity of the module hence, it can be deduced that it can be a very good supplementary learner's material. Continuous development and improvement of the module should be done to cover all the historical sites and structures recognized by NHCP in Bicol region after which, it is recommended for copyright, publication and production.