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Assessment of the PE 1 instructional material for freshmen students of KSU, Bulanao Campus

Journal: International Journal of English, Literature and Social Science (Vol.7, No. 4)

Publication Date:

Authors : ;

Page : 32-39

Keywords : Assessment; factors affecting the attainment; PE 1;

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The study focuses on assessing the PE 1 instructional material for first-year students of KSU, Bulanao Campus. The study aimed to determine the extent of attainment of the objectives of PE 1 Instructional Material, determine the level of satisfaction on the delivery, content, and quality of the instructional material, and the factors affecting the attainment of the objectives of PE 1 IM. The study was carried out among first-year students of KSU, Bulanao campus who used the PE 1 instructional material. The study used the descriptive method with a structured questionnaire that gathers the needed data. The data was described, analyzed, and interpreted using the Likert 3-point scale. The result of the study showed that 87% of the respondents were on the average age for first-year students, with 67.2% females. The college of Engineering Information Technology has the most program offered has the highest number of respondents with 35.1%. The findings revealed that the objectives of PE 1 IM were perceived as much attained. The delivery, content, and quality were perceived as much satisfactory, with quality as the highest mean followed by content and delivery. The factors affecting the attainment of the objectives of the PE 1 IM was moderately affected. Therefore, based on the findings, it is recommended that instructional materials make learning more authentic and meaningful to the learner, contributing to the learning process. Instructional material to facilitate learning should be commensurate with the class period allowed. It should be usable and not so complex that time is spent just learning to use the IM and using PE IMs to explain one particular concept must also include cognizance of individual differences among the learners

Last modified: 2022-07-21 19:17:28