Year: 2026 | Month: June | Volume: 13 | Issue: 6 | Pages: 298-308
DOI: https://doi.org/10.52403/ijrr.20260630
Development and Validation of Learning Modules on Teaching Strategies for Preservice Teachers Specializing in Filipino
Ethel S. Doria1, Roque A. Bongcac2
1,2College of Education,
Holy Name University, Tagbilaran City, Philippines.
Corresponding Author: Ethel S. Doria
ABSTRACT
The study addressed the limited availability of instructional materials in the Filipino specialization, particularly in the course on teaching strategies. It sought to develop and validate learning modules that respond to the teaching needs of instructors and the learning needs of preservice teachers specializing in Filipino. Specifically, it determined the difference in their perceptions of these needs, assessed the modules in terms of usefulness and validity by experts, and evaluated readability as rated by student-users and instructors. The effectiveness of the modules was tested through pretest and posttest scores. Findings revealed a significant difference between instructors’ and students’ perceived needs in relation to the teaching of strategies in the Filipino subject. The modules were rated useful and comprehensive, with students and instructors affirming their readability, though a significant difference was noted in their ratings. Posttest scores were significantly higher than pretest scores, confirming the modules’ effectiveness. Overall, the modules were found useful, valid, readable, and effective, and are recommended for use in preparing preservice teachers in the Filipino specialization.
Keywords: Learning Modules, Feedback-Based Readability, Teaching Filipino
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