Effect of Instructional Guides (Ig) on The Academic Performance of Grade 9 TLE Food Technology Students
Downloads
This study aimed to determine the effect of instructional guides on the academic achievement of Grade 9 students in Food Technology. Specifically, it compared students’ mean scores when taught with and without instructional guides and examined the significance of differences in achievement when grouped by Technical Competence Level. A quasi-experimental design was utilized, where one group received instruction using a structured guide, while another received traditional methods. Findings showed that students taught with instructional guides performed significantly better than those without, particularly among students with varying levels of technical competence. The study concluded that instructional guides are effective in enhancing students’ learning outcomes in Food Technology, as they provide structured, accessible content that supports varied learning abilities. Recommendations include implementing instructional guides broadly for technical subjects, encouraging teachers to incorporate similar structured tools, and further research into other subjects to assess potential benefits of instructional guides in different educational contexts.
Downloads
1. Abelarde, G. P., & Cruz, R. A. O. D. (2021). Project Effective and Alternative Secondary Education Modules: A Way Future Forward to Contextualized Teaching and Learning of Social Studies. International Journal of Social Sciences & Educational Studies, 8(2), 149.
2. AlAli, R. M., Al-Hassan, O. M., Al-Barakat, A. A., Al-Qatawneh, S. S., Hawamdeh, M. F., Mohamed, D. A., ... & Aboud, Y. (2024). Good Practices in using Instructional Images to Enhance Young Children's Linguistic Skills from the Viewpoint of Language Education Experts. International Journal of Learning, Teaching and Educational Research, 23(9), 179-197.
3. Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051.
4. Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819.
5. Castro, M. D. B., & Tumibay, G. M. (2021). A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367-1385.
6. Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
7. Csapó, B., & Molnár, G. (2019). Online diagnostic assessment in support of personalized teaching and learning: The eDia system. Frontiers in Psychology, 10, 1522.
8. Huang, R. H., Liu, D. J., Guo, J., Yang, J. F., Zhao, J. H., Wei, X. F., ... & Chang, T. W. (2020). Guidance on flexible learning during campus closures: Ensuring course quality of higher education in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
9. Ibe, N., Maxwell, O., & Chikendu, R. (2021). Effect of improvised instructional materials on Chemistry students’ academic retention in secondary schools. Journal DOI: www. doi. org, 1(5).
10. Ishimura, Y., & Fitzgibbons, M. (2023). How does web-based collaborative learning impact information literacy development? The Journal of Academic Librarianship, 49(1), 102614.
11. Kilag, O. K., Catacutan, A., Miñoza, M. L., Arcillo, M., Espinosa, S., & Figer-Canes, R. M. (2023). Optimizing the Teaching of Values Education Strategies for Integration and Contextualization. Excellencia: International Multi-disciplinary Journal of Education, 1(1), 65-76.
12. Maki, P. L. (2023). Assessing for learning: Building a sustainable commitment across the institution. Routledge.
13. Moldez, J. (2024). Level of Convenience to Teachers, Acceptability and Challenges Experienced by the Learners on Hy Flex (Hybrid and Flexible) Learning Modality. Educational Research (IJMCER, 6(3), 784-820.
14. Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.
15. Muir, T., Wang, I., Trimble, A., Mainsbridge, C., & Douglas, T. (2022). Using interactive online pedagogical approaches to promote student engagement. Education Sciences, 12(6), 415.
16. Narca, M. L. G., & Caballes, D. G. (2021). Learning Motivation: Strategies to Increase Students' Engagement in Online Learning at San Sebastian College-Recoletos, Manila. Online Submission, 2(4), 573-580.
17. Oyelana, O. O., Olson, J., & Caine, V. (2022). An evolutionary concept analysis of learner-centered teaching. Nurse Education Today, 108, 105187.
18. Padugar, A. R. M., Gloria, R. E., & Diongco, M. E. E. (2022). E-Learning Materials in Earth and Life Science for Struggling Learners. E-Learning Materials in Earth and Life Science for Struggling Learners, 108(1), 26-26.
19. Pelemeniano, A. P., & Siega, M. H. (2023). Integrating Mathematical Modeling of Real-Life Problems: A Contextualized Approach to Developing Instructional Material in Basic Calculus. International Journal, 10(3), 149-163.
20. Pingil, N. P. (2022). Development and Validation of Instructional Modules in Enhancing the Study and Thinking Skills of Learners. Psychology and Education: A Multidisciplinary Journal, 3(9), 1-1.
21. Pinar, F. I. L. (2021). Grade 12 Students’ Perceptions of Distance Learning in General Chemistry Subject: An Evidence from the Philippines. International Journal of Theory and Application in Elementary and Secondary School Education, 3(1), 44-61.
22. Pramesworo, I. S., Fathurrochman, I., Sembing, D., Bangkara, B. A., & Sudrajat, D. (2023). Relevance between Blended Learning and Students' Independent Learning Curriculum: An Overview of Digital Age Education, Student and Teacher Engagement, Technological Resources. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(3), 858-869.
23. Reyes, R. L., Isleta, K. P., Regala, J. D., & Bialba, D. M. R. (2024). Enhancing experiential science learning with virtual labs: A narrative account of merits, challenges, and implementation strategies. Journal of Computer Assisted Learning.
24. Roberts, W. M., Newcombe, D. J., & Davids, K. (2019). Application of a constraints-led approach to pedagogy in schools: Embarking on a journey to nurture physical literacy in primary physical education. Physical Education and Sport Pedagogy, 24(2), 162-175.
25. Salvador, J. (2022). Implications of Flexible Learning to Politics and Economics of Educational Management. JPAIR Institutional Research, 19(1), 103-129.
26. Seludo-Labong, S. (2024). Experiences toward modular learning of students in the frustration reading level. Ignatian International Journal for Multidisciplinary Research, 2(10), 821-59.
27. Tan, S. (2022). Teaching in the Next Generation Learning Spaces: A Qualitative Study on Polytechnic Lecturers’ “Lived” Experiences.
28. Tarrayo, V. N., & Anudin, A. G. (2023). Materials development in flexible learning amid the pandemic: perspectives from English language teachers in a Philippine state university. Innovation in Language Learning and Teaching, 17(1), 102-113.
29. Thelma, C. C., Sain, Z. H., Mpolomoka, D. L., Akpan, W. M., & Davy, M. (2024). Curriculum design for the digital age: Strategies for effective technology integration in higher education. International Journal of Research, 11(07), 185-201.
30. Toquero, C. M. D. (2021). Real-world preservice teachers' research competence and research difficulties in action research. Journal of Applied Research in Higher Education, 13(1), 126-148.
31. Tomlinson, C. A., & Jarvis, J. M. (2023). Differentiation: Making curriculum work for all students through responsive planning & instruction. In Systems and models for developing programs for the gifted and talented (pp. 599-628). Routledge.
32. Umpara, N. U., Guimba, W. D., Naga, M. S. M., & Daguisonan, L. B. (2024). Assessing the Implementation of the MBHTE-BARMM Science Learning Modules: Exploring Issues, Challenges, and Suggestions for Policy Development. Education Quarterly Reviews, 7(1).
33. Wang, X., Lee, Y., Zhu, X., & Okur Ozdemir, A. (2022). Exploring the relationship between community college students’ exposure to math contextualization and educational outcomes. Research in Higher Education, 1-28.
34. Zhang, X. (2021). Preparing first-year college students’ academic transition: What is the value of complementary web-based learning? Computers & Education, 172, 104265.
Copyright (c) 2025 Chinibeth F. Banguis, Jose P. Calipayan jr.
This work is licensed under a Creative Commons Attribution 4.0 International License.
