Development and Acceptability of Localized Big Book for Elementary Grade Pupils
DOI:
https://doi.org/10.65339/ijsair.V2.I1.65Keywords:
Localized Big Book, instructional material development, acceptability, elementary pupils, descriptive-developmental research, culturally relevant materials, teacher evaluation, educational innovationAbstract
This study focused on the development and acceptability of a Localized Big Book for elementary grade pupils at Tomas Claudio Colleges, Morong, Rizal, during School Year 2025–2026. Utilizing a descriptive-developmental research design, the study aimed to create an instructional material that is culturally relevant, engaging, and aligned with pupils’ learning needs. The total population of elementary teachers served as respondents. They were profiled according to age, sex, civil status, educational attainment, position title, length of service, and in-service trainings attended. A researcher-made questionnaire-checklist was used to evaluate the acceptability of the developed Big Book in terms of objectives, contents, language and style, presentation and organization, and creativity.Findings revealed that the developed Localized Big Book was highly acceptable across all evaluated criteria. There was no significant difference in teachers’ assessment when grouped according to age, sex, educational attainment, and length of service. However, significant differences were found when grouped according to position title (in terms of presentation and organization, and creativity) and in-service trainings attended (in terms of objectives). Teachers described the Big Book as engaging, colorful, culturally relevant, well-organized, and age-appropriate, with illustrations and language that effectively captured pupils’ interest.Suggestions for improvement included simplifying longer texts, incorporating interactive features such as guide questions and activities, enhancing visual transitions, and adding review prompts or a glossary to strengthen comprehension and creativity. The study concluded that most teacher-related variables do not predict acceptability levels, except for position title and in-service training. It recommended teacher orientation, integration of interactive strategies, enrichment of creative elements, digital adaptation of the material, and further parallel studies.
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