Development, Acceptability and Effectiveness of Instructional Module in English for Academic and Professional Purposes
DOI:
https://doi.org/10.65339/ijsair.V2.I1.43Keywords:
Instructional Module, English for Academic and Professional Purposes, 5E Instructional Model, ADDIE Model, Academic Writing, MELCs, Pretest-Posttest Design, Senior High SchoolAbstract
This study aimed to develop, validate, and determine the effectiveness of an instructional module in English for Academic and Professional Purposes (EAPP) for Grade 12 learners using the 5E Instructional Model (Engage, Explore, Explain, Elaborate, and Evaluate) integrated with the ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation). The integration of these frameworks ensured a systematic, learner-centered, and standards-based instructional design aligned with the Department of Education’s Most Essential Learning Competencies (MELCs). The study employed a developmental research design with pretest-posttest measures to assess learner performance.Participants included Grade 12 students enrolled in the Printed Modular Learning Modality in a selected public senior high school in Cainta, Rizal during the School Year 2024–2025. Expert validators consisting of DepEd curriculum planners, master teachers, school administrators, subject coordinators, and experienced EAPP teachers evaluated the module in terms of objectives, content, format and language, presentation, and usefulness.Findings revealed that the module was rated “Much Acceptable” (composite mean = 4.05), with usefulness receiving the highest evaluation. Pretest and posttest results showed statistically significant improvements in students’ performance in writing position papers and survey/field reports (p = .000), confirming the module’s effectiveness. Expert feedback highlighted strengths in clarity, MELC alignment, and learner-centered design, while recommending improvements in presentation flow and cultural responsiveness.The study concludes that the developed module significantly enhances students’ academic writing competencies and may serve as a replicable model for instructional material development in senior high school English education..
References
Alharbi, A. (2020). The effect of 5E instructional model on students’ academic writing and argumentative skills. International Journal of Educational Research, 102, 101578. https://doi.org/10.1016/j.ijer.2020.101578
Ali, R., & Robertson, L. (2024). Purpose-driven instructional modules and their impact on argumentative writing in senior high school. Journal of English for Academic Purposes, 56, 45–62. https://doi.org/10.1016/j.jeap.2023.101789
Alvarez, M., & Ramos, P. (2021). Curriculum-aligned materials and scaffolded activities in improving academic writing skills of high school students. Philippine Journal of Education, 95(2), 112–129.
Bato, J. (2020). 5E-based instruction and its effects on senior high school students’ writing performance. Asian Journal of Education Research, 8(1), 33–47.
Bennett, H., & Liu, Y. (2022). Task-based modular instruction and writing proficiency in academic genres. International Review of Education, 68, 711–728. https://doi.org/10.1007/s11159-022-09950-1
Brown, S., & Kim, H. (2022). Genre-based writing modules for academic clarity and organization. English Teaching & Learning Journal, 46(3), 301–320.
Buenaventura, R., & Ramos, M. (2021). Enhancing practical academic writing through task-based modules: A senior high school study in the Philippines. Philippine Educational Research Journal, 10(1), 55–73.
Bybee, R., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J., Westbrook, A., & Landes, N. (2021). The 5E instructional model: Foundations, effectiveness, and applications. Arlington, VA: National Science Teachers Association.
Crisanto, A. (2022). Evaluation checklist for instructional modules. Manila: Educational Development Press.
Cruz, J., & Mendoza, R. (2023). Typography and formatting inconsistencies in modular instruction and learner comprehension. Philippine Journal of Educational Technology, 14(2), 89–105.
Cruz, P., & Reyes, L. (2021). Rote versus analytical approaches in senior high school English modules: Challenges and solutions. Asian Education Review, 12(3), 201–219.
David, M., & Corpuz, J. (2021). Contextualized scaffolded English modules and their effect on writing and critical thinking skills of senior high school students. Philippine Journal of Language and Education, 15(1), 33–51.
De Guzman, A., & Santos, P. (2023). Task-based modular instruction for EAPP: Improving report and research writing. Journal of Philippine Education Studies, 22(2), 77–94.
Dela Cruz, R. (2020). ADDIE-based module development and its impact on senior high school writing performance. Philippine Journal of Curriculum Studies, 7(1), 44–61.
Garcia, E., & Flores, M. (2023). Structured modules and learner retention in Region IV-A senior high schools. Journal of Southeast Asian Education, 18(1), 120–136.
Garcia, F., & Ramos, C. (2020). MELC-aligned instructional module development using ADDIE framework. Philippine Education Research Journal, 9(2), 15–34.
Garcia, R., & Cruz, L. (2023). Structured EAPP modules and academic performance of Grade 12 learners. Philippine Journal of Curriculum & Instruction, 20(2), 66–84.
Kim, S., & Lee, J. (2020). Integrating ADDIE and 5E frameworks for improved writing performance in high school English classes. Asian Journal of English Language Teaching, 30, 77–92.
Lawrence, J., & Wu, S. (2022). Guided instruction for effective survey and report writing in senior high school. International Journal of English Education, 7(2), 41–59.
Lopez, A. (2020). Effects of scaffolded 5E instruction on senior high school learners’ writing skills. Philippine Journal of Teaching and Learning, 11(1), 23–40.
Morales, P., & Dela Peña, R. (2023). Structural clarity in instructional modules and its impact on student comprehension. Philippine Journal of Educational Development, 19(1), 55–71.
Morris, K., & Kwon, H. (2024). Authentic scaffolded writing tasks and technical skill development in secondary education. Journal of International Education Research, 21(1), 102–118.
Nguyen, L., & Carter, T. (2024). Cognitive overload in poorly sequenced instructional modules: Implications for EAPP instruction. Journal of Applied Pedagogy, 14(2), 88–105.
Perry, L., Hess, J., & Smith, R. (2020). Self-directed learning principles in secondary education: Applications and outcomes. Educational Psychology Review, 32, 455–473.
Robinson, D., & Patel, A. (2022). Learner-centered modular instruction and academic writing outcomes. International Journal of Educational Development, 88, 102520. https://doi.org/10.1016/j.ijedudev.2022.102520
Santos, M. (2022). Unclear sequencing in modular instruction and fragmented understanding among senior high school students. Philippine Journal of Curriculum Research, 13(1), 12–27.
Santos, R., & Alcaraz, J. (2023). Curriculum-aligned modules and essay coherence in senior high school EAPP instruction. Journal of Philippine Education Research, 16(2), 99–115.
Sato, Y., & Nguyen, H. (2024). Modular instruction and writing proficiency in Japan and Vietnam: A comparative study. Asia-Pacific Journal of Educational Research, 28(1), 67–86.
Villanueva, C. (2021). Modular instruction, learner independence, and time management in senior high school English subjects. Philippine Journal of Educational Practice, 8(2), 45–62.
