Academic literature on the topic 'DepEd Evaluation Rating Sheet for Print Resources'

This study developed a digital interactive comic for Grade 8 learners in cell division. The developed interactive cell division comic is an instructional material which will provide meaningful experience and for learners to have active involvement in the process of teaching and learning enhancing learners’ understanding of the topic. In the study, Successive Approximation Model (SAM) design was used in development approach of the instructional tool including needs assessment, designing, and developing. The needs assessment of science teachers and grade 9 students has shed light about teaching and learning about cell division which presents numerous challenges, including difficulty in understanding complex concepts, unfamiliar terminology, struggles with visualization, and issues with retention. The needs assessment has proved the need for creative teaching methods in cell division education. This signaled the development of an instructional tool that is interesting, student-centered, engaging and support a deeper understanding of the lesson cell division and meet the needs of 21st century learners as a whole. Five science education experts evaluated and rated the developed digital interactive comics in terms of its content quality, instructional quality, technical quality, and other aspects using the Department of Education’s (DepEd) Evaluation Rating Sheet for Non-Print Materials. The developed material was highly recommended and approved for possible use in classrooms as it passed factors for content quality (38.8 out of 40), instructional quality (38.6 out of 40), technical quality (50.8 out of 52), and other findings (16 out of 16). Evaluators’ comments and recommendations were incorporated. Continuous improvement and modification are essential to further enhance the developed interactive digital comics for teaching and learning cell division, maximizing the full benefits of these kind of instructional tools in science education.

Purpose: This study aimed to develop and validate culturally relevant math manipulatives using locally sourced materials for Grade 1 and 2 learners in Balasi Elementary School, Flora District, Apayao, Philippines. The research addressed the lack of culturally appropriate and cost-effective math manipulatives in the school. The study employed the Research and Development (R&D) model of Borg and Gall to develop five entirely new manipulatives: "Hold Me! Click Clock" for telling time, "Make Three, Make Two" for multiplication as repeated addition, "What's Missing? Fill Me" for pattern recognition, and "Toss and Fill In" for addition and subtraction. These manipulatives were not adaptations of existing materials. The manipulatives were evaluated using the DepEd’s evaluation-rating sheet and a face validation tool. All manipulatives passed the evaluation criteria, demonstrating their validity and effectiveness for teaching the targeted math concepts. The study highlights the potential of using local materials in developing teaching resources to enhance learning, promote inclusivity, and support environmental sustainability Methods: The researcher used the research and development (R&D) model of Borg and Gall, which involved five phases: identifying learning competencies in Mathematics 1 and 2 where math manipulatives can be integrated, developing math manipulatives appropriate for the identified topics using local materials, evaluating the manipulatives using the DepEd’s face validation tool and the evaluation-rating sheet, incorporating comments and suggestions from the validation process, and finalizing the instructional materials. Results: This study was conducted to develop and validate math manipulatives as instructional materials in teaching specific topics in Math 1 and 2. The researcher made use of the Research and Development model as a method of research with the following phases: Identification of learning competencies where math manipulatives can be integrated, development of the math manipulatives and validation of the IMs using face validation tool developed by the DepEd. Learning Resources Management and Development System. The developed IMs was evaluated by the School Learning Resources Management and Development Committee of Balasi Elementary School of Flora district. From the data gathered, the research yielded the following findings: math manipulatives can be used in teaching telling time, multiplication as repeated addition, missing patterns, and addition and subtraction. The developed math manipulatives passed the criteria for evaluating IMs set by the LRMDS. Conclusions: There are five learning competencies where math manipulatives can be integrated into telling and writing time, illustrating multiplication as repeated addition, determining the missing terms in each continuous pattern, illustrating addition as putting together or combining sets, and subtraction as taking away or comparing elements of sets. All the math manipulatives are rated valid and passed the criteria set by the School Learning Resources Management and Development System. The study concluded that the use of locally sourced materials in developing math manipulatives is an effective way to enhance learning, promote inclusivity, and support environmental sustainability. The developed manipulatives were found to be valid and effective for teaching the targeted math concepts. However, further research is needed to assess the manipulatives' impact on student learning.

This study was conducted to develop instructional material in vlogs and present new insights to multi-sensory and multimedia learning, especially in the new normal and alternative education where teachers can be physically distant from the learners. Mayer’s Cognitive Theory of Multimedia Learning was applied to anchor the study’s foundation. Furthermore, the study also aimed to improve students' knowledge of projectile motion, which was identified as the least learned competency in the past three consecutive school years. Developmental research design was utilized, which followed the modified ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Model in designing instructional materials. A standardized instrument, Evaluation Rating Sheet for Non-Print Materials, devised by the Department of Education- Learning Resources Management and Development System (LRMDS) to assure specific materials like vlogs, was utilized in this study. Quota sampling was employed to get 45 teachers in evaluating the projectile motion vlogs. Forty of them were Science teachers with three years and more in service and five ICT teachers. They were taken from the public junior and senior high schools within the Congressional District IB of Nueva Ecija. The projectile motion vlogs were evaluated positively and passed the content, instructional, and technical standards with very satisfactory means and above the passing rate scores which quality assured that the materials are ready to serve their purpose. However, the materials need to improve its accuracy and up-to-datedness quality and therefore need minor revisions before implementing to the learners. Moreover, respondents commended the researcher’s effort to promote Science learning engagingly.

This study presents the development and validation of a Science Review Materials (Sci-ReMs) aimed at equipping and preparing Grade 3 learners with essential skills and competencies in the different branches of science namely matter; living things and their environment; force, motion and energy; and earth and space for successful examination experiences. Employing a descriptive research design using Research and Development (R&D) methodology, the level of mastery of the learners from eight elementary schools classified as last mile schools in the Schools Division of Ilocos Norte was described. Likewise, the level of validity of the developed Sci-ReMs was described using mean. Five science experts were tapped to validate the Sci-ReMs using the DepEd Evaluation Rating Sheet for Print Resources. Findings indicate significant deficiencies in learners' understanding across science disciplines, particularly in matter classification, living things and their environment concepts, force, motion and energy principles, and earth and space phenomena. Consequently, the development of Sci-ReMs emerged as a crucial intervention measure, rated valid across content, format, presentation, organization, accuracy, and up-to-datedness. The study concludes that Grade 3 learners require targeted interventions to bolster scientific skills for successful test outcomes, with Sci-ReMs standing as a valid tool for this purpose. The Sci-ReMs are aligned with Instructional Scaffolding Theory, bridging cognitive gaps through structured assistance, and scaffolding strategies, offering step-by-step guidance to enhance scientific proficiency and confidence. Thus, Sci-ReMs may serve as a scaffold for science learning, providing tailored support to address unmastered competencies and potentially improve examination performance.