Identifying learners’ least-mastered competencies in Filipino 11: A foundation for digital module development

Abstract

This research aims to identify the least-mastered competencies in Filipino 11 and develop a digital module to address these learning gaps. Utilizing a developmental research design, the study focused on the design, development, and evaluation of instructional materials. Guided by the Input-Process-Output (IPO) model, the study involved Filipino teachers, IT instructors, and Grade 12 students. A researcher-crafted assessment was administered to Grade 12 learners to determine areas of weakness in Filipino 11. The findings revealed that students faced challenges in the following areas: understanding the historical background of the national language, using cohesive devices effectively, interpreting language within discussions, comprehending language-related concepts, and analyzing language in digital media contexts. Based on these results, a digital module was created and structured around the 4A’s instructional framework (Activity, Analysis, Abstraction, Application) in order to enhance lesson delivery. This digital module consists of five units that explore key language principles, the societal role of language, the evolution of the national language, language usage in diverse contexts, and Filipino communication skills. The module was developed using Wix, a website creation platform. For the evaluation, subject matter experts assessed the module based on content quality, instructional design, technical aspects, presentation, accuracy, and evaluation components. Findings revealed that, overall, the digital module was “highly acceptable.” The study concludes that digital modules are effective tools for improving language proficiency, especially when targeting specific competency gaps. These findings imply that integrating interactive, multimedia-rich digital tools based on the 4As framework enhances language proficiency, ensures continuous learning amid disruptions, and supports personalized, flexible, and technology-driven education. Recommendations on the integration of similar tools and strategies and further exploration of its impact on student learning outcomes conclude this paper.