Vital (Visualize and Think Aloud): Self learning packets in Oral communication in context

Abstract

The occurrence of the COVID-19 pandemic has challenged educational systems all over the globe. With this, the shift to distance learning has involved drastic changes and the major challenge is how to close the gap between the teachers and the learners. This study was anchored on design research to determine the Least Developed Most Essential Learning Competencies in Oral Communication in Context and used as basis in developing and evaluating Self-Learning Packets on the said subject. The fifty-seven purposively chosen subject teachers in the Schools Division of Iloilo were able to determine the five learning competencies that need learners' mastery in the mentioned subject through answering a researcher-made E-Survey via Google Form. Following the ADDIE Model, the researcher was able to craft five sets of Self-Learning Packets which consisted of contextualized audio resources, video resources, and infographics. These learning resources were validated by experts first. Then, it was implemented in San Enrique National Comprehensive High School by a subject teacher as supplementary materials in his four classes comprised of one hundred-sixty Humanities and Social Sciences learners. After the implementation of the learning resources for five weeks, the teacher, subject coordinator, and experts were able to evaluate the packets using the LRMDS Evaluation Sheets for Print and Non-Print Resources. The Self-Learning Packets were evaluated separately by the teachers and experts based on the different categories and in general, these resources were all rated as Very Satisfactory. This implied that the learning resources passed the standards set by the LRMDS and were recommended for use. Moreover, the teacher together with the eight purposively chosen learners who served as informants were interviewed about their experiences after using the Self Learning Packets in Oral Communication in Context. The interviews were then transcribed and analyzed using Braun and Clarke's Thematic Analysis and the following themes regarding the instructional materials developed were drawn out: (1) Influenced positively the teaching-learning process; (2) Improved students' comprehension; (3) Facilitated Scaffolding in Learning; (4) Fostered Focus and Accessibility; (5) Improved learners' performance; (6) Inculcated varied behavior and attitude changes among learners; (7) Some areas for improvement of the Self-Learning Packets were cited; and (8) The Self-Learning Packets were valued and appreciated. These results showed that the Self-Learning Packets in Oral Communication in Context were proven as appropriate supplementary learning materials.