Development, validation and acceptability of guide book in writing

Thesis Master of Arts in Teachers major in Science University of Rizal System-Morong 2015

EXECUTIVE SUMMARY: This study was done to develop and validate a guidebook in writing investigatory projects. The study was conducted at san juan national high school in school year 2015-2016. The format of the guidebook was based on intel science fair format and was divided into lessons and practice exercises. The developmental research method, experimental research design in evaluating the developed guidebook. Stratified sampling technique was utilized in determining the respondents. Fifteen (15) grade 10 student- respondents used the developed guidebook in writing science investigatory projects while fifteen (15) students underwent traditional method of teaching. Using a questionnaire checklist, fifteen (15) experts or teacher-respondents from the different high schools in the division of rizal and university of rizal system morong campus and the student users rated the acceptability of the developed guidebook in terms of content, clarity, appeal to target users, originality, learning activities, applicability/usefulness and format. Findings of this study revealed that students formt he exposed and not exposed groups significantly improved their performance based on the pretest and posttest. This implied that the developed instructional material could serve as an aid writing investigatory projects. Moreover, interesting activities, scientific investigations, critical thinking and varied exercises given to students exposed to the developed guidebook allowed them to achieve a higher mean score in the posttest than the not exposed group that there is a significant difference between the pretest and posttest results of the exposed and not exposed groups to the developed guidebook. The developed guidebook was very much accepted in terms of content, clarity, appeal to target user, originality, learning activities, applicability or usefulness and format as evaluated by the two groups of evaluators, thus it can be used as instructional material in writing investigatory projects. The independent t-test revealed that there was no significant difference between the evaluation of the student respondents and experts which means that they perceived that the guidebook is good instructional material that can help improve learners' performance by means of delivering good qualities in its development. From the findings of the study, it was concluded that the use of the developed guidebook significantly increased the performance of the students. Therefore, the developed guidebook in writing investigatory projects can be used as an effective instructional material for writing science investigatory projects.