Design and Validation of a Contextualized Developmental Reading Module for Industrial Technology Students

This study focused on the development and validation of a contextualized Developmental Reading module for first-year Industrial Technology students at North Eastern Mindanao State University (NEMSU) Cantilan Campus. It aimed to design instructional material that addressed least-learned competencies in Developmental Reading while aligning with the academic and vocational context of Industrial Technology students. The study was anchored on the ADDIE Model, Gagné’s Conditions of Learning Theory, Schema Theory, and Literacy for Specific Purposes, which guided the systematic design, development, validation, and refinement of the module. A quantitative developmental research design was employed, supported by curriculum analysis, teacher consultation, expert validation, teacher evaluation, student evaluation, limited field tryout, assessment of students’ learning performance, and survey-based assessment of perceived learning outcomes.
The respondents included five expert validators, five Developmental Reading teachers, and fifty-eight first-year Industrial Technology students. Findings revealed that the module was generally rated acceptable in terms of content relevance, format and design, presentation and organization, and accuracy and up-to-datedness of information. Expert validators and teachers provided higher ratings in selected areas, while students gave comparatively lower ratings in some indicators, particularly in terms of content relevance and engagement. The perceived learning outcomes showed that students generally viewed the module as supportive of knowledge acquisition, competence development, self-efficacy, clarity and relevance, and integration and synthesis.
The learning performance results described the students’ level of performance after exposure to the selected lesson of the module. However, these results were not interpreted as evidence of improvement because the study did not include a pretest. The correlation analysis revealed no significant relationship between students’ learning performance and perceived learning outcomes. Meanwhile, the analysis of variance revealed significant differences in selected validation areas, but no significant difference in accuracy and up-to-datedness of information. The study concluded that the contextualized Developmental Reading module was a valid and relevant supplementary instructional material for Industrial Technology students, with recommended refinements to further support learner engagement, application, and higher-order reading tasks.

Contextualized Module, Developmental Reading, Industrial Technology, Learning Performance, Module Validation, Perceived Learning Outcomes

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