DEVELOPMENT AND VALIDATION OF SEL-LEARNING GUIDES IN EARTH AND LIFE SCIENCE

Education- Developmental Research

This study examined the effectiveness and validity of a developed remediation tool in the form of self-learning guides designed to enhance the performance of Grade 11 learners in Earth and Life Science. A descriptive- developmental research it is anchored on the need to support students who previously demonstrated difficulties in mastering key competencies, the tool underwent expert validation using the DepEd LRMDS evaluation checklist, covering both content and mechanics. Results of the content validation revealed weighted mean of 3.14, a satisfactory rating, indicating that the material was suitable for learners’ developmental levels, free of biases, and capable of promoting higher-order thinking skills, although revisions were suggested regarding the excessive use of decorative images. Mechanics validation showed generally high ratings, but the tool narrowly missed the perfect score required for full compliance, prompting experts to recommend minor refinements before large-scale utilization. The study further employed a 50-item pretest–posttest design to determine the tool’s effectiveness. The findings showed 87 mean percentage, a significant increase in students’ performance after using the self-learning guides, with the paired sample t-test revealing a t-computed value beyond the critical value at 0.05 significance level. The computed Cohen’s d of each topic ranging from 1.85 to 2.84, indicated a huge effect size, signifying substantial improvement in learners’ mastery of target competencies. Moreover, these results were validated by expert’s positive feedback, noting that the tool made learning more meaningful, contextual, and accessible. The findings affirm that the tool is an effective supplementary resource for addressing learning gaps and enhancing science performance. Keywords: Development, Earth and Life Science, self-learning guides, validation

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