Almachar, Juvie Lynne Talingdan

Abstract:Students’ learning difficulties in a course are essential for teachers, as they guide the achievement of instructional goals. This study generally aims to develop a module for the course “Barayti at Baryasyon ng Wikang Filipino” based on the difficulty of the course for third-year Bachelor of Secondary Education students majoring in Filipino at the University of Northern Philippines and the University of Abra. A descriptive-developmental method was used in analyzing the data. The mean was used to indicate the degree of difficulty for each course-related item, which served as the basis for the development of the module. The results of the survey revealed that the students found no difficulty in the topics along Unit I – Ang Wikang Filipino and Unit II – Barayti at Baryasyon ng Wika. On the other hand, the students reported difficulty with Unit III – Mga Teorya ukol sa Barayti at Baryasyon due to unfamiliar concepts and a lack of prior exposure. Furthermore, the study results served as the basis for developing the module, which has not yet been validated. The module includes various activities that serve as supplemental materials for teaching and learning. The 4Cs of 21st Century Skills—Communication, Critical Thinking, Creativity, and Collaboration—served as the foundation for designing the activities in the module. The researchers recommend conducting further, more in-depth studies of students’ perceptions to develop instructional materials for both teachers and learners. Most importantly, it is also recommended to undertake a broader evaluation of the developed module toward the subject Barayti at Baryasyon ng Wika.

Keywords:difficulty, variety and variation, Filipino language, Module, 21st Century Skills