CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the foreign literature, local literature, foreign studies,
and local studies relevant to this study.

Variables

The following are variables that are found to have bearing on the conduct
of the study such as multisensory materials, least mastered skills in science,
least performing students, task-based materials, remediation tool, content,
presentation, accuracy and up-to-datedness of information.

Study

The following are the variables of the study with reviewed literature of both
local and foreign.

Multisensory materials

According to Ponticorvo et al. (2018) in their study Multisensory

Educational Materials: Five senses to learn, stated that Multisensory educational
materials provide multimodal input for learning individual, enriching learning

environments and educational scenarios. These kind of materials keep the main
advantages of physical educational materials and marry them with the ones
derived from the digital world.

In the study of Magulod (2017) Evaluation of Multisensory Instructional

Material package for elementary learners, the use of multisensory materials as
remediation tool will be much beneficial especially to those students who are
poor in learning retention by involving their body parts especially sensory organs
to do specific learning task. The use of multisensory instructional materials
stimulates learning by engaging students on different levels. Such use of senses
when learning concepts or ideas and facts in the could be better since it
encourages the students to acquire information while doing the learning tasks
 According to Fisher (2016)  the struggling students preferred a
multisensory activity, after consistent use with that material, they performed
better in weekly assessments. Thus, multisensory materials can help the lagged
learners favorably.

Least mastered skills

According to the study of Delos Santos et al. (2021) stated that one
common problem faced by science students is their low mastery in content
knowledge in science. Educating every learner to higher standards of
performance has been a perennial challenge for the teachers, specifically in
providing the students the needed competencies to become more globally
competitive and functionality literate.

In addition, Solomo (2021) in her study Competencies and challenges of

DEPED teachers in the K to 12 Science Curriculum implementation, the majority
of the DepEd Science had very high competencies in Biology and Earth Science,
and high competencies in Physics and Chemistry. However, they still need to
deepen their understanding of some physics and chemistry concepts such as
light and electricity, circular motion, the concentration of solutions, projectile
motion, and conservation of linear momentum. Proficiency in basic competencies
is necessary to master higher competencies.

Cajimat et al. (2020), the least mastered content of grade 5 learners. Data
revealed that the prevalent difficulty was identified in the discipline of Physics
particularly in the context of electricity and magnetism, forces and energy, simple
DC circuit, effects of oxygen and heat, light and sound, and motion.

This study aims to develop a multisensory material as a remediation tool

in Science 5 specifically the lesson related to physics were the least mastered
competency landed.

Least Performing Students

 Low performing students remain quiet the whole semester, miss at least
three classes per semester, are normally late, sit at the back of the classroom,
don't take notes in class and never look for the professor after class hours
(Cerna, 2015).

Mji & Magkato (2006) in their study Factors associated with high school
learners’ poor performance” a spotlight on mathematics and physical science,
stated that learners' and their educators' responses to factors that could be
associated with poor performance in mathematics and physical science were
categorized into direct and indirect influences. Factors with a direct influence
related to teaching strategies, content knowledge, motivation, laboratory use, and
non-completion of the syllabus content over a year. On the other hand, indirect
influences were attributed to (a) the role played by parents in their children's
education, and (b) general language usage.

(Imam et al., 2014) in their study reading comprehension skills and

performance in science among high school students in the Philippines, students
need to develop scientific literacy in order to participate fully as citizens,
community members, and in the globalized economy. Students seemed to be
struggling with both the content of science as well as the skills needed to be a
proficient reader. With respect to the overall association between elements of
reading comprehension skills and performance in science, it establishes a
significant positive correlation but such relationship is negligible. As a whole, the
poor performance of Filipino students in science which contributed to bad image
of Philippine education both local and abroad can be well expounded by other
relevant factors outside the scope of six reading comprehension skills.

The research suggested to reduce attentional distractions, emphasizing

motivation, supporting students' efforts in science disciplines by enrolling them in
more courses, and using contemporary teaching techniques that are in line with
the enormous scientific advancements.

Task-based Activities
 The purpose and role of teaching and learning resources doesn't only
consist of making the educational process more attractive and interesting, but
also of encouraging active learning, the development of different skills and the
adoption of desirable values and attitudes in students. In order to achieve the
aforementioned goals, it is extremely important to clearly define the conditions
and methods of utilising teaching and learning resources in the teaching and
learning process (Busljeta, 2013). Therefore, it is important to allow the learners
to get attracted and be interested in the learning process so that they can actively
participate and take the learning positively.

In Addition, Interest contains cognitive aspects and emotions (participation

and the experience was accompanied by a certain sense, such a sense of fun,
which contributes to the high willingness and desire to perform an activity). The
interest appears from the response in which the student aware of their interest in
an object or activity, which then begins to find out or begins to want to be actively
involved in i.

As cited by Saricoban (2016), according to Prabu, A task is an activity that

makes the learners to reach an outcome, with the help of given information
through thinking strategies. The instructors are expected to control and organize
the learning process in a learning environment. Thus, task-based activities
should be given not to assess but to help the learners to understand the lesson
and make meaning out of it. It is also important that the teacher and the learner
are connected so that the learner can become more interested in the lesson and
the teacher can guide and motivate the learner boundlessly.

However, in this Post-Pandemic era when students are having difficulty

with the teaching and learning process, researchers must design and develop a
remediation tool to improve students' academic performance and to establish the
best solutions that are pertinent to user needs.

Remedial tool
 Remediation work as a form of cooperation and supportive learning
between students and teachers aims to cater for individual differences, help
students who lag behind, develop interpretation skills and help students in critical
thinking skills in the learning of map work. Each student should be able to enter
the remediation course at the appropriate level adapted to their personal luggage
of prior knowledge, unique learning style and preferences (Chikwature, 2016)

As cited from Thilges and Schmer (2020) by Jimenez (2020) provided a

concept analysis of formalremediation wherein he established a framework for
defining the concept, developing measurable outcomes, and describing when to
implement the intervention. This is important so that there is a consistent and
systematic way of delivering the remedial class.

According to Asio and Jimenez (2020), most of these students attend their
everyday classes to pass their assessments that will assure them that learning is
essentially understood. Remediation activities as one guarantee educational
assistance to those children who are low performers and absentees. This
ensures better academic performance for all the children who are at risk of
dropping out and failing. Meaning the remediation tool must be easily understood
by the learners. It must be self-learning to provide indirect assistance to them.
This will support each pupil to master the competencies required in the subject
and at the same time, shall be able to increase the division overall rating.

The cited studies are significant now because they demonstrate the
efficacy of various remediation tools. The results of earlier study will guide the
development of task-based activities to close the learning gaps for the least-
mastered science abilities, taking into account the three learning domains and
higher-order thinking skills.

Development and Validation

In the study of Dipon and Ricafort (2020) with the utilization of the
developed and validated remediation Tool in Physics revealed that the utilization
of the developed and validated remediation tool is substantially effective in
increasing the level of performance of the least performing students of Grade 8.

Also, in the study of Quiambao & Punzalan (2018), it was inferred that the
development and implementation or use of Infographics Based on the Least
Mastered Competencies in Physics resulted in a significant improvement in the
learners' performance and prove to be accepted and validated.

The aforementioned study supports the researcher's hypothesis that the

best remediation tool may be created and designed to help students who are
struggling to understand lessons in Science 5.

Content

Content is the subject matter under discussion in the topic. This is where
the whole information about the subject is located. This is a guide for selecting
the appropriate remedial tool. It should be full of insightful thoughts and concepts
that the students can grasp.

According to Luera et.al (2015) in his study explores the relationship

between science content knowledge and inquiry-based lesson planning ability.
The authors have found a significant positive relationship between content
knowledge and the ability to create an inquiry-based science lesson.

Michel & Neumann (2016) provides evidence that the nature of Science
understanding is related to the learning of science content. An adequate nature
of Science understanding seems to be of particular importance for concepts that
are somewhere between pure disciplinary content knowledge and more general
knowledge.

Pedagogical Content Knowledge includes an understanding of what

makes the learning of specific topics easy or difficult: the conceptions and
preconceptions that students of different ages and backgrounds bring with them
to the learning of those most frequently taught topics and lessons (Dapaepae et
al., 2013)
 The studies above are related to the study of the researcher since she will
be focusing on the content of her remediation tool in science. These will serve as
his guide in developing its content.

Format

The format of a remediation tool refers to its external design. It should be

set up in accordance with the activity's intended result.

Torreflanca (2017) in terms of format of the instructional module it is

important to arranged it in a logical and sequential order. Moreover, based on her
study, the respondents strongly agreed that the font size, font style, mathematical
symbols, titles, and subtitles are readable and clearly defined under the format
variable of the validation sheet. They further agreed that the instructions in the
modules are well emphasized, and tables/diagrams,
illustrations, picture.

Oronce and Manalo (2021) in their study Development and Validation of

Flipbook in Earth and Life Science, used format as one of the factors in validating
the material. All validators said that the flipbook was sequentially organized, and
graphics were motivating with the use of the hyperlink and captivating images
was labeled neatly, and easy to understand with clear directions. With the help of
the format factor the Flipbook was revised and during the second validation, all
validators agreed that the flipbook met all the objectives as to format/design.

Columbano (2019) in her study, Development and Validation of Modules

in
Basic Mathematics to Enhance Students’ Mathematics Performance.
Mathematics teachers assessed the qualitative features of the prepared modules
through format. Results of the study indicate that the prepared modules are good
and acceptable to the teachers of Mathematics. On format, the teachers strongly
agree that the titles and subtitles are distinguished, the layout of the pages is
attractive, and the font size used for the text is easy to read. Likewise, the
questions enable students to learn by themselves and the problems were very
useful in attaining mastery of the lesson.

The above-mentioned studies are related to the researcher study since it

will also use format as a factor to validate the remediation tool.

Presentation

Teaching students to design effective oral presentations presupposes two

goals, namely, enabling students to function successfully in the future
professional surrounding, and preparing them for their possible further academic
career. By making students aware of basic points, types, characteristics and
styles of scientific and technical communication, the paper is to serve as a
starting point in an attempt to make them expand and perfect their oral
presentation skills (Zivkovic, 2014)
In the study of Uba (2017), it reveals that graphic organizers make
students take charge of the learning process in prose literature classes, and it
concludes that these visual instructional elements guarantee student
understanding and achievement. The study, thus, recommends the incorporation
of graphic organizers in the teaching and learning processes across subjects in
Nigerian schools.
The tool's content and presentation were thoughtfully arranged by the
researcher so that the responders would understand what was expected of them.
The organization of the content will ensure that the concepts flow naturally and
that the instructions are followed. The aim was represented through the item
itself.
Accuracy and Up-to-datedness
Monding and Buniel (2021) in their study Effectiveness of Developed
Worksheets to the Academic Achievement of Students in Science 9 revealed that
the developed worksheets are appropriate to use as a material and greatly
enhanced the students' efficiency by using the DepEd rubrics in assessing the
accuracy of the worksheets.
 Incocencio and Calimlim (2021) in their study on the Development and
Validation of Teacher Made Science Workbook of Grade 8 Students in the
Philippines cited that to have more information regarding the study and for the
purpose of enriching its content, some books, internet sources, research and
other reading materials which have common bearing on teacher made workbook
in science will be considered to ensure its up to date information.
These investigations helped the researcher in demonstrating the necessity
for accurate and current remediation tool materials that can be adjusted to meet
the demands of students in the twenty-first century.