Usability of English Communication Module Influencing Learners&#039; Performance

Maritess  Medina,

Usability of English Communication Module Influencing Learners' Performance

Discipline: Education

Abstract:

This study assessed the usability of the English Communication Module in enhancing learners' performance in a school in Tarlac City during the 2020-2021school year. Using a descriptive-correlational design, 120 intermediate grade learners were surveyed via a validated, reliable questionnaire measuring (a) assessment, (b) assignments, (c) activities, (d) instruction, (e) Content, and (f) relevance on a 5-point Likert scale. Results showed high evaluations across all components, with content and relevance rated as very high, reflecting effective instructional design aligned with learners' needs. The learners' English performance was categorized as very good, with a mean score of 89.68, indicating the effectiveness of the teaching strategies. Statistical analysis revealed a significant relationship between the extent of usability—particularly assessment and relevance—and learners' performance, while instruction and content showed no significant correlation. These findings suggested that assessment strategies and content relevance are critical factors in improving language outcomes. The study emphasizes the importance of prioritizing assessment and relevance in instructional design to sustain and enhance English proficiency. Recommendations include continuous professional development for educators on assessment techniques and content relevance, collaborative review of instructional materials, and ongoing monitoring to optimize learning outcomes. Overall, the results affirm the positive impact of well-structured modules on student performance and highlight areas for further refinement to maximize educational effectiveness in post-pandemic digital learning environments.

References:

Ambayon, R. B. (2020). Evaluation of modular learning as an approach in the new normal. International Journal of Educational Management, 34(4), 883–894.
Berman, S., et al. (2019). Assessment in education: Measurement, evaluation, and policy. Educational Researcher, 48(2), 87–97.
Brown, T. (2022). Fundamentals of psychometrics: Interpreting assessment data in education. Educational Measurement: Issues and Practice, 41(3), 23–33.
Chen, L., & Patel, R. (2020). Enhancing learner engagement through relevant instructional content: Strategies and implications. Educational Technology Research and Development, 68(3), 1495–1512.
Cruz, L. R., Mendoza, M., & Reyes, J. (2022). Modular instruction and learner autonomy: An exploratory study. Journal of Educational Strategies, 18(2), 45–60.
Dhawan, S. (2020). Online learning: A panacea in the time of the COVID-19 crisis. Journal of Educational Technology, 37(1), 5–11.
Huang, R., Liu, D., Tavares, N. J., & Wang, H. (2020). COVID-19 and the shift to online learning: Challenges and opportunities. Educational Research Review, 22, 100329.
Johnson, M., Smith, A., & Williams, R. (2021). The impact of content relevance on learner motivation and satisfaction in online education. Journal of Educational Multimedia and Hypermedia, 30(2), 135–150.
Johnson, R., & Lee, A. (2021). The role of relevance in student motivation and learning outcomes. Journal of Educational Psychology, 113(2), 245–260.
Lee, H., & Kim, S. (2022). Perceived relevance as a predictor of engagement in digital learning environments. Computers & Education, 187, 104512.
Li, B., Zhang, Y., & Wang, X. (2021). Personalized feedback and interactive learning environments in digital language education. Journal of Language Learning and Technology, 25(3), 45–62.
Martinez, P., Garcia, L., & Nguyen, T. (2023). Standardizing instructional delivery to reduce variability in learner perceptions: A systematic review. International Journal of Educational Technology, 9(1), 45–60.
Martínez-Comesaña, E., Gómez-González, M., & García-Peñalvo, F. J. (2023). Artificial intelligence and assessment: New challenges for educators. Computers & Education, 192, 104626