Abstract
The availability of printed learning materials in teaching Entrepreneurship 9 is one of the issues that require immediate attention to address the needs of grade 9 students and make their lessons more understandable. The study utilized Supplementary Material in Developing Competencies in Entrepreneurship among grade 9 and determined the perception of the learners on the components of the learning material. Descriptive-correlational research design was employed, involving the 95 grade 9 students. The statistical tools used were Frequency and Percentage, Mean and SD, and Pearson correlation coefficient to measure the students' perception in the Supplementary Material and determine the relationships between Supplementary Materials and competencies in Entrepreneurship among grade 9 students.
The findings of the study revealed that most of the respondents were 14 years old and mostly were female. Students perceived the learning materials positively, strongly agreeing that the materials had clear learning objectives, instructions, and examples, and that the key points and arguments were logically presented. They also agreed that the materials were well-organized, with proper spacing, readable fonts, and covered the key concepts. However, the perception of the learners on the components of learning materials was significantly related to developed supplementary materials. Meanwhile, the components of learning materials to oral presentation were not significantly related. The study concludes that while developed learning materials were effective in enhancing business planning skills, their impact on oral presentation skills is less significant. The hypothesis that learning material components are not significantly related to learning competencies in entrepreneurship was not sustained. Tests revealed no significant association between respondents’ performance in oral presentations and their perception of learning material objectives (r = 0.075), content evaluation (r = 0.144), and learning reflection (r = 0.166). However, low correlations were found between oral presentation competency and components of learning materials such as topics (r = 0.286**), pedagogy (r = 0.236**), layout (r = 0.221*), adaptability (r = 0.303**), and user-friendliness (r = 0.273**). Factors such as the nature of oral presentations and the complexity of learning outcomes may influence these results. This finding aligns with Park and Kim, who emphasizes that user-friendly design in online learning materials fosters better business planning skills. Enhancing curriculum design and learning materials could improve student performance and satisfaction.
