Abstract
The availability, adequacy and relevance of instructional materials in the classroom can influence quality teaching, which can have a positive effect on the students’ learning and academic performances as well as the teachers’ performances. In this study, the teaching performance of the DepEd science teachers in using Adaptive Learning Materials (ALMs) and Alternative Delivery Mode (ADMs) were identified and their relationships were determined. The pre-test and post-test performances of the science students under ALMs and ADMs and their mean gain scores were determined. The problems encountered by the teachers and perceptions of students in using ALMs and ADMs were identified. Using prescribed questionnaires and pre and post-test, 30 science teachers, 5 school heads, and 60 science students from two selected sections were evaluated. The results showed that the use of ALMs and ADMs in teaching science subject were both effective in enhancing teaching performances as rated by their head teachers, peers and students. The teachers’ performances under ALMs and ADMs have a significant difference (t-value=2.18, t-value=2.72, Tabular=1.76, Tabular=1.69) based on the head teachers and peers’ ratings while they have no significant difference (t-value=-1.407, Tabular=1.69) based on the students’ ratings. The student’s pre-test improved after introducing both ALMs and ADMs and there is a significant difference in the mean gain score under ALMs and ADMs (t-value=3.099, Tabular=1.672). Thus, the use of Adaptive Learning Materials (ALMs) increases DepEd science teachers’ and students’ performances in teaching and learning science subject.
