Preferred Supplementary Materials of Selected Grade 10 Students during
the Implementation of Modular Distance Learning
in Jalajala National High School
Marlex M. Estrella
Jalajala National High School, Jalajala Sub-Office
June 2021
Abstract
The study aimed to determine the preferred supplementary materials of selected
Grade 10 Students during the implementation of modular distance learning in Jalajala
National High School. This study used descriptive research design. This research used
the stratified random sampling It sought the participation one twenty-seven (127) students
Grade 10 Students. A 12-item questionnaire survey was used. To treat the data, it utilized
frequency, percentage and rand, weighted mean, and t test.
As to profile of the respondents in terms of sex, female outnumbered male
respondents, in terms of age, majority of them belonged to prescribed schooling age, and
in terms of equipment/gadget most likely to use, cellular phone widely chosen among the
rest of options. As to the extent of preferred supplementary materials of selected grade
10 students during the implementation of modular distance learning in Jalajala National
High School, ranked 1- 4 options include Video-clip instructions and discussions shared
via Facebook messenger, Power point presentation, Word document, PDF file shared via
OTG flash drive or flash drive, cellphone/tablet, Instructions and discussions via FB
messenger massages and Additional printed reading materials and activity sheets rated
much preferred. Respondents preferred supplementary materials that can be accessed
via cellphone, use of Facebook as platform, in formats of video, word, power point and
pdf. There is significant difference that exist on the extent preferred supplementary
materials of selected grade 10 students during the implementation of modular distance
learning in Jalajala National High School in terms of equipment/gadgets most likely to use
in study, on the hand there is no significant difference in terms of sex and age. Based on
conclusions, it is recommended, aside from modules, LeaPs and weekly home learning
plan, the school may continue providing supplementary materials among students in all
subject areas. Teachers may innovate on the list of much preferred supplementary
materials like video-clip, audio-clip as well soft copies like power point, word and pdf.
Conduct Learning Action Cell (LAC) sessions in developing relevant and accessible
supplementary materials in the new normal. With the current data on equipment/gadgets
most likely to use in studying and learner’s enrollment and survey form (LESF) the school
can increase offering of at least two learning modalities. Conduct basic research on
preferred supplementary materials among grade 7, 8, and 9 students. And finally, conduct
further studies on preferred supplementary materials, which include new variable like
subject and learning styles.
Keywords: preferred supplementary materials, modular distance learning

I. Introduction
Education plays the role of making students knowledgeable and skillful that leads
them to become a productive citizen of the nation, however in the advent of pandemic
COVID-19, health and learning continuity are at stake. Countries around the globe
including Philippines provided new normal mechanism that prioritizes health security of
the key players of teaching-learning episodes. Through the leadership of Sec. Leonor M.
Briones of the Department of Education, schools are given the opportunity to distinguish
and implement the best options for learning continuity for the school year 2020-2021.
According to Codamon (2020), adopting to the challenges of the times in fulfilling its
mandate, the DepEd would be using blended and distance learning programs during this
period of COVID-19 pandemic consistent with the President’s preference that children
would not be sent to school until it is safe to do so. He added that there are three kinds of
Distance Learning Delivery Modality (DLDM) the Modular Distance Learning (MDL), the
Blended Learning (BL), and Homeschooling. In particular, MDL uses printed modules,
learners’ packets and weekly home learning plan as instructional resource, teaching
materials and guide. Along with staple printed materials, teachers provided supplementary
materials in the form of activity sheets, audio-clip, video-clip, power point presentations
and many others. According to Dodd (2015), supplementary materials help to motivate
the learners by creating interests in the learning and encouraging them to use the
language in the class. They enable the learners to understand and grasp the information
from a given text.
The Department Order No. 8 series 2020, known as the “Policy Guidelines for the
Provision of Learning Resources in the Implementation of the Basic Education
Learning Continuity Plan served as important basis in constructing supplementary
materials. It supports the expenses in printing of materials as well as other expenses to
cover supplies for the development of video and radio scripts, conversion of materials into
accessible format, development of interactive materials maybe charged to fund.
Implementing schools of both online distance learning and modular distance learning
aside from what they are expect to supply among students, took several bold steps in
committing activities and provisions of supplementary materials to address the challenges
of new normal. It augment late arrival of printed materials via school based printing.

Likewise, the demand for soft copies and supplementary materials are accessible and
within the abilities of teachers to produce who are working in both alternative working
arrangement (AWA) and working from home. It comes in the form of printed activity
sheets, additional reading materials, audio-clip, video-clip, power point presentations and
PDF copies. The use of mobile and online connections ease problems of communications,
distance, time of availability and even smooth avenue to share learning materials during
the strict implementation of quarantine.
For the last two (2) quarters of the school year 2020-2021, the researcher observed
multiple challenges met by school head, teachers, parents and students in the
implementation of modular distance learning. Based on Learning Outcomes Assessment
(LOA) (2020) for Araling Panlipunan as of first quarter, it was determined that 49 or 5.29%
of 926 students have incomplete grades, which turned 5 or less 1% only of 927 students
in second quarter. The same report identified students who gained low performance of
75-79% with the frequency of 242 or 27.59% out of 926 students in first quarter and 274
or 29.75% out of 927 students in second quarter. With those data, teachers created
various supplementary materials along with students’ learning modules and learners’
packet with the hope of addressing struggles in distance learning. Moreover, in several
focus group discussions and students feedback in facebook messenger, students showed
positive responses on supplementary materials provided by teachers. Likewise, an
increase in overall learning outcomes in Araling Panlipunan was recorded from 81.6%
into 82.42%. The researcher with all the supplementary materials provided among student
is thinking of which is very much preferred and its possible effects once satisfied.
With the previously mentioned reasons, the researcher is very much interested in
determining the preferred supplementary materials of selected Grade 10 Students during
the implementation of modular distance learning in Jalajala National High
School. The result of the study will serve a credible basis for action and development
related to provision of supplementary materials.
II. Review of Related Literature
This study considererd the following related literature and studies. Modular
distance learning is a modality, which uses printed modules and weekly home learning
plan as steady supply of instructional materials for students’ independent learning

episodes. Teachers exerted effort to increase learning success along with printed
materials by providing supplementary material like support reading materials, PowerPoint
presentation, PDF file, video-clip, audio-clip and others. According to Cahyaningruma, Sri
Wahyunia, Sulistyawatib and Kristiandib (2016) Supplementary materials are academic
support linked to the regular materials. They further mentioned information from Elizabeth
Coelho in Kessler that a primary requirement for second language acquisition is the
provision of opportunities for frequent and extended interaction in the target language. In
this case, these supplementary materials are for compensating the limits of the regular
classroom materials. They also can be the help for a teacher when encountered with
insufficient learning materials while teaching English in a classroom According to Llego
(2020), he mentioned that Modular distance learning involves individualized instruction
that allows learners to use self-learning modules (SLMs) in print or digital format/electronic
copy, whichever is applicable in the context of the learner, and other learning resources
like Learner’s Materials, textbooks, activity sheets, study guides and other study
materials. Learners access electronic copies of learning materials on a computer, tablet
PC, or smartphone. CDs, DVDs, USB storage and computer-based applications can all
be used to deliver e-learning materials, including offline E-books. The teacher takes the
responsibility of monitoring the progress of the learners. The learners may ask assistance
from the teacher via e-mail, telephone, text message/instant messaging, etc.
Fidalgo, Santos and Thormann (2017) discussed that students said that their
preferred means of representation to support their learning were PowerPoint with
voiceover and videos followed by text. The reasons given for these preferences relate to
the fact that these formats make possible a better understanding of the content as well as
provide more information. Students also mentioned that these formats adapt to their study
pace and helped them to have a deeper knowledge of subjects. Likewise, they mentioned
that the format most accessed during the two courses was PDF and .doc resources. One
of the reasons that may help explain this is that this format was also the one in which the
majority of the resources was offered to students (course content and assessment
guidelines). Students also said that the reading materials allowed them to go back and
reread the content as many times as necessary, which they found very useful.
According to Jamela (2011) mentioned that low performance of students is
attributed to the deficiency of textbook and instructional materials in teaching the subject.

Thus, it is important for the teacher to know how to develop teaching aid and materials.
Basis of selection of instructional materials should include the needs, interest and
capabilities of the pupils. Similarly, Presidential Decree No. 6-A, Section 5 states that:
“Designing, utilizing and improving instructional technology and developing or producing
textbook and other instructional materials will lead to quality education”. Developing
instructional materials is an important element in the teaching-learning process. It is an
instrument to make the process of learning fruitful and systematic.
According to Salandanan as cited by Marces (2020) instructional materials,
particularly printed materials, offer the best means by which a teacher can provide
directions in his students’ daily search for new understanding and verification.
Furthermore, according to the teacher’s opinion as mentioned by Brito, Cherrez,
Montalvan, and Ochoa (2018) children work better when they are motivated in the
classroom, and supplementary material has really helped him to reach this goal. He
believes that students need to visualize and hear information in order to adopt into the
new language. Flashcards and pictures were the most appealing material for the children
because it had fun drawings and many colors; this helped children to develop their
creativity and imagination.
III. Research Questions
The study aimed to determine the preferred supplementary teaching materials of
selected Grade 10 Students during the implementation of modular distance learning in
Jalajala National High School.
Specifically, it sought to answer the following questions
1. What is the profile of the respondents in terms of;
1.1 Sex
1.2 Age
1.3 Equipment/Gadgets most likely to use in studying?
2. What is the extent of preferred supplementary materials of selected Grade 10
Students during the implementation of modular distance learning in Jalajala National High
School?

3. Is there a significant difference that exist on the extent of preferred
supplementary materials of selected Grade 10 Students during the implementation of
modular distance learning in Jalajala National High School in terms of sex, age and type
of most likely to use equipment/gadgets in studying?
IV. Significance of the Study
The result of this study will give reliable data on preferred supplementary materials
of selected Grade 10 Students during the implementation of modular distance learning in
Jalajala National High School. It will serve a basis in planning and implementing relevant
action of the school that are beneficial among learners.
School Heads. The result of the study will provide an understanding and big on
the preferred supplementary materials of students. As primary curriculum implementer
and supervisor she can lead the planning team and teachers in provide responsive
instructional materials amidst pandemic and modality of the same nature.
Head Committee on Education. The head on municipal committee on education
upon acquaintance on the result of the study will have enough basis in allocating relevant
to projects and funds as support in relation to provision of supplementary materials as well
as continuous support on gadgets for students.
Teacher-researchers. It will provide him interesting findings and conclusions that
will let him decide in coming up plans and necessary supplementary material as response
on the preferred said items.
Future Researcher. This study can capture the interest of the future researcher in
conducting the same research or consider more variable in pursuit for more educational
findings and conclusions.
V. Research Methodology
This study used descriptive method of research. According to Mishra, Dr. Shanti
Bhushan & Alok, Dr. Shashi. (2017) Descriptive research consists of survey and fact
finding investigation of different kinds. The main purpose of descriptive research is
explanation of the set of circumstances as it is present as such. According to Calmorin
(2006) the said research design attempts event to be recorded, described, interpreted,
analyzed and compared. Its goal is to describe systematically a situation, condition or
area of interest in factual and accurate manner. Likewise, it includes observations,

surveys and interviews, standardized tests and case studies. Padua (2006) demarcated
descriptive method as the best method of describing the status of events, people or
subjects, as they exist. It is suitable in obtaining prevailing status and condition of the
problem that are significant in understanding the present and future condition.
The researcher used the abovementioned research method, since it is believe to
be the most appropriate on pursuit to record, describe, interpret, analyze and compare
data on the aspect of preferred supplementary materials of the students. Likewise, it
capitalizes on procedures such as survey, recording, describing status of subject and
interpreting data. Descriptive method also bears the advantage of fact
finding and explanation of circumstances that will support the aim of this study upon
collection of data.
a. Sampling
This research used the stratified random sampling. It sought the participation one
twenty-seven (127) students from the total population of one hundred eighty-nine (189)
students from five (5) sections of Grade 10, namely 10-SSC, 10-Earth, 10- Jupiter, 10-
Mars and 10-Venus. They earned fair chance to represent class perceptions.
Table 1
Sample Population of Selected Grade 10 Students Respondents
Grade and Section Population Sample Size
Grade 10 – SSC 34 23
Grade 10 – Earth 39 26
Grade 10 – Jupiter 39 26
Grade 10 – Mars 38 26
Grade 10 – Venus 39 26
Total 189 127

b. Data Gathering Procedure
The researcher upon securing necessary permit from the school head
implemented the research by distributing both hard copies and soft copies of validated
questionnaire-survey. Part 1 is the Profile of the Respondents, which sought for data like
sex, age and type of most likely to use equipment/gadgets in studying. Part II is all about
the preferred supplementary teaching materials with ten (10) items, rated using five point
Likert scale like 5-very much preferred, 4-much preferred, 3-fairly preferred, least
preferred and not preferred. Answers were tallied, recorded, analyzed and interpreted.
The researcher generated summary of findings, conclusion and recommendations on the
preferred supplementary teaching materials of the students.
c. Data Analysis
For the analysis and interpretation of data the following steps were conducted:
1. To determine the profile of the respondents in terms of sex, age and
equipment/gadgets most likely to use in studying, frequency percentage and rank
distribution was used.
2. To determine the extent of preferred supplementary materials of selected Grade 10
Students during the implementation of modular distance learning in Jalajala National High
School, weighted mean was used.
3. To determine if there is a significant difference that exist between on the extent of
preferred supplementary materials of selected Grade 10 Students during the
implementation of modular distance learning in Jalajala National High School in terms of
sex, age and type of most likely to use equipment/gadgets in studying, T-test was used.
VI. Discussion of Results and Recommendations
Based on the data gathered, the following results were determined.

Table 2
Frequency, Percentage and Rank Distribution of Respondents in Terms of Sex
Sex Frequency Percentage Rank
Female 54 45.52 2
Male 73 57.48 1
Total 127 100.00
Table 2 shows the frequency, percentage and rank distribution of respondents in
terms of sex.
In can be noted that the respondents in terms of sex, female ranked 1 with the
frequency of 73 or 57.48 percent, while male ranked 2 with the frequency of 54 or
45.52 percent.
It implies that female respondents outnumbered male respondents.
Table 3
Frequency, Percentage and Rank Distribution of Respondents in Terms of Age
Age Frequency Percentage Rank
16 years old and below 97 76.38 1
17 years old 22 17.32 2
18 years old and above 8 6.30 3
Total 127 100.00
Table 3 shows the frequency, percentage and rank distribution of respondents in
terms of age.
It can be noted that the respondents in terms of age, 16 years old and below ranked
1 with the frequency of 97 or 76.38 percent, 17 years old ranked 2 with the frequency of
22 or 17.32 percent and 18 years old ranked 3 with the frequency of 8 or 6.30 percent.

It implies that most of the respondents belong to prescribed age of schooling.
Table 4
Frequency, Percentage and Rank Distribution of Respondents in Terms of
Equipment/Gadgets most likely to use in studying
Equipment/Gadgets
most likely to use at
home
Frequency Percentage Rank
cellular phone 94 74.02 1
Desktop 4 3.15 6
Laptop 10 7.87 2
Tablet 6 4.72 4
television with usb port 5 3.94 5
usb speaker 8 6.30 3
Total 127 100.00
Table 4 shows the frequency, percentage and rank distribution of respondents in
terms of equipment/gadgets most likely to use in studying.
It can be noted that the respondents in terms of equipment/gadgets most likely to
use at home, cellular phone ranked 1 with the frequency of 94 or 74.02 percent, laptop
ranked 2 with the frequency of 10 or 7.87 percent, speaker ranked 3 with the frequency
of 8 or 6.30 percent. Tablet ranked 4 with frequency of 6 or 4.72 percent, television with
usb port ranked 5 with the frequency of 5 or 3.94 percent, and desktop ranked 6 with the
frequency of 4 or 3.15 percent.
It only implies that majority of the respondents preferred cellular phone as
equipment/gadget most likely to use at home as compare to the rest of choices.

Table 5
Extent of Preferred Supplementary Materials of Selected Grade 10 Students
during the Implementation of Modular Distance Learning in
Jalajala National High School
Items Weight
ed
Mean
Verbal Interpretation Rank
Audio-clip instructions and
discussions shared via facebook
messenger
3.77 Much Preferred 5
Video-clip instructions and
discussions shared via facebook
messenger
3.99 Much Preferred 1
Power point presentation,
Word document, PDF file
shared via
facebook messenger
3.76 Much Preferred 6
Audio-clip instructions and
discussions save in flash drive and
play in any of USB speaker and
smart television
3.10 Fairly Preferred 12
Audio-clip instructions and
discussions save in OTG flash drive/
sent via Bluetooth and play in any of
cellphone or tablet
3.26 Fairly Preferred 9
Video-clip instructions and
discussions save in flash drive/sent
via Bluetooth and play in any of
smart television, laptop or desktop
3.24 Fairly Preferred 10
Video-clip instructions and
discussions save in OTG flash drive
/ sent via Bluetooth and play in any
of cellphone or tablet
3.44 Much Preferred 8
Instructions and discussions via
text messages.
3.59 Much Preferred 7
Instructions and discussions via
phone call
3.13 Fairly Preferred 11

Instructions and discussions via
FB messenger massages
3.83 Much Preferred 3
Additional printed reading materials
and activity sheets
3.81 Much Preferred 4
Power point presentation, Word
document, PDF file shared via
OTG flash drive or flash drive,
cellphone/tablet
3.93 Much Preferred 2
Legend:
4.21 - 5.00 - Very much preferred
3.41 - 4.20 - Much preferred
2.61 - 3.40 - Fairly preferred
1.81 - 2.60 - Least preferred
1.00 - 1.80 - Not preferred
Table 5 shows the extent of preferred supplementary materials of selected Grade
10 Students during the implementation of modular distance learning in Jalajala National
High School.
It can be noted, that in terms of extent of preferred supplementary materials of
selected Grade 10 Students during the implementation of modular distance learning in
Jalajala National High School, Video-clip instructions and discussions shared via
facebook messenger ranked 1 with the weighted mean of 3.99 and verbal interpretation
of much preferred. Power point presentation, Word document, PDF file shared via OTG
flash drive or flash drive, cellphone/tablet ranked 2 with the weighted of 3.93 and verbal
interpretation of much preferred. Instructions and discussions via FB messenger
massages ranked 3 with the weighted mean of 3.83 and verbal interpretation of much
preferred. Additional printed reading materials and activity sheets ranked 4 with the
weighted mean of 3.81 and verbal interpretation of much preferred. Audio-clip instructions
and discussions shared via facebook messenger ranked 5 with the weighted mean of 3.77
and verbal interpretation of much preferred. Power point presentation, Word document,
PDF file shared via facebook messenger ranked 6 with the weighted mean of 3.76 and
verbal interpretation of much preferred.
Instructions and discussions via text messages ranked 7 with the weighted mean of 3.59
and verbal interpretation of much preferred. Video-clip instructions and discussions save

in OTG flash drive / sent via Bluetooth and play in any of cellphone or tablet ranked 8 with
the weighted mean of 3.44 and verbal interpretation of much preferred. On the other hand,
Audio-clip instructions and discussions save in OTG flash drive/ sent via Bluetooth and
play in any of cellphone or tablet ranked 9 with the weighted mean of 3.26 and verbal
interpretation of fairly preferred. Video-clip instructions and discussions save in flash
drive/sent via Bluetooth and play in any of smart television, laptop or desktop ranked 10
with the weighted mean of 3.24 and verbal interpretation of preferred. Instructions and
discussions via phone call ranked 11 with the weighted mean of 3.13 and verbal
interpretation of fairly preferred. Audio clip instructions and discussions save in flash drive
and play in any of USB speaker and smart televisionranked 12 with the weighted mean
of 3.10 and verbal interpretation of fairly preferred.
It implies respondents preferred supplementary materials that can be accessed via
cellphone, use of facebook as platform, in formats of video, word, power point and pdf.
Table 6
Significant Difference Test on the Extent of Preferred Supplementary Materials of
Selected Grade 10 Students during the Implementation of Modular Distance
Learning in Jalajala National High School in Various Terms
In terms of Source of
Variation
Df F-value P-value Ho Interpretation
Sex Between
Groups
1 0.427422313 0.5144574 FR Not
Significant
Within
Groups
125
Age Between
Groups
2 0.445537065 0.6415014 FR Not
Significant
Within
Groups
124
Equipment/ Between
Groups
5 2.332595163 0.0462657 R Significant

Gadgets
most likely
to use in
studying
Within
Groups
121
at 0.05 level of significance
FR – failed to reject
R – rejected
NS – not significant
S – significant
Table 6 shows the significant difference test on the extent of preferred
supplementary materials of selected Grade 10 Students during the Implementation of
modular distance learning in Jalajala National High School in various terms.
It can be noted that there is no significant difference on the extent of preferred
supplementary materials of selected Grade 10 Students during the Implementation of
modular distance learning in Jalajala National High School in terms of sex and age, since
the p-value of 0.5144574 and 0.6415014 are less than 0.05 level significance therefore
the null hypothesis was failed to reject. On the hand, there is a significant difference on
the extent of preferred supplementary materials of selected Grade 10 Students during the
Implementation of modular distance learning in Jalajala National High School in terms
equipment/gadgets most likely to use in studying, since the p-value of 0.0462657 is less
than 0.05 level significance therefore the null hypothesis was rejected.
It only implies that respondents’ perceptions on the extent of preferred
supplementary materials significantly differ alone in terms of equipment/gadgets most
likely to use in studying.
Conclusions
Based on the presentation of results and discussion, the following conclusions
and recommendations are hereby formulated;
1. As to profile of the respondents in terms of sex, female outnumbered male
respondents, in terms of age, majority of them belong to prescribed schooling age, and

in terms of equipment/gadget most likely to use, cellular phone widely chosen among the
rest of options.
2. As to the extent of preferred supplementary materials of selected grade 10 students
during the implementation of modular distance learning in Jalajala National High School
ranked 1-4 options include Video-clip instructions and discussions shared via facebook
messenger, Power point presentation, Word document, PDF file shared via OTG flash
drive or flash drive, cellphone/tablet, Instructions and discussions via FB messenger
massages and Additional printed reading materials and activity sheets rated much
preferred. Respondents preferred supplementary materials that can be accessed via
cellphone, use of facebook as platform, in formats of video, word, power point and pdf.
3. There is significant difference that exist extent preferred supplementary materials of
selected grade 10 students during the implementation of modular distance learning in
Jalajala National High School in terms of equipment/gadgets most likely to use in study,
on the hand there is no significant difference in terms of sex and age.
Recommendations/ Advocacy/Plans
Based on the findings and conclusions of the study, the following are hereby
recommended:
1. Aside from modules, LeaPs and weekly home learning plan, the school should
continue providing supplementary materials among students in all subject areas. 2.
Teachers should innovate on the list of much preferred supplementary materials like
video-clip, audio-clip as well soft copies like power point, word and pdf. 3. Conduct
Learning Action Cell (LAC) sessions in developing relevant and accessible
supplementary materials in the new normal.
4. With the current data on equipment/gadgets most likely to use in studying and learner’s
enrollment and survey form (LESF) the school can increase offering of at least two
learning modalities.
5. Conduct basic research on preferred supplementary materials among grade 7, 8, and
9 students.
6. Conduct further studies on preferred supplementary materials, which include new
variable like subject and learning styles.

VII. Dissemination, Utilization and Advocacy Plans
Upon determining the results of the study, the researcher will share among his
colleague significant findings on profile, preferred supplementary materials of
respondents during the implementation of modular distance learning and area with
significant difference. A year end meeting, beginning year in-service training and focus
group discussions and upcoming district research conference are avenues to share the
results of the study. Likewise, the generated figures and significant findings, conclusions
and recommendations are potential inputs for better planning and adjustments on the
learning continuity plan, teacher upskilling, improvement of instructional materials. The
researcher hopes that the attached action plan maybe considered to provide the preferred
supplementary materials of students from teacher upskilling through focus group
discussion, learning action cell and production of preferred supplementary materials in
this challenging learning delivery.
Action Plan
Objectives Strategies/Activities Person/s
Involved
Time
Frame
Resource
Requirement
Success
Indicator
Conduct
basic
research on
preferred
supplementar
y materials
among grade
7, 8, and 9.
Project MUBaRe
Maximum
Utilization of Basic
Research. 1. FGD
on basic research.
2. Identification of
writer-researchers
per grade level.
3. Colloquium.
4. Research
implementation.
5. Final Oral.
6. Sharing of
results.
School
Head,
SEARCH
Team and
Selected
Teacher
Researchers
Septemb
er 1-30,
2021
MOOE Conducted 3
basic
research on
preferred
supplementar
y materials
among
grade 7, 8,
and 9.
Submitted
soft and
hard copy of
conducted
researches

Conduct at
least 2 LAC
session on
teachers’
upskilling in
producing
much
preferred
supplementar
y materials.
Project TULAC
Teachers’
Upskilling through
Learning Action
Cell
1. Schedule LAC
session on
teachers’ upskilling
in producing much
preferred
supplementary
materials.
2. Issuance of
memorandum,
matrix, invitation of
speakers,
preparation of
materials, link,
google classroom
and evaluation tool.
3. Conduct of LAC.
4. Submission of
initial output and
issuance of
certificates
School
Head,
Speakers
and All
Teachers
October -
Novembe
r, 2021
MOOE Conducted at
least 2 LAC
session on
teachers’
upskilling in
producing
much
preferred
supplementar
y materials.
Submitted
narrative and
pictorial
report and
LAC output
Craft at least
4 preferred
much
supplementar
y materials
for grades 7-
10 per
teacher
Project LUPSMIP
Learners Utilization
of Preferred
Supplementary
Materials to
Increase
Performance.
1. Review on
school-based basic
research on
preferred
supplementary
materials.
2. Request of
supplies (paper,
ink, and load)
3. Crafting of
materials soft
and hard
copies.
4. Presentation,
critiquing and
finalization of
output by grade
following DepEd
Memorandum on
crafting
educational.
School
Head and
Teachers
October
2021 –
January
2022
MOOE Craft at least
4 preferred
much
supplementar
y materials
for grades 7-
10 per
teacher
Shared soft
copy in
identified
google drive.
Submitted
supplementar
y materials
feedback

5. Distribution of
supplementary
materials
a. hard copy
b. soft copy
6. Feed backing
on
supplementary
materials
X. References
Brito O., Cherrez N., Montalvan J., and Ochoa S., (October 2018) The Use of
Supplementary Materials for Teaching Children in EFL Classes, Revista
Científica Mundo de la Investigación y el Conocimiento. Vol. 2 No. 4, pp. 139-
159, Retrieved on May 22, 2021 from
http://recimundo.com/index.php/es/article/view/343
Cahyaningruma, D., Sri Wahyunia D., Sulistyawatib and Kristiandib (Januray 2016).
Supplementary Materials Based On Constructivism Principles, Indonesia,
PROSIDING ICTTE FKIP UNS, Vol 1, No.1, Retrieved on May 22, 2021 from
http://boardpolicies.vusd.org/BP6161-11.PDF
Calmorin, Merie E (2006). Methods of Research, Mind Shapers Co. Inc,
Codamon, D. B. (2020, August 3). Understanding the Distance Learning Delivery
modalities. Retrieved on May 13, 2021 from Philippine Information Agency:
https://pia.gov.ph/news/articles/1049277
DepEd Order No. 8 series 2020, the “Policy Guideline for the Provision of Learning
Resources in the Implementation of the Basic Education Learning Continuity
Plan, Retrieved on May 12, 2021 from https://www.deped.gov.ph/wp
content/uploads/2020/08/DO_s2020_018.pdf
Dodd, A. R. (2015). The use of supplementary materials in English foreign language
classes in Ecuadorian secondary schools. English Language Teaching , 8 (9),
Retrieved on May 14, 2021 from http://www.ccsenet.org/journal/index.php/
elt/article/viewFile/ 5
Fidalgo P., Santos I, Thormann J. (2017, January). College students’ preference of
instructional material formats,Scholars Bulletin: A Multidisciplinary Journal , Dubai,

UAE, Scholars Middle East Publisher. page 10 Retrieved on May 22, 2021 from
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