Development, Evaluation, and Acceptability of Instructional Module in Environmental Science

Gejette Marei B. Monton
https://orcid.org/0009-0009-3055-5959
gejettemarei.monton@gsu.edu.ph
Guimaras State University
McLain, Buenavista, Guimaras, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/596261

ABSTRACT

This study aimed to develop, evaluate, and determine the level of acceptability of an instructional module in Environmental Science for tertiary learners. Anchored on the Input–Process–Output (IPO) model and guided by the ADDIE framework (Analyze, Design, Development, Implementation, Evaluation), the study systematically produced a module aligned with the prescribed course syllabus. Lessons were organized using the 5As approach (Activity, Analysis, Abstraction, Application, and Assessment) to ensure an engaging and learner-centered flow. Developmental research design was employed, involving two groups of respondents: evaluators (one from the University’s Instructional Materials Development Office, five Science Department Chairs, and two professional illustrators) and end-users (Science faculty and students of Guimaras State University). Results showed that the instructional module obtained an overall mean of 4.43 (“Strongly Agree”) based on the University’s guidelines, indicating that it was highly acceptable in terms of objectives, content, organization, presentation, and usefulness. Furthermore, the module achieved an overall mean of 4.92 (“Very Highly Acceptable”) in the acceptability test, suggesting readiness for classroom implementation without further revision. Statistical analysis revealed no significant differences in evaluations across types of evaluators, demonstrating consistent recognition of the module’s quality. The findings confirm that the developed instructional module is relevant, comprehensive, and suitable for use in teaching Environmental Science.

Keywords: Development, Evaluation, Acceptability, Environmental Science, ADDIE framework, IPO model, Instructional Module

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