Self-Instructional Material (SIM): A Tool for Improving Student’s Lower Order Thinking Skills
Dheserie P. Legaspi1, Allen E. Pasia2
Col. Lauro D. Dizon Memorial Integrated High School, Division of San Pablo City1
Laguna State Polytechnic University, Laguna, Philippines2
This study aimed to determine the effectiveness on the use of self-instructional material as a tool for improving lower order thinking skills of Grade 8 students in Col. Lauro D. Dizon Memorial Integrated High School. It used single group pretest-posttest descriptive correlational experimental design participated by thirty (30) students. Using the Mean and Standard Deviation, findings revealed the perceptions of the respondents toward the use of self-instructional material in teaching Geometry were agreed by the respondents in most of the indicators. This implies that SIM really helped them in understanding important concepts in Geometry and improved their knowledge in it. The respondent’s perception on the characteristics of SIM as to self-explanatory, self-contained, self-directed, self-motivating, and selfevaluating were agreed by most of the respondents. This means that the said characteristics of the SIM were present and seen. For treating the Diagnostic and Achievement test scores, t-test for correlated samples were used. The lower order thinking skills of the respondents from diagnostic to achievement test leveled up from need improvement or developing to proficient or exemplary level in remembering, understanding and applying skills. It was assessed that there is a significant difference in the cognitive skill of students in the Diagnostic Test and the Achievement Test as to remembering, understanding, and applying. Pearson r was used to test the significant relationship between the respondents’ perception on lessons using SIM and their Achievement Test scores. As a result, there is a partial significant relationship which is between the self-motivating and applying.
Keywords: Lower Order Thinking Skills, Self-Instructional Materials