Instructional Design of Selected Senior High School Lesson Plans: A Multiple Case Study
AUTHORS
April John Llorito,Notre Dame of Marbel University, Philippines
Acelah Agnes,Notre Dame of Marbel University, Philippines
Alexandrea Tediong,Notre Dame of Marbel University, Philippines
Aya Fadrigo,Notre Dame of Marbel University, Philippines
Brigitte Suanzon,Notre Dame of Marbel University, Philippines
Charlene Galayugo,Notre Dame of Marbel University, Philippines
Christine Anne M. Pascual,Notre Dame of Marbel University, Philippines
Diadem Pearl F. Araneta,Notre Dame of Marbel University, Philippines
Denrose Solis,Notre Dame of Marbel University, Philippines
Edesa C. Pagdato,Notre Dame of Marbel University, Philippines
Efren A. Savariz Jr.,Notre Dame of Marbel University, Philippines
Elaine Rose V. Degala,Notre Dame of Marbel University, Philippines
Imelda C. Bolaños,Notre Dame of Marbel University, Philippines
Joan Santiago,Notre Dame of Marbel University, Philippines
Kentz Daryl B. Reyes,Notre Dame of Marbel University, Philippines
Lea T. Jaspe,Notre Dame of Marbel University, Philippines
Merly R. Castillon,Notre Dame of Marbel University, Philippines
Nyll Vincent C. Labordo,Notre Dame of Marbel University, Philippines
Vary R. Pastor,Notre Dame of Marbel University, Philippines
Rhexan Ira Marie P. Daza,Notre Dame of Marbel University, Philippines
Rudy Wali,Notre Dame of Marbel University, Philippines
Shirry F. Villaruel,Notre Dame of Marbel University, Philippines
Teresa R. Laplana,Notre Dame of Marbel University, Philippines
Michael B. Cahapay,Mindanao State University - General Santos, Philippines
ABSTRACT
One means by which the curriculum can be translated into relevant, appropriate, and responsive instruction is by using instructional design models. However, an issue in the current practice is whether this process of translation follows these certain instructional design models as guide. This study aimed to evaluate the underlying instructional design model of selected lesson plans. It followed a multiple case study research design to examine the instructional design models in the lesson plans through comparisons between several cases. Specifically, the researchers examined a total of 16 lesson plans which served as units of analysis in the four identified senior high school subjects. A tailored document evaluation guide was used as an instrument by the researchers who served as raters. The data were analyzed using thematic analysis as well as descriptive statistics such as frequency count and percentage rate. The results showed three themes across the cases: (1) there is an average of four to five instructional events, (2) there is one common instructional event which is the lesson presentation, and (3) there is no prevailing instructional design model. Thus, it can be concluded that the process of translation of the curriculum to instruction seemed not to follow any of the instructional design models. This study provides significance as regards the critical areas of instructional development of the teachers that need to be revisited for improvement. An important implication for teacher professional development is that instructional development, especially the use of instructional design models, should be stressed as an essential competency that must be further developed in the teachers.
KEYWORDS
Instructional design, Lesson plan, Senior high school, Philippines
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