The Development of Supplementary E-Learning Guide in Senior High School Reading and Writing Subject

The present study aimed to develop a Supplementary E-Learning Guide (SELG) for Reading and Writing Subject to address the challenges and least mastered competencies of Senior High School students in a private-higher educational institution located at San Jose, Plaridel, Bulacan, Philippines. The researcher employed the Descriptive-Developmental Method and ADDIE (Analysis Phase, Design Phase, Development Phase, Implementation Phase, and Evaluation Phase) Model to conduct the study. In the Analysis Phase, there were (2) two tools were administered to the 567 Senior High School students: Reading and Writing Difficulty Questionnaire and Diagnostic Test for Reading and Writing Subject. In the Design Phase, the researcher identified the learning competencies and difficulties based on the results of the analysis phase. This part also crafted the parts and layout of the SELG about the Alternative Delivery Model (ADM) Module. During the Development Phase, the researcher utilized the Kotobee Author and Evaluation Rating Sheet for Non-Print Materials to complete and validate the SELG. Thus, the SELG has passed all the criteria for validity. In the Implementation Phase, the Software Implementation Procedure was used to access the SELG. For the Evaluation Phase, the researcher utilized the diagnostic test and final test which were subjected for inferential analysis using t-test for paired samples. The findings of the study revealed that students’ reading and writing performance were poor before the implementation of the SELG. For reading, researchers identified these skills to be the main struggles of SHS students: Understanding the texts written from other countries; Guessing the correct meaning of words they do not know; and Evaluating the coherence, organization, and mechanics of a text. For writing, the main challenges are lack of writing experiences for academic writing, writing with enough topic-relevant background knowledge, familiarity of various citation styles and writing grammatically correct sentences without thinking the rules carefully, and to plan easily whenever they need to write. However, the students’ reading and writing performance increased after the implementation of the SELG with a mean value of 49.21. Hence, the study demonstrated that there was a significant difference in the Reading and Writing Scores of the Senior High School students before and after the implementation of SELG with a t-value of -197.562.