Dual-Instructional Model: Input to Developing and Evaluating Reading Modules in the Philippines

Abstract

Reading is a rudiment of academic and career success. It is a macro skill that holds higher proficiency and higher language skills such as speaking and writing. In recognition of the high significance of reading, this study made an intervention in response to identified reading challenges by constructing reading modules for Grade 9 students that were strengthened by two instructional models identified as ADDIE and CIPP further anchored on thinking skills, comprehension levels, and K to 12 reading competencies utilizing Quantitative Design via Quasi-Experimental Approach. For the development of the reading modules, the ADDIE Model was used to ensure the quality of the content through analysis, design, development, implementation, and evaluation phases. For the evaluation of the modules as regards viability in improving reading potential, the CIPP model was the final quality measure anchored on context evaluation, input evaluation, process evaluation, and product evaluation. The results showed that inconsistency of the reading achievement of participants urged the necessity of constructing reading modules. Evaluation and comprehension were the thinking skills weak points while critical and interpretative were the comprehension level weak points. The effectiveness of ADDIE Development in the reading modules was justified by the outstanding ratings given by the reading experts and the viability of the reading modules in enhancing maximum reading potential was strengthened by the CIPP Model evaluation. The use of reading modules as supplementary tools in actual reading instruction and utilization of modules for other grade levels underscoring needs-based assessment and IM Models are highly recommended.