Abstract
Purpose – The study is aimed at evaluating the development and implementation of the Facilitating Learner-Centered Teaching module based on a pedagogical framework which follows the Plan-Do-Study-Act (PDSA) model developed by Cebu Normal University.
Methodology – Guided by a collaborative action research design, the study followed the PDSA cycle which included the iterative stages of planning, implementation, evaluation, and refinement. The development phase involved alignment with Outcomes-Based Education, TPACK, and Universal Design for Learning frameworks. The module underwent expert validation by two specialists in teacher education, who rated its compliance with design principles, theoretical grounding, and inclusivity standards. A pre-testing to assess clarity, content alignment, and usability of the module’s use was then conducted with eight preservice teachers who had completed the course, Facilitating Learner-Centered Teaching. Their feedback was analyzed and integrated before the module’s implementation in eight classes of second-year preservice teachers (N = 294) during the second semester of SY 2021–2022. Data were collected through expert evaluation forms, questionnaires, student performance records, and course feedback surveys. Quantitative data, including midterm and final exam results, were analyzed using descriptive statistics, while qualitative feedback was subjected to content analysis to identify recurring themes for improvement.
Findings – Student performance in midterm and final exams met the university's standards. In their evaluations, students identified the module's design and its facilitation of the learning experience as critical strengths, though they suggested improvements to foster a better understanding of the lessons covered in the course. The study concluded that the module's success was due to a robust pedagogical framework, expert input, and continuous feedback, making it though still an evolving tool, a valuable tool nonetheless. The module is a work in progress, continuously adapting to meet student needs, current educational demands, and teacher education standards.
Novelty – The study is a research-based development of instructional materials for the pre-service teacher training curriculum.
Significance – The study can contribute towards the professional development of teacher educators, preservice teachers, and instructional materials developers.