A RE-EVALUATION OF THE UNDERSTANDING BY DESIGN (UBD) FRAMEWORK IN WRITING LEARNING MODULES

Abstract

The heart of curriculum design is to give opportunities and provide support to students so they can achieve understanding and transfer of learning. This is made possible when teachers produce well-written learning modules. Back in 2015, an initial evaluation of the Understanding by Design (UbD) framework in writing learning modules was conducted. Results show that high school teachers of De La Salle Santiago Zobel (DLSZ) appreciate the concise and practical guidance of backward design in curriculum planning. In this reevaluation study, the question I desire to find answers to is: How is the UbD framework extensively used by Junior High School (JHS) teachers in writing learning modules? Primary research data were obtained by conducting an online survey using Google Forms among all JHS teachers and administrators (N=92) across 12 subject areas. There were 12 items in the survey questionnaire. Eleven (11) items pertained to the three (3) stages of the UbD framework, while one (1) item was concerned with how helpful the design framework is in systematically preparing the learning modules. Furthermore, an open-ended question was asked on the suggestions of teachers in making the learning modules more relevant and useful to them as users, and more effective in obtaining our instructional goals. Three (3) focus group discussions using Google Jamboard were held with nine (9) JHS educators to validate their perceptions in the use of the said framework. In addition, document analysis of 12 learning modules (6 core learning areas and 6 special subjects) was conducted to determine how evident the UbD framework is used by teachers based on its three (3) stages. This study employed a mixed-method approach where quantitative data were analyzed using descriptive statistics, while descriptive data were analyzed using thematic analysis. Results of this study indicate that DLSZ JHS teachers and administrators perceive the UbD framework to be both relevant and useful in writing learning modules based on its principles that they find highly evident. The results also affirm that the said design framework helped enhance the delivery of instruction through purposeful curricular planning. While teaching for the purpose of understanding entails an intricate process, the UbD framework has successfully guided the teachers to undergo thoughtful planning, thereby helping them attain the desired learning goals of each lesson.