This Special Project will highlight the learning I have gained throughout my BES journey, including the educational theories and principles I have acquired.
PERSONAL OBJECTIVES FOR THE PROJECT:
To contribute to the success of the Youth Leaders’ Training Program.
To reflect on the lessons and experiences from planning to implementation within the project locale.
To apply the knowledge and skills acquired throughout my BES journey.
PROJECT PLAN:
Title: Enhancement of Instructional Materials for Youth Leaders Training Program in Bicol Presbyterian Joy Church
Overview: This special project will focus on enhancing the learning materials being used for this Youth Leaders’ Training Program, that it may become more engaging for the trainees, leading to improved learning outcomes.
Upon analysis, interviews conducted with both trainers and trainees revealed a unanimous issue. Many trainees struggled to reach the learning objectives for each session because the material was in English, making the lessons difficult to grasp. Additionally, trainers found it challenging to reword the concepts into Filipino on the spot. Thus, it was determined that a Filipino version of the learning materials was the most immediate need.
Translating English materials into Filipino versions:
Howard Gardner’s Multiple Intelligences Theory proposes that people learn in different ways based on their dominant intelligences. Translating English training materials into Filipino can enhance trainees’ comprehension, as the material will use familiar Filipino words. Additionally, applying Cognitive Load Theory can help create a more accessible and effective learning environment, ensuring that language barriers do not hinder comprehension and fostering an engaging learning experience.
Using the ADDIE Model Approach
The ADDIE model was chosen to be the methodology of this project. Its appeal is its simplicity and effectiveness, as well as the ready option to revisit previous phases for revision once feedback is obtained (Quigly, 2025).
During the Analyze phase, it was found out that the available learning materials, which were in English, was not the most effective tool in efficiently achieving the learning objectives. Trainees had a hard time comprehending, relating to, and retaining the content. On the other hand, trainers struggled in translating the material from English to Filipino during instruction. Learning materials already in Filipino were deemed essential in order to address this gap. Their availability would prove to be beneficial in making the teaching-and-learning process quicker and more efficient for both trainers and trainees. After all, it’s been determined in multiple countries that education with the mother tongue as medium of instruction is a key factor in quality learning (Pinxteren, 2023). According to Cognitive Load Theory (John Sweller), since trainees struggled with English materials, translating them into Filipino decreases unnecessary cognitive load, making learning more efficient. This will ensure that trainees focus on content.
Piaget’s Cognitive Constructivism Theory suggests that learning should be developmentally appropriate, which means educators should tailor instruction to match students’ cognitive abilities. Upon careful consideration during the Design phase, I determined that the best course of action at that point, practicality speaking, was to translate just the learning materials of the four parts out of the 13 total parts that made up the Youth Leaders’ Training Program. I immediately proceeded to the Development phase. Working closely with the gatekeeper, I made careful word-for-word or idea-for-idea translation of English to Filipino, depending on context and circumstance, of the learning materials (see appendix for example of the final draft of it). Learning materials, now in Filipino, were successfully created after this scrutinous process.
The fourth phase, Implementation, was conducted under the supervision of the gatekeeper. For four Saturdays across March and April 2025, selected trainers utilized the Filipino learning materials during their sessions. The Implementation phase incorporates reinforcement strategies based on Behaviorism (B.F. Skinner). Mentors used positive reinforcement when trainees successfully engaged with the translated materials, resulting in positive feedback and noticeable improvements in comprehension. Structured learning and feedback loops were also applied to enhance understanding.
Lastly, in the Evaluation phase, interviews were conducted again with the trainers and trainees. The Evaluation phase, guided by Social Learning Theory (Albert Bandura), incorporates interviews and feedback to reinforce learning through peer interactions and observational learning. Reception was generally positive—concepts were imparted by the trainers more quickly, effectively, and smoothly, and trainees understood them better. Overall, participants observed a noticeable improvement in the teaching-learning process when the Filipino learning materials were used.