The Target Learners

Shortly after conducting the needs assessment, I designed a questionnaire for learner analysis using Google Forms (see Appendix D). I decided to conduct a survey this time for time convenience and quantitativeness of the data. However, if there was enough time, I would have chosen to do interviews with the whole Sangguniang Kabataan council instead to gain more profound answers and insights.

I began the questionnaire by first asking for their consent to be involved in the survey and the project. I also assured them that the information they provided in the questionnaire would be treated with the utmost confidentiality and that they could withdraw from their participation at any time. The first set of questions consists of background information to know more about the learners’ demographics such as their name, age, gender, language/s spoken, employment status, Indigenous group, current education level, and area of study.

Background Information

There are 10 participants in the project comprised of 3 males, 5 females, and 2 who prefer not to disclose their sex. Their age ranges from 20-23 years old and they can speak Filipino, English, and Kapampangan. Most of them have no employment outside their positions as SK council members and all participants are currently undergraduate students in engineering, accounting, hospitality management, education, and criminology. All participants are non-indigenous.

Learner Characteristics

The second set probed more about their characteristics as learners. I used some questions from the Perceptual Learning Style Preference Questionnaire developed by Reid (1984). Each question is designed to help determine which style an individual learns best i.e. visual, auditory, tactile, group, kinesthetic, or individual.

The results showed that all participants prefer learning by doing something e.g. projects (Kinesthetic and Tactile), when they read writings on the board (Visual), and when there are activities in which they can participate (Kinesthetic). However, they seem divided in terms of group and individual tasks. Five participants said they learn better by working alone (Individual) and five answered the opposite. However, most (7) agreed they get more work done by collaborating with others (Group) and learn best when they listen in class and are taught what to do (Auditory). Seven participants also answered that they remember instructions better by reading (Visual). Similarly, the participants lean more toward reading than listening when remembering information (Visual). The same goes for their preference for reading textbooks rather than listening to lectures (Visual).

These findings reveal that the learning styles of the participants are diverse, with visual learning styles being the most prominent. There is a divided preference for group work but the participants admit they finish more tasks by working with others. These preferences will be taken into account in the design and development of the instructional design project.

Prior Knowledge

The third set of questions revolved around the prior knowledge of the target learners about the issue we are addressing (project management). The questions tackle the management of a project’s scope, schedule, quality, cost, people, and risks. Categories like project integration, communication, and general project management skills are also included. This set is inspired by the questionnaire developed by the Mind Tools Content Team (n.d.) where the degree of the behavior is rated from "Not at All,” “Rarely,” “Sometimes,” “Often,” and “Very Often.”

The data shows that although the participants sometimes (and often) outline a deadline and create a schedule for their tasks, there are still participants who rarely do so. Meanwhile, there is a high number of participants who answered they very often work it out with their teammates when delays happen instead of assigning blame. However, in terms of risk assessment, their answers are divided. Some devise a contingency plan and conduct risk assessments. However, there are still those who answered they rarely do so.

On a positive note, the majority of participants answered they often write a project proposal detailing their project elements and come up with cost alternatives when developing their budget plan. The majority of them also answered that they often (and very often) evaluate their members by their individual and overall performance.

The gathered information shows us that the participants already have existing knowledge about some elements of project management e.g. project proposal, budget plan, and evaluation. However, there are still aspects that they need to catch up on such as time management. We will aim to address these issues in the instructional design project.

Technological Access

Meanwhile, the last set of questions examines the technological access and skills of the target learners. Its structure is inspired by the questionnaire designed by Das and Mishra (2016) for the Technology-Enabled Learning Implementation Handbook. The questions focused on their ownership/ access to technological devices, Internet access, skills in using computer-related activities, online learning experiences (or lack thereof), and the perceived usefulness of technological tools in their learning. This includes multimedia learning, the use of Digital Collaboration Tools, ePortfolio, and more.

The survey revealed that all learners do not have any physical or learning disabilities that would require assistive technologies. The participants are in traditional face-to-face and blended learning setups. They own and use desktop computers, laptops, and smartphones that support their learning in these modalities. In addition, all participants except one answered they have a reliable internet connection and experience in online learning. The majority of them spend more than five (5) hours on the Internet daily.

On the other hand, most of the participants rate their skills in using media learning (learning using videos, text, and images) as “Satisfactory” and “Very Well.” The majority of them rated “Very Well” on using word processing software and search engines. There is also a high number of participants rating their skills in using Digital Collaboration tools like Google Docs and Canva as “Very Well.” Meanwhile, the majority seems divided on their skills in utilizing Web 2.0 tools in their learning like social media and blog sites, and rated it “Satisfactory” and “Very Well.”

In another part of the questionnaire, most of them described participation in online discussion forums as “Useful” in their learning while rating the use of multimedia learning materials e.g. slide presentations and videos as “Very Useful.” Similarly, they are partial to using instant messaging apps for collaboration with group members— describing it as “Very Useful.” Creating ePortfolios for reflections is also described as “Useful” and “Very Useful” in their learning. On the other hand, the participants lean more towards traditional assessment methods—rating them as “Useful” and group collaboration—describing it as “Very Useful.”

The results tell us that the participants have the access and capacity to use technology, and are open to integrating technology into their learning. With this information, I aim to develop digital Self-Learning Modules designed with learner-centered concepts. Their diverse learning styles, the need for collaborations, prior knowledge, and technological access and abilities will be taken into account to create an effective instructional design plan that will increase their skills in project management.

References:

Das, A. & Mishra, S. (2016). Questionnaire on Learner Use of Technology. Technology-Enabled Learning Implementation Handbook. (pp. 59-68). Commonwealth of Learning. https://www.researchgate.net/publication/305650994_Questionnaire_on_Learner_Use_of_Technology

Mind Tools Content Team. (n.d.). How Good Are Your Project Management Skills? Mind Tools. https://www.mindtools.com/a29u54f/how-good-are-your-project-management-skills

Reid, J. M. (1984). Perceptual learning style preference questionnaire. Learning styles in the ESL/EFL classroom, 202-204.

SWOT Analysis

Aside from the learner analysis, I also assessed the factors that could contribute to the failure or success of conducting an instructional design project in project management. A SWOT Analysis was accomplished to determine the strengths, weaknesses, opportunities, and threats of the project.

Strengths

The use of Collaborative Learning can enhance teamwork and task allotment (Singh and Nijhawan, 2023) and meet the collaborative/ group learning style of the learners. Additionally, the learners' technological knowledge and skills can enhance their learning experience by using the SLMs that are infused with online learning activities e.g. discussion forums and brainstorming boards. SLMs can also help learners acquire or boost self-study skills by engaging in the module’s content and developing a sense of responsibility by completing the required tasks. Moreover, modular instruction can promote self-paced learning which provides more flexibility (Dangle and Sumaoang, 2020).

Weaknesses

One of the weaknesses of using modular learning to deliver content to learners is the technical difficulties that may occur on the learners’ end when complying with online learning activities due to unstable Internet connection (Bustillo and Aguilos, 2022). Additionally, due to SLM’s remote learning nature, poor communication between learners and instructors might occur which can impact learner engagement and performance. Furthermore, instructional materials on project management are by no means unique, as there are already existing resources on it on the Web available to the public. For example, Google’s free online course on Agile methodology.

Opportunities

This project can help learners acquire transferable skills they can use not only in their tasks as Sangguniang Kabataan council members but also in their other roles in society by providing them with instructional materials that can sharpen their project management skills.

Threats

The risks of this project lie in the motivation of learners to interact with the instructional material. Their active engagement in the project may be affected by their individual schedules and commitments— an issue that is also present in the problem of task division and meeting deadlines as expressed in the needs assessment interview. Moreover, since motivation and self-directed learning are connected with distance learning contexts (Almomani et al, 2023), the achievement of the learning objectives may be impeded because these factors are part of the issue that the instructional design is trying to address.

References:

Almomani, L. M., Halalsheh, N., Al-Dreabi, H., Al-Hyari, L., & Al-Quraan, R. (2023). Self-directed learning skills and motivation during distance learning in the COVID-19 pandemic (case study: The university of Jordan). Heliyon, 9(9). https://doi.org/10.1016/j.heliyon.2023.e20018

Bustillo, E., & Aguilos, M. (2022). The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed. Education Sciences, 12(7), 449. https://doi.org/10.3390/educsci12070449

Dangle, Y. R. P., & Sumaoang, J. D. (2020, November). The implementation of modular distance learning in the Philippine secondary public schools. In 3rd International Conference on Advanced Research in Teaching and Education (Vol. 100, p. 108). https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf

Singh, P., Nijhawan, P. (2023). Teamwork and Collaboration: Evidence for Learning. 1Eur. Chem. Bull, 12(4), pp. 11032 – 11036. https://www.eurchembull.com/uploads/paper/51e53b4167168d2d57b7463197ab7f22.pdf

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