The Development and Validation of Online Learning Modules for College English
Arlene Salve-Opina

Abstract
This is an experimental study testing the effectiveness of the Proposed Online Modules to college students in Communication Skills 1 subject at Centro Escolar University, Philippines in an online format using the computer laboratory of the university. Guided by Alecia Bilton-Ward’s (1997) concept of virtual teaching and videoconferencing strategy, the instructor-researcher came up with her modified concept of online instruction delivery for her experimental study using internet, computers, headsets, webcams. Based on the syllabus of communication 1 subject, the researcher developed online modules, games and other materials, which were uploaded to internet Learning Management System (LSM) and linked to virtual class web portals. The researcher used varied tools like Quia, Slideshare, Quizmoz, Webposter emails, ym chats, and Nicenet, most of which are free sites for online teaching. Ten English faculty members were requested to validate the modules in their actual classes before the experiment commenced. Thereafter, the modules were revised for the next stage of the experimental study. The questionnaire used for the study was tested to 15 students, from which the result yielded high reliability. Using ANOVA, All sections handled by the researcher were tested to identify the possible subjects and respondents of the study. Of the eight sections, only four with one hundred seventy-two (172) students were comparable in both pretest scores and preliminary grades and thus, became the subjects of the study. Based on the above mentioned-results, the subjects were grouped as slow and fast learners. The researcher also used linear correlation, Likert Scale, percentage, arithmetic mean and standard deviations, t-test for independent population. The data of this research were statistically processed by the CEU Evaluation and Data Processing Department.The study also tried to find out how comparable were the control and experimental groups with regard to their midterm, final grades and post tests after the introduction of the online modules. The results show that the students exposed to the online modules in online portals performed better than those receiving traditional instruction in a classroom with .000 probability interpreted as very significant. The modules were also given an overall rating of very well done by the students. The overall rating of the students’ interaction with the instructor was superior. In an overall perspective, the students were to a large extent satisfied with online instruction.

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