This document discusses revising instructional materials to improve student learning. It recommends that teachers examine pre-tests and post-tests to identify gaps in student understanding and weaknesses in instructional materials. The document then provides examples of different types of instructional materials like distance education, computer-based instruction, and self-instructional materials. It offers guidance on analyzing student performance data from trials of instructional materials and determining what types of revisions are needed to content, procedures, or instructor-led materials to improve student outcomes.

1. By Angelita Brooks
Revising
Instructional
Materials

2. Background
Revising instructional materials was designed to draw
implications about the entry behaviors of a target
audience. Teachers should examine and review pre-
tests and post-tests to compare and see where the
gaps are, to ensure that it is useful for teachers and
students. It is important to check on procedures and
implementation changes as needed.

3. Objectives
Identify weakness in
instructional materials
Identify weakness in
instructor-led materials
Identify problems in
instructional materials
How so suggest revisions for
problematic materials

5. What Materials
 Terminology and description will be administer
to learners.
Examples:
• Distance Education
• Computer-base Instruction
• Self-Instruction Material

6. What Is Distance Education
 Distance education, also known as
distance learning, is a field of education
using educational strategies that take
advantage of technology to deliver
lessons to students without ever requiring
them to be in a traditional educational
setting such as a classroom

7. What Is Computer-based Instruction
 Computer-based instruction, or CBI, is a teaching
approach that integrates computer software
programs with other teaching materials in the
classroom. Other terms used for CBI are: computer-
based training, computer-assisted instruction and
computer-assisted learning. There are many ways
CBI can be used in the classrooms or as standalone
learning tools. Teachers use CBI for drills and
practices, tutorials, simulations, and instructional
games.

8. What Is Self-Instruction Material
It is about how
students instruct
themselves with self-
instructional material
without any help of
the teacher, its
advantages over
textbooks.

9. Analysis For One-to-One Trails
The designer has five kind of basic
information available:
1. Learner characteristic and entry behaviors
2. Direct response to the instructions
3. Learning time
4. Posttest performance
5. Responses to an attitude questionnaire

10. Analysis For One-to-One Trails
Revise Instruction:
• Try to determine, based in learner performance, whether
your rubric or test items are fault. If flawed, then
changes should be made to mark them consistent with
the objectives and the intent of the instructions. If the
items are satisfactory, and the learners performed poor
than the instruction must be changed.

11.  You have three sources of suggestions for
change and they are as following:
1. Learner suggestions
2. Learner performance
3. Your own reactions to the instructions.
Analysis For One-to-One Trails

12. Analysis Data From Small-Group and Field
Trails
 The available data typically includes the following:
1. items performance on the pretest
2. posttest
3. response to an attitude questionnaire;
4. learning and testing time
5. comments made directly in the materials.

13. Analysis Data From Small-Group and Field
Trails
 The purpose for the item-by-objective analysis is
threefold:
1. To determine the difficulty of each item for the
group
2. To determine the difficult of each objective for
the group
3. To determine the consistency with which the set
of items within an objective measures learners’
performance on the objective.

14. Data Examination Sequence
 Once data has been collected, it
should be used in the following order:
 Entry behavior required
 Pretests and posttests used
 Instructional strategy employed
 Learning time required
 Instructional procedures used
 Revision process

15. Types Of Revisions
 Revision of instructions occur after a formative
evaluation. There are two types of revisions.
1. Change made to the content or substance of the
material to make them more accurate or
effective.
2. Concerns the procedures employed in using the
materials.

16. Revision Process
 Given all the data from small-group or fields-
trials evaluations, the designer must make
decisions about how to make revisions.
 Otherwise, the strategies suggested for revising
instructions following the one-to-one
evaluations also apply at this point-namely, use
the data your experience, and sound learning
principles as the bases for your revisions.

17. Revising Instructor Led-
Instruction
 Instructors working from an instructor’s guide have the
same flexibility as the developer for changing
instructions.
 The instructors notes from the guide should reflect
questions raised by learners and response to those
questions.
 Unlike using written instructional materials, the
instructors can revise the presentation during this
implementation and note the reasons for the change.

18. Reference
 http://distanceeducationinfo.com/what-is-distance-education/
 http://www.ehow.com/facts_6081722_computer_based-instruction-
education_.html
 http://ict3year.wikispaces.com/Self+Instructional+Materials

19. SUMMARY
 To develop lifelong learner, we should show our students how to
be creative. Students can be guided in selecting or designing the
best ways to demonstrate their own learning. As a future educator,
I want to help my students to have the determination to succeed.
If we can show students’ the importance of success, they can
learn to self-monitor and self-assess progress toward meeting
their goals. To further motivate lifelong learners, teachers should
examine and review pre-tests and post-tests to compare and see
where the gaps are. Teachers should also revise instructions as
needed.

20. The End
Angelita Brooks