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Title Layout. Subtitle. TRANSLATION INTO SELECTED DIALECTS IN ABRA; BASIS FOR DIGITAL INSTRUCTIONAL MATERIAL DEVELOPMENT A Dissertation Presented to The Faculty of Graduate School, Abra State Institute of Sciences and Technology LEI XANDRA MEI B. BALMACEDA 2025 O.

Title Layout. Subtitle. x Introduction; The Power of Language in Education "If you speak to a man in a language he understands, that goes to his head. If you speak to him in his language, that goes to his heart." - Nelson Mandela Tald, the 't lesk se you not the all thar those shose or leu; al frout that thcclactionce." • • • Globally, over 40% of learners are not taught in a language they speak or understand, leading to lower literacy and participation (UNESCO, 2022). Mother Tongue-Based Multilingual Education (MTB-MLE) is proven to enhance literacy, reduce dropout rates, and validate indigenous cultures. The Philippines institutionalized MTB-MLE, but implementation remains a challenge, especially in indigenous areas. Show desktop.

Title Layout. Subtitle. x The Problem in Abra Province The Linguistic Gap The Itneg or Tinggian people of Abra speak various dialects like Moeng, Binongan, Masadiit, and Mabaka. However, instructional materials are predominantly in Filipino or English. < • Creates a learning gap • Erodes student motivation • Leads to passive classroom engagement • Hinders understanding of complex subjects like Purposive Communication This study addresses the urgent need for culturally and linguistically appropriate digital learning materials to bridge this educational divide..

Title Layout. Subtitle. x Theoretical Framework Dynamic Equivalence Theory (Eugene Nida) Focuses on translating the meaning and impact of the message, not just word-for-word. This ensures the translated content evokes the some response in the target audience, making it culturally and linguistically appropriate for Itneg students. Cognitive Load Theory (John Sweller) Suggests that instruction should minimize mental overload. Translating lessons into a learner's native dialect reduces extraneous cognitive load, allowing students to focus their mental energy on understanding the core concepts. Sociocultural Theory (Lev Vygotsky) Emphasizes that learning is a social process deeply tied to cultural tools like language. Teaching in the mother tongue connects new knowledge to a studen#s lived experiences and cultural context, enhancing comprehension. Show desktop.

Title Layout. Subtitle. x Instructional Design Framework; ADDIE Model Analsrsis Identified the linguistic and learning needs of indigenous learners in Abra and the lack of appropriate materials. Design & Development Structured the content, translated video lessons using dynamic equivalence, and culturally customized them for the four Itneg dialects. Implementation Integrated the translated video lessons into classroom and online learning contexts for first-year college students. Evaluation Assessed the materials' effectiveness through rigorous evaluation by native-speaking experts and student feedback..

Title Layout. Subtitle. Research Paradigm INPUT PROCESS x OUTPUT • Dynamic Equivalence Theory Studies on Translation & 1M Development 10 Topics in Purposive Communication Translation into 4 Itneg dialects Evaluation Instrument • • • Development of 10 Digital Instructional Materials (DIM) Evaluation of DIM by Experts Modification and Finalization Evaluation of DIM by Students • • Developed 10 Digital Instructional Materials in Maeng, Binongan, Mabaka, and Masadiit dialects Quality, validated video-based learning materials ready for utilization.

Title Layout. Subtitle. Statement of the Problem • What Digital Instructional Material translated into the 4 selected Itneg dialects can be developed for intercultural language enrichment? • What is the evaluation of experts on the DIMs in terms of content, instructional quality, presentation, accuracy, and technical quality? What is the evaluation of students on the DIMs in terms of content, instructional quality, presentation, accuracy, and technical quality? • Is there a significant agreement between the -interraters of the Digital Instructional Materials? Hypothesis There is a significant agreement between the interraters of the Digital Instructional Materials. x Show desktop.

Title Layout. Subtitle. x Methodology Research Design A descriptive-evaluative method was used to appraise the worthiness of the developed digital instructional materials. Data Gathering Instrument An ISO 9001:2015 aligned evaluation tool from ASIST was used, assessing materials on a 4-point Likert scale across five domains: Content, Instructional Quality, Presentation, Accuracy, and Technical Quality. Population and Locale Conducted in Abra municipalities where Maeng, Binongan, Masadiit, and Mabaka are spoken. Respondents included language validators (native teachers, elders) and 80 first-year college student evaluators from ASIST. Statistical Treatment Weighted mean was used to describe evaluation levels, and Kendall's Coefficient of Concordance (W) was used to determine the agreement among evaluators..

Title Layout. Subtitle. x o Chapter 111 0 Presentation, Analysis, and Interpretation of Data This chapter provides an overview of the collected data, focusing on the content, language, format, and technical quality of developed digital instructional materials. It also assesses the level of agreement in the evaluation of these materials and incorporates feedback for their enhancement..

Title Layout. Subtitle. x Problem 1; Developing Digital Instructional Materials for Intercultural Language Enrichment In multicultural and multilingual societies like the Philippines, indigenous groups such as the Itneg people face significant barriers in education. Despite the Mother Tongue-Based Multilingual Education (MTB-MLE) policy, o gap exists in culturally and linguistically relevant digital instructional materials (DIMs). • This research addressed the gap by creating 10 digital video lessons for the Purposive Communication course. Lessons were translated into four Itneg dialects: Binongan, Mabaka, Maeng, and Masadiit. The goal was to enhance academic understanding and promote intercultural language enrichment by revitalizing the learners' linguistic heritage..

Title Layout. Subtitle. Theoretical Foundations Vygotsky's Sociocultural Theory Learning is o socially mediated process deeply influenced by cultural tools, especially language. Mother tongue instruction serves as a cognitive and affective bridge, allowing learners to connect new knowledge with their lived experiences. Cummins' Interdependence Hypothesis Proficiency in a learner's first language enhances their ability to acquire and perform in a second language. By embedding lessons in Itneg dialects, the DIMs support the development of both indigenous and academic literacies. Cummins' SUTNING.

Title Layout. Subtitle. Pedagogical Structure of the Video Lessons Each video lesson followed a consistent six-part pedagogical structure designed to maximize learner engagement and comprehension, featuring a recurring character, 'Teacher LXM', who used conversational storytelling. Culturally Engaging Introduction Clear Learning Objectives Main Content Delivery (Simplified & Contextualized) Interactive Prompts for Reflection Summary and Generalization.

Title Layout. Subtitle. Grounded in Multimedia Learning Principles Mayer's Cognitive Theory of Multimedia Learning This theory emphasizes the dual channels (visual and auditory) through which learners process information. The use of native dialects, consistent visuals, and character narration reduced cognitive load, allowing more resources for understanding core concepts. The Coherence Principle This principle states that learners benefit when unnecessary information is excluded. The lessons observed this through a streamlined, culturally specific, and linguistically focused delivery of the digital materials..

Title Layout. Subtitle. Reinforced by Recent Research Huang et al. (2021) & Lee and Han (2022) Clear structure, interactivity, and cultural reflection in learning materials lead to higher knowledge retention. satisfaction, and identity affirmation. De Vera and Lorenzo (2023) & Gay (2018) Mother tongue video lessons and culturally responsive teaching increase learners' sense of inclusion and link academic success to cultural congruence. ReisoÉ1u and Cebi (2020) & Sandoval et al. (2021) Effective video-based learning mimics face-to-face interactivity and supports ethical, community- oriented learners through values-based education..

Title Layout. Subtitle. A Model for Inclusive, Equity—Driven Instruction The creation of these culturally grounded and dialect-specific digital instructional materials represents a vital innovation in indigenous education. By integrating key learning theories. these lessons serve as tools for teaching, cultural preservation, identity affirmation, and linguistic justice..

Title Layout. Subtitle. Problem 2; Expert & Student Evaluation of Materials The digital materials were rigorously evaluated by both subject matter experts and student users from each of the four Itneg dialect groups. The evaluation focused on five key areas. Technical Quality Accuracy & Up-to-datedness Presentation & Organization Instructional Quality Content.

Title Layout. Subtitle. Expert Evaluation; Content Experts across all four dialect groups rated the content favorably, noting its suitability for the student level, alignment with curriculum goals, and cuttural sensitivity. Some areas for improving the promotion of higher-order thinking were noted. Maeng Masadiit Mabaka 3inongan 3.8 3.78 3.9 3.95 2 3 4 Show de.

Title Layout. Subtitle. Expert Evaluation; Instructional Quality A standout finding was the consistently excellent rating for the alignment of instructional processes with the stated learning outcomes. Experts found the materials to be leamer-centered, pedagogically sound, and culturally sensitive. Flow Constructive Alignment Experts praised the strong alignment between what was to be learned and how tt was instructed, a key principle for effective learning. Clarity & Accessibility Instructions were consistently rated as clear, user- friendly, and easy to replicate, facilitating independent learning. Inclusivity The materials were lauded for considering the varying attitudes and leaming abilities of students, reflecting a differentiated approach..

Title Layout. Subtitle. Expert Evaluation; Presentation, Accuracy & Technicals Presentation The appropriateness of sentence length was a universal strength, offen receiving perfect scores. The logical flow of ideas was also highly praised. Accuracy Materials were found to be free of factual, grammatical, and computational errors, reinforcing their credibility'. Technical Quality Experts gave excellent ratings for technical aspects, especially narration quality, which often received perfect scores across all lessons.

Title Layout. Subtitle. Student Evaluation; Content & Instructional Quality Content Students consistently gave 'Satisfactory" ratings, appreciating the material's alignment with their curriculum, lack of bios, engaging nature, and inclusion of positive values. Instructional Quality A key finding was the exceptional rating students gave for the alignment between instructional activities and learning goals, with many lessons scoring a perfect 4.00. Succeess.

Title Layout. Subtitle. Student Evaluation; Presentation, Accuracy & Technicals Presentation The appropriateness of sentence length was a universal highlight, receiving perfect scores from all student groups. Logical flow was also consistently praised. Accuracy Students rated the materials as highly accurate and reliable, with excellent scores for the absence of computational, grammatical. and factual errors. Technical Quality Students gave high ratings for technical aspects, especially clear narration, high-quality visuals, smooth transitions, and user-friendly platform navigation..

Title Layout. Subtitle. Interrater Agreement Analysis Fleiss' Kappa was used to measure the level of agreement among the different evaluators for each dialect group. Group Experts Students Students Key Area of Agreement Content & Instructional Quality' Instructional Quality & Presentation Content, Accuracy, & Technicals Level of Agreement (Kappa) Fair Agreement (K z 0.20-0.27) Moderate Agreement (K z 0.41-0.44) Fair Agreement (K z 0.31-037) Significance Significant (p < 0.05) Highly Significant (p < 0.001) Highly Significant (p < 0.001) The significant agreement among both experts and students confirms the consistent quality and effectiveness of the materials. Students showed a higher level of agreement, particularly on instructional quality and presentation..

Title Layout. Subtitle. Finding 1; Developed Digital Instructional Materials Ten digital video lessons for Purposive Communication were developed and translated into four Itneg dialects: Binongan, Mabaka, Maeng, and Masadiit. The goal was to enhance academic understanding and promote intercultural language enrichment. Pedagogical Structure of Each Lesson • • • • Culturally engaging introduction Clear articulation of learning objectives Simplified definitions and culturally contextualized examples Interactive prompts to simulate classroom engagement Summary and value integration x Show desktop.

Title Layout. Subtitle. x Finding 2; Expert Evaluation Summary Experts from all four dialect groups evaluated the materials across five key domains, consistently rating them as 'Satisfactory' to 'Very Satisfactory'. The overall feedback was highly positive, confirming the quality and appropriateness of the materials. 1 Content & Instructional Quality Praised for strong alignment with learning objectives, logical organization, and suitability for the students' level. The materials effectively fostered critical thinking and were free of cultural bias. 2 Presentation & Accuracy Received excellent scores for linguistic clarity, appropriate sentence length, and logical flow. The information was deemed factually accurate, grammatically correct, and up-to-date. 3 Technical Quality Commended for high-quality narration (clear, well-paced), effective audio-visual synchronization, and engaging transitions and animations. Show desktop.

Title Layout. Subtitle. Finding 5; Student Evaluation Summary Students from the Maeng, Masadiit, Mabaka, and Binongan groups found the digital instructional materials to be highly effective, relevant, and engaging. The use of their native dialects was overwhelmingly appreciated. Key Strengths Noted by Students x • • Strong alignment with course objectives. Culturally sensitive and free of bias. Engaging and interesting presentation. Clear, easy-to-follow instructions. Effective in promoting values like respect and cooperation. Accurate, reliable, and up-to-date information. The overall mean scores from students were consistently in the 'Satisfactory' ranae, indicatinq a uniform appreciation for the materials' Quality..

Title Layout. Subtitle. x Finding 4; Inter—rater Agreement Kendall's Coefficient of Concordance (W) was used to measure the level of agreement among the evaluators, confirming the reliability of the feedback Expert Agreement There was a statistically significant 'Fair Agreement' among experts on Content and Instructional Quality across all four dialect groups. This confirms that the materials consistently met quality standards from different cultural perspectives. Student Agreement There was a highly significant 'Moderate Agreement' among students on Instructional Quality and Presentation/Organization. This shows a strong, shared positive experience regarding the clarity, structure, and effectiveness of the videos. Conclusion: The evaluation process was reliable and the findings are valid. Show desktop.

Title Layout. Subtitle. x Conclusions • • • Ten digital video lessons for Purposive Communication were successfully developed and translated into four Itneg dialects using Dynamic Equivalence Theory Expert review confirmed the high quality of the materials in terms of content, instructional design, accuracy, and technical aspects. Student evaluations demonstrated that the culturally responsive materials enhanced their understanding of complex concepts and were highly engaging. A significant degree of agreement among evaluators confirmed the reliability and validi#,' of the quality assurance process..

Title Layout. Subtitle. x Recommendations Expand Material Development Develop more instructional materials in other indigenous dialects to promote inclusive, culture-centered education across regions with linguistic diversity. Conduct Further Research Future research should focus on refining translation methodologies and ensuring the continued relevance and accuracy of instructional materials in indigenous dialects. Integrate into Curriculum Incorporate the translated video lessons into regular classroom teaching to enhance student understanding, strengthen cultural identity, and increase participation. Increase Policy Support Policymakers and educational authorities should provide greater support and funding for the development, evaluation, and dissemination of localized digital instructional materials..

Title Layout. Subtitle. Thank You Thank You x Show desktop.