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Int J Edu Sci, 35(1-3): 51-57 (2021)
DOI: 10.31901/24566322.2021/35.1-3.1202
PRINT: ISSN 0975-1122 ONLINE: ISSN 2456-6322
© IJES 2021
Development and Evaluation of Learning Modules
in Rabbit Production
Honeylet J. Nicolas1 and Joanna Marie S. Bradecina2
College of Agriculture, Bulacan Agricultural State College,
San Ildefonso, Bulacan, Philippines 3010
E-mail: 1<honeyletnicolas@basc.edu.ph>, 2<santosjoannamarie29@yahoo.com>
KEYWORDS Instructional Design. Learning Modules. Rabbit Production. Animal Husbandry. Agricultural Course
ABSTRACT A newly-offered subject in agriculture, rabbit production, necessitated the development of instructional
materials. This mixed-method study was conceptualized to develop and evaluate learning modules for the subject,
utilizing the ADDIE model of instructional design. Development of ten modules took almost two years, and the first
semester of usage was done with flexible learning methods. Student and faculty users assessed the acceptability in terms
of objectives, content, organization and usability, and language, while pre-test and post-test scores determined the
effectiveness of the modules. Based on the results, the students rated the modules with moderate acceptability, while
instructors and professors rated them with high acceptability. The modules were effective in increasing the knowledge
of students in both the midterm and final periods. The learning modules may help provide locally-suited learning
materials in rabbit production for Philippine tertiary schools, and in disseminating information and awareness on
rabbit as a high-potential livestock in the Philippines.
INTRODUCTION
Rabbit Production is a new major subject of-
fering in Bachelor of Science in Agriculture, major
in Animal Science in a tertiary institution in Bula-
can province, Central Luzon, Philippines. The of-
fering of this course stemmed from the inclusion
of rabbit as a commodity thrust for research and
extension of the state college. A partner-organiza-
tion of the institution in the promotion of rabbit
industry in the Philippines, has suggested the in-
clusion of rabbit production as a subject in agri-
culture programs. This was accepted by the insti-
tution so the course was included in the new cur-
riculum, and was offered for the first time in Au-
gust to December 2020 (1st Semester, SY 2020-2021).
Up to now, there are still no standards and
guidelines for the Rabbit Production course from
the Commission on Higher Education of the Phil-
ippines (CHED), since this is most probably the
first time for it to be offered in an agricultural
program, with sole focus on production aspects
of meat-type rabbits. Rabbit has been studied
only in veterinary medicine programs in the coun-
try, under the subject Laboratory Animal Man-
agement and Medicine (CMO 1 s.2018). For de-
cades, rabbit has been considered only as a pet
and laboratory animal in the Philippines, and only
in recent years is it being introduced as a livestock
or meat-producing animal.
Instructional materials are important tools in
making the teaching-learning process effective
(Abayan et al. 2021). The faculty of Philippine
higher education institutions (HEIs) are encour-
aged to make their own instructional materials,
since not all courses have available textbooks,
while those from foreign authors are devoid of
Philippine setting (Portana et al. 2021). Locally-
suited instructional materials in higher education
facilitate meaningful learning (Nicolas 2020). In
order to improve teacher-made instructional ma-
terials, evaluation or validation is conducted as
a research study in Philippine HEIs, focusing on
acceptability, effectiveness, and/or quality (Ter-
ano 2015, 2018; Ramirez 2016; Nicolas 2020; Por-
tana et al. 2021). Similarly, new textbooks are also
evaluated to determine their value and suitabili-
ty in classrooms worldwide (Fatima et al. 2015;
Abhar 2017; Khodabandeh and Mombini 2019).
Since the course Rabbit Production is new, the
developed modules will be useful to the instruc-
tors or professors who will handle the course in
its first semesters of offering. As pointed by
Mohammadi and Abdi (2014), textbooks provide nov-
ice teachers with guidance, structure, consistency, a nd
logical progression in a class.
Objectives
This study was conducted to develop and
assess the acceptability and effectiveness of
52 HONEYLET J. NICOLAS AND JOANNA MARIE S. BRADECINA
Int J Edu Sci, 35(1-3): 51-57 (2021)
Modules on Rabbit Production to its student
and faculty users. Specifically, the study aimed
to develop learning modules in the course Rab-
bit Production; determine the acceptability of
the modules for its student and faculty users in
terms of objectives, contents, usability, and language;
and determine the effectiveness of the modules in
improving student academic performance.
METHODOLOGY
This study used mixed methods to attain its
objectives. The initial phases utilized qualitative
approaches, while evaluation phase generated and
analyzed quantitative data.
Development Phase
This study utilized the Analysis, Design, De-
velopment, Implementation and Evaluation or
ADDIE model. According to Branch (2009), as
cited by Nichols-Hess and Greer (2016), the AD-
DIE model includes: 1) analyzing the learning sit-
uation, 2) designing objectives and principles for
the situation, 3) developing resources to meet
the specifications, 4) implementing the learning
resources, and 5) evaluating how the needs were
addressed by the learning resources. The ADDIE
model is one of the most common modes in in-
structional design, which can be used in any envi-
ronment as online or face-to-face (Aldoobie 2015).
As a descriptive development research, the first
phase of this study consisted of the ADDI part or
analysis, design, development, and implementa-
tion which lasted for almost two years from 2018 to
2020. The analysis part focused on the needs anal-
ysis of the institution, target audience analysis in
consultation with students and faculty, and topic
analysis. The design part consisted of writing the
learning objectives and sequencing of topics,
based on the inputs from students and faculty.
The development part was on content develop-
ment, including the actual preliminaries, lecture
content, and assessment part of each module. The
implementation part was on the actual usage of the
modules for the first batch of students who had
the Rabbit Production course, which happened on
the First Semester, School Year 2020-2021.
Evaluation Phase
As a descriptive evaluation research, the
second phase focused on evaluation of accept-
ability by 140 students and 20 instructors/pro-
fessors, and evaluation of effectiveness through
pretest and posttest results. Evaluation forms
for the modules were used to assess acceptabil-
ity of: 1) objectives, 2) content, organization and
usability, 3) language. A Likert Scaling Technique
was used in the study assessing the acceptabil-
ity, identifying 5 as the highest (highly accept-
able) and 1 as the lowest (very unacceptable).
The questionnaire was adapted from Nicolas
(2020). Statistical mean was used to determine
the acceptability, and results were interpreted
using the following scale: 4.5-5.0 – highly accept-
able, 3.5-4.49 – moderately acceptable, 2.5-3.49 –
fairly acceptable, 1.5-2.49 – somewhat unaccept-
able, and 1.0-1.49 – very unacceptable. For the
effectiveness, results of pretest and posttest were
analyzed using paired t-test.
RESULTS AND DISCUSSION
Analysis, Design, Development, and
Implementation
For the analysis part, it was found in the sec-
ond half of 2018 that there was a real need for
the learning modules since rabbit production will
become a newly-offered course under the new
curriculum for BS Agriculture, Major in Animal
Science. This is the curriculum for Kto12 gradu-
ates, whose first batch entered college in School
Year (SY) 2018-2019. Analysis of target users
based on consultation with faculty and practi-
tioners resulted in the need to focus the mod-
ules on basic information on rabbit production,
from the history and background of the indus-
try, and the advantages and disadvantages of
rabbit raising in Philippine context, basic infor-
mation in different body systems, management
aspects on feeding, breeding, and health, up to
record keeping and processing of rabbit meat
and other products.
For the design part, initial list of topics was
made, with the accompanying objectives. Stu-
dents and faculty who have background knowl-
edge, or are engaged in rabbit production, gave
inputs for the topics to be included in the mod-
ules. The initial list was revised based on their
inputs. The initial planned delivery form for the
modules is by print, to be discussed in a face-to-
DEVELOPMENT AND EVALUATION OF LEARNING MODULES 53
Int J Edu Sci, 35(1-3): 51-57 (2021)
face mode. However, since it was not possible
due to the pandemic, the modules were convert-
ed into a Portable Document Format (PDF) just
prior to implementation, so that it can be easily
shared online.
For the development part, continuous writ-
ing and revising was done for a period of eigh-
teen months, incorporating the results from anal-
ysis and design phases, as well as some materi-
als from relevant books and scientific referenc-
es, and ideas from local webinars on rabbit pro-
duction and social media posts of rabbit farm-
ers. This phase resulted in 10 learning modules,
as presented in Table 1, with the accompanying
learning objectives.
For the implementation, instruction for the
First Semester, SY 2020-2021 was done purely
online, as was mandated by the Commission on
Higher Education (CHED) to all higher educa-
tion institutions in the Philippines in its Memo-
randum Order 04 s. 2020, or the Guidelines on
the Implementation of Flexible Learning (CHED
2020). Survey of students showed that majority
had slow internet connection with advanced lev-
el of digital literacy, and preferred a mix of online
and offline activities. Hence, teaching and learn-
ing processes using the Rabbit Production mod-
ules for the first batch of student users (First
Semester, SY 2020-2021) were conducted with
the use of: 1) Messenger – a social messaging
application, 2) Google classroom – a Learning
Management System (LMS), and 3) Google Meet
– a virtual conferencing application. Discussions
on the topics were made via Google meet, al-
Table 1: Topic and objectives of the developed learning modules in rabbit production
Module No. Topic Learning objectives
1Introduction to 1. Define basic terminologies related to rabbit production;
Rabbit Production 2. Discuss the different types of rabbit farming systems; and
3. Explain how rabbit production is advantageous or disadvanta
geous to production of other livestock and poultry species.
2Anatomy and Physiology 1. Identify the different body systems;
of Rabbits 2. Describe the different organs, their parts, and functions; and
3. Distinguish normal and abnormal appearance of organs.
3Breeds and Types of Rabbits 1. Compare and contrast the different body types and classes of
rabbits;
2. Describe the different breeds of rabbits; and
3. Explain the purposes of the common rabbit breeds.
4Selection and Breeding 1. Elucidate the importance of selection and culling;
Management 2. Define the commercially important traits of meat-type rabbits;
3. Differentiate the breeding programs;
4. Discuss the principles of breeding management; and
5. Perform various breeding management techniques and practices.
5Care of Pregnant or Lactating 1. Discuss and perform methods of testing for pregnancy;
Does and Young Rabbits 2. Describe the kindling process; and
3. Explain and execute ways of caring for the pregnant or lactat
ing doe and young rabbits.
6Feeding and Nutrition 1. Describe the current feeding practices in the Philippines;
2. Discuss the feeding needs of young rabbits from birth up to
weaning; and
3. Identify the different rations and feed materials that are appro-
priate for adult rabbits.
7Housing Management 1. Define the important factors for housing management;
2. Differentiate the types of housing and housing materials; and
3. Describe the types of feeders.
8Health Management 1. Identify the etiology of different rabbit diseases;
2. Describe the clinical picture of diseases in affected animals; and
3 Explain the preventive and control measures of rabbit diseases.
9Record Keeping and 1. Explain the reasons for record keeping;
Financial Management 2. Create and maintain records for different types of stocks and
activities; and
3. Analyze the financial status of the farm.
10 Dressing and Meat Processing 1. Discuss important precautions in rabbit slaughtering;
2. Perform the different steps in dressing rabbits; and
3. Create a meal or processed product from rabbit meat.
54 HONEYLET J. NICOLAS AND JOANNA MARIE S. BRADECINA
Int J Edu Sci, 35(1-3): 51-57 (2021)
though few students are able to engage in live
online class discussions due to internet con-
nectivity. The modules in PDF form were shared
via messenger in two batches: one for the mid-
term period, and one for the final period. The
students can read the saved copies of the mod-
ules anytime using their own laptop or mobile
phone. The soft copy also saves on printing
cost. In the beginning of the midterm and final
periods, the students were given pre-tests to
determine their initial knowledge on the subject.
Term examinations were given in the end to de-
termine their accumulated knowledge from the
modules and discussions, and the increase in
knowledge compared to the pre-test results. The
pre-test and post-test were a combination of
objective and essay types of questions, submit-
ted by the students via Messenger and Google
classroom.
Evaluation of Acceptability
In Table 2, the evaluation results on the ac-
ceptability of the Learning Modules in Rabbit
Production are presented.
In terms of objectives, the student respon-
dents gave 3.85 mean rating for the objectives
being ‘specific and clearly stated,’ 3.86 for being
‘attainable and measurable,’ 3.93 for being ‘suit-
able to the topic’, and 3.94 for being able to ‘pro-
mote critical thinking and creativity.’ With a com-
posite mean of 3.90, the objectives of the learn-
ing modules were rated as moderately accept-
able. These results imply that the students were
contented with the learning objectives in the
module.
On the other hand, faculty respondents gave
4.94 mean rating for the objectives being ‘spe-
cific and clearly stated,’ 4.89 for being ‘attain-
able and measurable,’ 5.0 for being ‘suitable to
the topic’, and 4.84 for being able to ‘promote
critical thinking and creativity.’ With a compos-
ite mean of 4.91, the objectives of the learning
modules were rated as moderately acceptable.
These results imply that the faculty users were
highly contented with the learning objectives in
the module.
Bloom’s taxonomy guided the authors in the
writing of objectives. Girija (2019) emphasized
that objectives are the ‘crux’ and ‘key’ of the
entire process of teaching and learning. Bloom’s
taxonomy is a helpful tool in making objectives,
so that there will be objectives from the different
learning domains, with varying level of difficulty
or complexity (Adams 2015).
Table 2 also shows the acceptability for stu-
dents the content, organization and usability of
the learning modules, with a composite mean of
3.84 or moderately acceptable. The highest mean
obtained was 3.88 in the indicator “There is clear
presentation of the discussions” while the low-
est mean is at 3.80 for two indicators on pertain-
ing to the “suitability to the learning ability of
the students” and “usefulness to the teacher
and students to provide adequate information.”
These results mean that the student respondents
were satisfied with the contents, organization
and usability of the modules.
For faculty respondents, the acceptability of
the content, organization and usability of the learn-
ing modules was higher, with a composite mean of
4.88 meaning they found the modules highly ac-
ceptable. The highest mean obtained was 4.94 in
four indicators: “the topics are organized effective-
ly,” “the content is current, relevant and accurate,”
“the contents are suitable to the learning ability of
the students,” and “the modules are useful to the
teacher and students to provide adequate informa-
tion.” These results mean that the faculty respon-
dents were highly satisfied with the contents, orga-
nization and usability of the modules.
The contents of the modules are based on
the set learning objectives, and on the syllabus
approved by the institution for the Bachelor of
Science in Agriculture curriculum. In his study,
Terano (2015) claimed that the high acceptabili-
ty of the contents, structure and format of his
developed instructional material for student re-
spondents imply that it was responsive to the
needs and was appropriate to the level of under-
standing of the students.
As shown by the mean rating of 3.80, the
language used in the manual is also moderately
acceptable for the students. The highest mean of
3.83 was obtained in the indicator “no sexist or
racist language and do not portray any negative
stereotype,” while the lowest mean of 3.73 was
for the indicator “no grammatical or spelling er-
ror,” although all indicators still fall under the
moderately acceptable range. These results im-
ply that the students found the language of the
modules satisfactory.
DEVELOPMENT AND EVALUATION OF LEARNING MODULES 55
Int J Edu Sci, 35(1-3): 51-57 (2021)
For faculty respondents, as shown by the
mean rating of 4.94, the language used in the
manual is also highly acceptable for them. The
highest mean of 5.0 was obtained in the indica-
tors “there is no exaggeration, obvious bias,
dogmatic or arbitrary statements,” and “there is
no sexist language, and do not portray any neg-
ative stereotypes,” while the lowest mean of 4.83
was for the indicator “no grammatical or spell-
ing error,” although all indicators still fall under
the highly acceptable range. These results im-
ply that the teachers found the language of the
modules highly satisfactory. Appropriate use of
language is a must for textbook writers (Gachukia
and Chung 2005), and faulty language harms
the credibility of a textbook (Luey 2010).
For students, the grand mean obtained for
the learning modules, was 3.85, implying that
the student evaluators find the objectives, con-
tents, organization, usability, and language mod-
erately acceptable. For teachers, the grand mean
was 4.91, meaning they found the modules high-
Table 2: Evaluation results of the acceptability of the learning modules to student and faculty users
Indicators of acceptability Students Faculty
Mean Verbal Mean Verbal
rating description rating description
Objectives 3.90 Moderately 4.91 Highly
acceptable acceptable
1. The objectives are specific and clearly 3.85 Moderately 4.94 Highly
stated. acceptable acceptable
2. The objectives are attainable and 3.85 Moderately 4.89 Highly
measurable. acceptable acceptable
3. The objectives are suitable to the topic. 3.93 Moderately 5.00 Highly
acceptable acceptable
4. The objectives promote critical thinking 3.94 Moderately
and creativity. 3.94 Moderately 4.83 Highly
acceptable acceptable
Content, Organization and Usability 3.84 Moderately 4.88 Highly
acceptable acceptable
1. The topics are organized effectively. 3.86 Moderately 4.94 Highly
acceptable acceptable
2. The length of the discussion is appropriate. 3.81 Moderately 4.72 Highly
acceptable acceptable
3. The content is current, relevant and accurate. 3.86 Moderately 4.94 Highly
acceptable acceptable
4. The contents are organized effectively 3.86 Moderately 4.83 Highly
into learning units, from simpler to complex. acceptable acceptable
5. There is clear presentation of the discussions. 3.88 Moderately 4.83 Highly
acceptable acceptable
6. The contents are suitable to the learning 3.8 Moderately 4.94 Highly
ability of the students. Moderately Highly
acceptable acceptable
7. The modules are useful to the teacher 3.8 Moderately 4.91 Highly
and student for it provides adequate acceptable acceptable
information on the course/subject.
Language 3.80 Moderately 4.94 Highly
acceptable acceptable
1. There is no grammatical or spelling error 3.73 Moderately 4.83 Highly
within the texts of the modules. acceptable acceptable
2. The language used is at the right level 3.81 Moderately 4.94 Highly
for the students. acceptable acceptable
3. There is no exaggeration, obvious bias, 3.82 Moderately 5.0 Highly
dogmatic or arbitrary statements. acceptable acceptable
4. There is no sexist or racist language, 3.83 Moderately 5.0 Highly
and do not portray any negative stereotypes. acceptable acceptable
Grand Mean 3.85 Moderately 4.91 Highly
acceptable acceptable
56 HONEYLET J. NICOLAS AND JOANNA MARIE S. BRADECINA
Int J Edu Sci, 35(1-3): 51-57 (2021)
ly acceptable in all the indicators. The results
are good and encouraging, but there is still room
for improvement to inhance acceptability for stu-
dent users, so the authors have decided to fur-
ther improve the learning modules before its
usage for the second batch of student users for
SY 2021-2022. As Nichols-Hess and Greer (2016)
emphasized, the ADDIE model is iterative, in-
volving review and revision throughout the de-
sign process, allowing the instructional designers
to incorporate feedback throughout.
Evaluation of Effectiveness
Pre-test and post-test were administered both
during the midterm and final period. Results of
the paired t-test, to determine the effectiveness
of the lecture manual using the pre-test and post-
test scores, are shown in Table 3.
For the midterms, the results from the pre-
test show a mean of 58.09, and a standard devi-
ation of 11.49, indicating a low level of achieve-
ment. The results increased for the post-test,
with a mean of 85.31, and a standard deviation
of 12.68. The derived mean difference is 27
points, with a t-value of 24.82. The computed p
value of 0.000 which is less than 0.01 signifi-
cance level show that there is highly significant
difference between the tests.
Likewise, the results from the pre-test in fi-
nal term, which had a mean of 66.11, and stan-
dard deviation on 12.83, increased by 25.37 points
to achieve a post-test mean of 91.48, at a stan-
dard deviation of 7.66. There is a strong evi-
dence (t = 25.05, p = 0.000) of increasing scores
using the modules at 0.01 level of significance.
It can be inferred from all these results that
the learning modules have positively affected
the performance of the students. This may be
due to the fact that there are no widely available
references on rabbit meat production, especial-
ly for the students who do not have good inter-
net connectivity. The only source for students
in order to answer the questions were the elec-
tronic copies of the modules that were sent to
them through the learning management system
and social messaging application. The correct
answers for the pre-tests were observed to be
for questions that tackle general animal produc-
tion principles, thus the students have applied
prior knowledge on other animal production sub-
jects in order to answer them correctly. The ques-
tions that were answered incorrectly during the
pre-test but already answered correctly during
the post-test were questions that are very spe-
cific for meat-type rabbit production.
Khalil and Elkhider (2016) explained that the
lack of foundational knowledge can cause dis-
engagement in learning. Since the students in
this particular study have shown foundational
knowledge on animal production, they easily
grasped the concepts given in the course of rab-
bit production, as shown by increased knowl-
edge in the post-test. In the research review by
Sun and Chen (2016), one of the bases of effec-
tive online teaching is a well-designed course
content. The test results on this study may be a
reflection of well-designed course content for
the rabbit production modules.
Based on the results of acceptability and ef-
fectiveness of the modules for the first batch of
student users, the modules are being revised and
improved further, in order to give an enhanced
learning experience for the next batches of stu-
dents. The authors will likewise subject the mod-
ules to these new batch of students, to determine
improvement in acceptability and effectiveness.
CONCLUSION
A set of instructional materials made of ten
learning modules in the course rabbit produc-
tion, was developed and evaluated following the
Table 3: t-test analysis on the difference between the effectiveness of the lecture manual in midterm
and finals examination
Term Test Mean SD Mean Difference t-value p-value
Midterm Pretest 58.0857 11.4901 27.2286 24.820** 0.000
Posttest 85.3143 12.6804
Finals Pretest 66.1143 12.8338 25.3714 25.051** 0.000
Posttest 91.4857 7.6596
Legend: ** significant difference p <0.01
DEVELOPMENT AND EVALUATION OF LEARNING MODULES 57
Int J Edu Sci, 35(1-3): 51-57 (2021)
ADDIE instructional design model. Analysis,
design and development of the modules were
based on the needs of the institution and learn-
ers, and the current practice of rabbit raisers in
the locality. Evaluation of acceptability showed
that student users rated the modules with mod-
erate acceptability, while faculty users rated them
with high acceptability, in terms of objectives,
content, organization and usability, and lan-
guage. The learning modules were found effec-
tive in increasing the knowledge of students as
shown by the pretest and posttest results for
the midterm and final period.
RECOMMENDATIONS
The learning modules may be subjected to
continuous evaluation by the next batches of stu-
dent and faculty users. As more researches on
rabbit production in the country are conducted,
the contents of the modules may be enhanced
using more updated research-based production
practices. Similar studies on the development,
acceptability and effectiveness of instructional
materials may be conducted by tertiary educa-
tion faculty toward the attainment of quality and
relevant education for the future generatios.
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Paper received for publication in July, 2021
Paper accepted for pusblication in October, 2021
