Development and Curricular Validity Evaluation of a Contextualized Instructional Modules in Food Processing, Packaging and Labeling

Development and Curricular Validity Evaluation of a Contextualized Instructional Modules in Food Processing, Packaging and Labeling | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Development and Curricular Validity Evaluation of a Contextualized Instructional Modules in Food Processing, Packaging and Labeling LELIT MAMANSAG ODIAME This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7163531/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study aimed to develop a contextualized instructional module that will suit the students’ needs to supplement the teaching-learning process of knowledge and skills of the future educators. The study focused on the development and curricular validity evaluation of a contextualized instructional material in food processing, packaging, and labeling guided by ADDIE and limited to Analysis, Design, Development, and Validation. The module will help in improving and developing the students in a particular area of specialization, monitor their information adaptation, and contribute to their overall development and education. The curricular validity evaluation of the Objectives, Learning task, Learning content practice task, Format and Language, Presentation, and Usefulness of IM was determined using a validated evaluation instrument. The instrument, together with the IM, was distributed to various institutions to thirty-one IM development experts, TVL teachers handling the subjects, and industry practitioners. Thirty-three students participated to evaluate the acceptability of the modules in terms of content, objectives, presentation, and style, and activities. Results showed that both curricular validity and acceptability evaluation of the contextualized modules are highly acceptable and can be implemented. The study is important in providing a validated IM for students to improve their proficiency in the core subjects. Educational Philosophy and Theory Curricular validity contextualized modules food processing packaging and labeling Figures Figure 1 Figure 2 INTRODUCTION With the rapid advancement of technological innovations and discoveries, 21st-century education presents significant challenges for faculty, particularly in addressing the diverse needs of learners. Instructional materials, together with technology and outcome-based education, have shifted the instructional focus from input to outcomes emphasizing the development of skills that promote deeper learning and higher quality educational results. As facilitators of learning, teachers are now expected to implement innovative strategies that cater to the individuality of students, recognizing the variety of learning styles and preferences that exist, especially at the tertiary level. One of the essential professional competencies of educators is the implementation of instruction that leads to meaningful student achievement. This requires clearly defined instructional objectives, aligned content, and teaching strategies that maximize learning outcomes. To achieve this, the development and use of contextualized instructional materials (IMs) have become vital. These materials not only improve learners’ knowledge, skills, and understanding but also enhance their appreciation of subject matter through relevance and application. Contextualization, as emphasized by Reyes, Insorio, Ingreso, Hilario, and Gutierrez (2019), is a key strategy in making instruction meaningful and engaging. By connecting lessons to learners’ real-life experiences, educators can foster deeper understanding and active participation. For example, contextualized materials in mathematics have been shown to make lessons more relatable by integrating local materials and scenarios into instruction, which enriches classroom interaction and facilitates conceptual learning. Several recent studies highlight the growing emphasis on contextualized instructional materials in Technical-Vocational-Livelihood (TVL) education. Grana (2024), for instance, developed a Practical Research 2 module for Grade 12 TVL-ICT students using the ADDIE model. The module addressed the five least-mastered competencies, including sampling and drawing conclusions. Expert evaluations showed very high ratings in curricular validity, while students and teachers reported high acceptability and improvements in research skills, though no formal pre-/post-testing was conducted. Similarly, Geñorga and Habla (2024) created a contextualized Electronic Daily Lesson Log (EDLL) for Bread and Pastry NC II, also employing the ADDIE framework. Evaluators and teachers rated the EDLL highly in terms of clarity, alignment, and usefulness, although no effectiveness testing was reported. Meanwhile, Castro (2025) developed an Interactive Instructional Material System (IIMS) for TVL-Handicraft, which integrated multimedia and interactive content. This study employed a quasi-experimental design and demonstrated significant learning gains through pre- and post-test comparisons, offering empirical support for the material’s effectiveness. These studies reflect a strong movement toward systematic instructional material development grounded in curricular standards, student needs, and local context. While all reported high levels of curricular validity and acceptability, Castro’s (2025) work stands out by providing empirical validation of learning gains. Collectively, these findings underscore the importance of developing context-sensitive, validated, and pedagogically sound materials for TVL programs. The related review (Dela Torre, 2018; Terrano 2015; Terrano 2015, Torrefranca 2017) used the ADDIE model as a framework for instructional material development and evaluation. Likewise, the review of related studies (Rio 2014; Torrefranca 2017; Abarro 2016; Irawan and Artini 2018; Ktistanto, Mustaji, and Mariono 2017) has presented the survey instrument used in the evaluation for validation and acceptability of instructional materials that have been adopted in published research. Dela Torre (2018), Terrano (2015), and Marasigan (2015) have made an evaluation instrument for teaching materials that has been thoroughly validated by experts. Finally, the recurring curriculum revisions in higher education call for teacher flexibility and innovation, aligning content and activities with real-world applications, increasing student motivation and engagement. This research, therefore, aims to design and develop contextualized instructional materials in Food Processing packaging and labeling under the BTVTED curriculum, guided by CMO No. 79, s. 2017. The material seeks to enhance student learning and skills development while providing a model for other educators in TVL fields, aiming to improve instruction through contextualized, valid, and effective learning tools. Material’s acceptability. This study was guided by the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research process is limited to three phases: 1) analysis, 2) design 3) development and validation phase. The implementation and evaluation will be done in the second phase of the study. Objectives of the Study Generally, the study aimed to develop a Contextualized Instructional Module in Food processing and validation of its content. To design modules along with design and content. Identify the level of curricular validity in terms of Objectives, Learning task, Learning content practice task, Format and Language, Presentation, and Usefulness of IM; Determine the level of acceptability of the students to Contextualized Instructional modules in terms of objectives, presentation, style, and activities. Determine the revision to be integrated into the developed contextualized Instructional modules. METHODOLOGY This research used descriptive developmental design, the research process as the systematic study of designing, developing, and evaluating instructional programs (Ritchey, 1997). This study used developmental research for instructional material development. The study's conduct was divided into 3 phases: analysis, design, development, and validation. Phase 1 was the analysis of the CMO; a curricular audit was made to craft a set of course content to include the preparation of a syllabus for approval. Phase 2 was on designing a feature, along with content from the curricular audit, and determining the basic parts of the instructional material. Furthermore, phase 3 was the development and validation of the instructional material. This study's respondents were from Private Higher Education Institutions (PHEIs) and State Universities and Colleges (SUCs), home/industry practitioners, and were composed of thirty-one (31) experts to evaluate the IM's curricular validity of the modules. The second group was composed of thirty-three (33) students who took the subjects to evaluate the acceptability of instructional modules. In order to collect the relevant data in this study, the researcher sent an electronic mail asking permission to adopt the survey instrument of Torrefranca and ask Engr. Terrano to utilize the survey questionnaire for validation and acceptability of the developed instructional material. Phase 2. Curricular validity of the Contextualized Instructional Material was looked into by the teachers/instructors to check its Objectives, Learning Tasks, Learning Content, Practice Tasks, Format, language, Presentation, and Usefulness of the IM. Some changes have been made in the format of the instrument to better align it with the purpose of the study. The researcher’s adviser validated the revisions. Phase 3. Evaluation of the acceptability of the material. The IM was evaluated by students who took the subjects for better feedback, having their knowledge of the content. Objectives, the Presentation, and Style and Activity. A Five-point Likert checklist was adapted from Terano's published research. The same scale was used to generate the interpretation of acceptability. Some instrument changes have been made. The following are the scale used to generate an interpretation of the results on curricular validity and acceptability: Scale Interpretation 4.20- 5.0 Highly acceptable 3.40 - 4.19 Acceptable 2.60 - 3.39 Moderate acceptable 1.80 - 2.59 Fairly acceptable 1.79 Not acceptable The researcher used Cronbach's Alpha to check the reliability and quality of the instructional material in terms of curricular validity and acceptability as evaluated and validated by experts. Cronbach's Alpha is a statistical software application using Excel and SPSS tests. This test was used to determine the internal consistency of the data. The following were the constants of Cronbach's Alpha and its internal consistency equivalence. Cronbach’s alpha Internal Consistency α ≥ 0.9 Excellent 0.9 > α ≥ 0.8 Good 0.8 >α ≥ 0.7 Acceptable 0.7 > α ≥0.6 Questionable 0.6 > α ≥0.5 Poor 0.5 > α Unacceptable The weighted average was used to determine the survey results in terms of curricular validity and acceptability of the Instructional material in food processing, packaging, and labeling. RESULTS AND DISCUSSIONS The development and evaluation of the modules in Food Processing were conducted to satisfy the objectives of this research design, curricular validity, and the acceptability of the material. The data were gathered from the experts of Higher Education State University and Colleges (SUC): Private Higher Education Institutions (PHEI), Home/Industry Practitioners, and students who took the food processing subject for acceptability. The Features of the Instructional Material, along with Content and Design Analysis of the content- Identified the specific needs of BTVTED students in Food Service Management based on the course syllabus, CMO No. 79. 2017, and feedback from instructors and students. The result of Phase 1 was used to design features and basic parts of the contextualized instructional modules in food processing. Objectives- These are the specific skills that students should acquire for each module. Each module consists of formulated and clearly stated objectives so that students will know what they are supposed to accomplish in each module. Content summary- Each module has a short preface. This is the beginning part that sets out the purpose and objectives of each module in the instruction material on food processing, packaging, and labeling. This describes the scope of the topics and provides a summary of each chapter. Module Title and Topics OBJECTIVES Module 1: Introduction to Food processing, packaging and labeling a. Brief History of Food Processing and Preservation b. Personal Hygiene, Food Handling Practices c. Tools, Utensils, and Equipment in Food Processing d. Measuring Devices and Instruments 1. Recall the history of food processing and preservation. 2. Practice personal hygiene and food handling practices. 3. Classify and define tools, utensils, and equipment used in food processing and preservation. Module 2 Packaging a. Layers of Packaging b. Advantages and Disadvantages of Food Packaging c. Disadvantages of food packaging d. Consideration for Packaging e. Contaminants from Food Packaging Materials. f. Types of Packaging Materials 1. Identify and determine a food package's types of packaging materials, functions, advantages, and disadvantages. 2. Select and prepare appropriate packaging material for the required school food processing projects. 3. Explain how each food package design works. Module 3 Food Labeling a. The mandate of the Food and Drug Administration Information Panel b. Parts of a label c. Food Allergen Labeling and Consumer Protection Act (FALCPA) of 2004 1. Explain the mandatory food labeling requirements. 2. Determine the name and parts of the label. 3. List the food allergens found on the food product label at home. 4. Create and design food labels. Module 4- Food Processing by Thermal Application Topics a. Methods of thermal processing b. Principles and techniques c. equipment, d. Applications of thermal processing, e. The effects of heat on the sensory and nutritional quality of foods. 1. Explore the different thermal processing techniques, including pasteurization, sterilization, blanching, and cooking. 2. Examine the equipment used in thermal processing and the factors influencing process design and optimization. 3. Evaluate the effects of thermal processing on the sensory attributes, nutritional quality, and safety of foods. 4. Apply the learned theories in thermal processing Module 5- Food Processing by Fermentation and Pickling a. Types of Fermentation Process b. Principles of fermentation c. Principles of Pickling and pickling techniques d. Safety Considerations in Fermentation and Pickling 1. Understand the principles of fermentation and pickling. 2. Gain practical knowledge of how to ferment and pickle foods. 3. Demonstrate the proper use of food processing tools and equipment. 4. Prepare process food products by fermentation and pickling, and compute the project recipe in the Production Report for Fermentation and Pickling Module 6- Food Processing by Smoking, Salting and Curing a. Principles in smoking, salting and curing as traditional preservation methods. b. Type of salt. c. Salting methods d. Curing and curing ingredients its uses and function e. Curing methods and techniques f. Smoking and methods of smoking g. Types of wood for smoking. 1. Understand the principles in smoking, salting, and curing as traditional food preservation methods. 2. Identify the foods suitable for processing through smoking, salting, and curing techniques and step-by-step procedures for food items. 3. Produced food products by salting, curing, and smoking 4. Prepare and compute the Project Recipe in Production Report by salting, curing, and smoking Module 7-Food Processing by Sugar Concentration a. Common sugar preservation b. Types of sugar for preservation c. Test for pectin content of fruits d. Test of Fruit Acidity e. Test of Jellying Point 1. Identify and explain the various common types of sugar concentration and their applications. 2. Examine the effects of sugar concentration on food texture and flavor. 3. Perform and observe the different tests for pectin, acid, and stages of sugar. 4. Prepare and compute the project recipe in the Production Report for sugar concentration. Module 8- Food Processing by Dehydration Food Dehydration and its benefits. Principles and Methods of dehydration Temperature Application of Food Dehydration 1. Discuss the principles of different dehydration methods, including air drying, sun drying, freeze drying, and osmotic dehydration. 2. Perform and observe the process and its temperature application of dehydration in preserving fruits, vegetables, meats, and other food items. 3. Prepare and compute the project recipe in the Production Report for Dehydration. Learning Task. It is an exercise/activity of food processing instructional material given as practical, simulated work utilizing the program's existing learning resources. This learning task serves as the basis of a lesson; some other learning materials used the term as a pre-test. Each chapter or lesson has a learning task it is a set of skills that allow learners to become aware of how they will learn. Learning Content . It is the reading information of a subject or a learning area under the knowledge and skills. This is the information needed to gain knowledge about processing of food. It consists of two or more topics per module that use a variety of media formats. The learning content was based on the curriculum audit crafted from syllabus, subject description and competency based standards of the programs Practice Task . This is ready to offer practice for skills building and to check students' progress. This is the core of the teaching materials detailing the activities that students must undertake to achieve specific learning objectives. These tasks include various exercises and practical activity, along with rubrics for evaluating a finished product. The Design of the developed instructional material, a self-learning guide for food processing. Format – this material is a module format design, a self-contained course that is usually designed for one semester. The material covers one subject and is assessed independently. Language- the terminology used in the material was for easy understanding of the content. Presentation of the IM- The presentation follows a logical and sequential pattern for the discussion of content that builds on a new idea. The colors chosen in this material have a significant impact on the learners' mood, so that information will be easily absorbed. The present study is similar to that of Terrano’s (2015) developed IM features: objectives, content, presentation, style, and exercises. Irawan and Arttini (2018) developed instructional material, and the features identified were content, language, presentation, and layout of the material. Curricular Validity of the Material As noted in the previous discussion the validity of the instructional material was evaluated by teachers/instructor and home/industry practitioners using the pre-determined criteria such as Objectives, Learning Task, Learning Content, Practice Task, Format and Language, Presentation, and Usefulness using a scale of 1 to 5, with 1 as the lowest and 5 as the highest. Table 1 shows the validity result of Objectives. Table 1. Validity of the Objectives Objectives Mean Interpretation a. The objectives are clearly stated in a behavioral form, which gives direction to the learner's experience and a basis for student evaluation. 4.8 Highly Acceptable b. The objectives are well-planned, formulated, and organized 4.83 Highly Acceptable c. The objectives stated are specific, measurable, and attainable. 4.87 Highly Acceptable d. The objectives are relevant to the topics of each lesson of the chapter. 4.87 Highly Acceptable e. The objectives take into account the needs of the students. 4.80 Highly Acceptable Total Weighted Mean 4.83 Highly Acceptable 4.20- 5.0 highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0-1.79 Not acceptable Based on the survey results, experts teaching the subject and Industry practitioner evaluators rated the Objectives as highly acceptable. This means that teaching is clearly stated in behavioral forms that give direction to students ' experiences and a basis for student evaluation. Similarly, they agreed that the objectives were planned, formulated, and organized, and that the objectives are specific, measurable, and attainable. However, it is recommended to adjust the placement of the objectives that are congruent in presentation and discussion. Table 2. Validity of Learning Task Learning Task Mean Interpretation a. The learning task of each lesson is directly relevant to the objectives. 4.80 Highly Acceptable b. The learning task determines the prerequisite knowledge and skills needed of the learners to proceed in the lesson. 4.58 Highly Acceptable c. The instruction of the learning task is easy to understand. 4.48 Highly Acceptable d. The learning task in each lesson motivates the students to study. 4.18 Acceptable e. The learning task is suitable for the ability of the students. 4.16 Acceptable Total Weighted Mean 4.44 Highly Acceptable 4.20- 5.0 highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- 1.79 Not acceptable The result of validity on learning tasks, experts teaching the subject, rated the learning task as highly acceptable. At the same time, the industry practitioners’ evaluators agree that the learning task determines the prerequisite knowledge and skills needed of the learners to proceed in the lesson. The instructions for the learning task are easy to understand. Likewise, the learning task in each lesson motivates the students to study, and the task is somewhat acceptable in addressing the students' abilities. Furthermore, it shows that the learning task is highly acceptable, with its total computed mean of 4.44. Moreover, this implies that the learning tasks of the instructional material were presented in all modules. Table 3. Validity of Learning Content Learning Content Mean Interpretation a. The learning content of each lesson is relevant to the defined objectives of the chapter. 4.67 Highly Acceptable b. The learning content clearly understands the ideas and concepts in each lesson. 4.58 Highly Acceptable c. The topics in learning content are supported by illustrative examples. 4.48 Highly Acceptable d. The learning activities help learners to understand the full topic. 4.16 Acceptable e. The topics of each lesson are fully discussed and given equal emphasis in the lesson. 3.38 Moderately Acceptable Total Weighted Mean 4.25 Highly acceptable 4.20- 5.0 highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- 1.79 Not acceptable For the validity result of the Learning Content of the gathered data, the industry practitioners agree that the learning content clearly depicts the ideas and concepts in each lesson, and illustrative examples support the topics in the learning content. Also, the learning activities help learners to understand the full topic. They are rated as acceptable, while the topics of each lesson are fully discussed and given emphasis in the lesson and rated as moderately acceptable. The experts teaching the subject and evaluators agree that the lesson content of the material is rated as highly acceptable. However, it is suggested that an additional illustrative example may be considered in the learning content in module 1 for the tools and equipment, and integrate multimedia content like videos in all modules. Table 4. Validity of Practice Tasks Practice Tasks Mean Interpretation a. All activities are appropriate for their content and objectives. 4.54 Highly Acceptable b. The practice task is suited to the level of the students. 4.19 Acceptable c. Learners may easily perform the practice task after each lesson. 4.45 Highly Acceptable d. The practice task developed the knowledge and skills of the learner 4.54 Highly Acceptable e. Adequate practice tasks are given to each topic. 4.54 Highly Acceptable Total Weighted Mean 4.46 Highly Acceptable 4.20- 5.0 highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- 1.79 Not acceptable Evaluators agree that the result in the computed weighted mean is highly acceptable, indicating that all activities are appropriate in terms of content and objectives, and the practice tasks develop the knowledge and skills of the learner. Evaluators rate the practice task as suited to the students; learners may efficiently perform the practice task after each lesson, and adequate practice tasks are given to each topic, which is highly acceptable based on the gathered data. Furthermore, the computed mean of 4.46 from the scale was interpreted as highly acceptable. This implies that the practice task in all chapters was valid and acceptable. Practice Tasks results in the gathered data revealed that the industry practitioners rated the practice task that is suited to the level of the students as acceptable. Experts suggest adding more practice tasks to develop the mastery of the students from modules 4 to 8. Table 5. Validity of Format and Language Format and Language Mean Interpretation a. The format/layout is well-organized, which makes the lessons more interesting. 4.77 Highly Acceptable b. The language used is easy to understand. 4.80 Highly Acceptable c. The language used is clear, concise, and motivating 4.87 Highly Acceptable d. The terminologies used are well defined. 4.70 Highly Acceptable e. The instructional material is concise and easy to follow. 4.83 Highly Acceptable Total Weighted Mean 4.79 Highly acceptable 4.20- 5.0 highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- 1.79 Not acceptable As presented in Table 5 for the validity of the format and language of the IM, the evaluators agreed that the format/layout is well-organized, which makes the lesson more interesting. Similarly, the language used is easy to understand, clear, concise, and motivating. The instructional material is concise and easy to follow, and is rated as highly acceptable. While some of the evaluators said the terminologies used are well-defined, they are somewhat acceptable based on the gathered data. Furthermore, the computed mean of 4.79 is interpreted as highly acceptable. It implies that the format and language of the IM are highly acceptable. Table 6. Validity of Presentation of Instructional Material Presentation Mean Interpretation a. The topics are presented in logical and sequential order. 4.77 Highly Acceptable b. The lessons of the IMs are presented in a unique and original form. 4.8 Highly Acceptable c. The learning activities are presented clearly. 4.9 Highly Acceptable d. The presentation of each lesson is attractive and interesting to students. 4.8 Highly Acceptable e. Adequate activities are given to each topic. 4.58 Highly Acceptable Total Weighted Mean 4.77 Highly Acceptable 4.20- 5.0 highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- 1.79 Not acceptable Regarding the presentation of the instructional material, evaluators agreed that the topics are presented in logical and sequential order, and are highly acceptable. They further agreed that the lessons in the IM are presented in a unique and original form, the learning activities are presented clearly, are attractive and interesting to students, and adequate activities are given to each topic. This implies that the presentation is valid, and the IM is highly acceptable as a self-learning guide. Lastly, both experts teaching the subject and industry practitioner evaluators agreed that the IM is highly acceptable in terms of the usefulness of the material. They concurred that the developed instructional material would motivate the students to study, which will help them master the topics at their own pace. Table 7. Validity Test on the Usefulness of the Instructional Material Usefulness of Instructional Material Mean Interpretation a. The instructional material will motivate the students to study the bread and pastry. 4.87 Highly Acceptable b. The instructional material will help the students master the topics at their own pace. 4.74 Highly Acceptable c. The instructional materials will allow the students to use their time more efficiently. 4.9 Highly Acceptable d. The instructional material will develop the knowledge, skills, and attitudes of the students. 4.9 Highly Acceptable e. The instructional material will serve as a supplementary material that can cater to the needs of the students. 4.87 Highly Acceptable Total Weighted Mean 4.84 Highly Acceptable Furthermore, it is highly acceptable that this material will allow the students to use their time more efficiently. Also, it is highly acceptable that the material will develop the students' knowledge, skills, and attitudes, and this will serve as a supplement that can cater to the students. The results imply that the developed instructional material is useful and acceptable to be used as a self-learning guide. Table 8 Over-all Validity of the Instructional Material Features of instructional material Weighted Mean Interpretation 1. Objectives 4.83 Highly acceptable 2. Learning task 4.44 Highly acceptable 3. Learning content 4.25 Highly acceptable 4. Practice task 4.45 Highly acceptable 5. Format and Language 4.79 Highly acceptable 6. Presentation of IM 4.77 Highly acceptable 7. Usefulness of IM 4.85 Highly acceptable Total Weighted Mean 4.62 Highly acceptable In summary, evaluators strongly agreed that the seven features of the developed contextualized instructional material (objectives, learning task, learning content, practice task, format and language, presentation, and usefulness) based on the computed weighted mean interpreted is highly acceptable. The high inter-rating agreement signifies that the experts teaching the subject and industry practitioners consistently gave a commendable rating to the instructional materials in various aspects. This added evidence to the curricular validity of the material, and therefore, it can be used as a learning guide. The present study has a similarity to the study of Grana (2024), which developed a module for Practical Research 2, noting strong alignment with learning competencies and high usefulness. Similarly, Geñorga and Habla (2024) found in their Electronic Daily Lesson Log (EDLL) for Bread and Pastry Production, indicating that contextualization significantly enhances the structure, relevance, and delivery of TVL lessons. Castro (2025), who focused on an Interactive Instructional Material System for Handicrafts, particularly in presentation and usefulness. In terms of Usefulness and Objectives, reflecting strong relevance and clarity of learning goals, similar to the findings in Castro (2025) and Geñorga & Habla (2024). The Format, Language, and Presentation also garnered very high marks, supporting the idea that well-structured, learner-friendly materials. They stated that the teaching materials were educationally equivalent in terms of knowledge and practical skills. Acceptability of the Material The acceptability of the developed instructional modules was evaluated by the students who took food processing subjects for better feedback and evaluation due to their background in the subject; they evaluated the objectives, content, presentation, style, and activities of the modules. Table 9. Acceptability of the Objectives Objectives Mean Interpretation a. The cognitive, psychomotor, and affective statements of the objectives are acceptable. 4.78 Highly Acceptable b. The objectives of the IM are simple and attainable. 4.75 Highly Acceptable c. The learning objectives are suitable for a particular topic 4.96 Highly Acceptable d. The objectives clearly relate to the purpose of the instructional material. 4.93 Highly Acceptable e. The learning objectives have been made clear to the learners 4.93 Highly Acceptable Total Weighted Mean 4.87 Highly Acceptable 4.20- 5.0 Highly acceptable, 3.40 - 4.19 Somewhat acceptable, 2.60 - 3.39 Moderate acceptable, 1.80 - 2.59 Fairly acceptable, 2.0-1.79 Not acceptable The results show that student evaluation confirmed that the objectives are highly acceptable. The ratings on the cognitive, psychomotor, and affective statements of the objectives, and that the objectives relate to the IM's purpose and have been made clear to the learners, are highly acceptable. Furthermore, the objectives of the IM are simple, attainable, and suitable for a particular topic. It is interpreted as highly acceptable based on the results for the computed weighted mean as shown in Table 9. Table 10 shows the Acceptability test result for content. Table 10. Acceptability of the Content Content Mean Interpretation a. The learning content of the IM provides appropriate information about the lesson. 4.81 Highly Acceptable b. The content of Instructional material support enhances and leads to the mastery of competencies 4.81 Highly Acceptable c. The materials can be used without the direct involvement of the developer. 4.72 Highly Acceptable d. The materials can be easily and independently used. 4.69 Highly Acceptable e. The learning content provide opportunities for students to obtain feedback either within or outside the program. 4.78 Highly Acceptable Total Weighted Mean 4.76 Highly Acceptable 4.20- 5.0 Highly acceptable, 3.40 - 4.19 Somewhat acceptable, 2.60 - 3.39 Moderate acceptable, 1.80 - 2.59 Fairly acceptable, 2.0-1.79 Not acceptable Table 10 shows that the computed mean for the contents of the contextualized material is verbally interpreted as highly acceptable. Taking into account the indicators evaluated, the results confirmed that the Learning content of the IM provides the lesson's appropriate information. The results imply that the instructional material in food processing enhances and leads to the mastery of competencies. It is highly acceptable, based on the experts' analysis, that the content of the material can be used without the developer's direct involvement. The results also imply that the students can quickly and independently use the material. It will provide opportunities for the students to obtain feedback either within or outside the program. The contents are highly acceptable, considering that during the design phase of the study, the CHED course outline and syllabus were used as the guide to ensure that the required standards and competencies are met. However, this suggests including the core competencies in the Training regulation of TESDA to be able to become TESDA-ready for the NC II assessment. Table 11. Acceptability of IM on the Presentation and Style Presentation and Style Mean Interpretation a. The terms used are appropriate. 4.96 Highly Acceptable b. The grammatical structure is correct and appropriate. 4.96 Highly Acceptable c. Clear presentation of the content 4.90 Highly Acceptable d. The illustrations are simple and interesting and properly labeled. 4.93 Highly Acceptable e. The presentation of IM is well-formatted and consistent. 4.93 Highly Acceptable Total Weighted Mean 4.93 Highly Acceptable The presentation and style of the contextualized instructional material, as shown in Table 11, are highly acceptable. The results imply that the terms used in the text are appropriate, and the grammatical structure is correct and appropriate. Further, the presentation and style of the module's illustrations are simple and interesting, properly labeled, and IM is well-formatted and consistent, as the results agreed that it is highly acceptable. The findings suggest modifying, improving the cover design into a more attractive presentation so that the cover itself can catch attention. Table 12. Acceptability of IM on the Activity Activity Mean Interpretation a. Sufficiency of the Activity given 4.81 Highly Acceptable b. The activities are appropriate for their content and objectives. 4.84 Highly Acceptable c. Clearly stated procedures and instructions 4.87 Highly Acceptable d. The laboratory activity suited to the level of the learners 4.87 Highly Acceptable e. The learning activities promote active participation and response. 4.81 Highly Acceptable Total Weighted Mean 4.84 Highly Acceptable Table 12 shows that the activity in the Contextualized modules is highly acceptable. The result confirmed that the activities given are sufficient for the students to learn the skills of every topic, and the activities are appropriate for the content and objectives. This result implies that the procedures and instructions are clearly stated in each activity, suited to the learners' level, and promote active participation and response. However, additional activities may be considered, specifically the core activities for the National Certification assessment. Table 13. Over-all Results on the Acceptability of the Material Indicators Mean Interpretation a. Objectives 4.87 Highly Acceptable b. Content 4.76 Highly Acceptable c. Presentation and Style 4.93 Highly Acceptable d. Activity 4.84 Highly Acceptable Total Weighted Mean 4.85 Highly Acceptable The overall results of the Acceptability of the IM based on the indicators evaluated are shown in Table 13. The weighted mean shows that all text features are highly acceptable, implying that the contextualized instructional material could be an effective instructional material for the students. As the evaluator's comment, the contextualized instructional material is very student-friendly and easy to absorb, which is a breakthrough for an IM. In terms of the acceptability of the developed instructional material, Dela Torre (2018), Terano (2018), Ganeron (2015), Marasigan (2019), and Gustani, Widodo, and Sumarma (2017) stated that use of instructional material was advantageous, helpful, and effective as a teaching aid. Instructional materials help to acquire skills, improve proficiency, and acquire knowledge using instructional material. Cronbach's Alpha was used to determine the reliability statistics in terms of features along the content and design of the contextualized instructional material. The features of the instructional material were found reliable and acceptable based on the Cronbach's Alpha Reliability statistics, which is 0.95, as per Cronbach's internal consistency of 0.9 > α ≥ 0.8, which is acceptable. The inter-item correlation matrix feature of the instructional material shows how each item correlates to all of the other items. It was found to be reliable despite various ratings on instructional material features. The result of the reliability statistics of the instructional material in terms of content and design has a Cronbach's Alpha of 0.80 as internal consistency, 0.9 > α ≥ 0.8, which was found good and acceptable. This implies that the researcher should still apply the suggestions and recommendations of experts to improve the instructional material. The material was found reliable and acceptable based on Cronbach's Alpha Reliability statistics. Revisions Integrated into the Developed Contextualized Instructional Material in Food Processing, Packaging ang Labeling The evaluators' suggestions and recommendations are significant considerations for the researcher in improving the contextualized instructional material in food processing. The following is a summary of the suggestions and recommendations from the gathered data. The contents were written according to how they were written on the survey; no changes were made to the content. The following are the suggestions along the content of the material. 1. Objectives are clearly stated; however, it is suggested to organize their placement so that it is congruent with the presentation and discussion in modules 1 and 2. The revised instructional material, along with objectives, modules 1 and 2, was made. The placement of the objectives was organized, and the presentations of each objective are congruent per module. 2. The tools may be defined according to usage then followed by its descryiption so that the statement is congruent to self-check. The definitions of tools were organized according to the suggestion. As shown in the revisions in the learning content, the defined tools are listed according to usage, followed by their description. It is congruent with the statement of self-check. 3. An additional illustrative example may be considered in learning content for tools and equipment. The material during data gathering and the learning content, specifically in tools and equipment, were not included in each tool's pictures. The researcher has then revised the material, and the illustrative examples of each tool were added in the learning content. The following are the suggestions made by the experts in terms of design. 1. It is suggested to modify and improve the design of cover into an attractive colorful presentation so that cover itself can catch attention. The picture below shows the revisions of the cover. The researcher initially made the first draft. The second draft was given to the layout artist for further improvement of the IM cover. Furthermore, the revision was made after the experts suggest revising and improving the color of the cover. 2. The researcher/author may add a preface and general direction on how to use the material. The preface was added as shown in the preliminary page (i) in the developed material; likewise, the general direction on how to use the material was included in ( ii) entitled Guidelines on how to use this self-learning guide. The suggestions were made to add a preface and guidelines on how to use the instructional material. The comments imply that the contextualized instructional material in is very friendly and can be easily understood by the students and a breakthrough for an instructional material. Also, this material is comprehensive and very helpful since it involves the psychomotor, cognitive, and affective aspects that may help students develop their knowledge and skills and attitudes. This developed contextualized instructional material is a great help for the program. It may address the findings of AACUP for the next level of accreditation. SUMMARY, FINDINGS, AND RECOMMENDATIONS This chapter presents the summary, findings and recommendations based on the findings of the study and their analysis and interpretation. Summary This study is focused on the development and curricular validity of the Contextualized Instructional Materials. The study aimed to develop a Contextualized Instructional Material in Food processing and validation of its content. 1. To design modules along with design and content. 2. Identify the level of curricular validity in terms of Objectives, Learning task, Learning content practice task, Format and Language, Presentation, and Usefulness of IM;3. Determine the level of acceptability of the students to Contextualized Instructional materials in terms of objectives, presentation, style, and activities. 4. Determine the revision to be integrated into the developed contextualized Instructional material in Bread and Pastry. The study was limited to the descriptive-development research design, which was employed in the study, and the validity and acceptability of the instructional material. The questionnaires were administered for curricular validity of the modules to thirty-one IM development experts, teachers who teach the subject from SUC and PHEI, and industry practitioners. Thirty-three students who took the subjects were evaluated for the acceptability of the modules. Findings The features of the Instructional Material in Bread and Pastry, along with design and content, are as follows: Objectives, Learning task, Learning Content and Practice Task, Format and Language, Presentation, and Usefulness of the Instructional material. The curricular validity of the material based on the findings was highly acceptable with the overall weighted mean of 4.68. The acceptability of the materials evaluated by the students based on the results in terms of content, objectives, presentation, style, and activities, the computed total weighted mean is 4.85, which is highly acceptable. Additional information, suggestions, and recommendations from the experts gathered were adopted and integrated into the Instructional Material. Recommendation The proposed materials can be used in various institutions offering subjects such as food processing, packaging, and labeling. The conceptualized instructional material should be considered as instructional material and be used in the teaching-learning process of the course subject. Further, the contextualized instructional material may be done for implementation with students to further improve content, structure, and format, and assessment for the effectiveness, practicality, and acceptability of the instructional material. The school administration may support the researcher in submitting the material for copyright. The contextualized instructional material may be submitted and presented in the institutional research for production and utilization. References Aldoobie, N. (2015). ADDIE model. American International Journal of Contemporary Research . Barrera, R. (2022). Availability of instructional materials model of the technical-vocational livelihood curriculum implementation for public senior high schools. International Conference on Emerging Technology and Interdisciplinary Sciences . Baretata, P. C. B. (2015). Bread and Pastry Production NC II (Self-learning module) . Books Atbp. Publishing Corporation. Bradley, J. (2005). Instructional material development . National Science Foundation. Bruner, J. (1990). Acts of meaning . Harvard University Press. Calderon, J. F., & Gonzales, E. C. (n.d.). Methods of research and thesis writing . National Book Store, Inc. Castro, [Initials not provided]. (2025). Enhancing handicraft education through interactive instructional materials: An evaluation of learning effectiveness . RSIS International. [Please provide full details for proper formatting.] Commission on Higher Education (CHED). (2017). Policy standard guidelines for Bachelor of Technical and Vocational Teacher Education (CMO No. 79, Series of 2017). CORD. (2016). Contextual teaching and learning toolkit: CORD leading change in education . Center for Occupational Research and Development. http://cordonline.net Dick, W., & Carey, L. (1990). The systematic design of instruction . Harper Collins Publishers. Espinas, A. L., Esponilla, F. D., II, Tolentino, L. K. S., & Valenzuela, I. C. (2023). Technical-vocational livelihood education: Emerging trends in contextualized mathematics teaching. Journal of Technical Education and Training . https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/7041 (EFFTIPS.wordpress.com, May 29, 2012). [Note: This source lacks proper authorship and publication details; it is not recommended for formal academic referencing.] Geñorga, A. F., & Habla, F. A. (2024). Development, validation, and acceptability of electronic daily lesson log in teaching technical-vocational and livelihood (TVL). United International Journal for Research and Technology, 6 (1), 140–155. https://uijrt.com Grana, J. M. (2024). Development of contextualized research instructional material for senior high school technical-vocational-livelihood students [Master’s thesis, West Visayas State University]. WVSU Institutional Repository. https://repository.wvsu.edu.ph Irawan, A., et al. (2017). Instructional material development through 4D model. SHS Web of Conferences, 42 , 00086. https://doi.org/10.1051/shsconf/20184200086 Kristanto, A., Mustaji, & Fadhilah, A. (2017). The development of instructional materials e-learning based on blended learning. International Education Studies, 10 (7). Canadian Center of Science and Education. https://doi.org/10.5539/ies.v10n7p10 Mager, R. F. (1990). Instructional material development (3rd ed.). Marasigan, N. V. (2019). Development and validation of a self-instructional material on selected topics in analytic geometry integrating electronic concepts. International Journal of Recent Innovations in Academic Research, 3 (5), 129–141. Miranda, J. P. P., Yambao, J. A., Marcelo, J. A. M., Gonzales, C. R. N., & Mungcal, V. T. (2020). Towards the development of 3D engine assembly simulation learning module for senior high school. arXiv preprint . https://arxiv.org/abs/2011.12767 Mouraz, A., & Leiti, C. (2013). Putting knowledge into context: Curriculum contextualization in history classes. Transformative Dialogues: Teaching and Learning Journal, 6 (3). Santos, R. C. (2017). Development and validation of web quests in teaching epics. Asia Pacific Journal of Multidisciplinary Research, 5 (2), 59–66. Terano, H. J. (2015). Simplified text in differential calculus for engineering. Journal of Multidisciplinary Studies, 4 (2), 106–126. Torrefranca, E. C. (2017). Development and validation of instructional modules on rational expressions and variations. The Normal Lights, 11 (1). Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7163531","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":487784102,"identity":"2ebfc8b6-9280-4133-9653-b5aff59edddd","order_by":0,"name":"LELIT MAMANSAG ODIAME","email":"data:image/png;base64,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","orcid":"","institution":"Bicol State College of Applied Sciences and Technology","correspondingAuthor":true,"prefix":"","firstName":"LELIT","middleName":"MAMANSAG","lastName":"ODIAME","suffix":""}],"badges":[],"createdAt":"2025-07-19 09:52:36","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7163531/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7163531/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":87463473,"identity":"e65bbe55-cdd2-41d4-95cd-46d5a8bd0517","added_by":"auto","created_at":"2025-07-24 06:44:19","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":89679,"visible":true,"origin":"","legend":"\u003cp\u003eUnnumbered Image in the Results and Discussions Section.\u003c/p\u003e","description":"","filename":"Unnumberfig1.png","url":"https://assets-eu.researchsquare.com/files/rs-7163531/v1/77a4452175cd660c9d497f45.png"},{"id":87463474,"identity":"61712711-2dcc-4a05-8899-053bcc1034fd","added_by":"auto","created_at":"2025-07-24 06:44:19","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":383995,"visible":true,"origin":"","legend":"\u003cp\u003eUnnumbered Image in the Results and Discussions Section.\u003c/p\u003e","description":"","filename":"Unnumberfig2.png","url":"https://assets-eu.researchsquare.com/files/rs-7163531/v1/8035d3007e711071142ad495.png"},{"id":87464839,"identity":"1848ae8f-ddd0-4282-bb9a-14f21341d343","added_by":"auto","created_at":"2025-07-24 07:08:22","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2415816,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7163531/v1/2fc89565-f1b8-40c0-a261-47266057facb.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eDevelopment and Curricular Validity Evaluation of a Contextualized Instructional Modules in Food Processing, Packaging and Labeling\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eWith the rapid advancement of technological innovations and discoveries, 21st-century education presents significant challenges for faculty, particularly in addressing the diverse needs of learners. Instructional materials, together with technology and outcome-based education, have shifted the instructional focus from input to outcomes emphasizing the development of skills that promote deeper learning and higher quality educational results. As facilitators of learning, teachers are now expected to implement innovative strategies that cater to the individuality of students, recognizing the variety of learning styles and preferences that exist, especially at the tertiary level.\u003c/p\u003e\n\u003cp\u003eOne of the essential professional competencies of educators is the implementation of instruction that leads to meaningful student achievement. This requires clearly defined instructional objectives, aligned content, and teaching strategies that maximize learning outcomes. To achieve this, the development and use of contextualized instructional materials (IMs) have become vital. These materials not only improve learners’ knowledge, skills, and understanding but also enhance their appreciation of subject matter through relevance and application.\u003c/p\u003e\n\u003cp\u003eContextualization, as emphasized by Reyes, Insorio, Ingreso, Hilario, and Gutierrez (2019), is a key strategy in making instruction meaningful and engaging. By connecting lessons to learners’ real-life experiences, educators can foster deeper understanding and active participation. For example, contextualized materials in mathematics have been shown to make lessons more relatable by integrating local materials and scenarios into instruction, which enriches classroom interaction and facilitates conceptual learning.\u003c/p\u003e\n\u003cp\u003eSeveral recent studies highlight the growing emphasis on contextualized instructional materials in Technical-Vocational-Livelihood (TVL) education. Grana (2024), for instance, developed a Practical Research 2 module for Grade 12 TVL-ICT students using the ADDIE model. The module addressed the five least-mastered competencies, including sampling and drawing conclusions. Expert evaluations showed very high ratings in curricular validity, while students and teachers reported high acceptability and improvements in research skills, though no formal pre-/post-testing was conducted.\u003c/p\u003e\n\u003cp\u003eSimilarly, Geñorga and Habla (2024) created a contextualized Electronic Daily Lesson Log (EDLL) for Bread and Pastry NC II, also employing the ADDIE framework. Evaluators and teachers rated the EDLL highly in terms of clarity, alignment, and usefulness, although no effectiveness testing was reported. Meanwhile, Castro (2025) developed an Interactive Instructional Material System (IIMS) for TVL-Handicraft, which integrated multimedia and interactive content. This study employed a quasi-experimental design and demonstrated significant learning gains through pre- and post-test comparisons, offering empirical support for the material’s effectiveness.\u003c/p\u003e\n\u003cp\u003eThese studies reflect a strong movement toward systematic instructional material development grounded in curricular standards, student needs, and local context. While all reported high levels of curricular validity and acceptability, Castro’s (2025) work stands out by providing empirical validation of learning gains. Collectively, these findings underscore the importance of developing context-sensitive, validated, and pedagogically sound materials for TVL programs.\u003c/p\u003e\n\u003cp\u003eThe related review (Dela Torre, 2018; Terrano 2015; Terrano 2015, Torrefranca 2017) used the ADDIE model as a framework for instructional material development and evaluation. Likewise, the review of related studies (Rio 2014; Torrefranca 2017; Abarro 2016; Irawan and Artini 2018; Ktistanto, Mustaji, and Mariono 2017) has presented the survey instrument used in the evaluation for validation and acceptability of instructional materials that have been adopted in published research. \u0026nbsp;Dela Torre (2018), Terrano (2015), and Marasigan (2015) have made an evaluation instrument for teaching materials that has been thoroughly validated by experts.\u003c/p\u003e\n\u003cp\u003eFinally, the recurring curriculum revisions in higher education call for teacher flexibility and innovation, aligning content and activities with real-world applications, increasing student motivation and engagement. This research, therefore, aims to design and develop contextualized instructional materials in Food Processing packaging and labeling under the BTVTED curriculum, guided by CMO No. 79, s. 2017. The material seeks to enhance student learning and skills development while providing a model for other educators in TVL fields, aiming to improve instruction through contextualized, valid, and effective learning tools. Material’s acceptability.\u003c/p\u003e\n\u003cp\u003eThis study was guided by the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research process is limited to three phases: 1) analysis, 2) design 3) development and validation phase. The implementation and evaluation will be done in the second phase of the study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjectives of the Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Generally, the study aimed to develop a Contextualized Instructional Module in Food processing and validation of its content.\u0026nbsp;\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eTo design modules along with design and content.\u003c/li\u003e\n \u003cli\u003eIdentify the level of curricular validity in terms of Objectives, Learning task, Learning content practice task, Format and Language, Presentation, and Usefulness of IM;\u003c/li\u003e\n \u003cli\u003eDetermine the level of acceptability of the students to Contextualized Instructional modules in terms of objectives, presentation, style, and activities.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eDetermine the revision to be integrated into the developed contextualized Instructional modules.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"METHODOLOGY","content":"\u003cp\u003eThis research used descriptive developmental design, the research process as the systematic study of designing, developing, and evaluating instructional programs (Ritchey, 1997). This study used developmental research for instructional material development. The study\u0026apos;s conduct was divided into 3 phases: analysis, design, development, and validation.\u003c/p\u003e\n\u003cp\u003ePhase 1 was the analysis of the CMO; a curricular audit was made to craft a set of course content to include the preparation of a syllabus for approval. Phase 2 was on designing a feature, along with content from the curricular audit, and determining the basic parts of the instructional material. Furthermore, phase 3 was the development and validation of the instructional material.\u003c/p\u003e\n\u003cp\u003eThis study\u0026apos;s respondents were from Private Higher Education Institutions (PHEIs) and State Universities and Colleges (SUCs), home/industry practitioners, and were composed of thirty-one (31) experts to evaluate the IM\u0026apos;s curricular validity of the modules. The second group was composed of thirty-three (33) students who took the subjects to evaluate the acceptability of instructional modules. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn order to collect the relevant data in this study, the researcher sent an electronic mail asking permission to adopt the survey instrument of Torrefranca and ask Engr. Terrano to utilize the survey questionnaire for validation and acceptability of the developed instructional material.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePhase 2. Curricular validity of the Contextualized Instructional Material was looked into by the teachers/instructors to check its Objectives, Learning Tasks, Learning Content, Practice Tasks, Format, language, Presentation, and Usefulness of the IM. Some changes have been made in the format of the instrument to better align it with the purpose of the study. The researcher\u0026rsquo;s adviser validated the revisions.\u003c/p\u003e\n\u003cp\u003ePhase 3. Evaluation of the acceptability of the material. The IM was evaluated by students who took the subjects for better feedback, having their knowledge of the content. Objectives, the Presentation, and Style and Activity.\u0026nbsp;A Five-point Likert checklist was adapted from Terano\u0026apos;s published research. The same scale was used to generate the interpretation of acceptability. Some instrument changes have been made.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe following are the scale used to generate an interpretation of the results on curricular validity and acceptability:\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"490\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 244px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eScale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 247px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 244px;\"\u003e\n \u003cp\u003e4.20- 5.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 247px;\"\u003e\n \u003cp\u003eHighly acceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 244px;\"\u003e\n \u003cp\u003e3.40 - 4.19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 247px;\"\u003e\n \u003cp\u003eAcceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 244px;\"\u003e\n \u003cp\u003e2.60 - 3.39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 247px;\"\u003e\n \u003cp\u003eModerate acceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 244px;\"\u003e\n \u003cp\u003e1.80 - 2.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 247px;\"\u003e\n \u003cp\u003eFairly acceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 244px;\"\u003e\n \u003col\u003e\n \u003cli\u003e1.79\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 247px;\"\u003e\n \u003cp\u003eNot acceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe researcher used Cronbach\u0026apos;s Alpha to check the reliability and quality of the instructional material in terms of curricular validity and acceptability as evaluated and validated by experts. Cronbach\u0026apos;s Alpha is a statistical software application using Excel and SPSS tests. \u0026nbsp;This test was used to determine the internal consistency of the data. The following were the constants of Cronbach\u0026apos;s Alpha and its internal consistency equivalence.\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCronbach\u0026rsquo;s alpha\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInternal Consistency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u0026alpha; \u0026ge; 0.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eExcellent\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e0.9 \u0026gt; \u0026alpha; \u0026ge; 0.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e0.8 \u0026gt;\u0026alpha; \u0026ge; 0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eAcceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e0.7 \u0026gt; \u0026alpha; \u0026ge;0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eQuestionable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e0.6 \u0026gt; \u0026alpha; \u0026ge;0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003ePoor\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e0.5 \u0026gt; \u0026alpha;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eUnacceptable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe weighted average was used to determine the survey results in terms of curricular validity and acceptability of the Instructional material in food processing, packaging, and labeling. \u0026nbsp;\u003c/p\u003e"},{"header":"RESULTS AND DISCUSSIONS","content":"\u003cp\u003eThe development and evaluation of the modules in Food Processing were conducted to satisfy the objectives of this research design, curricular validity, and the acceptability of the material. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe data were gathered from the experts of Higher Education State University and Colleges (SUC): Private Higher Education Institutions (PHEI), Home/Industry Practitioners, and students who took the food processing subject for acceptability.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Features of the Instructional Material, along with Content and Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAnalysis of the content-\u003c/strong\u003e Identified the specific needs of BTVTED students in Food Service Management based on the course syllabus, CMO No. 79. 2017, and feedback from instructors and students.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe result of Phase 1 was used to design features and basic parts of the contextualized instructional modules in food processing. \u003cstrong\u003eObjectives-\u0026nbsp;\u003c/strong\u003eThese are the specific skills that students should acquire for each module. Each module consists of formulated and clearly stated objectives so that students will know what they are supposed to accomplish in each module. \u0026nbsp;\u003cstrong\u003eContent summary-\u0026nbsp;\u003c/strong\u003eEach module has a short preface. This is the beginning part that sets out the purpose and objectives of each module in the instruction material on food processing, packaging, and labeling. This describes the scope of the topics and provides a summary of each chapter.\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 326px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eModule Title and Topics\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOBJECTIVES\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 326px;\"\u003e\n \u003cp\u003eModule 1: Introduction to Food processing, packaging and labeling\u003c/p\u003e\n \u003cp\u003ea. \u0026nbsp; Brief History of Food Processing and Preservation\u003c/p\u003e\n \u003cp\u003eb. \u0026nbsp; Personal Hygiene, Food Handling Practices\u003c/p\u003e\n \u003cp\u003ec. \u0026nbsp; Tools, Utensils, and Equipment in Food Processing\u003c/p\u003e\n \u003cp\u003ed. \u0026nbsp; Measuring Devices and Instruments\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; Recall the history of food processing and preservation.\u003c/p\u003e\n \u003cp\u003e2. \u0026nbsp; Practice personal hygiene and food handling practices.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e3. \u0026nbsp; Classify and define tools, utensils, and equipment used in food processing and preservation.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 326px;\"\u003e\n \u003cp\u003eModule 2 Packaging\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ea. \u0026nbsp; Layers of Packaging\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eb. \u0026nbsp; Advantages and Disadvantages of Food Packaging\u003c/p\u003e\n \u003cp\u003ec. \u0026nbsp; Disadvantages of food packaging\u003c/p\u003e\n \u003cp\u003ed. \u0026nbsp; Consideration for Packaging\u003c/p\u003e\n \u003cp\u003ee. \u0026nbsp; Contaminants from Food Packaging Materials.\u003c/p\u003e\n \u003cp\u003ef. \u0026nbsp; \u0026nbsp;Types of Packaging Materials\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; Identify and determine a food package\u0026apos;s types of packaging materials, functions, advantages, and disadvantages.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e2. \u0026nbsp; Select and prepare appropriate packaging material for the required school food processing projects.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e3. \u0026nbsp; Explain how each food package design works.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 326px;\"\u003e\n \u003cp\u003eModule 3 Food Labeling\u003c/p\u003e\n \u003cp\u003ea. \u0026nbsp; The mandate of the Food and Drug Administration Information Panel\u003c/p\u003e\n \u003cp\u003eb. \u0026nbsp; Parts of a label\u003c/p\u003e\n \u003cp\u003ec. \u0026nbsp; Food Allergen Labeling and Consumer Protection Act (FALCPA) of 2004\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; Explain the mandatory food labeling requirements.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e2. \u0026nbsp; Determine the name and parts of the label.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e3. \u0026nbsp; List the food allergens found on the food product label at home.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e4. \u0026nbsp; Create and design food labels.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 326px;\"\u003e\n \u003cp\u003eModule 4- Food Processing by Thermal Application\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eTopics\u003c/p\u003e\n \u003cp\u003ea. \u0026nbsp; Methods of thermal processing\u003c/p\u003e\n \u003cp\u003eb. \u0026nbsp; Principles and techniques\u003c/p\u003e\n \u003cp\u003ec. \u0026nbsp; equipment,\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ed. \u0026nbsp; Applications of thermal processing,\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ee. \u0026nbsp; The effects of heat on the sensory and nutritional quality of foods.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; Explore the different thermal processing techniques, including pasteurization, sterilization, blanching, and cooking.\u003c/p\u003e\n \u003cp\u003e2. \u0026nbsp; Examine the equipment used in thermal processing and the factors influencing process design and optimization.\u003c/p\u003e\n \u003cp\u003e3. \u0026nbsp; Evaluate the effects of thermal processing on the sensory attributes, nutritional quality, and safety of foods.\u003c/p\u003e\n \u003cp\u003e4. \u0026nbsp; Apply the learned theories in thermal processing\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 326px;\"\u003e\n \u003cp\u003eModule 5- Food Processing by Fermentation and Pickling\u003c/p\u003e\n \u003cp\u003ea. \u0026nbsp; Types of Fermentation Process\u003c/p\u003e\n \u003cp\u003eb. \u0026nbsp; Principles of fermentation\u003c/p\u003e\n \u003cp\u003ec. \u0026nbsp; Principles of Pickling and pickling techniques\u003c/p\u003e\n \u003cp\u003ed. \u0026nbsp; Safety Considerations in Fermentation and Pickling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; Understand the principles of fermentation and pickling.\u003c/p\u003e\n \u003cp\u003e2. \u0026nbsp; Gain practical knowledge of how to ferment and pickle foods.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e3. \u0026nbsp; Demonstrate the proper use of food processing tools and equipment.\u003c/p\u003e\n \u003cp\u003e4. \u0026nbsp; Prepare process food products by fermentation and pickling, and compute the project recipe in the Production Report for Fermentation and Pickling\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 326px;\"\u003e\n \u003cp\u003eModule 6- Food Processing by Smoking, Salting and Curing\u003c/p\u003e\n \u003cp\u003ea. \u0026nbsp; Principles in smoking, salting and curing as traditional preservation methods.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eb. \u0026nbsp; Type of salt.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ec. \u0026nbsp; Salting methods\u003c/p\u003e\n \u003cp\u003ed. \u0026nbsp; Curing and curing ingredients its uses and function\u003c/p\u003e\n \u003cp\u003ee. \u0026nbsp; Curing methods and techniques\u003c/p\u003e\n \u003cp\u003ef. \u0026nbsp; \u0026nbsp;Smoking and methods of smoking\u003c/p\u003e\n \u003cp\u003eg. \u0026nbsp; Types of wood for smoking.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; Understand the principles in smoking, salting, and curing as traditional food preservation methods.\u003c/p\u003e\n \u003cp\u003e2. \u0026nbsp; Identify the foods suitable for processing through smoking, salting, and curing techniques and step-by-step procedures for food items.\u003c/p\u003e\n \u003cp\u003e3. \u0026nbsp; Produced food products by salting, curing, and smoking\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e4. \u0026nbsp; Prepare and compute the Project Recipe in Production Report by salting, curing, and smoking\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 326px;\"\u003e\n \u003cp\u003eModule 7-Food Processing by Sugar Concentration\u003c/p\u003e\n \u003cp\u003ea. \u0026nbsp; Common sugar preservation\u003c/p\u003e\n \u003cp\u003eb. \u0026nbsp; Types of sugar for preservation\u003c/p\u003e\n \u003cp\u003ec. \u0026nbsp; Test for pectin content of fruits\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ed. \u0026nbsp; Test of Fruit Acidity\u003c/p\u003e\n \u003cp\u003ee. \u0026nbsp; Test of Jellying Point\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; Identify and explain the various common types of sugar concentration and their applications.\u003c/p\u003e\n \u003cp\u003e2. \u0026nbsp; Examine the effects of sugar concentration on food texture and flavor.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e3. \u0026nbsp; Perform and observe the different tests for pectin, acid, and stages of sugar.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e4. \u0026nbsp; Prepare and compute the project recipe in the Production Report for sugar concentration.\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 326px;\"\u003e\n \u003cp\u003eModule 8- Food Processing by Dehydration\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eFood Dehydration and its benefits.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ePrinciples and Methods of dehydration\u003c/p\u003e\n \u003cp\u003eTemperature Application of Food Dehydration\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 328px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; Discuss the principles of different dehydration methods, including air drying, sun drying, freeze drying, and osmotic dehydration.\u003c/p\u003e\n \u003cp\u003e2. \u0026nbsp; Perform and observe the process and its temperature application of dehydration in preserving fruits, vegetables, meats, and other food items.\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e3. \u0026nbsp; Prepare and compute the project recipe in the Production Report for Dehydration.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eLearning Task.\u003c/strong\u003e It is an exercise/activity of food processing instructional material given as practical, simulated work utilizing the program\u0026apos;s existing learning resources. This learning task serves as the basis of a lesson; some other learning materials used the term as a pre-test. Each chapter or lesson has a learning task it is a set of skills that allow learners to become aware of how they will learn.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning Content\u003c/strong\u003e. It is the reading information of a subject or a learning area under the knowledge and skills. This is the information needed to gain knowledge about processing of food. It consists of two or more topics per module that use a variety of media formats. The learning content was based on the curriculum audit crafted from syllabus, subject description and competency based standards of the programs \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePractice Task\u003c/strong\u003e. This is ready to offer practice for skills building and to check students\u0026apos; progress. This is the core of the teaching materials detailing the activities that students must undertake to achieve specific learning objectives. These tasks include various exercises and practical activity, along with rubrics for evaluating a finished product.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe \u003cstrong\u003eDesign\u003c/strong\u003e of the developed instructional material, a self-learning guide for food processing. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFormat \u0026ndash;\u0026nbsp;\u003c/strong\u003ethis material is a module format design, a self-contained course that is usually designed for one semester. The material covers one subject and is assessed independently.\u003cstrong\u003e\u0026nbsp;Language-\u003c/strong\u003e the terminology used in the material was for easy understanding of the content.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePresentation of the IM-\u003c/strong\u003e The presentation follows a logical and sequential pattern for the discussion of content that builds on a new idea. The colors chosen in this material have a significant impact on the learners\u0026apos; mood, so that information will be easily absorbed. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;The present study is similar to that of Terrano\u0026rsquo;s (2015)\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003edeveloped IM features: objectives, content, presentation, style, and exercises. Irawan and Arttini (2018) developed instructional material, and the features identified were content, language, presentation, and layout of the material.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCurricular Validity of the Material\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs noted in the previous discussion the validity of the instructional material was evaluated by teachers/instructor and home/industry practitioners using the pre-determined criteria such as Objectives, Learning Task, Learning Content, Practice Task, Format and Language, Presentation, and Usefulness using a scale of 1 to 5, with 1 as the lowest and 5 as the highest.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 1 shows the validity result of Objectives.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1. Validity of the Objectives\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eObjectives\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; The objectives are clearly stated in a behavioral form, which gives direction to the learner\u0026apos;s experience and a basis for student evaluation.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.8\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The objectives are well-planned, formulated, and organized\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.83\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; The objectives stated are specific, measurable, and attainable.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The objectives are relevant to the topics of each lesson of the chapter.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; The objectives take into account the needs of the students.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.80\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.83\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e4.20- 5.0 \u0026nbsp;highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0-1.79 \u0026nbsp; Not acceptable\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eBased on the survey results, experts teaching the subject and Industry practitioner evaluators rated the Objectives as highly acceptable. This means that teaching is clearly stated in behavioral forms that give direction to students \u0026apos; experiences and a basis for student evaluation. Similarly, they agreed that the objectives were planned, formulated, and organized, and that the objectives are specific, measurable, and attainable. However, it is recommended to adjust the placement of the objectives that are congruent in presentation and discussion.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2. Validity of Learning Task\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 359px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLearning Task\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; The learning task of each lesson is directly relevant to the objectives.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.80\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The learning task determines the prerequisite knowledge and skills needed of the learners to proceed in the lesson.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.58\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; The instruction of the learning task is easy to understand.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.48\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The learning task in each lesson motivates the students to study.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.18\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; The learning task is suitable for the ability of the students.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.16\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.44\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e4.20- 5.0 \u0026nbsp;highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;1.79 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Not acceptable\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe result of validity on learning tasks, experts teaching the subject, rated the learning task as highly acceptable. At the same time, the industry practitioners\u0026rsquo; evaluators agree that the learning task determines the prerequisite knowledge and skills needed of the learners to proceed in the lesson. The instructions for the learning task are easy to understand. Likewise, the learning task in each lesson motivates the students to study, and the task is somewhat acceptable in addressing the students\u0026apos; abilities. Furthermore, it shows that the learning task is highly acceptable, with its total computed mean of 4.44. Moreover, this implies that the learning tasks of the instructional material were presented in all modules.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3. Validity of Learning Content\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLearning Content\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 115px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; The learning content of each lesson is relevant to the defined objectives of the chapter.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.67\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 115px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The learning content clearly understands the ideas and concepts in each lesson.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.58\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 115px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; The topics in learning content are supported by illustrative examples.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.48\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 115px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The learning activities help learners to understand the full topic.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.16\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 115px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; The topics of each lesson are fully discussed and given equal emphasis in the lesson.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.38\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 115px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eModerately Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.25\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 115px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e4.20- 5.0 \u0026nbsp;highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;1.79 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Not acceptable\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eFor the validity result of the Learning Content of the gathered data, the industry practitioners agree that the learning content clearly depicts the ideas and concepts in each lesson, and illustrative examples support the topics in the learning content. Also, the learning activities help learners to understand the full topic. They are rated as acceptable, while the topics of each lesson are fully discussed and given emphasis in the lesson and rated as moderately acceptable.\u003c/p\u003e\n\u003cp\u003eThe experts teaching the subject and evaluators agree that the lesson content of the material is rated as highly acceptable. However, it is suggested that an additional illustrative example may be considered in the learning content in module 1 for the tools and equipment, and integrate multimedia content like videos in all modules.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4. Validity of Practice Tasks\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePractice Tasks\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; All activities are appropriate for their content and objectives.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.54\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The practice task is suited to the level of the students.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.19\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; Learners may easily perform the practice task after each lesson.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.45\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The practice task \u0026nbsp;developed the knowledge and skills of the learner\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.54\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; Adequate practice tasks are given to each topic.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.54\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.46\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e4.20- 5.0 \u0026nbsp;highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;1.79 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Not acceptable\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eEvaluators agree that the result in the computed weighted mean is highly acceptable, indicating that all activities are appropriate in terms of content and objectives, and the practice tasks develop the knowledge and skills of the learner. Evaluators rate the practice task as suited to the students; learners may efficiently perform the practice task after each lesson, and adequate practice tasks are given to each topic, which is highly acceptable based on the gathered data. Furthermore, the computed mean of 4.46 from the scale was interpreted as highly acceptable. This implies that the practice task in all chapters was valid and acceptable. Practice Tasks results in the gathered data revealed that the industry practitioners rated the practice task that is suited to the level of the students as acceptable. Experts suggest adding more practice tasks to develop the mastery of the students from modules 4 to 8.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5. Validity of Format and Language\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFormat and Language\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; The format/layout is well-organized, which makes the lessons more interesting.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.77\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The language used is easy to understand.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.80\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; The language used is clear, concise, and motivating\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The terminologies used are well defined.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.70\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; The instructional material is concise and easy to follow.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.83\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.79\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e4.20- 5.0 \u0026nbsp;highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;1.79 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Not acceptable\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAs presented in Table 5 for the validity of the format and language of the IM, the evaluators agreed that the format/layout is well-organized, which makes the lesson more interesting. Similarly, the language used is easy to understand, clear, concise, and motivating. The instructional material is concise and easy to follow, and is rated as highly acceptable. While some of the evaluators said the terminologies used are well-defined, they are somewhat acceptable based on the gathered data. Furthermore, the computed mean of 4.79 is interpreted as highly acceptable. It implies that the format and language of the IM are highly acceptable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 6. Validity of Presentation of Instructional Material\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePresentation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; The topics are presented in logical and sequential order.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.77\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The lessons of the IMs are presented in a unique and original form.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.8\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; The learning activities are presented clearly.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.9\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The presentation of each lesson is attractive and interesting to students.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.8\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; Adequate activities are given to each topic.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.58\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 353px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.77\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e4.20- 5.0 \u0026nbsp;highly acceptable, 3.40 - 4.19, Acceptable, 2.60 - 3.39, moderately acceptable, 1.80 - 2.59, fairly acceptable, 1.0- \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;1.79 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Not acceptable\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eRegarding the presentation of the instructional material, evaluators agreed that the topics are presented in logical and sequential order, and are highly acceptable. They further agreed that the lessons in the IM are presented in a unique and original form, the learning activities are presented clearly, are attractive and interesting to students, and adequate activities are given to each topic. This implies that the presentation is valid, and the IM is highly acceptable as a self-learning guide.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLastly, both experts teaching the subject and industry practitioner evaluators agreed that the IM is highly acceptable in terms of the usefulness of the material. They concurred that the developed instructional material would motivate the students to study, which will help them master the topics at their own pace.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 7. Validity Test on the Usefulness of the Instructional Material\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eUsefulness of Instructional Material\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; The instructional material will motivate the students to study the bread and pastry.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The instructional material will help the students master the topics at their own pace.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.74\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; The instructional materials will allow the students to use their time more efficiently.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.9\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The instructional material will develop the knowledge, skills, and attitudes of the students.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.9\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; The instructional material will serve as a supplementary material that can cater to the needs of the students.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.84\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurthermore, it is highly acceptable that this material will allow the students to use their time more efficiently. Also, it is highly acceptable that the material will develop the students\u0026apos; knowledge, skills, and attitudes, and this will serve as a supplement that can cater to the students. The results imply that the developed instructional material is useful and acceptable to be used as a self-learning guide.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 8 Over-all Validity of the Instructional Material\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 338px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFeatures of instructional material\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWeighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 338px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; \u0026nbsp; Objectives\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.83\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 338px;\"\u003e\n \u003cp\u003e2. \u0026nbsp; \u0026nbsp; Learning task\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.44\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 338px;\"\u003e\n \u003cp\u003e3. \u0026nbsp; \u0026nbsp; Learning content\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.25\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 338px;\"\u003e\n \u003cp\u003e4. \u0026nbsp; \u0026nbsp; Practice task\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.45\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 338px;\"\u003e\n \u003cp\u003e5. \u0026nbsp; \u0026nbsp; Format and Language\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.79\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 338px;\"\u003e\n \u003cp\u003e6. \u0026nbsp; \u0026nbsp; Presentation of IM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.77\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 338px;\"\u003e\n \u003cp\u003e7. \u0026nbsp; \u0026nbsp; Usefulness of IM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.85\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 338px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 106px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.62\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eIn summary, evaluators strongly agreed that the seven features of the developed contextualized instructional material (objectives, learning task, learning content, practice task, format and language, presentation, and usefulness) based on the computed weighted mean interpreted is highly acceptable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe high inter-rating agreement signifies that the experts teaching the subject and industry practitioners consistently gave a commendable rating to the instructional materials in various aspects. This added evidence to the curricular validity of the material, and therefore, it can be used as a learning guide.\u003c/p\u003e\n\u003cp\u003eThe present study has a similarity to the study of Grana (2024), which developed a module for Practical Research 2, noting strong alignment with learning competencies and high usefulness. Similarly, Ge\u0026ntilde;orga and Habla (2024) found in their Electronic Daily Lesson Log (EDLL) for Bread and Pastry Production, indicating that contextualization significantly enhances the structure, relevance, and delivery of TVL lessons. Castro (2025), who focused on an Interactive Instructional Material System for Handicrafts, particularly in presentation and usefulness.\u003c/p\u003e\n\u003cp\u003eIn terms of Usefulness and Objectives, reflecting strong relevance and clarity of learning goals, similar to the findings in Castro (2025) and Ge\u0026ntilde;orga \u0026amp; Habla (2024). The Format, Language, and Presentation also garnered very high marks, supporting the idea that well-structured, learner-friendly materials. They stated that the teaching materials were educationally equivalent in terms of knowledge and practical skills.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcceptability of the Material\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe acceptability of the developed instructional modules was evaluated by the students who took food processing subjects for better feedback and evaluation due to their background in the subject; they evaluated the objectives, content, presentation, style, and activities of the modules.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 9. Acceptability of the Objectives\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 331px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eObjectives\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 160px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 331px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; The cognitive, psychomotor, and affective statements of the objectives are acceptable.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.78\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 160px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 331px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The objectives of the IM are simple and attainable.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.75\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 160px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 331px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; The learning objectives are suitable for a particular topic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.96\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 160px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 331px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The objectives clearly relate to the purpose of the instructional material.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.93\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 160px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 331px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; The learning objectives have been made clear to the learners\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.93\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 160px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 331px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 160px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 562px;\"\u003e\n \u003cp\u003e\u003cem\u003e4.20- 5.0 Highly acceptable, 3.40 - 4.19 Somewhat acceptable, 2.60 - 3.39 Moderate acceptable, 1.80 - 2.59 Fairly acceptable, 2.0-1.79 Not acceptable\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe results show that student evaluation confirmed that the objectives are highly acceptable. The ratings on the cognitive, psychomotor, and affective statements of the objectives, and that the objectives relate to the IM\u0026apos;s purpose and have been made clear to the learners, are highly acceptable. Furthermore,\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ethe objectives of the IM are simple, attainable, and suitable for a particular topic. It is interpreted as highly acceptable based on the results for the computed weighted mean as shown in Table 9.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Table 10 shows the Acceptability test result for content.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 10. Acceptability of the Content\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eContent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; The learning content of the IM provides appropriate information about the lesson.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.81\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The content of \u0026nbsp;Instructional material support enhances and leads to the mastery of competencies\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.81\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; The materials can be used without the direct involvement of the developer.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.72\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The materials can be easily and independently used.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.69\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; The learning content provide opportunities for students to obtain feedback either within or outside the program.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.78\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.76\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e4.20- 5.0 Highly acceptable, 3.40 - 4.19 Somewhat acceptable, 2.60 - 3.39 Moderate acceptable, 1.80 - 2.59 Fairly acceptable, 2.0-1.79 Not acceptable\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTable 10 shows that the computed mean for the contents of the contextualized material is verbally interpreted as highly acceptable. Taking into account the indicators evaluated, the results confirmed that the Learning content of the IM provides the lesson\u0026apos;s appropriate information. The results imply that the instructional material in food processing enhances and leads to the mastery of competencies. It is highly acceptable, based on the experts\u0026apos; analysis, that the content of the material can be used without the developer\u0026apos;s direct involvement. The results also imply that the students can quickly and independently use the material. It will provide opportunities for the students to obtain feedback either within or outside the program. \u0026nbsp; The contents are highly acceptable, considering that during the design phase of the study, the CHED course outline and syllabus were used as the guide to ensure that the required standards and competencies are met.\u003c/p\u003e\n\u003cp\u003eHowever, this suggests including the core competencies in the Training regulation of TESDA to be able to become TESDA-ready for the NC II assessment.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 11. Acceptability of IM on the Presentation and Style\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePresentation and Style\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; The terms used are appropriate.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.96\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The grammatical structure is correct and appropriate.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.96\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; Clear presentation of the content\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.90\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The illustrations are simple and interesting and properly labeled.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.93\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; The presentation of IM is well-formatted and consistent.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.93\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 363px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.93\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 122px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe presentation and style of the contextualized instructional material, as shown in Table 11, are highly acceptable. The results imply that the terms used in the text are appropriate, and the grammatical structure is correct and appropriate.\u003c/p\u003e\n\u003cp\u003eFurther, the presentation and style of the module\u0026apos;s illustrations are simple and interesting, properly labeled, and IM is well-formatted and consistent, as the results agreed that it is highly acceptable. The findings suggest modifying, improving the cover design into a more attractive presentation so that the cover itself can catch attention.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 12. Acceptability of IM on the Activity\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 375px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eActivity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 375px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; Sufficiency of the Activity given\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.81\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 375px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; The activities are appropriate for their content and objectives.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.84\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 375px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; Clearly stated procedures and instructions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 375px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; The laboratory activity suited to the level of the learners\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.87\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 375px;\"\u003e\n \u003cp\u003ee. \u0026nbsp; \u0026nbsp; The learning activities promote active participation and response.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.81\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 375px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.84\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 12 shows that the activity in the Contextualized modules is highly acceptable. The result confirmed that the activities given are sufficient for the students to learn the skills of every topic, and the activities are appropriate for the content and objectives. This result implies that the procedures and instructions are clearly stated in each activity, suited to the learners\u0026apos; level, and promote active participation and response. \u0026nbsp;However, additional activities may be considered, specifically the core activities for the National Certification assessment.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 13. Over-all Results on the Acceptability of the Material\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 356px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndicators\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 356px;\"\u003e\n \u003cp\u003ea. \u0026nbsp; \u0026nbsp; Objectives\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003e4.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 356px;\"\u003e\n \u003cp\u003eb. \u0026nbsp; \u0026nbsp; Content\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003e4.76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 356px;\"\u003e\n \u003cp\u003ec. \u0026nbsp; \u0026nbsp; Presentation and Style\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003e4.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 356px;\"\u003e\n \u003cp\u003ed. \u0026nbsp; \u0026nbsp; Activity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003e4.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 356px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Weighted Mean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.85\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 117px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHighly Acceptable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe overall results of the Acceptability of the IM based on the indicators evaluated are shown in Table 13. \u0026nbsp;The weighted mean shows that all text features are highly acceptable, implying that the contextualized instructional material could be an effective instructional material for the students.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs the evaluator\u0026apos;s comment, the contextualized instructional material is very student-friendly and easy to absorb, which is a breakthrough for an IM.\u003c/p\u003e\n\u003cp\u003eIn terms of the acceptability of the developed instructional material, Dela Torre (2018), Terano (2018), Ganeron (2015), Marasigan (2019), and Gustani, Widodo, and Sumarma (2017) stated that use of instructional material was advantageous, helpful, and effective as a teaching aid. Instructional materials help to acquire skills, improve proficiency, and acquire knowledge using instructional material.\u003c/p\u003e\n\u003cp\u003eCronbach\u0026apos;s Alpha was used to determine the reliability statistics in terms of features along the content and design of the contextualized instructional material.\u003c/p\u003e\n\u003cp\u003eThe features of the instructional material were found reliable and acceptable based on the Cronbach\u0026apos;s Alpha Reliability statistics, which is 0.95, as per Cronbach\u0026apos;s internal consistency of 0.9 \u0026gt; \u0026alpha; \u0026ge; 0.8, which is acceptable. The inter-item correlation matrix feature of the instructional material shows how each item correlates to all of the other items. It was found to be reliable despite various ratings on instructional material features.\u003c/p\u003e\n\u003cp\u003eThe result of the reliability statistics of the instructional material in terms of content and design has a Cronbach\u0026apos;s Alpha of 0.80 as internal consistency, 0.9 \u0026gt; \u0026alpha; \u0026ge; 0.8, which was found good and acceptable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis implies that the researcher should still apply the suggestions and recommendations of experts to improve the instructional material. The material was found reliable and acceptable based on Cronbach\u0026apos;s Alpha Reliability statistics.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRevisions Integrated into the Developed Contextualized Instructional Material in Food Processing, Packaging ang Labeling\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe evaluators\u0026apos; suggestions and recommendations are significant considerations for the researcher in improving the contextualized instructional material in food processing.\u003c/p\u003e\n\u003cp\u003eThe following is a summary of the suggestions and recommendations from the gathered data. The contents were written according to how they were written on the survey; no changes were made to the content.\u003c/p\u003e\n\u003cp\u003eThe following are the suggestions along the content of the material.\u003c/p\u003e\n\u003cp\u003e1. \u0026nbsp; Objectives are clearly stated; however, it is suggested to organize their placement so that it is congruent with the presentation and discussion in modules 1 and 2.\u003c/p\u003e\n\u003cp\u003eThe revised instructional material, along with objectives, modules 1 and 2, was made. The placement of the objectives was organized, and the presentations of each objective are congruent per module.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cimg 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PEP9CMQ5ly3Mhs0e4N9//4U/f/7kPFryvFTheZ7xfJs3S6o2pmFFZYNMp1OI47hQRUrVqAjWE09TGY1Gg5+CNE2tXjNt13Komp17x+TlDdkSC7YX2rY2WetG1TN1+Iicnp4av73MK/Pz87N2A48H3l+0tEbh5YvbVadpmisvXp7CdmB92Rzs0bYEpC5tMisIAuM35+LiwvjtMq+r9HlV7Qkd9fG+C5ljPRrmOA50u11DbvA2dHV1BXd3dwDEcy7vO2X9woZNjriuq/sMUlTGgrAOtQYm70mSJJBpcvSBu809PT2BytxzD4dDcMj6Z1nYsYADEhQsSinri7kMpZThiRPIgGQ4HOoyOwZwQHJ2dgaLxQKUUpUCf1eg4IWszBaLBb+klDAMc+1QiZFrIYe2McGXdhRFWg4cE2XtqdlsGv3WYXYumCd+FPH9+3dIMu/jDw8PEIahDtu2XwjCe1BrYEK1I7aZLMX3fXh7ezPOUXfafISNYDi6Yy5jMBiAyl5yLy8vtcOqsGk3eF6q4PdTLcz9/b0WMrYXXFHZIPhSj6IIut2uPn93dwfj8dgqrLCe6MylLI4yTk5Ocs6q6CyRg0JRbWDZb2sPdWdfaZrCdDqFJEng6emJB2t4OaDGqtFowGw2M8J2AZ9VA9GmfHQOuY/JZDIBz/NAKbXR13e+78Pz87NxrqpeeD3atGHIOu0JBwuoWXRdF+bzOb+sFNd1tfyL4xjOz88B1ugXNmxyBLXcXEMoCNtSa2BydXWl/+/3+xAEgfXFCtm1w+FQN+DJZALT6RR+/vwJAAC9Xg+ur6/19TirTtNUv3Bp43eypRnUNtCw6XQKJycnpWHr0Gw2wfM8bZGepqlVJVwFtbjvdruGvwgq0Pr9vjGQKSsbymAwMNIJbABFZ1sopHiaNqHT6UCSJHqpbLlcQhzH/DIDmvbRaJRbyikjiiKjPPiXDFXQAbVNZU3Lod/vg+d50Gw2YTAYQJIkRnyoldqGHz9+QBzHWpM3Go1yA1lhM2g5LpfLtfotLqVgW61TL7QeUcZdXl7yywCy/lrWnvArHuTl5UVPZn7+/AnT6dRYnsYvgspAOQxZv6VU9QsbNjmC74J1Jx2CUEWtgUmr1dKqUsiWTYrodDowHo+1vQcuW+BAZjAYQK/X08+jToAGgwFEUaTvdRwHxuMxDAYD6HQ6ubAoiqDT6ZSGrctqtdJrup7n5VTCdT/vpOnAWdzT05OxXtxoNCAMQz0jKisbzv39PcRxDKPRCGazmV6+chwHrq6uIAgCPQt8enqC1WplpGlTkiTRcZ2dnZU+6/b21oj39fUVoiiqPXscDAZG27OVgw3XdWE8Hhv2SviioRqYKIp0+Gw2M2bJSimjru7u7qwaqXVoNptGuubz+bstbX1mOp0OhGFotP/FYgFJkuQG9TawXlB+zOfzyiXWMAx1PXIZZ6OsPVGZ42RLstgWXdc1+pyTTVSqNDpoF0iXcer0i16vZ3wuTEG5j/fSc3VwjnB5XThOKn3lOI4Di8Xiy46KR6MRzOdz3QGXyyW8vLxYVcbL5RLOzs62foHtm8lkAtfX15XCrQ4owNAOSFgP3/fh5uZmo0G0cBikzQvCfqmlMfkq4NIJHdXf3d0ZFvgPDw+FKttjJM02PqLGsvf399BqtYzr6mBbMqNr2EI5XAW/XC4hSRLjq7ePyiFtTARB+FzIwITQbDYhiiJD1dnr9QztyO3tbanK9thA9W2329V5cl13o9keqsz5UpvM9uuBZY5lV7ZUJwiC8FWpXMoRBEGo4p9//jn4J8OCIHwOZGAiCIIgCMLRIEs5giBsjdiYCIKwKw46MKEeNelR9UlZnWsQuv07NQAFYhhq+6RwxLzm1o2z7ufE7wHmz7F4MwWLR2J62MpkW4r2ZUGK2sOxlGddMJ8fAewf7wFtj04NL77rcIi24xCZ8JHq/FBwmUopC9sWn3hP/8hUyc+yd90u2NdzbRx0YAIAesdSPPA7+6LCh2xPgLqfL9/f3+vdR7cx0lwnzmPh8fFR74hZZOyKO9Hy41AGmbw9KKVgOBy+W4fYBbjFuGDieZ5Rv6vVyjpg3pRDth2p8+NltVptJfs/Crt61x0DlQMTHKXRo47mYFOwQHF3wn6/D/1+X8eNsy6aBjrzp59jtttt7fhu29kMjZOOTOkoEuMbDofG6J/O5uh5zAvmD6+jg7Llclk6k+BpwTSORiMYDoeQJEmuvNaB1z8X8kXxI7RuHh4ejLC6RFEE9/f3AAXtAUraAELTyF+GZWFcq1QnjM6esY5xp09b+mgZttvtSq0bj5e2D7yXhvM6oe2Rb8W+KVWGr8vlEjzPMwTmzc1N7c32NqWq7fD2bSsvGobtw8nq9+zsDEajkVVjYrsPKZIJnMlkoneGxet52yjrg+1227gXmLNPfj2UpK1OW6Zx2cKroG0b82nT6k0mE6NM+X0OkQ1cY8LTSPF9P1c+fJJMw3i9cnhctDxQS8TTTqkrP9sF77qytHINJo+blgO/d9+UDkzSNDUcsKnMBw3don7XTCYTCMPQ0E7EcQxJ5vSOz+Tb7Ta4rqvT1+v1dOU/PT1BEAR6FLkL0jQ1nPAtFgu9jT7GF0WR3pDN931otVqVs0QM8zwPHh8f9fmHh4fC8p5MJkZaqLaJ7qKrNtT2LLMN47D+Ma90gFYUP2R1A1nelFI7ewnx9sDj8X3fEKgOce6msh04UVA52SfPGJamqa4f7KgYFoahfm5ZmI35fK6vBXL/crmEbrery/ji4qJ0235MGz4L/apQwYsDUpU5s6Pth7fHKpcCdamyMWk2m7kN/WzeqvcNbTuQDSzK5FtR28H7F4uFdbPFovsgq4Ner6fDaBu2gbuzKqX0LrD4LOyD+Kwk89BOBxtxHOvwZbZdP/7GPovw9mGTV0VteZTtQk3TkhAXFlVMp1O4uroClbVrdG2Cg1naxu/v7+HHjx8AWZ9YrVY6XvSsbKPf70Oapkb+6Yscsv6D4WEYGvkvkxecOuVRlGdYU37a3nW2Nohxp2lqaDB5uxplE1u8991RaxJFkfI8j5/eCM/zFADkjiAI9DVhGBq/1X+lpBaLhUqSRNmygOFKKRUEgQrDkF+ilFL6/qKDxovPXCwWCgBUkiTGs5AgCFQURUoppa+l0PsxfkyrysqXxltW1jQueg7zW1VXQRDk8kzTE4ZhruxofZTFj3mj5TQej3PnKJ7nqfF4bJzD5+B53h5s8dByHY/H1jJIkkSNx+Nc26J1xuOilIXRZ9jqmJarrYw9z8uVaxm0fHh7p2mxtccoinLnNuHvv//mpyqh6d6WTdqODdpnytqOYnKGlm3ZfYvFIhdma8MI9hkKlRFBEOTyTdsUbw+25yG29lElr2ztl0LbMpdtFJusonHxeOi1PE00zXgtlpGtnGk473u0LqvkRR14eRTl2dYmsO54+hFa17Y2SOveVhc0Pbw/8b60b0o1JhRU6QzXcI5VB74unCRJbgbItSQI+neg6igc/XLPsWXgDIoeRT5gms0mBEGgNxkrmw1Qz8IIai6oIy3qqfny8lLPmJfLZemMcrVa5RwVXlxc5FSPZdhsTDCNqcVj6vn5uZ75lsWP+aN1V2eHU7oRnJP5K+KbuNFn2uJxXRe8zFNz0azcdV14fn6G6XRqxIezxzRNtQM1DKPlWhZmg3vjxuttZWxLL4eqWTn8eZDFY2uPp6enxu/3wnEcCMNwp2vh67YdCt5D5VtZ2ymj7L6XlxdIsuVVmk5gMoHC/SlRL9/T6TSX75g4JATWHjqdjrFBIpWztvZRJa+AtGUEl14c4ounDrYyQzn+48cPrTGYTCZ652qMm6aJpw9BLRLNP6aROkHlMg3zUCUviigrj6I82+RaHfmJ2Nog3p+mKby+vuba8enpqU5fwrxGo0x9LyoHJlig+AIremHvCtd1IQzD2mvfuFTBj10KPM7T05MuC3SuxddpNwUbwGQyKV3G+azwgeq+6xJVn/xwXRdcskToeR54nqc7e1nYPsEByUHVrBaqbEyQNFvXDsOw0CB7UzZpO+8t3yAbaPB0qg2XWyFbTuLPKnOuh8seYRjqQU3Zi7Uu+AKmy7u7epk1m01IkgSWy6WxjLMJvKyUUtblOBtl8oKzz/L47JQOTCaTiX7x1624XWGb9XG+ffsGSU0PovtgMBiAytalX15eeLBOHwUHMEWjesg8fD4/P8NsNisdJfu+b4z0IVv/tXWSTXBdF15fX41zz8/P+gVcFj/mjw7YimaE24Dx0DaQpqke8dPZJafRaJSu21JWqxUk2Roxb29lYVXYyrgovZD5bsIX8LrY+ss6msUyqmxMgKxrR1G080HJJlTJt7K2U0bZfScnJ6U2RDb4s+hs2PM8q+ypw+3trX5Z/v79e2N5hdzf3+sB3q5kECUMQ3h5eYHpdKoHcRgPlS1FcsYmk9ZhHXkBW5aHLa1F+bJha4O4wuC6LjQajZysenl50QMnW7vibWOflA5MgCUGDaf2yXK5hDiOaznKw2UV6pBuaXHEt0twFEwrdTqd5tR/kKXP8zzDOOrq6grCMCxtqKenpxDHMfi+X3rd1dWVYSw1mUxgOp3Cz58/+aUb8ePHD4jjWJcl1s319TVARfyo+bq5udHP24f2x3VdCILAKON+vw9BEECz2YROpwNJkhgqa/xSYTAYQJIkxr2okcDrqFEi7dhlYevAy3g0GlUKADoYLDOa5GB/+fXrlz7X7XaNa/YJDkpsg4BDUSbfytpOGWX34VIKrTebTKEkxGAyTVMYDoe6L93c3MBwODTknZ99xWODtm9gg/hN5RWFDrL7/X5lW16H8/NzGA6HEIahcT4MQ0O2FMkZlEnU2Bc1eLSuiqiSFzY2LY9t5Se2QWpq0O12tUYQTQYw39iuMD5sV0hRe9ob3OiEE4ahgswo0vO8UsOidfEKjF+rjKv4NQEz4qTGQdz4i2IzMEK4cRCNEw0G8eDGUsAMZ2k+aVrK4q9brhifLe824ypKYDFe5WB940HLXVXEr1jdYFvi1yB18mxrD4rFw426VFZ/NB1FYby8eBulaS8KowZxtjoOmREmLcMgCErrBZ+HBxrkYZ74vby/Kkt7xLRuQ5XxK+8z9EDq1H8Rde61tZ0q+aZK2g7eG0WR1Qiy6D5laTtFoBEjbd88n7wP0vrn7UGxPNuex9sHUqct83TQcC5TKbYwW9rAIoMU6//Y1jCdvG3w/NPn8WuxbCn0Xi4vOOuWB88zzRemu0h+UjmA8PgpNllCoX0W4+bX7AvxlXOktNvtD+fJWNgNvu/Dzc1NpX2E8PmZTCZwfX2dU8t/VXzfryyLZbbNgbzaPi6VSznC+4MqXRmUfH76/b5hNLtcLiFJklLbomOkjo2JIGzDcrk0lu0Rh30d+fDwkPuSSfhYyMDkyOj3++B5nrbjED43aASKX4ecnZ1BkiQyKBUEQrvdhrOzM6v9HG5Mhn0ozTa7FD4uspQjCMLW/PPPP7U/GRYEQShDBiaCIAiCIBwNspQjCMLWiI2JIAi74qADE594saRH2TbvH4l+5s0U8ZmXS0EQdoOzx72LbNC9L9rEGzTv8x+VUeb5FqF5FIR9c9CBCRRsI029HH4mVquVfAIqCJ+Y29vbo9jVdtc8PT0d1cZ4wufm4AMTG1EUwf39PQCZgVCLa2DaFr77Jb2e3oPQMDq7WWZO89rtNjiOo+Og4E6BtnTQ5/X7fYjjWO/gitfSARdPJ8X3fcNRmy0fgnAsHIPh68vLS2F/wt1Vbf1pMpno3VJ5P0ZoX+RhFKoxQa0DyhPHog3mYWX9nF7jZPIJQbmEecA00Oc7FllpkzGjzOU9OqzD59C02+5DeFlTTRbuzI0HLw9BgGMdmHDiOIYkc4Lkui74vg+9Xk9rWHCLcMg6xWw202FRFBnfvjuOY2hp0jQ1BE2SJHBxcQFKKb2RDx1MPD4+QhAEOs5Wq6WfNR6P9fbit7e3EIYhhGFo3RCo3+8b6QzD0BA0AGA4agvDsFQgCsIhOQYbk7u7O91fqJuC5XJpOFJTmX8Y3u8bjQaozMM5dxOwqdPE6XQKV1dXoJTSn7XiS7zf72uHekopuLu747fnoOnASRRHKQW3t7c6f3j9YrEwtiHn+UJZORgMIIoi7WyQU3QfZLKy2+3qsCRJ4OzsTJfl2dmZdjqYJEluO31BgGMcmOCe/dQvAA4EgDg1ompFdEGfpmnOqdxgMDAGGEEQGMsp19fXEMcxueM/PwJIyDwd393d6bQ9PT0Zatt1NsWK41hrhSBTAXP/GtTT6fn5uXWAIwjCf1C/IhcXF3oA0Gw2QTFHaraNulCmuJmHb3RwiI4TEdteGkV4nqflDTqeQ2dsXAbQ/4ug6bi9vdVyD6Fed29vb439PLj3Yp6vwWBQy0ld2X339/dGGPp8eXh4yGmC3MxDN0+XIBx8YIJut/HwPA/G47ExeKAC5eXlBZIkyd0DWYdHR0s2NeLz87NWT+KBDp1op6HxoZM1vMa2KyeqTzEdVWBc3GNnEATGwIo7BqzrAEoQviLfvn0zfvOBPC53OI6Tm4zY+i72xSRzcofgwKUOXAsKmUdnmwzg8sAGlT0op6jXWdsz6LILhecLau42XXbfdDrNyfQ4jiFNUz1IOTs7A6diSUz42hx8YGIzfq0yEEUVIz9w5I2/gyDQnQAJwzB3nypxS43PnEwmxjIOkAEJLsnIwEH4qhyDjUkROCDBSY/KlkY/Ozgg2XQZalNwqYYeqLm5vb0FRZa9nZqefYWvxcEHJutycnIC0+mUn7by9PSkO+NyuYRGo1FLVcnB5Zy7uzu4uLjQ5+M4hsVikZuZVWGb6UA22+BaEkH4CByDjUkROKFQNSY9NjzPg5eXF+PctpMQmwzg8sAGvcamdaHgkkvRgIQuV61D2X22srLR6XT0AJEulQsCfMSBSafTAc/zDKMvtAJHQ1buFA2yzovLPFSFiLOKMnA5J0kSw/4EMrUsYlu3LiIMQ8OOpp/5yNlEcAqCUA6dPEwmk9xSThk3NzcwHA71710tQXAZQP8vgssMqsG1QZeGuaFsr9czfHLhFzPcFoRTdh+WFV1Cxy+e8DoaNpvNoNFo6N+CAB9xYAKZkFmtVnoNE63AXdeF29tb4xNetALHzquU0ipEx3G0JX8ZuJzDhcBisTDWU+/v740ZAw5obOvMt7e30Gq19L2z2WxtzYsgCNUMBgNDJqCBZl3Na6fTgSiK9P27gsuqXq/HL8lBZQZkWuEiZrOZ4dzu6uoKgiDQGorBYAC9Xk+HUweSl5eXxufClLL7Op0OjMdjvYSO+bq9vYVms5kLw6+AwLKpm/B1EV85giAIR8ByuYSzs7PCiZLjOLBYLOQrFuHT8yE1JoIgHBfHbGNyrDhsg7GHhwcIgsC4RhC+IjIwEQRBOAC44Roua6RpWro0IwhfBRmYCIIgHADc+I1/UluEks3IhC+C2JgIgiAIgnA0iMZEEIStERsTQRB2hQxMBEEQBEE4GioHJg7bEGeX0G/46fFRXWH3ictzTtk3+r7v72Rb5rL43xPqk4QfRWWwLaPRyLpfDJD02DaOKquXXeCQLbep6/hjqav3hvb5ffRzLlN4HLvqa2XQOGhfOHR9t9vttdJA224VuHkalrmzp/cGxrMraJ/cJ+/R7oDJs8lkUigTD0mdjfwqByb7xuYrZzgcvkslfjZub28Nb8eHJiFu5usa+H0Vjq2utqWOr5x2uw2tVmsv/RwHADc3NzlZss7LeBesViu9g/Pj4yN4ngdKqU9V3xz81FkpBYPBQAx1D8RgMPgUMrbWwOTl5UWPht9jBBZFkeECnHrH5CMtnAVgGBDnerbrIZsJ4EGFFo7kaHx8Nt1ut437efg22EaSy+XSiIPmjc9M+Cwct+rHg85g8Fo6w+QvCZrXfdR7Wb1Cjfjpva+vrzx4I3iZ0XThDITWAX/p0TzxMAqtK5zl0PzyWRwPo+k6BqpsTNI0hel0Cj9//tTnduknpdVqQRRFOZcOSZJAHMeFs3de17TceVug/aMsDGfHo9EIhsOh9nbu+35OXvT7/Vy/Q2yaR66Joe2N9xGqxeBhNqraLper9Hwcx3qnWEwblrnv+5V9ncohXkYIbkAHTJNP8+lY5FhV3Agvb1sZFME1Itg+MCxJEuh2u8Yzi+Kq8x6i99IwqjHh8HfXOvC6p+1pXfn18PBghNmoNTCh3iltnWufjEYjvW28UgoWiwV4nmc0rjiOdfhkMtHefpVSEEWR4cPGcRyIokiHx3GcK8TX11cdPp1OdYPDxkPTQsO3pdlsgud58Pj4qM89PDxo/xij0cjI63w+J3ebTCYTvVW/yjwfn52dGQI6jmO4v78HlXn77Ha7OqzdboPruvr+Xq9XS7jVBYU2rSfqSh7bGIbzdkfrEV8+27JcLqHb7RqaHs/zDKGRJAk0Gg0jXixTnqd1mE6ncHV1BSprV8PhULfxfr8Pq9VKP/fu7o7ffvRgW6IuHeI4hvPzc+O6TUjT1OrHCki8ttm77/uGLIiiSJd7mqZGW0D3E1VhlMFgoNu1Ugru7+9hOp3mZBcfTCHUG7LKHN7RPgoAMJ/PjfaGsgxf4ujp9+bmpnQL/qq22+/3IU1THT4ej/XL7fb2FsIw1BoTm+8e+uwwDI0+5fs+9Ho9He66rvUd02w2YbFYAJBPp3k+sS6K+iSXM5RWq2WUdxzHO5Htq9VK1yVqzRzHMeJKMz9vlKL3ULvdNtrtarXKvcM4GE7rwFbGNkajkfFOTZIEkiQx4iyTX1yW13KkqyoAADUej/XvJEkUAKgkSYzrNsHzPOPZijwfz3uepxaLhXFNEAQqiiL9fxiGOiyKIuV5Hrn6/xiPx7mw8XissBgWi0UubzQuGzStYRgaaaFEUaQAoPDAZ0RRpIIg0PfR9PLywrLC8qHxB0GQK1saHoahEQ+tV/yfQ+MqA+/nR1le8FwURdY2RvNqq8cwDHPnkKL04EHLgUPLibYVhOaD54m3ZdqWaF3Y2izmlf+vCtrpofn777/5qUI8z6ss93XA8qgDryMKLdeyMi4LUywOXrc0bLFYFMoLG7T98b6vLP2bP9vzvNw5hJcLb7u2/NJ7uDyhacN+jdD+u1gscm3f1v8RXte2fNK08HzhOfr+wP9pfteFx8NlBQ0fj8e5tk/zZWtfNJ28PCn0/UHLmdfPttA08DauSP3b6hLLxla/SC2Nyffv3/X/Nnfd20Cd4DmOo0eWnU5Hz4So0yfHcWA6nRqqe+qdEj0I47VUQ/D29pab9WPe6CyGj/j5MgFVsa0Dzij4QUfw6DwLslkPTW+SJPDt2zf9m6eTMp1Oc2Ubx3FpPiGr19+/fwNY1NzAvClXQTUPKhvZ0zCaF8hmLK+vr7pt0fS5rqvdrdvqsc7Mm6dHZTMoDlXpck2MbbaFHlx5njDNdeD5gayssb6oa/siN/eHpI6NCYLan4uLC2u+3xtUM+MyAWSz8yAIwPM8cJhquiysil6vp5evHh4earVbXObg2hKwtAVsL2ma5rz2lnk/L2u7KEMxv3gkSWJ4Ly7j5OTE+J0kCUBmJkDltZO9A6DmO8aWz/Pzcy1reL6AyBlOFEVaZtbVJmzC8/OzXvbCA9temXzGNKMHZ6fmEh0AwM+fP404uXavDnT5EusPsaXjz58/VllOxxNF1BqY7BOb8StXbdpeKGWGZHhNEAR6ULMLcEBSpvLcFhQIk8nEWMbZBFRv0qOuYRSqn/nB6+YzgQMSqkIPw5BfJliosjGxcXl5CUmSbCQkKfhyLnpO0XkckEAmM3CZAHl6egJFlngcMtEpCyvj9PRUD3bLlnGADEjQYHg8HvNL3hUuC1Rm6LotRRM22/LbPkGjXVyid9YcdK5DGIa5/KqCZTBOp9MBRZZUnBr2MLikqbKJsOd51sGEDRyQ0OXLuhOuTak1MKEjV9sMbl9gJeEMfl1QeEA26j85OTFm7UCeXadB3N3d6RfWPsFZ1Ww2M0aXqDFAigQuZNe+vLzw07X49u3bTl4YZfC8QOamvdFoWF80aaY9+/btG5ycnOTWy+vO3Mp4fHzUQrLshVGErcz5zGJdbBrKOjPJYwMN+vaB67oQBIFhm0XxPC/3gkkzY9wkSSoH6/jCCoIgV79lYTbQjmw0GpU67Fsul/olUDYJK8J13ZwNWll/Lmu72B/rDLzWxdaX18F13Zz24/n5Wb90y+RMEegqIIqiXBnugkajUc/OogIcbIzH47Wet1qt9KCmrE0g9/f32qalznuSYms7deRXrYEJnbX3+30IgmDtBG4KqtdoAZaNZPvZlyYIFshff/0FnU4HEma00+12rer8IugLcF/qPpxV+b5vlHOv1zPUuWWjZFT30QbhZ1+UVIGqaqr6xRfLroQTz8toNIIkSWAwGOgXDU0rtrtmswmdTsd42aRpCsPhUF+7DXTgOplMcks5ZWCZI3XKug5hGBp9cBst2qHAF7KtTnchS66vr2E4HObkguM4EARB4cyeCkm6lIOzRCp3ptMpnJyclIbVodVqwXA4rFWPGEeaGdzWBVX32F8nk0npAKCs7bquC2EYGuWTZtrFbY1DsS9TWWor3yJ+/PhhGKAvl0uI4xiur68BKuQMxZaf+Xxeu236vm98SYrx20BzA1rGqI2vA3//0YFYEfjVDLLOhByYOUO/36894cK2c3Nzo8/Vafe1Bia9Xg8cYmdAZxj+njeOoZbtmIbxeJxrWMjt7a1WgTrZ2t1isdAVoLK9DTA8iqLCZ3Fms5lx79XVFQRBsLNPHhEU4rwCB4MBhGGo47+4uDDCKZ1OB8bjsWGf0+v1as++np6ecuWYJIlWr7a33JgI6xWfj8tjCLYxDKfnIBtAYF14nreTJZfBYGDk+f7+HsbjcalAp3Q6HSNPu4K36V6vxy85OHVsTFarFcRxXFin28gSnOXS/uk4DoRhaNWIuK6b6x8obH///q3rksqdKPscuSysDj9+/ADI2ksRzWbTiMPzPJ2+OpMD13VhsVjo/F1fX5dqaKraLn55g+Ge58FisSjNQ11WqxWsViv97G72NaHtpYmy0ckmSfilDuYT5T3KqSo5g2B5Ubs8yPINNTYre3p6Mmw46IsYyAAJByMq++oHr8cvT+uQJInRzmezmbWNU56ennJlTAcXZX3v6enJSGuj0YAwDGtrk+iXSE62NFmFOPE7UtrtNtze3lo7J5KmqRZYZdftg+VyCS8vL7UHdcLuWGafSB5T1/3nn39qDU6E//ptv9+vfJkIx0W73f60dYaDkl0MNHdBLY2J8L6gCpMPNvhSDO4qya97Dx4eHqz7Rgi7x2GqW9xlU/iYPD4+5rShwnGzXC5LNdQfnfv7+6MZlIBoTI6PfraLIlVHIqghQTzPyxnzCp8P1JAgQRAc3cxNNCb1cLJlEOm3glCMDEwEQRAEQTgaZClHEISt2WQfE0EQBBsyMBEEQRAE4Wg46MCEfgJJj20+Q63CsXilFARBKGJU4rH1kODeG3X2+9g3KEttadk2nX3i2XbTZxRRlu7PwrZbOxyCgw5MoGBL+uFwWPhN9S7BvQ8EQdiOz2z4OhgMjs7Y+CPhWjxLr0Mcx/o9sekzvjJPT08fbluHgw9MbERRpHfR6/f7uREzjnLpwTcdomH4iS1qR87OzmA0Glk1Jrb7EKrh4TMo9LuBhyB8JY7BxqSsf1KZ4fu+oQWxbZ6F1wDTmOC1VCbR2SjKK5qW5XJZeD0w2UHTgZoG3BWUhtMv9LzMtxbHpulxyO6m+Hw8uLyj8ToWrQJN98PDgxFG4RoTnienRF5iWLfb1Xnh8p/nHXeOxYO/G+qmGyxptdUP1i2WX1X8PO+0XMvCeL5pOyoLoxoTW/vk5UfDMD3vzVEOTDhxHGu/EZANLKiDuiAIjH0BnGwnRgyP4xgmk4m+f7FYWEeQRfdBVlm9Xk+Hua6rOwpWOoaFYZgTCIIg7I+y/pmmKZydnelZN99+fV1wx0yVOVLjGt44juH+/l7LgrOzM2g0GqAyB3HD4VC/cNrtttYoKKWg1+vlBknz+VyHQyZvXNfV6UiSZKM9KFqtlqGxpvJuNBrp3Ugx3Z7nGekGIvPW8dUCmd8xvJe7n6BgnsfjMTw9PelP51H+426t+PKfTCaGsznc3XebdONusUop8H3fKttV5tOoKv7RaGQ8L4oivRNqVZnTfGO7w3yXhXFo+xyPx8aW/e12G3zf12nYpp9shTognuep8XhsnEuSRAGAPh+GoQqCwLiGE0WR8jxPKaXUeDzW/1OSJFFKKQUAarFYKKWUWiwWCoug7L7FYpELw3QmSVIrjYLwmfn777/5qXejqn9GUZTrn0EQ6HO2vu95noqiSKlMvtBrudik4VwW2K5HGYRp5PBwlFcqe34YhkqxPNqw5ZvKVvo/x/M8I16VlVkURdZ4MZ+2tPDreby2dFLo9TT/CC1zTCMlCAIVhmEuHaoi3cqSVvoMW/2Uxa9K3nkYVlXmPFyRNNnCFEsTb5+2/NjK5705uMaE+iZwiMt5OgMoWlfEe+io7u3tLTfjgJJnIGX3vby8QJK5l6bphMwJGDrMwjCu8hSEz84hbUyq+ufr62uu/2+ziyffdZd7LedxFYGO1Gi6nUxtTj3ick/uu5IvUeYg1WFLX2nmyZv6EXIcB6bTKby+vmrHhzSf1At6Hb59+2b8rrvhXJqmOc/A5+fn+v7VapVzpnhxcQFpmm6cbnoN3kudP9L6KYsfMu0Wz7vrupVl7hJHig5bdisLs2Frn//++6+1fHha34uDD0xsxq9VakmsNFx2idbwDrwpQRDk0qmUgmazaahiPc8Dz/OsgxxB+Kwc2sakrH8eM57n5dKsasjAXTAYDEBlSwY4saK2CbgcQY+6TkCFzSgr89vbW1DZ8gs61cOlt7Kwj8jBBybrMplMdGe22Ynw2Utdyu47OTmp7WF2tVpBkiSQJMnOZjaCIBRT1T/Pz89ztgTUjfu6cDlRpG2t4tu3b0chJ/DrxCiKYD6f6xkzanQ4qCGgNgxUg7BPXNfN1d3z87Muf9/34e3tzQjHPG2abnoN1hXXYiFl8UM2EKXaMKSqzCmdTgdUZr/EPduXhVWBeaLt0ZbW9+DDDUyAGJ9B1sjoUk6n04EkSYzRYrvdrlRvld3X6XTA8zxD3YmW12maQrvdNsKwcdlUZoIg7Jaq/sn79nK5hDiO9bU4QKAGlFTGcJIk0ZqFNE1hOBxu5JSv2WxCEASGG3j8uqLIcHEdcMBGDS+RNPuihMo7+gLFZR76kkKNCi4d3Nzc6LBN8r8JP378gDiOdflgXV5fXwNk6aDGxZPJBKbTKfz8+XPjdNNr+v0+BEFQKNvL4gcA6PV6Oq3A9lEpK3Nbu5jNZtBoNErD1sF13ZwhMjWMfVe40cl7YjME4hQZOwGAAgBtMMSNdjAcAIz78d4oigzj16r7VJZeGl4WVmRMJQjCfuB9kMP7NjUCjKIoF1Zk/Op5ngqCQF9PZRiXVzbjQbAYTNpkh80Ykacb7y2So1RW4kcCeC3KPzy4ASotE1scNN0Yj03u8XwAyz+mqwgeN083N/rEMseDp6luulUWNy3DIsNRSlX8vFxpOA+j+ebPtbUzWxg3fqVhmAdahrQfYXreG3HiJwjC1nw078L9fh/SNF1747TJZALX19e55Rzhc+I4jtXT+1fhUO39Qy7lCIIgCIKwO2zLe/f398ZS43shAxNBEARB+OK4rqs3XMMvX13XPciXWLKUIwiCIAjC0SAaE0EQtubQ+5gIgvB5kIGJIAiCIAhHw8EGJm3mjZcfu/iOv028Km5D0XPQWIjuE2Bz8LRreLy7Kq9d4xMPrRz0Wmk7dlWG6Enz2MB9B4p4r3YkFFPWdj8zvu8bxo/HKluEz83BBiZPT096y93xeJzbmvmrfp5VB9wCv2iTn49C0Tbi637CWcTt7e1BDLe2ZTAY7KwM3ouP9KmwUB+RxcIhqDUw8X1/57PZuuDsEg++/z+fedNd8yioZcBj1zNpdGeNPieQfr9vxEtxsl39isL5vZg3rjGh4I6XePDyKoOXtUNmSxhG08vbAo2bh20KfybVgtg0CzTPtmuppo6WDWrFaN7TbFdf2/VQ0i/KymqZuW2HktkozZct3cc4kz+0jUlZ28X+QuuDbyHP21kZ2K5o/dN69H1f910aD00blz/0WTxtXHbR+h+NRoacaGdu6ylcQ0efRZ/n+z4kSQLdblenz2F5o+2QxlOnjAWhLpUDE9/3odVq6dnsarV6N8GIQnyxWIDKnE11u13dUXAwgGmLokh7FeW0Wi3DYWAcx7kXzTYMBgOIokhrAYBs4oRxjsdjQ0AAANzd3elwuh3wZDKB2Wxm5K3qe/I0TaHb7WpHUFhetgEMJ01To6wxPXzL5tfXVx0+nU51GU4mEyPui4uL0m2967BcLqHb7eo0XVxcGFuJr8t0OoWLiwujbKjQHQ6HOv1BEIDneXB1daXrjm7P7Ps+9Ho9XRau6+ZeaLayajabsFgsANaYjU6nU52OxWJhbHkt1G+78/lchwPZon2TthvHMdzc3Oi2cXZ2ZtQJ9l3cmMpxHEP+pGmq+3q/3zdkLA5sIMub53lG3u7u7gwZHMexDr+9vTW21wcAeHh4gDAMAbJ2i85PVSZXsD2tVivt3d2macT2TdPJ23xRGQvCOpQOTJbLJSRJYjTS1WoFl5eXxnX7AjsUCu9ms2n4Ori7u4PxeKyvHwwG4HmetTNwQaPewYNnHMdG2aFPDzogon4bqHts7ghqMBhU7r7HHVKhc646Sz64PERflDbX8OjzAbKlGEzn/f09RFGk47I5WOSgdokfWD68/rF+N8XzPJ0ubEsPDw86PAxDnf6LiwvwPE+3EXR9nqapFvo0jz9//jT8kuA5hJbVutB0YFnwuv7K1G271EdJq9XSzuA2abtBEOg66XQ6EAQBPD4+6vBer6f/n0wmxvWQpQUH2XyQ+fT0pOXG4+Oj0Qcgkxl3d3f6t+d5Ohz9nby8vOjwOI7hx48fAJn8pvk7PT3V/5eRpilMp1NDnt3e3sJ0OjUGQUVlLAjrUDow+fPnj/VFUOdFtwvSNM05Ijo/P9cv6CRJ4Nu3b0Z4UWdAB0lODVXtLsDO6nme8dJNksR4QfH0Y94GgwEkSaLvs6n8OegUDOO0DdDqgHFS54gIr3ss69VqBScnJ0ZYEATGb06RjQkKcFv9V2mNyuD3NhoN46XA4yri5eXFqBvHcXQ/oQOGorJaF5tK/FBeP4s4FhuTsrbLPcJi3W/SdvnAx2Veb+nznp+fc4NwXM5L01QPUjCMMp/PjTDHcbR2B+Ht4+rqSg9cUG5wzRwuyWA6qsB2Tdu067rgMW+5RWUsCOtQOjD5TAwGA1CZKhyFxKYv7nXgL12lVK0ZGZB7gyCAs7OznNCygUbFqKJ1ag5qgAh1VPVGUcQvETKKBlX8BfBVOLSNybG33TAMc21FZdpM1GyqbPnDYZMnuvRCjyK+f/+ul3PoMg6QAQlk8gWXFQXhmCgdmKA78EPBZyGQzT5whsBH61DD3TMKgSiKYD6f82ArtnQAAPz+/VuHc3DmUHdQUAYONmCN5+FAjKt1i5hMJuBlX0bVHThRfN+H5+dn41zV0lMVFxcXuTraZgbG7319fbXWXRXoTl44Dg7Rdrk8sGn3kEajAbPZjJ+2goMFbF+u6+b6QBV0OSeOYzg/PwcgyzFJkqz91RfKM9qH0jS1aq0FYVtKBybNZjNns9Hv999lKQQA4MePHxDHsX4ZL5dLiONYr2P2ej3DIHE0GkGSJDnhlFqcE83n89ovpZ8/f1qNZbvdbuHMzHVdCMPQUJXa0lEEWv0jWAZcVUrBLwuo8JhOpzk1dRF0ELpcLq3q8CJQHY1xY11sw+XlpbGGPZlMjAEBDhBonGWgASqQtoRr7+uAtkK0H9jKXng/3rvtUrmE7bLI9g6XZemXOPj1CpCveJCXlxe9NIi2S1wG8+UbztXVlS4DbktHlxvrLuXgYIems9/vQxAEX1ZLKOyP0oEJZDOHu7s7rSpNiavwdsHGY7uimX3BgMsYaHlPjSGjKNJpwy90OK7r6q8w8FrIjLcgEyxlHd11XUiyz+jwfidTG9NBEL5I6fPDMNTXe5l1PRcUNm5vb8EnnxBi3ssGU51OB6LsyySaRoyvX7LhWKfTMdJ6dXUFi8UCkiSp9bJtNpt6PxrHcWA+n1vtkyh83Z0eQMod6//6+tpY+8c0Y5yQadGKCIIArq+vjfLcVKiuVitYrVY6vd1uV6vmq8ABv7PGMtuxc0gbk0O0XZx0YN0nSVJa9yr7EhDTiF/jQdaWaNhwONQaG+wDuCzrZDK4SqODxtp0GcfNnLRhup3M5g2I9hcnezY5gXIf76Xn6vCZ2ruwX8SJX0a73V6rk31E0jSFX79+WT8F/Ci0221wN/B4ORqNYD6ff/o6PhT//PPPQQcn7wm+tNdtg4Ig1KNSY/IVWC6XOSv7z8jj4+NGSxeCIAiC8F7IwCRT5XK7lM/IYDDYeOlCEARBEN4DWcoRBEEQBOFoEI2JIAhbc+h9TARB+DzIwEQQBEEQhKPhoAMT+jksP/bBMvOyWfQJYVF69vlJ9D7AfAqCIAjCR+OgAxMAMDxu0uNQ2NIzHA5rbYp2LODutoLwXnyVT4UFQdg/Bx+YVIGzfzz4AAF3UMSDa0PQN4TjOIYn2XWIogju7+8ByCZlPD6qbbHtjEvTyDcvKgujz+WbwBWFUY0J7jZLy4k/h4bhrpK8nAWhDLExEQRhVxz1wGS5XOodOlXmQ6Lb7erdA0ejkd7tVWX+b+iOjThAwPC6/iqqiOMYkiQBle306fs+tFotHc9qtTIGGA5xLqayHSDxxe84jqGlSdNU39vv943n0q2ry8JszOdzfS2Q7dsnkwkMh0OdH2DbewuCIAjCu6IOiOd5CgByR5IkSimlwjBUYRga94RhqIIg0PePx2Mj3PM8FUWRSpLEeJZSSo3H49w5iu15+Bw8T+NXSqnFYqF4MeK5JEnUeDxWnucZ4Sp77ng8Np6l2POCIMjlHykLo8/A9C8WCx1OyzUIAhVFkQ5T/41OcuUgCGX8/fff/JQgCMJGHFxjYrPpQJ8TqcVj5/n5ufYTkVg8W7ZaLXh9fdWOqqj/CvQfUQb3h+N5HozHY8O/DX3mnz9/cn41cBOzf//9F97e3nJLJ5A94/n5OecvBp1qpWmqnYthGKUszAZ3/odLUKvVKufkj+dHEKoQGxNBEHbFwQcmx4ZtoFTH6d6mhGGYiw8HZ2jEikssDrFfKQsThPdGbEwEQdgVRz0wcV0XXl9fjXPPz89aA+F5Hvz588cIn81m0Gg0tIaAerOk7r53xbdv33I2GRjnX3/9BScnJ4WeQBuNRm27F5XZ2EynUx5UGlaF7/vw9vZmnOP5EQRBEIT34qgHJj9+/IA4jvWLfrlcQhzHcH19DUBcdCOj0QiSJIHBYACu60IYhnBzc6PDr66u9P+7Al3YU8PTq6srCMMQXNeFTqcDSZIYX7m0223o9/swGAwgSRLjXvxCBrJBAw17eXnRyyxlYetwdXUFw+FQL+2UGdAKgiAIwt7hRifvic3YlIOGnHhQI06llIqiyAjnBEGgw8Iw1EapNuqkx2aQq5ghry2cppGH0zBuKEvDeP6KwmzGrzTP3ICXlmEYhrXKQRAEQRD2gTjxE3I4jgOLxUI8EQu1+eeff8QAVhCEnXDUSznC/mm324bRLC45yaBEEARBOASiMRFynxtLkxDWRTQmgiDsChmYCIIgCIJwNMhSjiAIWyP7mAiCsCtkYCIIgiAIwtGw9sBkNBpZt1jfBMfiTZfiZF5xjw302Ms9Ge+CyWRibFGPxy53dR2NRjt93iGoaoeO4xib623KZDIpjefY6GferwVBED4qaw9Mds1sNjM2H0Pa7fZGG4a9B67r6m3j94Hnecb29GgGtKsX5GAwgKenJ35aEDZGDF8FQdgVtQYmdObOt4jfllarBc/Pz8Y51ETwFzFqKvDg2pR2u12oZeD30lkln2XitTjjxl1WHccB3/dzGhNMC30+hWpB8PNcnvYqcCBB71sul0acOMDD81yjg3niGpOi51SFAWsbVVoY3/eN62mZY5nQcK7xoGHrtEPUemAd8rihIB+TyQS63S4kSQJOVp7YVvDaNE3B932jXLC+gbQlmrd2u51rj5SyMse6o20d20S/34c4jiGOY913uAaO19+uEBsTQRB2ReXAxHEciKIIlFKQJAnEccwv2Yrz8/Ocv5jHx0e4uLgwzqVpCp7nwWKx0FqEu7s7QyhD9qmrIr5jUBC3Wi3DQV8cx2sJ6dlsBkqpQr83d3d3+tlBEOj0LJdL6Ha7Ot0XFxcb+bSBbAv++XwOkD337OwMkiTR8Xa7XZhMJnqb/MfHR33vZDIBz/Ny+5PgczB9i8UCut0upGlaGgdkgwlsG1g2RQOudrsNrVZLXzsejw13AwAAw+FQxxVFkeFCYNt2mCQJNBoN436MuygfnU4HxuOx1mChhiyOY53Oulqz+Xyu455Op4ZWjLeXsjIHAJhOp3B1dQUqqy90KXB7ewthGEIYhrBarSBNUz2wwmuxbgVBEI6V0oEJvswGgwFAtoQRhiG/bGt6vZ4heO/u7uDy8tK45vHxEcIwNF6sNzc3cHd3BwAAt7e3xvIEfwFzx3RqTa/BvV6PnzKgPnkuLi608H94eDDSPRgMNl6iog4BHx4eIIoi48UYRRHc398DsEEMAMD9/b01Dzx96LUYw8ri4IO01Wql2wrn6ekJbm9v9e/v378b4ZB5Wsa4Tk9PdZ3tqh3S+6kDyHXyAQAQBEHtAQmC/p0w7iiKdBhvL2VlDtlSH7ZdrDebg0p+Dut23bQLgiC8J6UDk7e3t9xyyvn5ufF7F5yenmrBu1wuwff9nPCcz+cQx7GhlsbZIIWqzClRFEG32wWnxpKDjZOTE37K4Nu3b8ZvfNmlaQqNRsMI42W6CbPZDIbDoVEew+FQx3t5eQnT6VS/8KbTKZyenrKn2NMH2Qu0Ko6bmxsdXjdPuAxiG5zZ0pGm6U7aoS0+9Kq8bj5426wDeruuoqrMoaD9cC/bkA1EgiAAz/PAsSx97hKxMREEYVeUDkzei2azqVXPLy8vuWUchKrb6QFkQDIcDo3zyGAw0Ors6XS6d0G9D/gLmi5N4YEvMJyZPz4+Fi7j1KEsjk6nAypbnkA7DG67geCABJfE+IDykKyTj/egrMzX5enpCVS2NIYDHm67swvExkQQhF1ROjA5OTnJ2UPgLHPX9Ho9eHx8tC7jQPaipUsTnLu7Oy3Qy0B1dhRFpc/bFa7r5gw1N33J3N3dabsL3/dzRsMcXM65v7+HVqvFgwEK0ofUiQPIV0rj8ThnL4TEcQyLxWKjvL9XO6yTj31Tt8zXBQfmQRDAy8sLDxYEQTgaSgcmnU4HPM/TmoU0TWE4HPLLdsLp6SkMh0PrMg4AwM+fP2E6nRpajn6/b2gQ6MvK9kUOtWOZz+c6nkajYRhT/vr1S/+/LT9+/DAMLUej0UbaAswP2hZcX1/nDHjxaw0El3Om0yn8+PFDn6dg+qhBJJZVVRxc6/T8/GxdZkDockPRQMnGvtvhuvng+L5v2ICgPckmVJX5OkyyL3Jo3U6n08plSUEQhENSOjCBbHaPKmDP83JGhz77VHJT8EuSomUc13UhSRJj/T1NUz0D52vzV1dXEAQBPD8/g+u6+osEDIfMYBay2WQQBDpsXfuFMprNJozHYzg7OwPHcWA+n0MQBPwyA1xOoAcwTUuz2czlyXVdwwAYl3PKlnHwOWiH4DgOjMdj6HQ6lXHw+pjNZoX7o/Dn3N/fg+d5tWfvVe1wG8ry0el0dH0Ufc3y9PSklwcdxzEModelqsyrwIGm7/vQ6XQgiiKjbqMoWsvouy5iYyIIwq4QJ34HwPd9uLm52csLQhAOgXgXFgRhV1RqTITt4MtNy+USkiSxfi4rCIIgCF8dGZjsGVwuQlU6bp5ls6MRBEEQhK+OLOUIgiAIgnA0iMZEEIStkX1MBEHYFTIwEQRBEAThaJCBiSAIgiAIR4PYmAiCIAiCcDQ4f//9t/rf//5nrBHLb/ktv+W3/Jbf8lt+H+K3aEwEQdiaf2SDNUEQdoTYmAiCIAiCcDRUDkycChfwDnOAti4Oc65XxjZ+edCRHx5lTtH4tfTYlcv4XT6LMplM1nJAJwi7YF1tie/7O23/7Xa7VA71+/3SPr8Oo9HIeBaPu46MeQ/WzbPv+6VlSOn3+6XvhV3z3vGV0e/3dR0X+c/alOVyuZfnfjQqByaQOcizDQja7TZ4nsdPHyWe58F4PAalFCilYLVaVTb0JEn09UopWCwWcHZ2dtSNptPpGM7+BOE9oGvEVfi+v5GH7WPl6ekJBoMBQDYxAABQStV2vChUc3t7q3fRPjRxHOt3iezgvR9qDUxarRY8Pz8b5/DlzGfnXNvAR+Cj0UiH8YEBHxXjs4pmVnTk6mQeeG0sl0vwPM9wmndzcwOz2cy4ropmswlBEMDj4yOAJa+ORftDw3h+EXwOzm5w1EwPWgbozh7voTM2qjHB59Ay5zMoWoZ4XVF5C8I2YPtqtVo8aOfwvsnh4VROoUak3W7nwkejEQyHQ+1NGojGZDKZQLfbBcj6ve/7Ofk4Go1yMpFC08TThb+L8sXzVAWXIxweF8r8fr8PcRxrL9YILS96HtOFsqbf72s5xeVPUZrou6Gsfuj1NO1lVMlbCj6r2+0Wymv+DigqR4Tm4+HhwQj7qtQamJyfn+de4o+Pj3BxcWGcS9PU0EygO3msKOzUqIHYhn6/D2ma6meNx+PCBthsNnNahLe3t5zQWBeuhQnDUAsmyBpxFEU6PI7jXKOlZfb09ARpmsLZ2RksFgt9XxAEcHV1BZB1gm63q8MvLi5gOp0az+S8vr7qZ02nU6M+4jjWYfP5nN8qCDtFKbX3mS+XQ4vFAuI4zoXTPnZ3d2e83KbTKVxdXen7h8MhpGkKg8EAoiiCIAhAMRnW6XRgPB4DZPmczWaQJInxkru7u4PLy0ty1//h+74hL6Io0vEid3d3hlzAl3VVnjk4iEKt8MXFhaHFGo1GRlyLxQI8z4M0TeH29hbCMIQwDLVcbbfb4Lquvr7X61nlqyL1nyQJNBoNUJn8Hg6HcH9/r59BZRWnqH5gzXdDlbzlqKzOUV4vl0vj/sViAd1uV9c5f+dFUWSsMuDgBsP5e/bLoioAADUej1UURWo8HuvznuepJElUEAQqiiKllFJRFKkgCMjd/53zPE/fQ5+RJIl+vlJKhWGowjDMhS8Wi9z9AKCSJNHX8vAqaLwcjJc/fzweW88jGI7/Y74peC/GX5YOhJYhLyOV5RvrgMa7WCxy6aX1xcuLl7cg7Itdt7MqORQEgT4XRVGuD9F+Q/sbQtPLn0/jpjKAh6G8rAvvv1xW0HTwNCmWZw5NFwIAhmzg9UPvoXII5QYHy8wmV3g52a4piq+qfrjMUxZZV4bt+RRaDzZ5HIahLndbvCivbe+ZqnfMV6GWxgQA4PT0FO7v7wGyWbvv+7n1tdfX19y509NTPRJPkgS+ffumw1zX3chGBUejnucZKrIkSeDt7Y1fnsNxHAjD0FjascGfjzMMnkff93U4UqSRoffi9bRMKBjvcDjU59I0hUajYVxni4fC0/v6+gpQUB+CsAnr2JjsG5scotrd+XwOcRxb+zZi61N//vzhpyq5urrSmkibltkGqvbPzs54UE5WoMaiKs+c1WoFJycnxrkgCAAyGZMkCZydnRllNJ1Oteyg/P79G8CyDAWszP766y/9P2TydVOK6mebd4NN3lZhk8fn5+e6XriMhcw04vX1Ff79918AJne/f/9Orvy61B6Y4HJImqbw8vJS2ujfC1R/0QON0Gyk2VpnGIa11Mnc+FUxYycckLRaLVCZynAdoiiCKIpyakPsIKjWjaLICBcEYTvokgk9ds33799hOp1CmqalyzhABiSQybbFYsEveVds8q9Ibnqel7tWKVU5+dsXPB2q5N0g8vb4qD0wAQDo9Xrw+PhY2MEajYaxHgoA8PLyokfGnufBy8uLEU5nKXXBkXeRgZINXIONoqiwc63DcrnUHdf2vJOTk5xdC+f09BQGgwEkSaLXtyeTie7kto7kum5u1lIVTxGe5xkzGl53gvARaTQaubV62mdc1303eyrXdQ2Dea7VQNI0hel0CkmSbPQ1T1WeOb7v5z5oQDmCaURNSBXfvn2DJEmOQn6s+26okrdV2OTx8/Oz1uhwGQvZV66NRsOaVtSifHXWGpicnp7CcDi0LuMAAFxeXhoGS2mawnA4hJubG4DsSxiqJuNfqTQaDcNg69evX0Y44rouhGFoqDpRG1JkLIWDkk0aXxnYGdM0NZZyOp0OJElipKfdbufyDJkhFTXeooO15XJplNmPHz8gjmPDuGqTwR1kA02aZlvaBKEO6+5jsk9wsI99b7lcGnLl58+fMJ1ODWPXfr9vXR7YBRcXFzAcDqHX6/GgHPTFZFvKKaIqz5zr62uI41jLHC5HoiiCbrdrDDYcy9cvQL5WpF9b4ZcqdQcIu2KTd0OZvK2Cy2Ms9+vrawCLjMVyHgwGOq34foRs6U9Yc2DSbDbB87zCZRzXdSFJEuh2u+A4DniZlTiq8zqdDkRRpFVnnMFgAEEQ6PDz83N+iQYtw/FaL7Oyt6kOsTMNh0N9fVEa6tJsNrWFNcaPDRwbqVJKl4XjOOC6rlW70ul0IAgC8LJPmmm+rq6uYLFY6BlJs9mE8Xis13/n87leG16XwWBgxFVUr4JQxS5sTPwtNlDkUDl0dnYGYRjqMJRTVB6kaVpb84gTsLryA7XLNi0z4rqu0a+dzC4C1tBclOWZg3IE5dd8PteabchkA5VvjuPAeDzWEzt8IeNg7unpSS9tY/xJkkCz2dTPfC/WeTdUydsqms0mLLL9rTDfi8VC5xvLEZ+PX+gg+D7A8Pf4lP4jIL5yPgG+78PNzY21460DLnclFgNfQShDfOWU4/t+7YGPIHx11tKYCIeHq5zR1mUTa24/2+AIeXx8BM/zZFAiCDtkMpnUWsYRBOE/RGPyAfHZlt6bajhQQ4J4niezOkHYIdhXRcwKQn1kYCIIwtbIUo4gCLtClnIEQRAEQTgaZGAiCIIgCMLRcNCByS4/DzwmqDdJ/h0/flNvO/i1m7LLZ1EmxHOxIFA+6zLOodo87gOyLihf6nzqekxgfp2CvVL2xSjzVLwP0Ou0sD4HHZh8Vu7u7vT2xkXf8aNBHB74LfwxC5ROpyPGsYKVXexjInxdHh4etMfmXW+CeSienp4+TV7em8qBCR3J7npmX8VkMsnFnaapnhXQdKRpmvuMlt5HNTOj0Qj6/b6RHx5XlSYH/Vo4jmPEi1b4uENuXXD3RNy62qZZ4WmiYUW7tuJzcFbAy8Vh5UjLod1uG6N+OnvE51DtEJ950DLG696r7QhfC94Wed/j/dthWgXeL3hfQzAODKdx4kGp6gP8fkzTX3/9ZXwxR59Dr6PQr+w8z4P/9//+Xy4+KidtfZjLEV5u/Fk0jN/L4Xmg5+M41pvW8bxhPGWyhpcjfT5U5IOCacRwnmberuh7ANOA6aeys9/v660e8Hrexmg8o9EoF9eXgrsbphS5oi5zCb0ONpfQCHf5rbLr0Z10EASGu+koirSLbNu91FV1FEVGvrj7adv9FO5OnP9Gt9Y2eFwU6uabpldlrrRpdQFxUY6/8XrMG8aF56vqE/NN3bvTeKhreLyW1oGtjJEgCHJxC5+Hv//+m596VwAg196wT9r6M5UlvN3T62mb520aXdRTaJ/g1/M+EEWRIUt5OjF9NA22+yhcvtSRk1R2AevvNP1cfnD5DUxmUcIwNNJs+03TQcF46fWe5+l88XQqVg8YjmVCr4+iSMfL08TLGdOB5cOv9zwvV/b0Wlp2PM00P7b8fjVKByY2eGVtA2/YVdDGyztrEAS6QYRhaLy0FWuAPA9cIJTBOz49Rzssjx+x3a8snYdDGzLPO4L3QiYg8G8ZtCzCMDSEmGJ5ofHayox2RF63vIwEYZfwtl7UzxAqS2ztXmXPwDYfsUFGEXQgUNUHPM/L9QfahxAur8rg+eaygspJWx+m1wdBkJMftKx4mZdh6/v0flofHF5uiqS9CFoPtjJV2XPxvcAHGUVQeViUJixPPjCh+aP1ZMvLOnX+GalcykFQxbSOg6NdQNWF1CkVOsnDpZ3VaqU3GZvNZjm/OMPh0LCPoGoyXEZBvxBlBkvoZItuaOa6LngWL5JlUB8UjuNAt9u1bpSGqj/qCOrt7c2q5qP34vXfvn0jV/wftvpM0xQajYZxnS0eCk8vetpMksSIm18nfC6OwcaE7n6M7Y06xSuSJbZ2D+QZuDRLl1YodBloOp3q82V9IE1TSJLE8I2D93NvteigD68pWoawUSYnIZND9Dd6CgYAmE6nhq8vLDdcqkBHf45laYWC16M3XSQIAnh7ezPOlUHt9fBZdNmnqB5WqxWcnJzo3wjmezqdGn5/OHQZCMvGlieeP45NBv7777/w58+fXNuypfcrUTkwwQpBY84oivglewGFiJc5AlRK5ZxSoU3G4+NjbstnvIceZYabT09POn84qFlHAKwLN35VShkNFwckrVYLlFIwHo+N+6uIogiiKMp5qzxUfQrCoagjS6rAFxKdtOCLEB23KaXWdqhpkwM2R58YFgSBHszUpUxOVoH5osfT0xNANmBSmeE+2oeUTer2xS7qQSkF0+nUsPvAAQlOGpVSuQGEsB9KByaTyQQ8zwN1AEvpx8dHbaVd5Jzu6uoK5vM5zOdzOD091ed934fn52fj2rpgZwuCAF5eXniwdaSOs58i7cS6LDP/N0VC6uTkpHSQBQBwenqqZ1ooLKrq03Xd3GytKp4iuAaJlpcg7AOuHYGsv1bJElu7p6BW4ebmBobDoX72w8MDhGEIquDru7I+gJOQup6DEZxAAfFiXkWRnAQy4ELo7N3zPKsM5DSbTVDZJGc+n/Ngq/YKMk3FOpoBWn5Uc11VD77vl2pmcBCDGiDk/v5eT+C4tsOWJ56/ulAtFVKW3q9A6cAEWMNdLpfvupRDX4qTycRQv0Kmup1Op7BarYwGeX19DXEcG6Nf/MLEBo6MacMv6jSu60IQBIYFer/fhyAIrJ1iGzA9aZoaHQbVszx/Nqv48XhsCNOy+kRX5ijwRqNRrsPUpdfrGWm2pU34PBzDPiZUO4h9El8gZbIE2z3t/47lq4lOp5Pr+/Se0WhkLCFU9QF8EfJ4udYBv+ZAsH9WLR0gRXISoenqdrtaq4IDMToA8jPHn6iFomU0n89zL3AkDMNc/XieZx0oFkHTeXV1ZWi9yurh6uoqt2Rt04gPBgPwPM+Ihw5Y+/2+IQ95nrh2ui7NZtOIN03Td33PHiXc6ISD1sSQWQlzAx9u4LUOXmbFzA98XpBZsUNmOU4NQJEiwyZMJx7UuI0awtJz9HrbMyk8bRRqIMXhxmlF8PTYDMCK8sevw7SqGvWJZYz5ouVrM36lUIMzxeLC/HADOOFzcAxf5dD2xvsk769clnB5gTKIG49iP6QGrnhPmBnd0+ur+gDv50WylKafP4OD19Jn2eQk5pmnkULlAQ/nZcbLnMNlDw8rup+WOd5P5YyqUQ88H1h+/F2AecJ80nuiKMqlk9YL1mWR8StNc5U85+n/alQOTI6dMAxLO6mwHdsMPCl1B2TCx+QYBibHLgcO2QdsctI2uThGDllu67DL8uQDpq9G5VLOsTObzazqSWF9bCrjJEmMrx3qgipf5PHxMfcFgCB8Zo6pD4ic3D182Q13r10XNN6lS0t3d3dwcXFhXPel4COVjwKqzXYxmxf+D768tuksBWc5eHxltaSwf45RY3IMfaBMTu5yhr9PjlVjsu5SVhl8SY8vqX01HIUm3oIgCBvyzz//HIUBrCAIH58Pv5QjCIIgCMLnQQYmgiAIgiAcDZUDE26Usw9wHxH+/b6Nom/Q98F7xXNoivZAAYtXTjz4njAT4nl41/i+X6ttbAv1BvqRwD7h1PDwui8+0zLOtm0Z64PurVHEOtdWQT3s7lNujUYjo/9/1H5TJvd2ST/zLPzV2MZDcuXA5D24v7+HIAhkU5kjBXeLpQcwPzqdTmfjXWKF7cCvPVTBTsHvwTH4yjkWXNe17ha6b+7u7vROpe/5Bc7T05N1J2lB2JRaA5OXlxc9Et90BFREmqYwnU61QOW7LUI24sT4f/36pc/bRmT46RXCZ/p0ZI+/aTgNAwA4OzvT9/Br6fU8HD+9pfnh99NZEqYbj7IZCJ0h40HjwfuL0knj4uVXF/SXgenks8x2u10YP08bD6daGjozw/MUPuPk8dpmdjQcZ5btdhum0ykMh0N9D68Tej0Px09D6cyI38/bdlE6bfB0Y35HoxEMh0NIMidv+5wpHzMOa/PYFm1lBpbydLJ2NZlMtG8UXs5Fz8KZNw2j1/B24JTUE4+n6DqO7/uQZM4Gfd/PyUFgGoJRpvWg/YXLHJ6WNE11e0PfOPhceq/tPqSsD9rurZt/KNDuFslYKqvwPNda0fjL5Ar2ez/zb+aQvt7v9yGOY8NJYJX85unkcoXfz+utKJ11oHlwmAa2qu6AxV3m5qES/pkOBz9fQoJsN9BdQXfE47vq4Tn6mR3utLdYLKy759Hn8R1Y+c58/BO+gO1cSp/Nd4rEcLwew/HZuEshfqbHd/LDT81oWjAuW74o9LmKxEXDi/KF8fJ80XxT+M6XFLoJEL2Obw5E63XdcsQ6ozsx0rzTuHj7wbzi9dh26LN5OWE8tjoIgkBfj+H4bF6OvH4VSzuNS1naKgXLoOx3UR29F8ewwRotA2Cfu6/bBumzePnyusV2hdDPW+u2oyRJcp/v2tJZBm1D/FmKyQFsQ9geeZ7K2hjv37Qt2+6jv8v6IE/zOvnn6VdZeWA6q+Qe73+0DVTJFZS//NlIyHZ9pfdiOF5fJVds7YmmfR25wqHtQ5G4Ma6yulNZvjAuTOemcqmy1nkh0o60C2jGbY2LVwJvYLwi+PUU/nyeN97hyp6lWEXydCj2fC/b/p2C99ga2zrwjlCWL95JVJY2fg6hHZRDw8o6chV1yhHP8fR7FTvT0rLgHQ/bA2KLm0I7Im8rij0/zLbFptB71hEYtjzS+7mA+IrwNs/ruqwdK3Y9v7as7+L/NK4qGUnri17L+/G60DbB27Zi6bS1GSqDbG2OvpBo26dlYbuPpouXFU3ntvnnUDnE5YZicq8sTzZoe+Pyjte/LW4KzTdPh7LUG38Wba/ryJUq+Hupqu54ewqZUmEdai3l0J0/bV4VN2WSebvF9VB0ZvT4+AhAHDNRZ1V87fTq6gru7u4AiHMrfg2q4c7OzozzkHl2pFTZSVA1G3UUtVqtck7/0EtnmnkfRnfl9P7X11dwXRfCMNThdQ2lUO1GHYUhRflK0xQajYYR1mq1jN/b8vPnT63qdSwqUlizHOluiuhwDUi58p1pqbqRw/MOzAGYDXwWtYHCeqPQ37PZDIbDoVHfw+FQ1wM6SHNqLKfZPFe3Wq3tVKU75hhsTHgZVVHUBilVfRextSuOrR1ROp0OeJ6nr+NLf7vG1u7QG7KtzfH2bsN2H2+rtrJK03Qn+afLHNRRY5Xcu7y8hOl0qmXBdDrNeWIukyu2sql6R9rkd5Vcmc/nEMex0RZx6RHWlCtF4LIkvr8ovAwhK9u3t7dcfOfn58bvdag1MNkX9/f3ei0XD1wnrcv3798hSRJYLpfa/TWCAxL4b1gHi8WC3LkeKMTOzs5gsViAUmrt7YeTJIFMS6UPtK25vb0FpRSMx2Pd8Io6JjboVqul7zkEtsYIxPhPKQWe54Hnefq6bcsRB52TyUS7s8eOi4JjOBzq+LcB2yQaFEZRxC8pZTwe5+obByadTgeUUpAkie4DdQekwnZs0gbL+m4V67Sj1WoFSikIwxC63S44BQP7z8qm+ccBied5ut/Rd0EVruvqSTGfMO9armwrv7Ed8QO2lCs4IJnNZvoZh6LWwISO/GxajE1IM6NX3uGxMCaTiX7h/P7927iP4rouBEEALy8vEMexHqXR56Oh5jbgoEcVWLz7vg9vb2/GOcyLLR9FYMMKwxCen595MCwz/zVqDcFIcV0X5vO5cY6XaV3u7u4qXX2vVivdSdI0rVWOPN9ci4Vlw/1J3N3daaG0LSiclFLWLw4ajUau3OhvWz5s4CBuPB7DbDbjwQCZ5g1nsshsNrPOXoRqqtogZZ2+a6OqHRWBExXP8zaOextsba4Otvs2aavr5h8nKUop6HQ6PLiW3Ov1ejCfz+H+/t7QpuxSrlTJ7yq5YsuHjTpyhRPHMSwWi5y8rcPJyUlO68jfh+tQa2BCXz79ft+YpW7Kr1+/rM/Bgcb9/T1ANjq8vr7W4bbR39XVlday8EZJB1W2pZx1oA1kNBoZFYFpwGt4OqMogm63azzDySyqcQZHLZyrOjM+J01T61JOEbjMgnFNJpNcg6oDWnvz8sYwag2OggXruqwcr6+vIY5jfc1oNMqN3HE5J0kSuLy8NMJoZ1jXIp1D410ul4YmD1W/qNXi5Yj5oFovWi5Y98jz87NV+wSZwKR1jGWyzotu33y0fUzK2iCnrO/WoawdUXBmjqTZMhJfGqkDThyx/S2Xy9I8cnq9niF3UUbxlyZnm7a6bf7pC3UymRhLOXXkHvbp6XQKP378MMJ2KVegRH5XyRXMB217+EUQWNplmVyxQQeV6yzx4zIcxp2maWE7rwU3OuFAZngIBY6KbMZOdaDGQxw0BkKjmzCzWobMOpmGKWKkYzMKwvsgM0ai8fLncIMwjIsadtF08OtpOaHhD80jDafpUJa08rxQ+HO4kVJVvtBoCTKraW7UROHpwoO3A278RMsK02gLs5UjjTPIvmDgBl22NGA54DEej428cYM2LAdMG8ZLDebwWV5mAEmv5+UYMiM3Go55RXhaq4zEeJ3zsKr7980xfJVD2zxv02Xt09YGMYwafNLyp32Xtyub8SOtZ9qOyq6tiofD+wnvR7R9RhYjSx4fzzOmkbZdZUkXv4/Cr+V9qiz/vH9xguyrEcwv5h/h/ZW3EZWVIe9LvK9yucLTxeUxxovP5eVTdD3eU/R8PGg98jCaF97WOFxeLRYLo01V1Z0i/QbIO3ATxInfHnEcBxaLRaW6WPgctNttuLi4qDU7/GyIE7/9s1wu4eXl5Uu2L8hm4b9+/bIugXxmdilX+v0+/Pz5M7dScWzUWsoRquHLF6iKk0HJ58Smdp5aLPkFYVc8PDzkli6/Eo+Pj7klls/GvuVKmqZHPygBABCNyQ6hDQrgvy+BhM9LO9stFhHtmCAI2yJyRQYmgiDsAFnKEQRhV8hSjiAIgiAIR4MMTARBEARBOBoOOjDBHfBsxz6o+ha/KD119yuowmfehndFyryZCsJ7c2zLOCPieXyf/aNNPPbuE+5hVhA+MwcdmEDBtt2HNHuxpWc4HO5lQLErcJe/j2BtLXxOjsFXThHSPwThY3HwgUkVqOXAgw8Q8PMqPPisCP3lOI4DDw8PRlhdoijSO9GCRbPCZzI0zrJd93g4fabDNDU466Nh+HkynxFiOL2eMplM9Hn8zHlXWiFBOBS0vVOncbx/8L5Bd1zm8qYsnPZdjINeC0xLir5IbPdjf6ayA/tkv9+HOI4hjuOcFogeVDbycCovisIpVMaVyTBB2At8x7X3xKvYNRZ3luM74uFv3EEP4b+DIDB2xcPdHot2vitKD90lke8WiLsLYpp4nPR6+nwgO8pimG33REwrvR7LAePhO/oB2/GPpqGoDGncgrAux7DzK7Zh7A/YB2j/wPaP0N1B+Q6cKus7+Bzed/Be7FtcNtC4IrazLMaFacZ+iPKB76rJd/+k12I4zRd9dpG8oPmk8ofHxfMlCPvm4AMTIFvY4lHUGfEcdjDbQAI7GH9ZKyJI1hmY4HP4eYR2cluceI0iz6dCowgqmMZsO23FyoHHy9NLB1a2MuWDIkH4SBT1D9vAhA5E6kAHFEV9B8/xdNiup9B+xwcuKuvHOHioehbNF0+HYvIiiqLcs+g9MhARDs3Bl3JsNh3U2Rt3ZHd+fq6dNdkcPLVaLXh9fdXO++i68vfv38mVdtDVNh7oRps7q0O1rOd5+pwtTv4bHTadnJyQK/4PVOVSh4Nvb285dSovFw4vFywzW5nyZwvCuhzSxsTWP9DLOAedjdmWPygYTh2R2foOdXTW6XQgSRK9nDObzXLpoMuo3DklzwMwp2o2cMmFOoKzlQdN93w+hziODTnX7XZ1etABJYYJwntz8IHJsWEbKNFBCQ5IZrMZKKVywqWKMAxhPB7nPALjgAT+m/bAYrEwwgVB2A2r1QqUUhCGoZ6IUPssx3EgiiJQSkEURfz2UoIggIeHB1hm7u1RduCABAcASiljUrMuOCBptVqgMvf264D54wdkbjTobyezRROE9+KoByau6xpGbMDcOHuel5tRzGYzaDQa2u03NUZDjcY2xHEMi8XCcLGNYJzcAJdyfn6uZ21oNJtm/hCSJIGnpyd+C5ycnOTi4+VSF1uZ8mcLwkfi5OQk58Keuqkv4vb2Vg8Qfv/+DZPJBDzPA6WU1WGa67own8+Nc7yvX11dwWw2g4eHBwiCQJ+/v7/XgwGuUV0XHPQopawO7arkhS0fReAkiZevIOyTox6Y/PjxA+I41oOL5XIJcRzD9fU1AAD0ej1D8zAajSBJEhgMBuC6LoRhCDc3Nzr86upK/78NdDBEVbmu60IQBPDr1y99ju6nQLm/vzfyBmzgRJdyUEWMlvNYDpvAyxTLTBC24ZD7mOBAH/tHmqbGEgwFv8hB0jQ1loRpX1gul8Zzfv78CdPpVPedyWSSe2FjX43jOCdv6OCg3+9v3e9wUJSmqSEHq+QF5oN+idPv97Wc8n3f+NLw5eVlK+2OIKwNNzp5T2zGphw0AsWDWpIrYs2OBycIAh0WZpbr3DgV2TQ93HiUxkmN0PjzaXrQeA0PbnSLv/GgBq0241daTtywjsYVZF8RifGrsA2H/ipHZe0ejyLjV0X6HR62PglZ3+Vfx9D+73me1VAU+z+HxokGqNQgFf+n12PaMF7ME5d7mEfs92XywhZui5se/L4iGSoIu0Cc+H1QcEZjU+Wui+/7cHNzkzPwFYS6iBO/42aX8kIQ9s1RL+UI/4GGc3Q9O47jnMV/HajKFsh6dZ0vlgRBOH52KS8E4RCIxuSDgLs/IrZPmOvi+76xvp0kydYGeYIgHA+7lBeC8N7IwEQQhK2RpRxBEHaFDEwEQdga3GDtf//7n7HZmvyW3/Jbfq/7WwYmgiBszT+iMREEYUfIwEQQBEEQhKPhoF/lUNfa9ChzHb5L0Hp936Cr9I8IddXOd7kEUoe2TeS2pWhzun3T7/eNDaZ2yb7a8qGh6tgi0jQ1+vmutzmnbXWTNtlut41NxzZlV8+pi+/77xqfsB3ryID3bkvHwkEHJmDxTbNYLODs7MyouNVqJRblByKOY11H/Msd/NQ4SZLcFtiCna/cltEhJvb11Wq1swFgu92GNE0NWdJqtT7shED4vHxlGVCXWgMTqtnY9SyH02w2c07u6AgTtQ948NEkDbOF07w8Pz8b5/m1dObM43WIZgfDcLtrWk7L5VJvL0/vQad9/HqEhuNzqcaChvOZIU0HjbMIei19UTiZUO92u7n00XzR7cB53FzLwme1HBrGffpQbGXOX3I8rqpy4mlFsKwxvKruaBvDOGgYtmWcDdFn0briGobRaJSL66OwXC7B8zxDIN/c3MBsNjOu25TpdKpdVSC4mRid5PDyLqpzqHGtrQ+2222YTqcwHA4L62pTWYJQD8U8jIMyjLZJ2sb8bPt5mgcokQmTycS4B9NKKesf7XbbuBdZ5x1T1q+xj9A00Pq39Tlar7bysPVDpKo8RqOREbZcLg0ZACXvrKK2tE5ZfViMfWAteJ5nbLnMt1/fBr5FO4Vur0yvs227TK+jacNtm3H7ZJ4Xut0y37YdwxeLRS4elW07jdfjdtH82Xw7aYRuRU3D8Xq6nbbK0k3zwbfBpmnnceH280VAtl112e+iOuLbdWN5I/w3zxf/TePGMud1gmDctBzp/bw+8Xk0nKcVrw/DUJcvbtmPVNUdvx7Ylt60LePW5bT8isrDlt+PTmTZhn1TvGx7+DJ4+fL2GxDXDHWupfHRPkmfw9lWlmB/5n2uKD7cYr/ofs/zcn2MXq9Y3vB+/I35obKrqn8Ak0cek9v8GRReL0X9mvcbLG+MH39zOcDLg+eP/64qD3w+rW8qA3je8Xpbm7RdX1ZWH5niN5blJYdgoW0LrSAOr7zxeGzt1GVQYWLLC22U+GzM23g8znVYCu0gXGgp1qBscXNoY+Z5pM/HdHLwHuwodbDlkd9P08Xh+bbVJ+1IPF94bjweW9PCBy4UHrcqyA+FpsWWVnwWDkz4y6cIzANvQ8pSnjReKvAVaye2vByzENrEV05Z29oEYP5deFvzMt83FNpP6f9l19rqWZH2w18mVawjS2zPhoqBCW8zPJ/03vF4nLuet0vanlWNASatZ1ub5+28qHyLoHmgZYlgf1aW+JXlXUPLw5Y3GkdVedjSY5M9CK9/Wle7KKuPQulSzp8/f6xeJbmtwXuBHoPPzs7AsajuEVTjUQ+9trycnp7q/9Ez8OPjIwAAPD8/G56DEVSh2byX8nIpW4oApipGUK34119/6XP0/9+/fwNY1H+Q5RE9reL5MiOrt7e33PIGbk3P1dZ1oF5akVarBa+vr9Z8AQAEQQBvb2/WtFRtoe15nlHm3759y3lspWpvvtstTyt9VhzHMJ1Oc3WK2OoOvUPzNJXRaDT4KUjT1Foetms/Ko7jQBiGO11rzyZaup5RTgDxIozn8JhOp7l+WnWtrZ5tv6vA564jS1arFZycnBhhQRAYvzkXFxfGb9d1jTzT5z0/P8N0OjXyjXIU+zCP7+TkJGdjZusfCG3HLy8vkCSJER/KaeptnVPUr4F5fIcsPirPuFzxfR/e3t70b1oer6+vubo4PT014qwqD96PbdjeWZxNy+ojUjowOSS2Fwdk68ZKKRiPxxDHMTjk5YuVC5mQWiwW7O5yLi4u4O7uDiB7Mf348UOHYUOIogiUUhBFEblzPbDTDodDLUzXwfM8fR89UMivVitQSkEYhtDtdsGxrI9/dlBwdbtdSJIElFK5gWkZnudBkrmvp2vy29bdVwfX68Mw3JtDOdd1dd1Q+yfI5ArvN0XpWOfaddilLNkHYRjm8q0sxu82NukfQRDk4lJKQbPZ5Jdu3a+PjXXfWeuU1UemdGBim4G+B5PJBDzPKy3sTqcDKnv5Pj8/Q5qmMJ1OIUkSeHp64pfrvNAX9J8/f4xrLi8vIUkSLcgwfkyPUgoGg4Fxzybc3d3prxM42PnpCJj+b8tHETiI8zxPa1oofGQPRCNTRwhxPM/LlelsNoNGo2HNF2RGiycnJ3BycgLT6dQIo7MYG7xtUq3Y/f29Fvy2vNjSSmm1WuBmGrqrqyt9vqzuUBtU1sbqYqsbPrM/JupsrpamKXieB1EU7eQFj+DLygZq7LAN2PoBp+paWz3XZVtZ4vu+YbQP2USkDN5u0jQt1L41Go1Kg2QeH9XulfUPG7Z+X0ZVvwZLvXCtB5crNi0UwrUtkGku6GCorDzKqHpncdYtq49M6cCk2WzmZhz9fn+vlsDL5RK63S7c3NzwIG2xTmew+OJD6IuPqsWazSYEQQC/fv3S5+iXP0CWc4bDIYRhaITRl+ByubSqX9eBdg5envxlSP/HfFB1JS0XnLEgqJa2aZ86nY4xEIOsTDadwfV6PaNMR6MRJEmiBTDPV7/fBy/7UgOXoDAtaZrWKmO6nNftdqHX6+nfVCD3+32jDnu9nvEVB5YhF0K3t7e5MiqqO2w/PE2bwOtmuVwaTtmOjTr7mOCgZJMXchnYdng/StPU0HxGUQTdbteoY8fyVQlUXIv1TGXJaI09d7aRJdfX1xDHsU4X9rEyqNZvMpnAdDqFy8tLfhkAAAwGA0iSxGjDXKbQdon9lPbrov5hw1Z3ONDkfREp69eQTXZQi479hmq/h8NhrvyKlhQvLy+N52F+6fupqjyqKHpncTYpqw8LNzqx4WVfhQD7KsBmiLUO9Ln04EZn1FgIjY3woIZMPAwNg6ihEY0zzCzWKZHFiloR63bIvhShRkrUOAzhRlYY74J85YMHGpzR64PMehwywzaMyxbOw2ha8fll0Gt5fZbdzw21FCk/PDi8HDn03rCG8St9ni3tNIwbAvK0Yj6osZwi7WpMDFzxsNUdbWMYBw2jhoA0zbw8eVw2Q7xjocr4lZc1PZAyo8A68D5ByxLh6aDx8foouxavxzDaTrG9FNUV7wPryhIq54Lsix7e9hFsyzQftEyKypxez/PmZV9AYTi9n7dZ3j94GSP8XVAGvY73a+wj9HlUlmNaiuKylYctT0hVedj6LI2D1iVY3lm2trROWX1UPmeuPhk2YfXV+ShlgoJrF/AB0zFRNTARDsOu28wu2/M+sA0EKEUDo0059vL4qJQu5QiHgauXHx4ecpbfwvGRZoad9Euo+/v73FcCdbCpaOM4zn1RcCzUsTERBEGogwxMjpDFYgHD4RCczHo/TdNaxlHCYXFdV+9ajHXnuu5Ghp6dTgfCMASPfPo9Ho8L18IPTR0bE0EQhDqId2FBELbmn3/+Ea2JIAg7QTQmgiAIgiAcDaIxEQRBEAThaFhbY7LO9/p1od4SueHnPsG9K4rY954t6OkScWp4At4U3GGwLL/rwOts13XHPXDuCjRQ/XTf/R+Yz2pjMsm8x+6DPvFefsxsWwbr9Lmqa3FPlV3JSl4H+5I770HV+2xdsC52Uc7rsvbAZJdgxm9ubiD7dBmUUjAcDt+lwzabTTgmhZHa09bCabbD4GKx2Gl+cYdHXnfH3LFxu/KiXSMF4b24vb3dyDD6o7HLPnd3d6d3ft2HrPzIHNv7bBtqDUzojJhvb7wNrVYLoijKfWmQWHyU0Bk/H73jTJ2mk0LvpWF8hIkDJX5dUTjVDkwmE2i321qTgC9nej29p91uw3Q6heFwqLUyDhudFuUZ00HzzMsESbNtwCHbVRAHfPg5Kh40XpxFYFjR7MVGFEVwf3+vf3PNCh9wFuWRw8PpMx1WF7Z6wjLmMzIMp9dTaDm12+2clks4Dng98rbE2zttA0BkAR5Fg2uMA8N523FY+6H9CK/FvkZn69hGaX/g7Yz2JXxWEfQah5QHTSfNf1E+JpOJ9ktD7+HX02e12+2c/KDX8LJ2as7Kfd+HJElgOBzq/Nj6OlIkk5F+vw9xHEMcx0Z7eXt7K8wbsDLk8oxSFH9Z2QF7PrZbGkbLakRWMOj7DMsF6wHTycveViYYRnc2fnf4xiYcIDtq4q50u9hQBp/Fd2a0ETD38/w3TxPdaZBvuEN3CaSbdPEd9zAMr8Vwuosg3XERd+iju/7xHRlxJ0nMM9/shz6f55H+xrTw3QCLNg7iace0Yjr4b9wZsaxubDskKlbetB4Uiacsj3g9fT6wXV15Xnm50uuL6pFeW9R28F5ML8ZTVM7C4QC2CyZtW3xHXZW1IR6O9UyvpxtoYf0j2J4pQHaj5tcH2e6gGA/d/Ayv5fKHygraV3h+OcDaNV5P+zg+ryoffBOxKIqM37a00ufRPsdlEV6Pz+P9k0P7Pl6LZcZ/22Qyh29A52W7qtJwXu70eVzGUWzxV5Wd53n6eZgfmh5edvR5+Cx6L00bj0ux/IRsp23eXt+T4pZtaZDKkvhNoYVYhq2h8sZtq3xsTLxhUWga6D0IFQZRtvUxhZaPrXNzeMMICgYmVXnm+VeWDkbh1/N48RzeX1ZmiGcZmHDBwLHlgeYRr1Hk+VBjIEDLtajNYn54vDy9vO3wMqWCUfg/Dr3zK69HXs8c2iZs9ayyZ2B74oOMImg/4n2E90MaL39hqQp5UCVveHnwF6itn1Do9fxaL9tGn0JlCo/Lln4KzXvVtbT/2WQ2fVZVGSlL3fP+zWU8j6/sPWaLv6zsbM/i7Y62HwzH9NH7eVtTWV657KJlyK/H5/H0vgelSzk2L4nvvfMkOjii65Ou6+a8w3Indejx8efPnzCdTgvVZgj3QAkAcHFxof+fz+cQx7GhBkMVJ0I9TlJQPVvmoIlSN8/o5RQpyhvH5k3z4uLCuJ+XhQ26kZjjOOB5nnUTMFQP0vKx5ZH/Rgd4PK2IrVxtbbbIkypS1HZSixdW/mzhePj+/bv+H9sRdZBG1f7UIaKtnoE8A5cPivo3VY9T768Jc57J2zrH1rb+/Plj7Su8zdqocw2lKB+UNHMKenZ2ZvT96XRqLPPbypOD967jxJBik9mnp6e1ZHIZXN7g856fn413CZU9RbKXxl9VdtQ7OnJ6emr8Xhf6jpjNZsbGnVj2q9VKp59ef0gbntKByT6pch1edH5d0PBKKQWe54HneVYBUAc0uuJHEfjihP+GsbBYLPglHxqb8SsdlOCAZDabgVIq5wW0ijAM9U6qlM9ersJuwQEJDpyVUjnv4VVg26U2DPgiPzs704blH9F1xCb5SJIk1/frGvLiSxHl6abezA9BGIa5fKs1DXu3KbttsclsnIgdE6UDk5OTk9zImbq03gY3cx3++PjIgwCykeZoNLIOYHDkue6MYLVaQZIkkCRJbuDTaDRgNpsZ5+gMwHVdmM/nRngZafYlTJIka28nv8s82/B9P1eP8/l8rc5VhziOYbFYWBu+LY+c8/Nz7eobjbeqyvXk5CQX36YG267r5u7lzxb+4xh2feXaEcja2ePjIwRBAIoNnBFbPVM8zwPXdeHm5gaGw6F+9sPDg35R2WaXXMNZ1tbLsPUV+txtqcoHBWXE79+/eVAtJpMJeJ4HSikYDAY8eC0ajUauTF9eXnJah11he0esQ1XZff/+Pfdu2mU9+74Pz8/P/DRAQdp42b4npQMTfCngLCFN043Vbjaur69hOBzmrM8dx4EgCGAwGOgBDLV+7vf7EARBZSeCbHaNX2QAKXj+Eh4MBpAkibZSXi6XhroXl4RoWvv9fqX2hQrLuks52+a5iqurK0PATiYTmE6n8PPnT37p1tCORZ3ZYR6p5Te1MKfc39/nvtIqKtdOpwNJkuh64vW4Dj9+/DDiHY1Ga2t9vgrHsI/J1dWV/h/7C/ZzOqCcTCZGm8B6poLYsXyx0Ol0cv2S3jMajYyJXK/XM7R9ZV9wlGGTB1yLuC1l+eBEUQTdbjdXXlyOF0H70HK53Pidcnl5CdPpVNcTvp9ubm74pTsB3xG0HvALm7qUlZ1NJvJ69jwPHh4e9O91yu76+hriODbaNX0/RlEE19fXOmzT9roLSgcmkHVoXJfyPC+nAvW32JAGv7vm615hGBqzYfwfw+m5Kp6enmC1Wul7uV0IJUkSbTdxdnZm5NV1XUiytWZ8VpqmhTNoN3PoRtcTMV4cHOEAgQ6ckG3yXEWn04HxeAxe5iAOy4QP1rZlsVgYdij39/fgeR68vLwAZPlJybr/3d2dtTybzSaEYagHIFXlSuvp7OxsY1Vxs9k04prP55UqbuFwtFota38ZDAb6k01sh+PxWL98m80mLBYL3R+cEoeJt7e3MJ1Ood/vw+3trSFbXl9fIYoiPaseDAYQhqEOpzZr68Ll2KZt2kZVPnCw72QybzAYQBRFufKqowFB55R439XVFSwWi5ymoA4ok1HG4FKdrd6KwEGpbUJkQyll2Bre3d2BKlnO51SVHZeJ/H07m82M+MfjsRFeBrZz7mSU9hPah3b9PlgH2ZJe+PTgyH8X67i+78PNzc1awu8rcGgnfo7jwGKx2IlGcV+k2Z5Cu5gETCYTuL6+tg7khc8D7iPz1V7TlRoTQfhI4IZEdPYVx/FGX5PxpbrlcglJkhhffwj/cchBybHi+76hDn98fNT2KuuAM2iqmb6/vzeWRgXhMyEDE+FTgapirirdRMOBGhZ8ztnZ2U5mu5+RY7AxOTa42r1oqbIKXBbmKvhdaAAF4RiRpRxBELbm0Es5giB8HkRjIgiCIAjC0SAaE0EQBEEQjoaj0JjQT/mcNb6HrwMajq37KVpd3svb7Lb5oF5L3xvu0ZIe+/pWvt/vWz/Dhor0bFq+FOrlc9eMiKfkY+Kj2pg4NT3bbkJVXaHcq/up6jpwr7SfkX3W3a7ZVVq32Z7jI3HQgQm+bG9ubowtcofD4d5eWLvm6emp1vf7hyTNdkvF7aYPBa1jPA5pwMfTgnu7HDODwWBn+9kIhwO/8EqSZCODWOG//nvMn4dTPlJaj4FaAxOq0SibAaxLq9WCKIpyX0wkSZLb6ZPO+PkMw8m0LHTmC2TfAMh2zMORJr+WzixwlkPjm0wmxj100EQ1Jv1+X39iSu9F6MY5tnBnzXzQNOK1HHrv2dkZ9Pt9GI1G0M/82DhkJE/P8efxtGEd0Ou31TaUxQ8V7ZCX7SbgTsdYvjbNCm2TPM4izRnOXjEcf9ODlh1va3SWRGfhk8lEf5JKr6fQNoLP3baejhHeb/jstKztvLy8GPdyaBgv37ptgLJcLvVmgR7ZWZu3C56HdfpH0dbjQNo1b2fIZDKBdrutn4dtryr+MhldFlZWd2Vh9Lfv+7lraTu31RNvB4itX9F6LZKfZXnkaS+7FgranO/7ekM5PMfr5NP0be5umMPdQFN34dtQ5d6aEgSBESf/DQCGW27qdpvHY3NFDQCG+3EgLsPxN38euoKm7r7DMDTCeFz0ufR6Gl43H9zld1m98DRjnrhLbBo3/83TBgBGesrit7nz5vD4+G/P83LuyXnZYNlifJukx8tc1fMyU1l9YJp4nPR6+nxsA1hOGEbbved5Oq38emwjtD3ya7H98TTbypDH/Rng9cn7na3tYJlBSZ/DcCr/bOXN24Ctrji8HfB65795XfLfPI+Q9U8btv5B84Vxc1lVFj+XybQceZlGUaTvLau7sjCVpRnbOrZthMsjmj9b/ikYT5F8sclPW/55/Hh9WXngtbzNYdwon1SWTnoff85Hxt5yMxaLRS6jWEnbCjfe6IqwxccFMK04xQSC7X4ObSi8crkAUaxxBGxgQhtjVdy2jlY3HzyuMnh58Twq1nHoOUwPTxvvXLyTULAM+VHUcem58XhsbSu0XmwvAC4YKLbnKSJwiqDlZotTZWWNz8f6Lap/hNYlbU8ILXsaL28/irVNXqa2trwr/v77b37q3bCVA1JU11gGtGyVpXx5m6Zx2dpAnTaiLHVhq3fax3hd4rmi/lHWlnnciuXVVp5l8XPZhCRJosM4+DxbXEhZmGJp8tgEmueH12OZ/LTFS+uSy09b/rnMxf/rlAdPqyLtlfZvno7PROlSzsvLi/aRgAcuC1AnavsE46GbWrmuCx7z3Mm97lat21I1PXdYZVOt1cW2+RYvK1SRcgdNsEY+0Kngpio8mke8F72YIkEQGF6IedrWRTGbDrSVqIr/z58/OdsPXK/9999/4fX1NVfudfyS0HbtOA4Mh0P4T0bYr6MOs2xxAqt/rF/bdVS1TB3KrVYrODk5Ma7leafYwt7e3qxlysv3s4BLcFiedHnU1naA1Qlv19jn3t7ecrIAd/1N09TaBk5PT7XvpnWw1fvFxQWkaWqtS6joH6enp8Zvjsd2oP327ZuRbvq8qvhtMhp/o/8q3tcgq5uyuisLs8HLD/Njq8dGo2H85nCfWNxrOX2eLf+2dxQQf15F5WFLK1jKFohTQXwGX/r7yJQOTCCrIP5CUTsw5LG58qYUnd8WHJCcnZ1pY1DeCPcFDkharRaozNhyU1zX1XXheR54nmdt0EIxvE3zQQl2+CiKQCm1tuO0xWKR8wqLAxIvczimlMo56hLWZ7Va6bLEHVL3JUOE9fA8L9fPlFLatrCs7srCPipV5bEOeG8QBNrZ6GegdGBycnKS0ybsCjdz8fz4+MiDAIhRmG0Ak6YpJEmSm+nU4eHhAcIwBLWDwdU6LDMrfLWHL1FWq5W28N+k0+JonGt2ptNpbhayD6ri57M5yMoTsgFuo9HQnlCR19dX4/e6TCYTLUBsX101Go3Ksm42m9rVOKb38fFRD/Ztgsj3fUNLBcxNfF1sZcrLd5ccy66vt7e3oLLB+u/fv61tpy58lgxkxuu6rrUNvLy85LQXdbDV+3w+B9d1rXUJlv5B08Jn6hxeJjatC1IVv01GI7a0FcHrrm5YFbZ6rJIP/PoiTQYUTLKL3lFV5WFLax2enp5AZROrz6A5KR2YoCqNWi+j5XhRwa7D9fU1DIfDnCW74zgQBAEMBgM9gKGzzn6/D0EQbDywoGkfjUZ7G3zZwLjTNLUu5dQFvxxCqMDchDAM4erqSv/u9/vgeZ715bkPyuJvNpvgeZ7RBq6uriAMQ3BdV6s06dc0dHlkU6jwXi6XxlLO5eUlTKdTQwj42ZcBlGazmcsbFTyTycRI69XVFQyHQ91O+Fcg68Djpf/vmkPuY4JfYyD0pYBth9ZLv2SPG0qn04EkSYx7u92u1pxhG8B2l6YpDIdDuLm50dfXhdf7ZDKB6XQKP3/+BLDUJe8fQRDAr1+/dHgd2ULbVrfbhV6vZ4RTyuJHGU3jH41G4Pu+Tht1OIha6+VyWVp3ZWHrwOuxjnyg12O9FvWfdd5RVeWBaaXLVu122yoH+hYno2BZcvuQcKMTG15m8YwHD6PGY5tAnw3EGpoSBIEO50ZLaDiEcKMgvBfTSfMThmGpwZrNUIzmmRqthWFopJ0bQKFBGh48fJt88DRSeDw8j0iYfQEC7EsFZUkbNcxTBQZmiM04z0ZZ/MpSbxTMIw235VFtkR7eFnic2A5szwfSbnlb5sZ2tJ2E2dcP1OANn2Mrc48ZAdK48LlF7WQbDmn8qlhdATNoVazt0HYBFX0Or6FlSOFtgMZb1M9UgVzBdoAHryfeHjm8f0BBG8e46fNovmztStWIn7Y1Hk7DeN7K6q4sDJjxKw3jfYrXU1ndYP5pmuvUK+/XFJpWfi1Y6pqGUVmHfRjP8efQOHiZfCRkS3pBOHIcx4HFYpGbfa3LMts/Yx9dXpz4fRz22Q4+CqiBsC2rTyYTuL6+3mhJpYhd9eGvQulSjiAI7wtfokOV7iYCzWEbQz08POzN0FsGJcKxYjM/iOMYzs/Pjev2Bcb7KZZY3gkZmAjCEfH09GR8Bt7tdjee2S4WCxgOh/pZaZrubTv7Q9qYCEIZnU4HwjAEj3x6PB6P38V+bjQaged5EATBxvZ/XxFZyhEEYWtkKUcQhF0hGhNBEARBEI4G0ZgIgiAIgnA0HFRj4li8dVK48V4Z6BFyU9JsR846+7Osc60gfAXq2pjg7sfr9O060Ofyo2or8zq0iRfxKnziDXpdnE+2tXg/87heF9zTY9ftA7HtNfQefLZ63TcHHZgAAMxmM2snbrfbhTsR7gPc4l0MlARhP7Tbbe2OQSkFw+HQ2vc3Bbf458d7GDlSVqvVu8f5WcAvx1TBjsvC1+DgA5NWqwXPz8/GOdREcA0I7gRID8i0Jd1uF5LMoRHez6+nGg7cTY+G0WvoyB2PohEvj6foOkH4qqRpauxkCtluorzv7wvsz3S2jP02TVM9s6eal7J+zDU0VCtANSaoaVlHPry8vBjXc2zxYv6ojHOYtmgymRRqL1D+4cG1Cu122wjnO+fyPHJtMi2vosFov9+HOI71V2n0PVAUb1W68VNh272cqjbA47LlpSytCD4Hw6veNTTc9/2cForfz9P0IeE7rr0nuKMe3yUwiiK9ux7uSMh38lPZ/bgDHn8O38GR77SIO+YhuDNgQlx185368Hn0Wr7Lpy2dgiDkwf6/C+rscol909bHcYdRfAa9VrEdngPLrsf0WTQtKGfwOVwucYDtmsrjArZLK/1N46W7uyJBEBgyDeFlodgOwiHbRRmfjXHhbqQIzSOWKz67Sj7yuDzPM/JAf2O6MR38N69DTCctP0pVG6Bh9HrEllaMC8uAp9FW9rZ3DU8TxsPfa8qSzo9IcQt5B7AAoygyCtLzPJUkiSEMbNBOO2YDEy/bQpxSJlzoYMMG7Wz02qqOJghfgXW2pPeyrdPpC2hb8Jm2gxIEgRb8tP/zFyJeS+VFkSziLxc6QOByhk9kOPylElW4IKDyJyQuMaIoUmHmzgApihevpdjiotB00vwiKEd5uVbJWXq9razoi5iWDULltK3OoGJgwp9newZCy96WVkXKAcuL168NmgdbHmmbCjOXKhTbPR+Ngy/lAACcnp7C/f09QKaW8n2/0NaDqq2KnO+lmbMndANNr6deJRuNhnGfDbyXOnCjoKPDT6VGE4Q9gq7sLy4ucsu121BkY0K5vb2F6XQKSZLktiO/uLgwfruuW+qFFpeCq2zhbHKGL3VQuJM63Brd5uH2+/fvANnzzs/PtZft+XwOP3780GHL5RLCMDTuRebzOcRxbMhKXBqn0OUais2xHpXfNlnOPRXbsHk8xh2Q//33X3h9fc09+/T0VKd7tVrlvKNX7Xxcpw3gcg11lGhLK7C84/W8rBDbu8aWR/p7NpsZmyji/bvcTv8QHMXApNlswmq1gjRN4eXlJdc4gAxIzs7OYLFYgFKqspElSZITUlwYFYGVHEURKKW0R1EbKGjDMIRutwuOZY1VEASTy8tLSEpcwB8rOCCZzWaglMq9wA/F9+/fdXlOp1P466+/oNVqwe/fv+Hh4aF0C3aUc/wAMiAZDofWwd5XAQckaMA9Ho/5JaVEUQRRFOW8FK/zrrFhG5DLwGRH9Ho9eHx8hLu7O7i8vOTB8PDwAGEYglKq0m8Ijih///7Ng2oxmUzA8zxQa1qG397eglIKPM/bOG5B+IhU7fqKE4tD02q1IAzDnJt6yGanlDRNrdqOOI5hsVi8u/A/OTnJxYlyxnVdcF0XgiCAX79+ged54LounJ+fw/PzM8xms8IvhVzXhfl8zk9r7u7u9MvPhud58OfPH356a759+5Yb9KFR6F9//QWNRiM3qH15edGaC9/3c8bVvPw4RW1guVzqia5tcmtLK+f09BQGgwEkSaKNdKveNbY80t+2PH4GjmZgcnp6CsPhsHQZh1bIaDQqXMqBbHTa7XaNexyL1XYRtJEtl8vCpRycTSC4jFSkrhOEz0jVPibNZhM8zzMGA/1+/119iIxGI72Ec3t7C3EcG18/0N+TyQSm06l1kgSZ6h5ptVpG2L7odDrGSw2y5QE6w764uIA4jnWavn//DnEc55aAKD9//oTpdGo8F79OQd7e3vT//GuTXq8H19fX+rftC6FNsLWZq6srCMMQXNeFy8tLmE6nevk8TVMYDodwc3MDAADX19cQx7FOB9Z/GVVtAJ+VpqmxlINp5WXIywoyDcdwONTPKnvX8DximhDMIzUh4I5APyTc6OQ94YZA1IpZWQyPqIEbGv1w4y5qWBVlVth40Lj4s7lRVphZXENmJU+NrsqurYpHED4jdY1faT/hBno2I8q6lBm/hmGoDQ+pQTzKhyRJtOEovY8aaNJ+jLIAj8ViYcgubvxK+7/tKwqKLY3cCJXGzWULPp/L1apyRZmGh81gFY/xeGwYYCqLrKWykV6Hz+IfJiA2A1Qu9ym2tFGw3jFP/B1DqWoDtjzyvNC00nzw6wLyVWjZu0ax9uZlRtu0HHh75GX0EZEt6QVB2JqP7sQPZ+U2Nb3wNfgobaDdbsPFxYV16eezcDRLOYIgfFw+8qBEEI4Vm6nAdDqF09NT47rPhgxMBEHYmiobE0EQ1mcwGEAQBPrLHc/zYLFYVH4A8tGRpRxBELbmoy/lCIJwPIjGRBAEQRCEo0E0JoIgCIIgHA2VGhPqnXGX261zb5X8oPsLHDtlZZRaPFLuOo+7fBZln5ti4e6ZRfB9FKrYtgzQC2wd1rn2q3BsNiaj0Wit9lPEZDLZyXPem237gyAcksqByf39vd5xtWjnwE14enrS2+eOx2O9+x0eH8m4p04Z8e3xF4sFnJ2dbb0J0T5pNpuFuz3uAs/zrBsBTSYT7fPjvXh6evrUn98Jm9HpdCp3CxUEYbeUDkza7TZMp1Pt4Ok9QU0DHfWnaapnLziTwZm3Y9nVlTqdcthOhKgNKLqXQzU8dAa1aRk1m00IggAeHx8BCjQrXPuCvhocx7G+0IE8B8N5Ph1WpjQcyxO/56caE/yflilPAw1DjQfPA8X3favQv7+/h16vZ5wrywem8ezsTNcjL09av5PJBNrtti5P/E2voWWN+bHB4ym6Ttg/tB741uI8nNcTrW/av7nGhGpHcYdNbDc2mcTjQbhGB9s3lVH9fl/3Hxqvw/pwu9024uRwmcDlomhWhGOjdGDy9PQEQRBobcB7gn4fHh4e9LnHx0fjhYVb+arMkdZwONQdeTQawd3dnaGh8DxPd3zqDBDvLeqg2KHxWb7v63O7KiPP8wxnTOgQEPF9XzuPUpmTJj6YStNUP+fp6QnSNDXyqTLHh+hECsMx3pubG4jj2Hgm5/X1VT+Lb5U8HA61ZgjYVstF9Ho9Y/CSpmnOK2hVPjC+xWIBg8FAlwO9/u7uziiv6XQKNzc3oCxarna7bZT1eDzObV+OtFoto9749tBfhUN/keMQJ2hJkuTaseM4Rj2laaoHDf1+36hvHFxwlssldLtd3a4uLi5ybjGSJIFGo2Gkw9ZuuAPDl5cXAObfK45j6HQ6MJlMtLdfbI9c2xrHsU4/hcuEZbblOW3bZ2dnxj2CcGhKByaH5urqylDpz+fznO8K3KXPdV2Iogju7+8BMsdT+D8wDQXt0JDdqwqWj9JsQxu6GyC6TrcJnLpMmB8GxV6Q1BPoMnMgRdOwWq2MskC32+PxWD/Hli/qufnx8RGCINDXdzqdSo/NP3/+1P8HQaB9aNzf30MURdrvSd3dEy8vL4164oNPqJEPzuPjI4RhaFx/c3MDd3d3xnV8QII8PT0Z6UfX8jb44IvX41fhkDYmk8wRGi7Fua4LYRga4bSdA/ExAlkfp/D6R9CRKLarwWCgHcZRaDq8Agd3GIYDkfl8DmEYaodsy+VS90Xet7Cf/vr1Sz+P5hexyQSelk6nkxvMCMKhOeqBCTqtStNUz6Spwy/+EkXvm2nmSO/s7MxQWU6nU3h9fdWCC8NtsyPk33//BSAei/H/IoFThOd5RlpwBsQdmKFKmWpLUMBw6L14fZHzQIyXOojCsqDw3xwejipzruWALM9VuK6r6wyyASUffFJs+eDM53O9tMbLG6mTNlSPl12LziIdy9KW8D68vb0ZyyLABvbPz88wnU6N9oBagjRN9SAFw4pILd6Geby2tkId4FFarZYeiEynU/j586eeiL28vGiNoK1vXVxcGAMqni4okAmdTseQRV9RuyccP0c9MIFs8PH4+GidSVeBqk964Ezo9vZWqzJRKO2zk9rSQl/yOCBBlfJ4PDburyKKIoiiSAszBAUQqrmpJ9JjodfrGZosPviBDfKB1/GjDjggmc1moDKVfBGDwQBUtlSILz++xCYcHlxq5YfrutrIG9vHew0yz8/PYTabwXK5BM/zdLtP0xTu7u5KNXV1KJIJq9UKFFkudnbgCVgQdsnRD0yurq5gPp/DfD7P+QfghpM4c8IOTtdri0BVJlWjUv766y8Apu5FjUyRdmJdcKlGkYET5du3b6UvRwCA09NTGAwGkBC36KjiVkpZvzhpNBo5gcR/18X3/dzMsCrNyOXlJdzd3RUOPqvywXFdF+bzOT9dmziOYbFY5NpXGfhyi6Joq7g/Koe0MTk5OcnZetC22Gg0an/lRQeZHNd1c0a167QRDmqEHx4eoNVqAWRalMfHR0OO2frWfD63DuApNplAwckZXVIShGPg6Acm379/h+l0CqvVKmcDQjtcmqYwHA717ABV7PRFi7NZtICnNiKz2cyqDnUzI1y63NPv9yEIglx6tgXTmqapsZTTbDbB8zxDuPT7feusbjwew3A41M+igwM0fEMuLy9zBqw2gVyHq6srI96y5TEOCtjhcFi4jFOWD87Pnz9hOp3myour3cugy3T40uCk2dcOVNNW54XxGTmkjQkuT3BZgODLmbZJ/DIFshc/DXt5ebEuyfz48cMwZh2NRrUH30UEQQBxHOulp/PzcxgOh4YNFe9b2E+pvVcZVCbQfMMeJlmCsAvWHpj4FZ+A7hocGNhm0p7nwXw+ByezA6BGXoPBAKIoMtZTx+MxDAYDaDab2hodw1qtVuFs/OnpCYAsJ9Bzu6DZbBpp9TxPCzwUgqvVCu7u7nQa0jS1pgEN4zzPg06nA2EY6nuurq5gsVhAktntuK4Li8VCq3Ovr6+tRnR16HQ6Rh6gYL29iF6vZ6izKVX5gExVj58Lu64LSfalFS2vurNbWiaO48D9/T14nqe/nEB4+WG+bVovYb+sVitd357n5dqxyr6YwnrCL/bwXho2HA6tbYXLjfl8nrNzWxccgOCyDf6lA/ROpwPjbK8np8Q+rQgqEwaDgdGXUG7iJIt/Ni8Ih+BDbEnf7/fhx48fhoZiMpnA9fW1VYAIm9Nut+Hi4qJwkLYOjuPA4gt4whS+rhM/3/fh5ubG+OJHEITtWFtjcghms5m83PaATa07nU5ztjx1wM2mENSqSb19Db7CoIQvB6Jt2LZGqoIgmPz/iqADEwjNZvgAAAAASUVORK5CYII=\" alt=\"image\"\u003e\u003c/p\u003e\n\u003cp\u003e2. \u0026nbsp; The tools may be defined according to usage then followed by its descryiption so that the statement is congruent to self-check.\u003c/p\u003e\n\u003cp\u003eThe definitions of tools were organized according to the suggestion. As shown in the revisions in the learning content, the defined tools are listed according to usage, followed by their description. It is congruent with the statement of self-check. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e3. \u0026nbsp; An additional illustrative example may be considered in learning content for tools and equipment.\u003c/p\u003e\n\u003cp\u003eThe material during data gathering and the learning content, specifically in tools and equipment, were not included in each tool\u0026apos;s pictures. The researcher has then revised the material, and the illustrative examples of each tool were added in the learning content.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe following are the suggestions made by the experts in terms of design.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;It is suggested to modify and improve the design of cover into an attractive colorful presentation so that cover itself can catch attention.\u003c/p\u003e\n\u003cp\u003eThe picture below shows the revisions of the cover. The researcher initially made the first draft. The second draft was given to the layout artist for further improvement of the IM cover. Furthermore, the revision was made after the experts suggest revising and improving the color of the cover.\u003c/p\u003e\n\u003cp\u003e2. \u0026nbsp; The researcher/author may add a preface and general direction on how to use the material.\u003c/p\u003e\n\u003cp\u003eThe preface was added as shown in the preliminary page \u003cstrong\u003e(i)\u003c/strong\u003e in the developed material; likewise, the general direction on how to use the material was included in (\u003cstrong\u003eii)\u0026nbsp;\u003c/strong\u003eentitled Guidelines on how to use this self-learning guide.\u003c/p\u003e\n\u003cp\u003eThe suggestions were made to add a preface and guidelines on how to use the instructional material.\u003c/p\u003e\n\u003cp\u003eThe comments imply that the contextualized instructional material in is very friendly and can be easily understood by the students and a breakthrough for an instructional material. Also, this material is comprehensive and very helpful since it involves the psychomotor, cognitive, and affective aspects that may help students develop their knowledge and skills and attitudes.\u003c/p\u003e\n\u003cp\u003eThis developed contextualized instructional material is a great help for the program. It may address the findings of AACUP for the next level of accreditation.\u0026nbsp;\u003c/p\u003e"},{"header":"SUMMARY, FINDINGS, AND RECOMMENDATIONS","content":"\u003cp\u003eThis chapter presents the summary, findings and recommendations based on the findings of the study and their analysis and interpretation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSummary\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study is focused on the development and curricular validity of the Contextualized Instructional Materials. The study aimed to develop a Contextualized Instructional Material in Food processing and validation of its content. 1. To design modules along with design and content. 2. Identify the level of curricular validity in terms of Objectives, Learning task, Learning content practice task, Format and Language, Presentation, and Usefulness of IM;3. Determine the level of acceptability of the students to Contextualized Instructional materials in terms of objectives, presentation, style, and activities. 4. Determine the revision to be integrated into the developed contextualized Instructional material in Bread and Pastry. The study was limited to the descriptive-development research design, which was employed in the study, and the validity and acceptability of the instructional material. The questionnaires were administered for curricular validity of the modules to thirty-one IM development experts, teachers who teach the subject from SUC and PHEI, and industry practitioners. Thirty-three students who took the subjects were evaluated for the acceptability of the modules.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFindings\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe features of the Instructional Material in Bread and Pastry, along with design and content, are as follows: \u0026nbsp;Objectives, Learning task, Learning Content and Practice Task, Format and Language, Presentation, and Usefulness of the Instructional material. The curricular validity of the material based on the findings was highly acceptable with the overall weighted mean of 4.68.\u003c/p\u003e\n\u003cp\u003eThe acceptability of the materials evaluated by the students based on the results in terms of content, objectives, presentation, style, and activities, the computed total weighted mean is 4.85, which is highly acceptable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAdditional information, suggestions, and recommendations from the experts gathered were adopted and integrated into the Instructional Material.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRecommendation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe proposed materials can be used in various institutions offering subjects such as food processing, packaging, and labeling. \u0026nbsp;The conceptualized instructional material should be considered as instructional material and be used in the teaching-learning process of the course subject. Further, the contextualized instructional material may be done for implementation with students to further improve content, structure, and format, and assessment for the effectiveness, practicality, and acceptability of the instructional material. The school administration may support the researcher in submitting the material for copyright. \u0026nbsp;The contextualized instructional material may be submitted and presented in the institutional research for production and utilization.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAldoobie, N. (2015). ADDIE model. \u003cem\u003eAmerican International Journal of Contemporary Research\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eBarrera, R. (2022). 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(2025). \u003cem\u003eEnhancing handicraft education through interactive instructional materials: An evaluation of learning effectiveness\u003c/em\u003e. RSIS International. [Please provide full details for proper formatting.]\u003c/li\u003e\n \u003cli\u003eCommission on Higher Education (CHED). (2017). \u003cem\u003ePolicy standard guidelines for Bachelor of Technical and Vocational Teacher Education\u003c/em\u003e (CMO No. 79, Series of 2017).\u003c/li\u003e\n \u003cli\u003eCORD. (2016). \u003cem\u003eContextual teaching and learning toolkit: CORD leading change in education\u003c/em\u003e. Center for Occupational Research and Development. http://cordonline.net\u003c/li\u003e\n \u003cli\u003eDick, W., \u0026amp; Carey, L. (1990). \u003cem\u003eThe systematic design of instruction\u003c/em\u003e. Harper Collins Publishers.\u003c/li\u003e\n \u003cli\u003eEspinas, A. L., Esponilla, F. D., II, Tolentino, L. K. S., \u0026amp; Valenzuela, I. C. (2023). Technical-vocational livelihood education: Emerging trends in contextualized mathematics teaching. \u003cem\u003eJournal of Technical Education and Training\u003c/em\u003e. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/7041\u003c/li\u003e\n \u003cli\u003e(EFFTIPS.wordpress.com, May 29, 2012). [Note: This source lacks proper authorship and publication details; it is not recommended for formal academic referencing.]\u003c/li\u003e\n \u003cli\u003eGe\u0026ntilde;orga, A. F., \u0026amp; Habla, F. A. (2024). Development, validation, and acceptability of electronic daily lesson log in teaching technical-vocational and livelihood (TVL). \u003cem\u003eUnited International Journal for Research and Technology, 6\u003c/em\u003e(1), 140\u0026ndash;155. https://uijrt.com\u003c/li\u003e\n \u003cli\u003eGrana, J. M. (2024). \u003cem\u003eDevelopment of contextualized research instructional material for senior high school technical-vocational-livelihood students\u003c/em\u003e [Master\u0026rsquo;s thesis, West Visayas State University]. WVSU Institutional Repository. https://repository.wvsu.edu.ph\u003c/li\u003e\n \u003cli\u003eIrawan, A., et al. (2017). Instructional material development through 4D model. \u003cem\u003eSHS Web of Conferences, 42\u003c/em\u003e, 00086. https://doi.org/10.1051/shsconf/20184200086\u003c/li\u003e\n \u003cli\u003eKristanto, A., Mustaji, \u0026amp; Fadhilah, A. (2017). The development of instructional materials e-learning based on blended learning. \u003cem\u003eInternational Education Studies, 10\u003c/em\u003e(7). Canadian Center of Science and Education. https://doi.org/10.5539/ies.v10n7p10\u003c/li\u003e\n \u003cli\u003eMager, R. F. (1990). \u003cem\u003eInstructional material development\u003c/em\u003e (3rd ed.).\u003c/li\u003e\n \u003cli\u003eMarasigan, N. V. 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Development and validation of web quests in teaching epics. \u003cem\u003eAsia Pacific Journal of Multidisciplinary Research, 5\u003c/em\u003e(2), 59\u0026ndash;66.\u003c/li\u003e\n \u003cli\u003eTerano, H. J. (2015). Simplified text in differential calculus for engineering. \u003cem\u003eJournal of Multidisciplinary Studies, 4\u003c/em\u003e(2), 106\u0026ndash;126.\u003c/li\u003e\n \u003cli\u003eTorrefranca, E. C. (2017). Development and validation of instructional modules on rational expressions and variations. \u003cem\u003eThe Normal Lights, 11\u003c/em\u003e(1).\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Bicol State College of Applied Sciences and Technology","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Curricular validity, contextualized modules, food processing, packaging and labeling","lastPublishedDoi":"10.21203/rs.3.rs-7163531/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7163531/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study aimed to develop a contextualized instructional module that will suit the students’ needs to supplement the teaching-learning process of knowledge and skills of the future educators. The study focused on the development and curricular validity evaluation of a contextualized instructional material in food processing, packaging, and labeling guided by ADDIE and limited to Analysis, Design, Development, and Validation. The module will help in improving and developing the students in a particular area of specialization, monitor their information adaptation, and contribute to their overall development and education.\u003c/p\u003e\n\u003cp\u003eThe curricular validity evaluation of the Objectives, Learning task, Learning content practice task, Format and Language, Presentation, and Usefulness of IM was determined using a validated evaluation instrument. The instrument, together with the IM, was distributed to various institutions to thirty-one IM development experts, TVL teachers handling the subjects, and industry practitioners. \u0026nbsp;Thirty-three students participated to evaluate the acceptability of the modules in terms of content, objectives, presentation, and style, and activities. Results showed that both curricular validity and acceptability evaluation of the contextualized modules are highly acceptable and can be implemented. The study is important in providing a validated IM for students to improve their proficiency in the core subjects.\u003c/p\u003e","manuscriptTitle":"Development and Curricular Validity Evaluation of a Contextualized Instructional Modules in Food Processing, Packaging and Labeling","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-24 06:44:14","doi":"10.21203/rs.3.rs-7163531/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"7c649d4e-d7b8-4353-9071-9bbab68be168","owner":[],"postedDate":"July 24th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":52036728,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2025-07-24T06:44:15+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-24 06:44:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7163531","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7163531","identity":"rs-7163531","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}