Differential effectiveness of the modular approach in the teaching of integrated science
Date of Publication
1994
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Chemistry
Subject Categories
Science and Mathematics Education | Secondary Education and Teaching
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Adviser
Adelaida Bago
Defense Panel Chair
Bee Ching U. Ong
Defense Panel Member
Rose Maries Salazar-Clemena
Maxima J. Acelajado
Anamy Ma. C. Paano
Reuben V. Quiroga
Abstract/Summary
The effectiveness of the modular approach in Integrated Science teaching is evaluated in this study.Three methods of teaching were the (1) modular individualized instruction, (2) modular cooperative learning, and (3) traditional method. The effect of these different methods was measured in terms of the posttest scores of 3rd year high school students. The students were grouped according to the method of teaching they were subjected to. The scores of these students in the posttest were compared. Significant differences in the achievement of students in different methods of teaching were assessed.The researcher employed the non-equivalent control grouped design. Intact classes were used. An achievement test of 50 items was constructed by the researcher. This was used as both pretest and posttest. The data collected were then subjected to an analysis of covariance (ANCOVA). The pretest score, the grade in biology, and the entrance test score were the covariates. The posttest score as the dependent variable.
There was no interaction effect between the method of teaching and educational attainment of the fathers. However, when differences between means for the different methods of teaching were compared, the Scheffee method indicated that students taught under the modular individualized instruction performed better than those students who were taught using the modular cooperative learning. Students who were taught using traditional method performed better than those students who were taught using the modular cooperative learning. But students who were taught using modular individualized instruction did not show greater advantage in achievement over those who were subjected to the traditional method.It can be concluded that using modular individualized instruction in the teaching of Integrated Science III (chemistry, physics, biology) enhanced student achievement. The traditional method of teaching promoted comparative performance of students with those taught using individualized instruction. The cooperative learning modular approach was not as effective as the (1) modular individualized instruction and (2) the traditional method in terms of enhancing achievement in Chemistry.
Abstract Format
html
Language
English
Format
Accession Number
TG02231
Shelf Location
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Physical Description
140 numb. leaves ; Computer print-out
Keywords
Effective teaching; Science--Study and teaching; Teaching--Methods; High school students; Teaching--Aids and devices
Recommended Citation
Pahila, F. C. (1994). Differential effectiveness of the modular approach in the teaching of integrated science. Retrieved from https://animorepository.dlsu.edu.ph/etd_doctoral/706