Title

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

Print

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

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