Development and validation of self-instructional modules for prospective science teachers

• Main Author: Alberto, Vivian P.
• Format: text
• Language: English
• Published: Animo Repository 1986
• Subjects: Science teachers > Training of; Science > Programmed instruction; Biology; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/617
• Institution: De La Salle University

This study develops and validates self-instructional modules for pre-service science teachers and tests their effectiveness in bringing about learning. The modules written by the researcher were on the following topics: writing behavioral objectives, teaching the scientific method and constructing test items. The study was a two-phase investigation. Phase I was on the development, validation, try-out and revision of the modules. Phase II was the experimental try-out to find out the modules' effectiveness. This study was conducted at the Bukidnon State College' Main Campus and in three of its External Study Centers. The pretest-posttest control group design was used. A total of 180 subject-respondents were randomly chosen from the fourth year BSE/BSEED student population during the first semester of the schoolyear 1985-86. The effectiveness of the modules was measured through the gain scores of the pre-service teachers who used them. Significant gains were determined and comparisons between experimental and control groups in the four campuses were also done. Analysis of comparisons was done by the use of t-tests of correlated and independent samples, Scheffee's t, and analysis of variance. Significance level was set at infinity = .05. Significant gains were observed in all the experimental as well as the control groups. The experimental groups had significantly higher gains scores than the control groups. In general, the BSE experimental group in the Main Campus benefited most from the modules in the development of certain teaching competencies. Significant differences in the mean gain scores also existed between the three External Study Centers and between the Main Campus and the Centers. The Center nearest to the Main Campus got significantly higher gains than those far from it and the Centers' students got significantly bigger mean gains than the students in the Main Campus. A favorable attitude towards the modular type of instruction was evident in the responses of the students to the opinionnaire for evaluating the modules. They further claimed that they intend to use the ideas and activities in the modules in their own teaching. Based on the above findings, it can be inferred that self-instructional modules, when properly used, enable the students to gain more knowledge on certain topics than those students taught in the traditional lecture method. Carefully-written modules help the students achieve instructional objectives at a pre-set mastery level and their effectiveness depends to some extent on the teacher's expertise in classroom management.