Development and evaluation of self-instructional modules in botany for agriculture students

• Main Author: Sorrosa, Nicanora S.
• Format: text
• Language: English
• Published: Animo Repository 1989
• Subjects: Botany > Programmed instruction; Agricultural students; Botany
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/629
• Institution: De La Salle University

This study is an attempt to develop, validate and evaluate self-instructional modules in the teaching of botany to target clientele, the agriculture students. The study was a two-phased investigation: Development (Phase 1) and Evaluation (Phase 2) of the self-instructional modules (Minicourses) on selected topics in botany. Phase 1 resulted in the production of the experimental edition of the minicourses in botany, the Botany-Pack. The package consisted of seven minicourses. Phase 2 consisted of the following: a. an experimental try-out to assess the effect of the minicourses on the achievements of students using the nonequivalent control group design. The t-test for dependent samples and Analysis of Covariance (ANCOVA) through Stepwise Regression were used to analyze the results to determine the level of significance b. An evaluation of the minicourses by the teachers using a questionnaire which considered the necessary characteristics of an effective self-instructional material as to objectives, subject matter, design, learning activities, adaptability and evaluation c. an evaluation of the module by students on clarity, interestingness and usefulness of the lesson d. communication index determination using the Feedback-based readability formula e. student involvement index of each minicourse to determine student involvement in the program material.The experimental try-out was done at the University of Southern Mindanao, Kabacan, Cotabato, using 2 classes with 38 students for the experimental group and 38 students for the control group. Application of the statistical tests resulted in the rejection of three (3) null hypotheses in favor of the alternative hypotheses that 1) there was a significant difference between the means of the pre-test and post-test scores of the experimental group, 2) there was a significant difference between the means of the pre-test and post-test scores of the control group, and 3) there was a significant difference between the means of the post-test scores of the experimental and control groups. The above results would show that learning has occurred in both the experimental and control groups. Moreover, modular instruction is more effective than the traditional lecture discussion teaching method. The evaluation of the modules by both the teachers and students revealed that majority perceived the modules to possess the qualities necessary for an effective self-instructional material. The results of the determination of the communication index found the minicourses to be readable and the findings of the student involvement index revealed also that the minicourses were inquiry-oriented. The findings lead to the conclusion that all of the minicourses were readable, inquiry-oriented and effective.