Development and evaluation of self-instructional modules in Physics (electricity and magnetism) for technician students

• Main Author: Reyes, Lapridad Julieta D.
• Format: text
• Language: English
• Published: Animo Repository 1992
• Subjects: Physics > Study and teaching; Effective teaching; Electronic technicians; Electricity; Magnetism; Teaching > Aids and devices; Educational Assessment, Evaluation, and Research; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/701
• Institution: De La Salle University

The develops and evaluates self-instructional modules in Physics (Electricity and Magnetism) for technician students and tests their effectiveness in achieving better learning.A total of 120 first year technician students of school year 1991-1992 of the Don Honorio Ventura College of Arts and Trades in Bacolor, Pampanga composed the subjects of the study. The non-equivalent control group pre-test and posttest design was used. The 2 groups of students were further divided into above median and below median in aptitude. The 4 groups were students were taught by the same teacher during the regular class schedule in Physics. The experimental group used the developed modules in learning the basic concepts of electricity and magnetism while the control group was taught using the lecture-discussion method. The analysis of covariance (ANCOVA) was used to test the significant difference on the students' achievement scores. The pretest scores were used as covariate in the study.Significant difference in the students' achievement scores were observed. The experimental group had significantly higher achievement scores than the control group. Likewise, the above-the-median group had significantly higher achievement scores than the below-the-median group. No interaction effect was observed on students' achievement scores between method of teaching and type of student. A favorable attitude about the effectiveness of the developed modules was evident in the responses of the physics teachers to the questionnaires for evaluating the modules. They also expressed the intention to use the ideas and activities of the modules in their own teaching.Based on the findings, the study inferred that self-instructional modules, when properly developed, enable the students to gain more knowledge in certain topics in Physics than the students taught in the traditional lecture method.