Differential effectiveness of the modular approach in the teaching of integrated science

• Main Author: Pahila, Florentina C.
• Format: text
• Language: English
• Published: Animo Repository 1994
• Subjects: Effective teaching; Science > Study and teaching; Teaching > Methods; High school students; Teaching > Aids and devices; Science and Mathematics Education; Secondary Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/706
• Institution: De La Salle University

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.