CHEMS and CBA: A comparative study and the extent of their use in selected public and private high schools of Greater Manila

• Main Author: Divinagracia, Severina G.
• Format: text
• Language: English
• Published: Animo Repository 1974
• Subjects: Chemistry > Study and teaching; Teaching > Aids and devices; Chemistry
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/273
• Institution: De La Salle University

This study aims to determine the extent of the use of the chemical education material study (CHEMS) and the chemical bond approach (CBA) in selected public and private high schools in Greater Manila by inquiring into the professional qualifications of chemistry teachers in these schools, the number of the teachers employing the methods solely, or in combination with other methods, and the reasons for the use or non-use of CHEMS and CBA. The study used the comparative analysis and descriptive survey methods of research. A representative total of 84 chemistry teachers from the 4 Divisions of City Schools of Greater Manila and private schools considered as centers of science learning provided the primary data. The questionnaire used sought to find out the teachers' educational background teaching experience in chemistry and conferences, seminars, and workshops attended in relation to chemistry. Supplementing the questionnaire as an instrument to gather primary data was the personal interview conducted by the researcher on the principals, head teachers, heads of the different science departments, and chemistry teachers. Secondary data were gathered from books, periodicals, government documents, and other materials. Based on the findings of the study, it was concluded that more chemistry teachers were using CHEMS as a modern approach to teaching chemistry. Both CHEMS and CBA were gaining acceptance in a number of public and private schools in the Greater Manila area, but the extent of their adoption by the chemistry teachers was not wide enough to warrant more updated teaching and learning of chemistry at the high school level. The factors that seemed to be the deterrents in the adoption of CHEMS and CBA were the lack of course guides and textbooks, and the inadequacy not only of chemicals and equipment but of laboratories as well. The formal and informal training of chemistry teachers was related to their use of CHEMS and CBA. Also, the attitude of chemistry teachers affected their use or non-use of CHEMS and CBA.