Modular tutorial lessons in learning chemistry problem solving using networking strategy
This study aims to develop self-learning modular tutorial lessons and to measure their effects in learning chemistry problem solving: The following problems were formulated: 1. Does usual tutorial improve achievement of students in the lessons involved? 2. Does modular tutorial which utilize network...
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
1984
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/1060 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This study aims to develop self-learning modular tutorial lessons and to measure their effects in learning chemistry problem solving: The following problems were formulated: 1. Does usual tutorial improve achievement of students in the lessons involved? 2. Does modular tutorial which utilize networking strategy improve achievement of students in the lessons involved? 3. Does modular tutorial improve or promote better achievement than usual tutorial? Three self-learning module tutorial lessons involving numerical problem solving were developed. They are : 1. methods of expressing concentration of solutions. 2. volumetric analysis-part I, standardization of acids and bases. 3. volumetric analysis-part II, titration of acids and bases.These modular lessons were divided into three main parts: the introduction, lesson proper and supplementary problems. The lesson proper includes, input, examples and exercises. The examples and exercises which made use of networking strategy are arranged in the following sequence: (1) information stated in the problem (2) information from memory (3) information by reasoning (4) a network which shows the interrelation of the three types of information. Three pairs of parallel tests were also constructed and analyzed.The prepared modular tutorial lessons are compared with the usual tutorial. The usual tutorial method consists of the following: (1) student asks questions to clarify certain portion of the lesson the student didn't understand trainor thus explains indicated portion (2) trainor asks questions to determine the portion the student didn't understand trainor thus explain indicated portion (3) students who failed in the same lesson are grouped together then the trainor repeats the discussion of the entire lesson.The research design utilized in this study is known as pre test - post test control group experimental design. The control group was drawn from MTI students in basic chemistry (1983-1984), who failed in the weekly assessments, attended the usual tutorial and to |
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