I-CARE (intervention in Chemistry Addressing Relevant Enhancement) for Academically at-Risk Students in Chemistry

Abstract

INTRODUCTION

The primary concern of this study is to develop and test the I-CARE support materials for academically at-risk students in chemistry using experiential, active, and game-based learning.

METHODS

The study was conducted at Governor Ferrer Memorial National High School -Main, City of General Trias, Cavite from SchoolYear 2017 -2018. Purposive sampling technique was employed in which 30 grade 9 at-risk students were chosen. The descriptive-developmental method of the study dealt with the development of materials and validation of I-CARE support materials. Fifteen game-based activities were developed, validated, and further revised to support the materials for intervention sessions.

RESULTS

The developed I-CARE support materials and activities were rated 3.98 by peer evaluators, supporting the characteristics of a very acceptable instrument to use in teaching chemistry concepts and improving the students' achievement, self-esteem, and perception towards instructional materials for chemistry. Four peer evaluators observed and evaluated the materials during the try-out obtaining a mean score of 3.90. Furthermore, the respondents of the study strongly agreed on the positive impact of using I-CARE support materials and activities obtaining a rating of 3.09 using a 20-item perception survey.

DISCUSSIONS

Therefore, it was found out that the developed I-CARE has the characteristics of a very acceptable instrument to use in teaching chemistry concepts. I-CARE support materials tend to enhance the achievement in chemistry and increase the level of self-esteem of the at-risk students, and enhance the positive learning experience. The respondents of the study strongly agreed on the positive impact of using I-CARE support materials and activities.