Use of Science Module in Teaching "Chemical Bonding" for Grade 9 Students

Abstract

INTRODUCTION

The school is one of the most important institutions which provide career pathways for learners. Science and Technology is the answer to the need of the country considering the kind of the course that will provide knowledge and skill of technological efficiency, vocational and critical thinking in solving problems in daily life situations.

METHODS

This study used an experimental method to determine the effect of modular instruction to eighty-six Grade 9 students of San Jose National High School who were exposed to direct instruction and modular instruction in teaching Chemical Bonding. The study was done to resolve the following inquiries: (1) Is there a significant difference in the pretest scores? (2) Is there a significant difference in the posttest scores? (3) Is there any significant increase in the scores of both groups?

RESULTS

Based on the pretest and posttest mean scores of both control and experimental groups, the following results were formulated: (1) There is no significant difference between the pretest mean scores of the respondents; (2) there is a significant difference between the posttest mean scores of the respondents; and (3) there is a significant increment in the mean scores of the control and experimental groups. It can be inferred from the results, the increments in the scores of the control and experimental groups in the pretest and posttest were statistically significant and reinforced, that there was gain of knowledge in both groups either taught by Direct instruction or Modular instruction. However, the posttest performance of the control group that was taught using Direct instruction is better than the experimental group.

DISCUSSIONS

Founded on the results of the study, both groups exhibited improvement in knowledge. Hence, it is concluded that modular instruction using K-12 Grade 9 Science Modulein teaching Chemical Bonding, is an effective teaching approach. Though the result of this study showed that learning took place in both groups, the subjects which were taught using Direct instruction performed better than the subjects exposed to Modular instruction.