Self-paced and Modular Approach in Integrated Sciences in the District of Tagaytay

Abstract

INTRODUCTION

This study aimed to discover self-paced and modular approach in Integrated Sciences in District of Tagaytay of Grade-7 to Grade-10 learners Basic Education Curriculum. Results of this were used to recommend or propose learners progress plan which goals are to create a flexible, actual and resourceful transfer of learning from the teachers/facilitators to the learners. As the learners plan and manage their learning with a high extent of personal control and independence; learning by doing within learners paced and intrinsic motivation.

METHODS

This paper employed the descriptive design of research. Data were gathered through the use of a validated adopted questionnaire. The study involved the three hundred eighty-one (381) Grade-7 to Grade-10 learners of the District of Tagaytay, in applied the Slovin's Formula, Percentage, T-test (T-value) and Anova (F-value). The statistical tool used was the mean.

RESULTS

This study was anticipated to be beneficial to the Department of Education, to the School Administrators, Principal, Head-teachers, teachers, parents, learners, and researcher who may work on the same and related topic.

DISCUSSIONS

It was revealed in this study that the respondents’ achievements in line with Self-Paced Approach in the Curriculum revealed the experiences by Grade 7 to Grade 10 learners in Integrated Sciences classes were maximizing the use of learning materials while in modular approach were the clarification regarding the subject matter. The results of self-paced and modular approach in integrated sciences in the District of Tagaytay gained commendable results based on observations and experiences of Batang Tagaytay learners.