Effect of Module on the Academic Performance of Grade Six in Elementary Agriculture Towards an Enhanced Modular Instruction

Abstract

INTRODUCTION

In the Philippine context, education remains a zenith priority. Despite the various development plans and projects formulated by the government and different sectors. The teacher must be competitive to improve his teaching competency.

Teachers encounter different problems in teaching such as lack of facilities and equipment which affects the performance of the students and lack of textbooks and other instructional materials that hamper the teaching process. LPES always looks for innovations that will help them in their teaching strategies that will produce quality education. The study was conducted to evaluate the effectiveness of the enhanced module in teaching elementary agriculture in improving the academic performance of Grade VI pupils in Elementary Agricultureduring the school year 2018-2019.

METHODS

This study utilized the experimental matched group design because of its appropriateness to the study. In this design, two groups are matched one is the experimental group and the other is the control group. The experimental group is exposed to the experiment or independent variable while the control group is not exposed to the experiment variable.

RESULTS

Both groups are at the beginning level. Scores in both groups are scattered showing heterogeneity. This manifests that the control group and experimental groups are of parallel academic performance in Elementary Agriculture at the start of the experiment. There is a significant difference between the computed means of scores of the control and experimental groups in the Pre-Test. The academic performance in the Post Test of Control and Experimental group is higher than the results of the Pre-Test. Therefore, treatment for both groups is effective. There is no significant difference between the achievements of the two groups in the Post-test. The groups are equated. The results revealed that learning took place in both groups.

DISCUSSIONS

The experimental and control groups should be equal in terms of academic performance at the start. Post-tests results have to be determined to find the effect of the teaching-learning process. The significant difference between the post-test results will reflect the effect of the intervention on the experimental group as compared to the control group. Encourage the use of the Instructional Module since it gives a greater gain in the teaching-learning process. Teachers should try craft/ develop modules suited to the student's level of readiness and understanding to further enhance the academic achievement of students.