Compa rati ve E ffi ci en cy of M odu lar Met hod in th e Teac hing of H ig h S ch ool Ch em istr y
Allen A. Espinosa
In partial fulfillment of the course requirements in EDRE201: Methods in Educational Research College of Education University of the Philippines, Diliman May 19, 2009
Chapter I THE PROBLE M AND IT S SET TING
Int roduc tion Teaching and learning now comes in different styles and forms. Educators are now experimenting on the new methods on teaching and learning which aim at improving the quality of education and the quality of citizens produced by schools. As new styles and forms of teaching and learning arrive, it also comes with pros and cons, or in short, it has advantages and disadvantages as well. Educators nowadays devote themselves on assessing the efficiency of these new styles in teaching and learning. One of the emanating new methods in teaching and learning today is the modular approach wherein teacher intervention is very minimal or limited. This style of teaching and learning is student-centered since the student has to learn everything in the module by his own effort and phase. This method deviates from the traditional classroom situation wherein a teacher presents the lesson and the students just listen to learn the concepts presented. This fact gives the researcher an interest to do a study on how effective is this modular method in the teaching of computational sciences like chemistry and what are the factors affecting the student’s achievement and retention of concepts in this kind of method.
Backg round of the Study The modular method can be further subdivided as to modular self-paced instruction and modular cooperative learning. Both have different impact on learning concepts in chemistry. The modular self-paced instruction is a kind of modular approach wherein the student studies all concepts written in the module by himself, by his own effort and by his own understanding. On the other hand, the modular cooperative learning is a kind of modular approach wherein the student studies with his peers, they get to ask one another on concepts which are not clear to them, and they get to share ideas with one another just like brainstorming. In this research study, the researcher would like to find out if retention of concepts in chemistry is better in modular self-paced instruction or modular cooperative learning as compared to the traditional teaching method. According to Pahila (1994), in area such as biology, which is a non computational science, students taught under the modular self-paced instruction performed better than those students who were taught using the modular cooperative learning. On the otherhand, students who were taught using traditional method performed better than those students who were taught using the modular cooperative learning. But students who were taught using modular self-paced instruction did not show greater advantage in achievement over those who were subjected to the traditional method. It is the task now of the researcher to find out if the same result will come out in chemistry, which is a computational science. Factors affecting retention of concepts in chemistry were also considered
in the research such as student abilities, which includes mathematical ability and reading comprehension, student characteristics or study habits, and student background, which includes parental involvement and curriculum. These factors were not considered by Pahila (1994) in her research which the researcher deemed important in the retention of concepts in chemistry both in the traditional method and modular method.
Statement
of the Pr oblem
The purpose of the study is to determine the efficiency of modular method in the teaching and learning of chemistry on secondary schools. The study also encompasses the various factors affecting retention of concepts in chemistry. Specifically, the study sought to answer the following questions: 1. What is the level of retention of chemistry concepts and chemistry achievment using a. modular self-paced instruction? b. modular cooperative learning? c. traditional method? 2. Do the groups of student who use modular self-paced instruction, modular cooperative learning and traditional method significantly differ in the level of retention of chemistry concepts and achievement in chemistry?
3. Which of the following factors affects greater retention of chemistry concepts in the different groups of students? a. Student abilities (includes mathematical ability and reading comprehension) b. Student characteristics (includes study habits and motivation) c. Student background (includes parental involvement and curriculum)
Sign if icance of the Study Past researches have been done to assess the student’s achievement using the modular method of teaching in areas such as the social sciences, languages and arts but no study has been done yet to assess the student’s achievement using the modular method of teaching in areas of mathematics, chemistry, and physics, or in short, the computational sciences. This study will assess the efficiency of modular method in the teaching of chemistry in secondary schools. This study could give a good background on module developers in chemistry on how they can further improve their approach in the modules they are writing. This can also give them concrete ideas on the areas for improvement such as curriculum development, comprehensibility of texts, and simplified instructions. For school administrators of schools implementing the modular method of teaching, this study could give them a good background on the level of
effectiveness and efficiency of modular approach in the teaching of high school chemistry and what they can do regarding the factors affecting retention of concepts. For the students, they will now be aware of what factors affects their studies using the modular approach.
Sco pe and Li mitati ons The study was confined to the third year high school students in District I of Quezon City for the school year 2009-2010. The findings will determine the efficiency of modular method, both selfpaced instruction and cooperative learning, in the teaching and learning of chemistry on secondary schools as compared to the traditional method The study also encompasses the various factors affecting retention of concepts in chemistry such as student abilities, which includes mathematical ability and reading comprehension, student characteristics, which includes study habits and motivation, and student background, which includes parental involvement and curriculum.
Chapte r I I REV IE W O F REL ATED LITERA TUR E AND CONCEPTU
AL FRAMEWO RK
This chapter presents related literature and studies, conceptual framework, statement of research hypotheses, and the definition of terms.
Related Lit er ature
Mo dular Method/Ap pr oa ch According to Jenkins and Walker (1994), the basic principles of modular courses involves the division of the curriculum into limited units or modules of learning which are assessed at the end of that unit, with the student building up a degree or award through such learning being credited. Modular approach has three basic boundaries, these are: the modular course, where an individual course is modularized without any formal relationship to other courses; the modular field or faculty, where groups of related courses are modularized within a common framework and allow for cross-access; and the modular degree, where all courses operate within a common set of modular regulations. Modular approach also develops learner autonomy, if capability means anything it means being able to control your own learning, set your own goals and be responsible for your own achievements – knowing your strengths and weaknesses as a learner.
According to Mariani (2009), the concept of module is strictly linked to the idea of a flexible language curriculum, which should provide all those concerned with education (primarily learners and teachers, but also parents and administrators, as well as society at large) with a framework to establish clear and realistic language learning objectives.
Fact ors Af fecting Retention and Achiev ement in Chemistry Bodner (1983) says that chemistry achievement is directly related to student’s mathematical and perception skills. Seiler (2004) supported this statement in his study, he found out that as the mathematical ability level increases, the eases of getting high score in chemistry and physics exams also increases. Ho (1982) mentioned that learning science requires abilities to read and understand scientific materials. This statement was supported by Gonzaga (2004) in her study, she found out that there is a positive relationship between reading comprehension level and the achievement of students in science. De Baz (1994) state that the number of hours a student study science increases the achievement in science and as a student achievement increases, the development of good study habits also increases. In a study done by Fehrmann, Keith and Reiners (1987) they found out that increased parental involvement was positively related to student’s time spent on homework and on their grades.
According to the Department of Education and Science (1991) in Stanmore, schools implementing the modular approach in teaching and Learning ensures the systematic development of interpersonal and communication skills.
Related Stud ies In a parallel study done by Pahila (1994), she considered comparing modular individualized instruction, modular cooperative learning, and traditional method in teaching and learning biology, which is a non computational science. In her study she found out that students taught under the modular individualized instruction performed better than those students who were taught using the modular cooperative learning. On the other hand, students who were taught using traditional method performed better than those students who were taught using the modular cooperative learning. But students who were taught using modular individualized instruction did not show greater advantage in achievement over those who were subjected to the traditional method. However in her studies she did not consider factors affecting retention of concepts and achievement in chemistry such as student abilities, which includes mathematical ability and reading comprehension, student characteristics or study habits, and student background, which includes parental involvement and curriculum. On a study done by Cachero (1994) which aim at generating the development and evaluation of modules for enhancing problem-solving skills in Math for second year high school students, she found out that the second year
high school students encountered difficulties in translating word phrases/sentences to algebraic expressions/equations, transforming and solving equations, and acquiring the necessary technique for solving word problems. The following conclusions were made by Cachero (1994) in her study: majority of the second year high school students recognized the need for additional learning aids in acquiring the skills in problem-solving, the teachers and the students found the prepared modules readable and possessing a highly favorable degree of content validity and reliability and students who used the modules performed better than those who were exposed to the traditional lecture-discussion method of instruction.
Conce ptual Fr amework The conceptual framework of the study (see figure 2.1) shows that various factors affects retention of concepts in chemistry such as student abilities, which includes mathematical ability and reading comprehension, student characteristics, which include study habits and motivation, and student background, which includes parental involvement and curriculum. The line connecting teaching method and retention oc concepts and student acheivement shows that they are significantly related.
Student Abilities Reading Comprehension Mathematical Ability Student Characteristics Study Habits Motivation
Teaching Method Traditional Method Modular Method
Student Background Parental Involvement School Curriculum Traditional Method Modular Method
Retention of Concepts Student Achievement
Figure 2.1 Conceptual framework of the study
Statement
of the H ypo theses
The research hypotheses of the study are: 1. The groups of student who use modular self-paced instruction, modular cooperative learning and traditional method significantly differ in the level of retention of chemistry concepts and achievement in chemistry. 2. The following factors are related to retention of chemistry concepts and achievement in chemistry: a. reading comprehension b. mathematical ability c. study habits d. motivation
e. parental involvement f. curriculum
De fini tion of Terms The following terms are given with their operational definition:
Curriculum refers to whether the student’s past schooling is traditional or modular approach.
Mathematical ability refers to the student’s capacity to reason with numbers and deal with quantitative materials and ideas.
Modular cooperative learning is a kind of modular approach wherein the student studies with his peers, they get to ask one another on concepts which are not clear to them, and they get to share ideas with one another just like brainstorming.
Modular method refers to a style of teaching and learning wherein teacher intervention is minimal or limited, the student has to learn everything in the module by his own effort.
Modular self-paced instruction is a kind of modular approach wherein the student studies all concepts written in the module by himself, by his own effort and by his own understanding.
Module refers to a set of topics or a small section of a broad topic which has to be studied for a given period of time.
Motivation refers to an enthusiasm, or interest that causes a specific action or certain behavior toward studying chemistry.
Parental involvment refers to the degree by which the family members participate or help promote the learning of the student.
Retention of Concepts refers to the degree of concepts in chemistry that’s is retained in the student’s mind as measured by the Chemical Concepts Inventory as published by the Journal of Chemical Education.
Student ability refers to the aptitude of the student in mathematical ability and reading comprehension.
Student Achievement refers to the student’s performance in the chemistry achievement test as measured by the California Standard Test in Chemistry as published by the California Department of Education.
Student background refers to the past or existing condition peculiar to a student which includes parental involvement and curriculum.
Student characteristics refers to to the qualities that the student possessed or developed like study habits and motivation.
Study habits refers to the practices or tendencies a student possess regarding his lessons in chemistry.
Traditional method refers to a style of teaching and learning wherein a teacher facilitates the learning process of his students through a well-planned lesson plan
Chapte r I II METHO DOL OGY
This chapter presents the research design to be used in the study, the description of the sample, the instruments, and the procedures to be done for data collection and analysis.
Resea rch Design The study will use the post-test only control group design of the quasiexperimental method of research using assessment tools and questionnaires.
The Sample The study will involve 360 third year high school students in four private high schools in District 1 of Quezon City. The sample data is shown in Table 3.1.
Table 3.1 Distribution of Respondent in Each School _________________________________________________________________ Number of Respondents School Modular Modular Traditional Self-Paced Cooperative _________________________________________________________________ A 30 30 30 B 30 30 30 C 30 30 30 D 30 30 30 Total 120 120 120 _________________________________________________________________
Table 3.1 shows that the researcher will use four schools in the study. Each school will involve 90 students for the study. Students will the be equally distributed into three learning groups. One learning group will be under modular self-paced instruction, one will be under modular cooperative learning and the last learning group will be under the traditional method.
Resea rch I nstruments In order to measure the variables of the study, the following instruments will be administered: 1. Chemical Concepts Inventory This is a multiple choice instrument that used to indicate the level of chemistry concepts retention held by students. The inventory is a multiple choice instrument composed of one- and two-tiered non-mathematical conceptual questions (22 questions total). The questions are based on common commonly-observed student misconceptions about topics generally covered in the high school chemistry course. This instrument is adapted from the Journal of Chemical Education. 2. California Standard Test in Chemistry This is a multiple choice instrument that used to indicate the level of chemistry achievement held by students. The inventory is a multiple choice instrument composed of topics in high school chemistry such as atomic and molecular structure, nuclear processes, chemical bonds, organic and
biochemistry, gases and their properties, solutions, chemical thermodynamics, acids and bases, reaction rates, chemical equilibrium, conservation of matter and stoichiometry. The questions are based on textbooks generally covered in the high school chemistry course. This instrument is adapted from the California Standards Test. 3. Parental Involvement Scale This is a questionnaire composed of 15 items with four options: almost
always, often, sometimes and never. The alternatives are assigned values of 4, 3, 2, and 1, respectively, for positive statements and the scoring is reversed for negative statements. The statements are based on the interview responses of students and parents. This is a researcher-made questionnaire. 4. Study Habits Questionnaire This is a questionnaire composed of 15 statements with four options:
almost always, often, sometimes and never. The alternatives are assigned values of 4, 3, 2, and 1, respectively, for positive statements and the scoring is reversed for negative statements. The statements are based on student’s observations and interview responses. This is a researcher-made questionnaire.
Data Co lle cti on Proce dure Before the end of school year 2008-2009, the researcher already make an arrangement with the four private schools where the study is to be conducted. The study will start on school year 2009-2010. Each private school will involve
90 students for the study. Students will the be equally distributed into three learning groups. One learning group will be under modular self-paced instruction, one will be under modular cooperative learning and the last learning group will be under the traditional method. After the end of school year 2009-2010, the researcher will administer both the Chemical Concepts Inventory and the California Standard Test in Chemistry. The two tests need not be pilot tested since they are already validated. The parental involvement scale and the study habits questionnaire will also be administered. Table 3.2 gives the summary of the instruments to be used in the study. Table 3.2 Assessment Tools and Questionnaires to Answer the research Problems _________________________________________________________________ Instrument Brief Description Research Problem _________________________________________________________________ 1. Chemical Concepts 22-item one- and twoTo determine the level of Inventory tiered non-mathematical retention and acheivement conceptual questions in chemistry in the three adapted from the Journal learning groups of Chemical Education 2. California Standard 70 multiple choice items To determine the level of Test in Chemistry which covers topics in retention and acheivement high school chemistry in chemistry in the three learning groups 3. Study Habits Questionnaire
15-item Likert-type scale
To dertermine study habits preconception and parental involvement
and 4. Parental Involvement 15-item Likert-type if they are related to Scale scale retention and achievement
in chemistry _________________________________________________________________ Data Analysis
Proce dure
The data that will be collected from the study will be subjected to different statistical tests. Table 3.3 shows the statistical treatments used in the study.
Table 3.3 Statistical Methods to be Used to Test the Hypothesis _________________________________________________________________ Statistical Treatment Use _________________________________________________________________ frequencies, mean, percentages, and standard deviation
for describing the different variables
F-test or Analysis of Variance (ANOVA) for determining if the groups of students who use modular self-paced instruction, modular cooperative learning and traditional method significantly differ in the level of retention of chemistry concepts and achievement in chemistry Pearson Product Moment Correlation
for determining if retention and achievement in chemistry are significantly related to other variables _________________________________________________________________ All computations and analyses of data will be done with the use of SPSS for Windows. An alpha level of 0.05 will be used in all the statistical treatments.
Biblio gr aph y
Alumaga, Marie Jessica B. (2008). Factors Affecting Chemical Literacy and Achievement of High School Students. Unpublished Mater’s Thesis. University of the Philippines, Diliman, Quezon City. Cachero, Ma. Concepcion M. (1994). Modules on Problem Solving for Second Year High School Students. Unpublished Master’s Thesis. De La Salle University, Manila. Cavales, Melpe J. (2004). Explicit Instruction for Reading Comprehension in Mathematics and Problem Solving Performance in Algebra. Unpublished Master’s Thesis. University of the Philippines, Diliman, Quezon City. De Baz, T. P. (1994) Meta-analysis of the Relationship between Student’s Characteristics and Achievement and Attitudes Toward Science. Doctoral Dissertation. Ohio State University. Fehrmann, P. G., Kerth, T. Z., & Reiners, T. M. (1987). Home Influence on School Learning: Direct and Indirect Effects of Parental Involvement on High School Grades. Journal of Educational Research 80, 330-336. Jenkins, Alan & Lawrie Walker (1994). Developing Student Capability through Modular Courses. Great Britain: Biddles Ltd, Guildford and King’s Lynn. Mariani, Luciano (2009). Teaching the Modular Way. Retrieved May 4, 2009, from http://www.learningpaths.org/papers/modules.htm
Pahila, Florentina C. (1994). Differential Effectiveness of the Modular Approach in the Teaching of Integrated Science. Unpublished Master’s Thesis. De La Salle University, Manila. Seiler, Jacob (2000). Math Level and Science Achievement. Retrieved May 2, 2009 from http://www.mrseiler.org-thesis.pdf.url
