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 self-

paced 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 Teaching Method
Traditional Method
Student Characteristics Modular Method
Study Habits
Motivation

Student Background
Parental Involvement Retention of Concepts
School Curriculum
Traditional Method Student Achievement
Modular Method

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 quasi-

experimental 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 two- To 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 15-item Likert-type To dertermine study habits

Questionnaire scale 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 for describing the different variables

standard deviation

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.
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