EVALUATION OF THE INSTRUCTIONAL QUALITY OF

GRADE 8 BIOLOGY MODULE IN THE K TO 12 CURRICULUM

Ronilo P. Antonio, Jennifer T. Alejandro
Angela A. dela Cruz & Rosette S. Topacio
antonioronilo@gmail.com
Sinagtala DP. de Leon, M. A. T.
Adviser

College of Education, Bulacan State University, City of Malolos, Bulacan, Philippines

ABSTRACT
The new science curriculum is in modular instruction. Since its implementation in 2012, there has not
been evaluation regarding science learning modules as used by students. This study aimed to evaluate the
instructional quality of a Grade 8 biology module from the point of view of students in a laboratory school of a
state university. The student-evaluators agreed that the objectives give them a clear learning direction. In terms
of module content, findings indicated that the students had a good understanding of biological concepts
presented in the module. The sequence of topics was described to be systematic and the language used was
appropriate to the reading and comprehension level of the students. Finally, the evaluation activities in the
module allowed students to assess their progress and understanding of the lessons. Overall, the module was
regarded as having a good instructional quality.
Keywords: modular approach, biology, curriculum, evaluation, k to 12

Introduction
The primary core of education is the teaching and learning process. Teaching and
learning process are as old as human beings and the process has undergone significant and
sometimes extraordinary changes through ages (Kundu & Tutuo, 2006). In the Philippines, a
major change in curriculum happened. This is due to poor quality of basic education, congested
curriculum, as well as inadequate preparation of high school graduates and the low scores
Filipino students have consistently obtained on tests conducted by Trends in International
Mathematics and Science Studies (TIMSS). This paved way for the implementation of Enhanced
K to 12 Basic Education Curriculum in 2012.
The study of science in basic education is integral in the formation among students,
whom the government envisions to have Filipino learners who are critical thinkers, have and are
able to use their knowledge for generating and communicating new ideas, and in making wise
decisions to uplift their quality of life, as well as contribute to the creation of a just and humane
society. Moreover, in the K to 12 program, science education aims to develop scientific literacy
among students that will prepare them to be informed and participative citizens who are able to
make judgments and decisions regarding applications of scientific knowledge that may have
social, health, or environmental impacts.
Teaching is recognized as a science. It seeks application of scientific attitude and
methodology in deciding about strategies and instructional materials to employ to gain best
teaching practices to adopt. In relation to this, schools have always been concerned with the
development of effective learning experience for the learners. It is generally accepted that the
quality of education get is largely dependent upon the quality of instruction they are given.
Traditionally, science is being taught with the use of traditional instructional materials
like textbooks, chalk-and-board, flip charts, models and pictures. Presently, the new science
curriculum under the K to 12 program is in a modular instruction. In this approach, the main
instructional strategy is the use of learning modules.
Salandanan (2011) defined learning modules as set of learning opportunity
systematically organized around a well-defined topic, which contains the elements of instruction
- specific objectives, teaching-learning activities and evaluation using criterion-referenced
measures. They are often called in various names, including molecule-of-learning packets,
unipaks, teach kitsand edkits.
In the K to 12 curriculum, science is categorized into disciplines namely Chemistry,
Biology, Physics and Earth Science that are presented by each quarter or unit. Learning modules
are being provided to the learners for each quarter. In biology, one common problem
encountered by students is their difficulty of understanding biological concepts. Another issue is
that many students become discouraged with the subject because of the complex vocabulary that
they need to memorize in order to understand the subject (Gutierrez, 2013). Since the researchers
specialize in the field of Biological Science, a question has triggered on their minds, Do
modules possess a favorable degree of instructional quality? and What are the students
perceptions regarding the instructional quality of module?
This study therefore is an attempt to evaluate particularly the learning modules used in
Grade 8 biology as adopted in the existing curriculum. The researchers believe that the responses
of students are important and can be a basis for the refinement and improvement of the module.

Statement of the Problem

The study aimed to present the results of the evaluation of instructional quality of module
of Grade 8 Biology as perceived by students in a laboratory high school of a state university.
Specifically, this study finds answers to:

1. How do Grade 8 students evaluate the instructional quality of module in Biology as to:
1.1. objectives;
1.2. content;
1.3. manner of presentation;
1.4. language used; and
1.5. evaluation activities?
Scope and Limitation of the Study
This study was limited in the evaluation of instructional quality of module being used by
Grade 8 students in the study of Biology in the 4 th quarter. The module was designed and
developed by the National Institute of Science and Mathematics Education (NISMED). This
provided module from the Department of Education was evaluated by three sections of Grade 8
comprising the total population of 136 Grade 8 students in a laboratory high School of a state
university during the school year 2014-2015. The findings were measured through the result of
survey questionnaire.

Significance of the Study

The results of the evaluation will be beneficial primarily to the teachers for they will be
able to determine if the modules provided by the Department of Education possess favorable
degree of instructional quality as perceived by students. Students perceptions and feedback
regarding the objectives, content, manner of presentation, language used and evaluation activities
in the module are important since they are the ones who are using the module. The results of
evaluation can also be a basis of refinement or improvement of the module.

Relevant Theories
The use of modules or modular instruction is a type of programmed instruction or
programmed learning. This is rooted from Burrhus Frederick Skinners Operant Conditioning
Theory. According to B. F. Skinner, programmed instructional materials are best means for the
teacher to efficiently carry out the teaching and learning process among his or her students. His
theory expound the idea that if one wants to modify a persons behavior, the better way to do it is
through reinforcement procedure. This statement paved the way to the development of varied
approaches in hastening the development of knowledge and skills (Mercado, 2007).
Kundo & Tutuo (2006) cited the basic principles on which Skinnerian programming is
based which are somewhat similar to the basic feaures of modules: (1) There is linear or straightline arrangement of material through steps from initial behavior to terminal behavior. (2)
Responses are controlled by the programmer. (3) The learner anyhow responds to each frame
without any threat of punishment or failure. (4) The skilled programmer helps the learner move
one step at a time from simple to more complex behavior. (5) There is self-pacing on the part of
the learner at his convenience and immediate and frequent reinforcement in the form of feedback
is provided as soon as he responds to each frame. (6) Prompts or additional stimuli are provided
to quickly find out correct response and save time.
One of the essential features that modules provide to the learners is that it is self-pacing,
meaning, the learners are allowed to progress at his own rate. This feature of modularized
instruction is related to the Theory of Constructivism.
Alesandrini & Larson (2002) described that constructivists see learning as a process of
actively exploring new information and constructing meaning from the information by linking it
to previous knowledge and experience.

A basic tenet of constructivism is that learning results from exploration and discovery.
Throughout the learning experience, meaning is constructed and reconstructed based on the
previous experiences of the learner. In the constructivist paradigm, the teachers role is not to
lecture or provide structured activities that guide students, step-by-step, to mastery of some
teacher-imposed goal. Instead, teachers in a constructivist classroom are calls to function as
facilitators who coach learners as they blaze their own paths toward personal meaningful goals
(Alesandrini & Larson, 2002).
Expressed simply, the theory of constructivism can be applied in a modularized
classroom setting, in a manner that, the teacher only acts as a facilitator to guide the students to
complete their tasks or learning activities as outlined in their module. In return, at the end of the
task, the students will reach mastery until they create meaningful experiences.

Related Literature
Ali (2010) cited the definition of modules by Dairies (1981) as a specific type of learning
resources. He said that modules are essentially self-contained, self-instructional packages, with
learning paced by each student according to his/her individual needs and ability. A module
covers either single element of subject matter content or a group of content elements forming
discrete unit of subject matter or area of skill. A module has clearly defined objectives preferably
in behavioral form.
Charles & Rajasekar (2014) provided a definition of modules as a form of self-package.
It enables the learner to have a control over his learning and accepts greater responsibility for
learning. They added, since strategy demands greater maturity on the part of learner, the modules
are more appropriate for more mature students. In recent years, the consent of modular
curriculum has been under discussion in secondary schools. In modular approach, all the
capabilities required to perform are closely inter-related. Modules can be developed separately
for each of inter-related tasks.
Modules meet the necessary conditions for effective learning. This occurs because
modules have instructional qualities, which have emerged through application of ideas from the
theory of learning (Ali, 2010).
Development of modules is based on instructional design which is a careful planning of
educational activities, instructional materials and learning so that the learner is directed from the
state of not able to perform tasks to being able to deliver the tasks (Chaudry, 2010). These stages
in three development are: 1) the pre-development stage, which includes the planning or
preparation for the writing of the module, 2) the development stage, which considers the scope
and objectives, and the users of the module, selection of materials, decision on how to use the
materials, sequencing of activities and preparation of Task Analysis Chart (TAC); and 3) postdevelopment stage, which includes evaluation of the effectiveness of the module.
Foreign and local authors enumerated the desired characteristics of what a module should
possess. According to them, for a module to be effective, it must have the following fundamental
characteristics:
Objectives. According to Ali (2010) modules are essentially self-contained because they
contain within themselves all the materials to achieve the objectives of the module. This does not
imply, however, that all modules should stand entirely alone. Some modules can be designed for
use, say with a standard textbook or with a laboratory or workshop equipped with apparatus or
machinery. Instructions can built into a module requiring students to undertake to complete
specified reading, complete certain practical task and so on.
Salandanan (2011) also agreed that module should be structured in such a way that the
learner will be able to achieve the objectives independently of the teacher with the least
assistance from the teacher.

Students will learn more efficiently if they have a clear directive on what they should
learn. Clearly stated objectives have an integral role in the effectiveness of modules. In result of
having these, each students learning activities would be goal-oriented (Ali, 2010).
Content. Modules should be self-pacing to allow every learner to progress at his own
individual rate. The student using modules is given the opportunity to conduct a self-paced study
with in-built instant replay (Ali, 2010).
Through self-paced study, the student may undertake an in-depth investigation of a topic
of interest and may be provided with unique learning experiences not normally achieved through
class-directed methodologies.
Ali (2010) asserts modules have concern for individual differences. In a typical class,
there are differences among learners. It is impossible for the teacher to meet all the needs of each
individual student at the same time so he/she must follow a course, which will present the best
options for the greatest number.
Greene and Hicks (as cited by Ghazi et. al. 2005) said instructional modules allow the
rate of learning to be adjusted to suit the needs of individual student. The slow learner is able to
repeat any part of the module, which was found difficult. Fast learners can move more quickly
provided they can demonstrate achievement and this free them from keeping to the average pace
of a group.
Manner of Presentation. Sequencing means following a pattern of experiences in order
to provide the learner with accumulative understanding and skill. It should be written so as to
make it interesting and appealing to the learner. It should not have wrong implications for
conflict with other subject matter or values. Furthermore, it should utilize every opportunity to
achieve affective outcomes of learning (Salandanan, 2011).
Language used. Any mode of instruction is done through a language clearly uderstood
by the learners. In designing the contents of the module, words must be correctly used and are
suitable to the reading and understanding level of the target users.
The module should be accompanied by clear and specific directions. Instructions to
students are clear and easy to follow (Macarandang, 2009).
Evaluation Activities. These should be in accord with the learning outcomes of the
module and should foster a deep approach to learning. Evaluation activities help in assessing
students progress on the subject.
Ali (2010) argued that the most effective modules utilize a system of students assessment
which requires mastery of the objectives. By mastery is meant by achievement of a pre-set
standard as judged by a prescribed criterion or level of performance. It is assumed that students
will succeed and it minimizes failure. It helps to ensure that all the key material has been
understood or necessary skills have been attained before students move on to work.
Modules characteristically encourage to actively participate in the lesson. Since students
are usually in control of the lesson, they decide when to move ahead, when to study a particular
specimen, when to answer questions, whether or not repeat a section which has not been wellunderstood (Ghazi et. al. 2005).
Modules are not just job sheets or old style work units or a chapter of a book with
questions added. They are based on a careful application of learning principles of instructional
design and have a clear set of designed characteristics. If properly produced, they can make
significant contribution to education (Ali, 2010).

Related Studies

Macarandang (2009) made a study aimed at evaluating the proposed set of modules in
Principles of Teaching, a subject in professional education for pre-service teachers, in University
of Batangas, College of Education. After utilizing descriptive method, through administering a
set of checklist to students taking up Principles of Teaching subjects and conducting an
unstructured interview, she concluded that the proposed set of modules in Principles of Teaching
include lessons and topics which meet the requirements of authorities on Teacher Education. To
sum up, modules may serve as an effective means for students to learn and for teachers to teach.
Seco-Macarandan (2014) conducted an assessment of Araling Panlipunan modules as
used by Grade 7 students at the Division of Iligan. Assessments were carried out from the
perspective of the experts in education, subject teachers and seventh grade students. A minimum
of four experts and a minimum of 10 teachers handling Araling Panlipunan subjects and a valid
number of samples of seventh grade students (512) from the Division of Iligan City were made
participants in the study. Results revealed that students found the module interesting and
moderately difficult. They learned much from the module and can work with it with teacher as
facilitator and instructor. They had ease in receiving the instruction, interested and motivated to
learn the subject, and gained significant learning using the module. Qualitative assessments
however suggest that the students have difficulty in understanding sipi (passages), which were
written in English.
The present study is similar to Macanrandang (2009) and Seco-Macarandan (2014) that
aimed to evaluate the modules used by students.
Methods and Techniques of the Study
The purpose of this study was to evaluate the instructional quality of module in Biology
as perceived by Grade 8 students at Bulacan State University Laboratory High School. The
descriptive survey method of research was used in the study.
According to Ariola (2006) descriptive survey method uses questionnaire or other
instruments to generate data prepared by the researcher. It is also relies upon observation for the
acquisition of data, those data must then be organized and presented systematically so that valid
accurate conclusions may be drawn from them.
In this study, the researchers had used of a survey questionnaire as the main source of the
data. Through survey questionnaires, the researchers distributed the instruments to the Grade 8
students to determine the instructional quality of module.

Research Instrument
The main instrument used in this study was a survey questionnaire made by the
researchers. The questionnaire contains five (5) characteristics that deals with the instructional
quality of module such as objectives, contents, manner of presentation, language used, and
evaluation activities.
The researcher was guided by the following values of weighted mean and their meaning
as to interpretation of result from the data gathered.
Scale
5
4
3
2
1

Range
4.0 - 4.99
3.0 - 3.99
2.0 - 2.99
1.0 - 1.99
0 - 0.99

Verbal Interpretation
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree

Data Processing and Statistical Treatment

When all relevant data were obtained, the researcher made the necessary arrangement,
verification, checking, compiling, tallying and recording. The results were carefully analyzed and
statistically treated using the appropriate statistical tools such as frequency, percentage, and
weighted mean to determine the evaluation of instructional quality of module of Grade 8 Biology
as perceived by students.

Presentation and Interpretation of Data

Table 1
Students Perceptions of the Instructional Quality of Module as to Objectives
INDICATORS

WEIGHTED
MEAN

VERBAL
INTERPRETATION

1. The objectives stated in the module give me a

clear direction of what to do.

4.04

Strongly Agree

3.96

Agree

3.73

Agree

3.73

Agree

3.87

AGREE

2. The objectives of the module are made clear.

3. The time limit for the attainment of objectives
is specified.
4. The specific objectives are attainable within
specified time limit.
GENERAL WEIGHTED MEAN

As displayed in Table 1, the students evaluation of instructional quality of module in terms

of objectives revealed to be agree in most indicators based on the means of 3.96, 3.73, and
3.73. The indicators were: are these objectives clear, thus the time limit for the attainment of
objectives is specified and attainable within specified time. On the other hand, students strongly
agreed that the objectives in the module give them a clear direction of what to do with a
weighted mean of 4.04.
Related studies on the quality of module as an instructional material conducted by Mercado
(2007) and Garcia (2001) produced similar results in terms of objectives. This implies that when
objectives in the module are made clear, specified and with time allotment, it possesses favorable
degree of instructional quality.
The result also agrees with the statement of Ali (2010) that clearly stated objectives have an
integral role in the instructional quality of modules. He also said that students will learn more
efficiently if they are clearly directed of what they should do. In result of these, each students
learning activities would be goal oriented.
As shown in Table 2, with general weighted mean of 3.69, the students generally evaluated
the instructional quality of module as to content with a rating of agree. This indicates that the
module gives a good understanding of biological concepts which obtained a favorable rating of
agree with a weighted mean of 4.42. Moreover, module reflects the most important aspects of
what is being taught were also rated favorably with a weighted mean of 4.05, though a little
lower than the first indicator. It could be gleaned further that the students interest in Biology was
stimulated by the use of module, in regard to this indicator reflects a weighted mean of 4.00.
Module helps to develop the critical thinking among students registered a weighted mean of
3.93. The fifth indicator resented that lessons show at a pace that allows student for reflection

and review gained 3.95 in terms of weighted mean. A favorable weighted mean of 4.01 was
attained in testifying that module offers supplementary activities which enhance understanding of
the content. As to the presentation/discussion of contents in the module, in the same vein, was
rated favorably by the students with a weighted mean of 3.99. Noteworthy as shown of 4.02, the
module informations about different topics is accurate and precise. While the indicator, the
presentation of different supplementary activities, got the lowest weighted mean value of 3.75 in
all indicators. On the other hand, indicator number 10 recorded 4.03, revealing that ideas
concepts and points are well expressed in module. Moreover, item number 11 registered a mean
rating of 3.93 which indicates that module reduces students difficulties in understanding the
concepts of Biology. Lastly, the indicator contents of the module are useful in dealing in
biological concepts attained a weighted mean value of 4.13.
Solid support for the findings is the study conducted by the Canadian Center of Science
Education, which claimed that instructional quality of module provides students with the
opportunities of learning at their own pace according to their ability levels and needs. Likewise,
the ideas of Salandanan (2011) also emphasized that a module should have contents which are
really self-pacing to allow every learner to progress at his own rate. Furthermore, she added that
an effective module is interesting and appealing to the learner.
The module, as revealed in this study, helps to motivate and stimulate students interest in
studying Biology. This finding is similar to the conclusion of Jamwal (2012) that motivation
plays an important role in learning the content using modules or modular approach.

Table 2

Students Perceptions of the Instructional Quality of Module as to Content

INDICATORS

WEIGHTED
MEAN

VERBAL
INTERPRETATION

1. Gives me a good understanding of

biological concepts
2. Reflects the most important aspects of what
is being taught
3. Stimulates my interest in Biology
4. Helps me think critically
5. Presented at a pace that allows me for
reflection and review
6. Offers supplementary activities which
enhance my understanding of the content
7. Adequate presentation/discussion of content

4.22

Strongly Agree

4.05

Strongly Agree

4.00
3.93
3.95

Strongly Agree
Agree
Agree

4.01

Strongly Agree

3.99

Agree

8. Information about the different topics is

accurate and precise.
9. There is variety of supplementary activities.
10. Ideas, concepts and points presented are
well-expressed.
11. Reduces my difficulties in understanding
the concept of Biology.
12. Useful to me in studying biological
concepts
GENERAL WEIGHTED MEAN

4.02

Strongly Agree

3.75
4.03

Agree
Strongly Agree

3.93

Agree

4.13

Strongly Agree

3.69

AGREE

The result also agrees with Barnes et. al. (2000) who stated that the operationalization of
modular teaching approach helped in motivating the students. He reasoned that the increased
motivation was linked with setting of short-term objectives and the intensity of teaching
approach.
Results can also be linked to the statements of Macarandang (2009) that a module should
contain supplementary activities that enhance the understanding of the content. These provide the
learners the opportunity to review the knowledge to practice the skills acquired in studying the
lessons.

Table 3
Students Perceptions of the Instructional Quality of Module as to Manner of Presentation
INDICATORS

WEIGHTED
MEAN

VERBAL
INTERPRETATION

1. Has consistency in the order of presenting the

topics
2. Order of presentation makes a systematic
sequence

4.05

Strongly Agree

4.01

Strongly Agree

3. Explanation and discussion of the topics in the

module are easy to understand.

3.80

Agree

4. Activities integrated in most topics are easy to

follow and motivating
5. Varieties of methods are employed in the
presentation of the topics
GENERAL WEIGHTED MEAN

3.96

Agree

3.89

Agree

3.94

AGREE

In respect to Table 3, the manner of presentation got a weighted mean of 3.94 in the agree
scale. This means that the module has consistency in order of presenting the topic, thus,
providing a systematic sequence of learning to the students. In addition, the data also detailed
that the explanation and discussion of the topics in the module are easy to understand. The
activities integrated in most topics are found motivating and easy to follow. Moreover it indicates
that there are varieties of methods employed in the presentation of the topics in the module.
These indicators are shown in the means of 4.05, 4.01, 3.80, 3.96, 3.89 and possess an overall
verbal interpretation of agree.
The data complement the ideas of Salandanan (2011) that manner of presentation
contributes to the instructional quality of module. She uttered that if a module is systematically
sequenced, the student will learn efficiently with accumulative understanding and skill.
It also supports the conclusions of Mercado (2007) and Garcia (2001) that students learn
better and study effectively when the sequence of contents or learning activities in the module
have consistency in the order of presenting the topics.
Table 4
Students Perceptions of the Instructional Quality of Module as to Language Used
INDICATORS

WEIGHTED
MEAN
4.07

VERBAL
INTERPRETATION
Strongly Agree

3.99

Agree

3.98

Agree

4. Lessons are presented in paragraphs/sentences

that are easily to understand.

4.06

Strongly Agree

GENERAL WEIGHTED MEAN

4.03

STRONGLY AGREE

1. Vocabulary used in the module is suitable to

my reading and understanding level
2. Sentences used in the development of the
topics are easy and simple.
3. Instructions in every activity in the module are
clear and easy to follow.

As to the language used in the module, it gained a general weighted mean of 4.03 which
can be verbally interpreted as strongly agree. This means that the language used in the module
possesses good instructional qualities.

Table 4 further explains that items on this criterion all gained as agree to rating. The
vocabulary and sentences are found suitable to the reading and understanding level of the
students. These indicators registered a weighted mean of 4.07 and 3.99 respectively. Students
also assessed that the instructions in every activity in the module are clear and easy to follow. In
addition, lessons are presented in paragraphs/ or in sentences that are easily to understand as
shown in the means of 3.98 and 4.06.
These findings agreed on Salandanans (2011) discussion about the language to be used
in the module. She said that module should be written in clear, correct language suitable to the
level of the target learner so as to achieve an efficient communication between the learner and
the module.

Table 5
Students Perceptions of the Instructional Quality of Module as to Evaluation Activities
INDICATORS

WEIGHTED
MEAN

VERBAL
INTERPRETATION

1. Provides me an opportunity to assess my

progress and understanding at regular intervals

4.10

Strongly Agree

2. Gives me opportunity to demonstrate what I

have learned in the subject

3.91

Agree

3. Helps me increase my understanding and

retention of the content covered

3.90

Agree

4. Helps me learn biological concepts with my

own
5. Evaluation activities in the module measure
higher thinking skills.
GENERAL WEIGHTED MEAN

3.87

Agree

4.05

Strongly Agree

3.97

AGREE

As depicted in Table 5, the general weighted mean is 3.97 which is in the agree scale. In the
descending order of the magnitude of weighted mean, items on evaluation activities include: the
module provides students an opportunity to assess their progress and understanding at regular
intervals (4.10); evaluation activity in the module measure higher thinking skills (4.05); the
modules gives students the opportunity to demonstrate what they have learned in the subject
(3.91); the evaluation activities help to increase students understanding and retention of the
content covered (3.90); and the activities help students learn biological concepts with themselves
(3.87)

Table 6
A Summary on the Evaluation of Instructional Quality of Module in Biology
INDICATORS

WEIGHTED MEAN

Objectives

3.87

VERBAL
INTERPRETATION
Agree

Content

3.69

Agree

Manner of Presentation

3.94

Agree

Language Used

4.03

Strongly Agree

Evaluation Activities

3.97

Agree

OVERALL WEIGHTED MEAN

3.9

AGREE

The summary of the evaluation of instructional quality of module is presented in Table 6.

The students evaluated the instructional quality of module used in the study of Biology as to
objectives (3.87), content (3.69), manner of presentation (3.94), language used (4.03) and
evaluation activities (3.97). Four (4) clusters of characteristics gained a verbal interpretation of
agree while language used attained a weighted mean in the strongly agree scale. These
characteristics have an overall weighted mean of 3.9 and a verbal interpretation of agree.
This study got similar findings on a researches conducted by Samonte (2004), Macarandang
(2009) and Seco-Macarandan (2014) who concluded that students evaluation is in favor to the
instructional quality of module and that module was able to a great extent to meet the criteria set
in terms of objectives, content, manner of presentation, language used and evaluation activities.

Conclusion
The Grade 8 biology module in the K to 12 curriculum is a useful instructional tool in learning
biological concepts as perceived by students. It possessed a favorable degree of instructional
quality as to objectives, content, manner of presentation, language used and evaluation activities.
The overall weighted mean obtained showed that the Grade 8 students have high views of the
instructional quality of module.

Recommendations
Based on the results, researches recommend the following:
1. Since students agreed that the module possessed a favorable degree of instructional
quality, teachers should continually use and consider the module as an instructional
material in teaching biology.
2. Explore the possible difficulties and concerns encountered by the teachers and the
students in the use of learning modules and modular instruction as adapted in the new
curriculum. However, the results of single study are insufficient to decide about the
instructional quality of modules in teaching.
3. Conduct a follow-up study on teachers perceptions regarding the instructional quality of
Grade 8 biology modules.

4. A series of studies on module evaluation in different grade levels must be carried out.
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