Comparative Efficiency of Modular Method in the Teaching of High School Chemistry

Allen A. Espinosa

In partial fulfillment of the course requirements inEDRE201: Methods in Educational Research

College of EducationUniversity of the Philippines, Diliman

May 19, 2009Chapter I

THE PROBLEM AND ITS SETTING

Introduction

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.

Background 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 Problem

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)

Significance 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.

Scope and Limitations

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.

Chapter II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL

FRAMEWORK

This chapter presents related literature and studies,

conceptual framework, statement of research hypotheses, and the

definition of terms.

Related Literature

Modular Method/Approach

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.

Factors Affecting Retention and Achievement 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 Studies

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.

Conceptual Framework

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 AbilitiesReading ComprehensionMathematical Ability

Student CharacteristicsStudy HabitsMotivation

Student BackgroundParental InvolvementSchool Curriculum

Traditional MethodModular Method

Teaching MethodTraditional MethodModular Method

Retention of Concepts

Student Achievement

Figure 2.1 Conceptual framework of the study

Statement of the Hypotheses

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

Definition 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

Chapter III

METHODOLOGY

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.

Research 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 3.1Distribution of Respondent in Each School

_________________________________________________________________Number of Respondents

School Modular ModularTraditional

Self-Paced Cooperative_________________________________________________________________

A 30 30 30B 30 30 30C 30 30 30D 30 30 30Total 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.

Research Instruments

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 Collection Procedure

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 3.2Assessment 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 groupsof Chemical Education

2. California Standard 70 multiple choice items To determine the level ofTest 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 habitsQuestionnaire 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 Procedure

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 variablesstandard 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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