Effectiveness of Modular Teaching on the Academic Achievement of

Senior High School Students at Don Brigido Miraflor Integrated

RESEARCHER

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Training is the only way that culture can respond to its needs. A culture will never

survive without education, therefore. Third-level schooling has extended and diversified the

standards and waited for them over the last fifty years. It is then nice to bring on the institutions

of higher education, with improvements in the pupil's body. And the government has raised

scrutiny on costs, practices and outcomes. There are for research personnel increased pressure by

increased teaching loads, increasing standards for documentation and administrative and

pressure to improve their research profile and revitalize it. Surveys among academic workers

regularly estimate that edifying is a means of reward, but workers complain verbally that they

work longer hours and are coping with a student community that is more diverse. McInnis (2000)

Barnett et al (2004) argued that the program has no respect for existing controversies on

higher education teaching and learning, but indicated that this may be a vicissitude in the light of

quality improvement systems and benchmarking. There are several approaches to be used in
education. Some of them are assignment method, discovery method, lecture method, discussion

method, programmed learning, project method, field trip, case study method, demonstration

method, modularized instruction. Modular teaching is a new approach in classroom settings, for

experience taking in encounters in instruction also it has been getting much consideration. The

system of taking in modules has turned into a piece of all level of instructions. Teaching through

module is a self - taking in bundle managing one particular topic/ unit. It could be utilized within

any setting helpful to the learner and may be finished at the learner's own particular pace.

Sufficient hypotheses further more practices are accessible for the useful requisition of secluded

educating in our classrooms. Consequently a study was directed so as to check the adequacy of

modular teaching. Got information was investigated, analyzed and results were drawn.

It’s clear that many senior high school students with a certain level of interactive technology

embraced, but at the same time continually demanding more to fulfill their diversified needs of

learning. Embrace the technology demands of their own class. According to the curve can be

applied to today's generation of time university use technology every day and classes. The real

challenge faced by university students is that higher inculcation is different from school and

students cannot expect spoon-feeding. Increasingly, university heads are keen to verbalize about

a partnership between institution and students. Knight (2002) points out that material on design

work for edifiers orchestrating Programs in higher inculcation are insubstantial. He suggests that

there is a desideratum for advice on programed design and argues for texts to be developed to

target concrete learning skills. The focus is the design of modules which form part of Programs

in higher inculcation. This study was focused to find out the effectiveness of modular approach

in teaching in order to assess the student learning, performance and achievement.

This study aimed to determine the Effectiveness of Modular Approach in Teaching at Don
Brigido Miraflor Integrated School Senior High School Students as perceived by the students.
Following were the main objectives of the study:

1. To determine the role of modular teaching in the academic achievement of students of biology

at secondary level.

2. To determine whether the modular teaching is more effective than traditional methods.

3. To recommend for the improvement and promotion of suitable method of teaching biology at

secondary level.

Research Question

The research questions for this study were:

1) Were the modules selected for analysis student-centered based on the district’s definition from

the Strategic Plan?

2) Did the modules meet Wisconsin’s Academic Standards for Technology Education in grade

eight?

3) Did the competencies stated for the problem-solving activities from the modules meet the

criteria of Wisconsin Academic Standards for Technology Education for eighth grade and the

district’s strategic plan?

4) What were the student’s attitudes of the selected modules?

NULL HYPOTHESIS

This study was guided by the following Null Hypotheses:

on pretest.

2. There is no significant difference between the mean scores of experimental and control groups

on posttest.

SCOPE AND DELIMITATION OF THE STUDY

The researcher chose only students who are in Grade 11 and 12 ACAD/TVL Senior High

School Students in Don Brigido Miraflor Integrated School as a respondent.

This study was important to the field of technology education and to the School District of

Mosinee for the following four reasons:

1. Future decisions in terms of grant requests, options of curricular change in senior high school

grade(s), purchase of further modular technology in 11 and 12 grades, and referenda strategies

may be enhanced by this study.

2. Future planning in curriculum development, transitioning students to the high school

technology education programs, and cross-curricular opportunities will find value in this study

DEFINITION OF TERMS;

Because of the unique nature of this study, content-specific terms are used to identify segments

of the study.

Module – students, working in pairs exploring a range of technologies with little interaction with

the teacher. (LJ Technical Systems Co. Inc., 2000).

Modular classrooms – a teaching area, workroom, or laboratory divided into different learning

workstations operating individually but functioning as a part of the complete technology

program. (Hearlihy & Co., 1994).

Technology Education – education about technology and its effect on human kind.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the through and in-depth

search done by the researcher. This will present the local and foreign literature which is related

to the research studies and problems of the researcher.

Toohey (1999) Biggs (1999) Roisin Donnelly and Marian

Fitzmaurice (2005) designed a module to forge educationally sound and logical links between

learner's needs, aims, learning outcomes, resources, learning and teaching techniques and

strategies, criteria of assessment and evaluation. There is an outlined of module Design and

Development. This provides brief overview of the process, highlighting the crucial variables in

module design and finding the relationships between them; however it is important to stress that

it is not a linear process. Seeking to incorporate the following to your module design can offer a

more preponderant likelihood of fostering a deep approach to learning. continuous interaction

with content and others; • relating new ideas to previous existing knowledge; • providing clear

explanations and cognizance base knowledge to students; • structuring in a balanced student

workload; providing opportunities for students to pursue topics in depth so that they can

understand the material for themselves; • ensuring an appropriate formative and comprehensive

assessment strategy. These ideas vibrate with teachers in today’s higher education environment

and have implications both for our choice of learning and teaching strategies and how we assess

learning. An awareness of these approaches to learning is fundamental to the entire module

design process. Roisin Donnelly and Marian Fitzmaurice (2005) for academic staff, there are

incremented pressures through incremented edifying loads, growing reporting and administrative

requisites and pressure to develop and reinforce their research profile. McInnis (2000) they still
wish to amend and innovate their practice by designing and distributing efficacious courses and

modules. The incremented size and diversity of the student group has impacted on the process of

course design. Biggs(1999) offers worthwhile suggestions for course design strategies in the

context of a growing student population and Knight (2002) argues for courses in higher

inculcation to be designed in order to maximize the chance that learners will experience

coherence and progression. Barnett et al(2004) argued that the curriculum receives scant regard

in current debates about edifying and learning in higher inculcation but suggest that this may

transmutation in the context of quality assurance mechanisms. According to Knight (2002)

material on design work for edifiers orchestrating Programmes in higher edification is

insubstantial. Use of self learning modules in teaching is another form of individual used

instructions. This is called modular approach of teaching and learning (k.Jaya sree,2004) if self

learning modules are available on some topics they can b given to the students as assignments for

self learning .scientific attitude refers to an individual’s outlook towards life. Attitude is a

method condition / a stabilized method set which express itself in a tendency to react to any

member of the class of stimuli in the same general way. Robert Ebel (1997) Modules are

increasingly being used in many countries as a way of organising a language curriculum. As a

consequence, many course books are now structured on the basis of “modules” rather than

“units”. The concept of “module” is strictly linked to the idea of a flexible language

curriculum.Taneja(1989) defined module as a unit of work in a course of instruction that is

virtually self-contained and a method of teaching that is based on the concept of building up

skills and knowledge in discrete. A module is a set of learning opportunities organized around a

well - defined topic which contains the elements of ordinate dictation, categorical objectives,

edifying cognition activities, and evaluation utilizing criterion - referenced measures UNESCO
(1988) A module covers either a single element of subject matter content or a group of content

elements composing a discrete unit of subject matter or area of adeptness. A module has placidly

defined, objectives; preferably in behavioural form (Daries, 1981). Varieties of teaching methods

that will fixate on cumulating methods that can best realize the creative and constructive

engagement with learning activities that leads to understanding Ramsden (1992). Even very good

designed modules, with very well defined learning outcomes, can fail if the edification strategies

employed are infelicitous to inspirit and support the learners towards meeting the desired

learning outcomes. Toohey (1999) offers the following definition: “A teaching strategy is a plan

for learning, and it includes the presentations which the teacher might make, the exercises and

learning activities designed for students, av-aids which will be supplied or suggested for students

to work with, in which they show of their growing understanding and capability will be

collected.” Modular teaching is one of the most widespread and recognizes teaching learning

techniques in many countries including other Western countries and Asian region. Modular

approach is used almost in all subjects like natural science, specifically in biology and medical

education and even in social sciences as well as in computers education. Manlove and David

(1985).It considering the individual differences among the learners which necessitate the

planning for adoption of the most appropriate teaching techniques in order to help the individual

grow and develop at her/his own pace. Kandarp Sejpal (2013) The utilization of such packages

takes into account individual differences and sanctions students to work at their own pace. That

is why Loughran and Berry (2000) pointed out that individual learnt more at their own pace,

because “Telling is not edifying and heedfully aurally perceiving is not learning. However it is a

process of first.
 Understand and then express the idea or knowledge. One of the

largest changes in recent years has been the addition of technology education facilities with

individualized instructional modules. D LeBrun (2001) Each module has a distinct training

element; it covers either a single element of subject matter content or a group of content elements

objectives; preferably in behavioral form Daries (1981) A recognized level of proficiency or a

qualification can be achieved through the completion of a series of modules. Zuga (1999) stated

that when vendors sell individualized instructional modules “the ability to manage the

classroom” was mentioned frequently. Daugherty and Foster (1996) found that using

individualized instructional modules reduces the time it takes teachers to develop a technology-

based program. Module developments promote practice to plan and develop modular materials.

Module writers develop a common frame work for the design and development of modular

materials. Brown and Atkins (1991) state that when designing modules, it is essential for

teachers to be aware of concepts of deep and surface approaches to learning. Many researches

have previously been conducted on the relationship between courses and the approach students

take to learning. Martn,Saljo (1976), Entwistle(1981), Gibbs(1992), Ramsden(1992),

Biggs(1999).they found positive relationship between curriculum and learning approaches. The

goal of the modules is to provide resources to instructors that will allow them to transform their

classrooms into active, student-centered learning environments. Joanne L. Stewart, Valorie L.

Wilkerson (1999). the following common characteristics of a module can be distinguished that it

is self-contain , independent instruction unit, systematically organized, well defined have a

means of evaluating the work. Kandarp Sejpal (2013), Brown et al (1977) The essential

components of a module are (i) Rationale, An overview of the content of module and explanation

of why the learner should study it. (ii) Objectives, What is expected outcomes of module? This is
stated in behavioral or performance term (iii) Entry test, to determine if the learner has pre-

requisite skills needed to enter the module and check. (iv) Multi-media materials, A wide variety

of media is used so learner can involve actively and utilize their senses. Kochhar S.K (2008)

Singh Y.K, SharmaT.K & Upadyay Brijesh (2008), Shivarajan K(1997), Riasat Ali(2010) Knight

2002 points out those Modules are not developed in separate way, but within a course or

programme structure. Marton and Saljo (1976), Entwistle (1981), Gibbs (1992), Ramsden,

(1992), Biggs (1999) studies supported module design. There are a variety of modules for the

design of courses in higher education Toohey (1999), Biggs (1999) many of the same issues are

relevant in the context of designing modules. There are three major stages in preparing the

design of a module. These stages are planning, preparing the draft of the module and revising the

draft after trying it out The module design process explained as to identify the needs of target

population and choose the topic Pareek and Rao(1981);Gagne and Briggs(1973) have defined

five elements as Situation, learned capacity, object, action, tools or other constraints. Collect

relevant information on the topic and verified the necessity for developing a new program or

module. Make plans for developing module. Formulate objectives of the module based on results

of assessment of need. Select the learning experiences. These can be best achieve the objectives

and arrange them in logical order. Decide the format and component of the module. Write a draft

module. Review the draft module and make revision. Select at least three students, each

representing fast, slow and average learners from target population and test the module on them

and revise the module according to the result obtained from test. Conduct further small scale or

large scales try out to make suitable revisions. Pareek and Rao (1981).

CHAPTER III

RESEARCH METHODOLOGY
 This chapter presents the research design, locale of the study, the respondent’s

construction and validation of the data-gathering instrument and the statistical treatment that was

used in the study.

RESEARCH DESIGN

The descriptive method of the research was used in this study. It provides an overview on

how the study was conducted. It described the instrument, data gathering procedure and the

analysis of data and procedure.

6.1 Population and Sample

The aim of this study was to investigate the relative Effectiveness of Modular teaching on the
Academic Achievement of Senior High School Students at Don Brigido Miraflor Integrated School
Therefore, students studying the subject of ACAD/TVL at senior high school level constituted the
population of study. Two grades 11 and 12 of Don Brigido Miraflor Integrated School wil be taken as
sample of the study. Sample students will be divided into two groups, i.e. the experimental group and the
control group. Both the groups were equated on the basis of pre-test scores. Each group was comprised of
35 students.

6.2 Research Instruments

Researcher made pretest and posttest were the research instruments. Both tests were

almost parallel with same difficulty level. Each test was composed of multiple choice test items,

matching items pertaining to a combination of learning domains.

6.4 Analysis of Data

Raw scores obtained from pretest and post test were presented in tabular form for the

purpose of interpretation. For the manipulation of data, the means, standard deviations, and

differences of means were computed for each group. Significance of difference between the

mean scores of both the experimental and control groups on the variable of pretest scores,

posttest scores was tested at 0.05 level by applying t-test.