EFFECTIVENESS OF MODULARAPPROACH IN TEACHING AND LEARNING ON CHEMISTRY OF GASES AND THEIR APPLICAT

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EFFECTIVENESS OF MODULARAPPROACH IN TEACHING AND LEARNING ON CHEMISTRY OF GASES AND THEIR APPLICATIONS AT UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA (UPHSL) Victorio B. DuyanAbstract The study is aimed to determine the effectiveness of modular teaching on the achievements of students on chemistry of gases and their applications. The study used experimental research design. Equivalent group study design was used. The collected data of both groups wereanalyzed and interpreted using mean, standard deviation and t-test, and conclusions were drawn. The results of the study were in the favor of modular teaching approach, therefore, it is suggested that this approach should be widely used in conventional classroom at various levels of education. Keywords: Modular teaching, Effective teaching, Individualized instruction, Self-learning. INTRODUCTION Today’s teaching and learning comes in different styles and formsthus teachers are now experimenting on the new trends and methods on teaching and learning which aim at improving the quality of education. One of the emanating new methods in teaching and learning today is the use of modular approach where in the teacher intervention is minimal or limited. This style of teaching and learning is a student-centered since the student has to learn everything in the module by his own effort and phase. This method is different from the traditional classroom setting where in a teacher presents the lesson and the student learned the concept.Daries (2009) defined module as a unit of work in a course of instruction that is virtually self-contained and amethod of teaching that is based on the concept of building up skills and knowledge in discrete units. Greager and Murray (2001) enumerated the advantages offered to the teacher who uses the modular approach. These are: it provides the opportunity for organizing numerous sequences to reflect special interest of the teacher and students; it allows the teacher to focus on the deficiencies of students in the subject matter; it serves to eliminate the necessity of covering subject matter already known to students. With the use of modules, the progress of students is assessed and the routine aspect on instruction is reduced giving the teacher a chance to enjoy her personal contact with the students Samonte (2004) developed, evaluated and tried out an environmental outdoor education module for the use of students of St. Scholastica College. She found out that majority of the students’ comments and responses to the guide questions and personal insights were positive. The remarks and suggestions were sufficient reasons for considering the modules suitable and purposeful. She concluded that the module was able to a great extent to meet the criteria set in terms of content, instructional characteristics and effectiveness Aquino-Danganan (2001) proposed instructional modules in developing computational skills in

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