Multisensory supplementary instructional material in earth and space science

Abstract

This study determined the effect of the developed multisensory supplementary instructional material in enhancing scientific knowledge of grade 9 learners. Moreover, the study assessed significant difference between the pre-and post-assessment scores of the learners who used the instructional material and the significant relationship between the perceived acceptability of the multisensory supplementary instructional material and the students’ level of scientific knowledge. Using descriptive-developmental research, it involved 30 grade 9 students during the school year 2022-2023. A cognitive diagnostic test in terms of remembering, understanding, applying, analyzing, evaluating, and creating was used to identify the least-mastered competency among the topics. Pre-and post-assessment, which measured the scientific knowledge of the students, went through internal and external validation of the panel of examiners and group of teachers. Results revealed a significant difference between the pre-and post-assessment scores of the students as to content and epistemic knowledge whereas there is no significant difference found in the procedural knowledge. It can be inferred that the students enhanced their scientific knowledge after the utilization of the multisensory supplementary instructional material. However, there is no significant relationship obtained between the students’ perception on the acceptability of the material to their level of scientific knowledge.