Modular Approach in Teaching Science 10

Abstract

Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi-experimental and Purposive sampling was utilized. Data were collected through pre-test and post-test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t-test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre-test in the following competencies: describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts; distinguishing the different types of plate boundaries; and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post-test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10.