MARC details
| 000 -LEADER |
|---|
| fixed length control field |
04036ntm a2200229 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
14259 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
0000000000 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20240411192320.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
161117n 000 0 eng d |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(0000000000)63642 |
| 040 ## - CATALOGING SOURCE |
|---|
| Description conventions |
rda |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Development and Acceptance of Proposed Instructional Materials in Science 8 : |
| Remainder of title |
Basis for Curriculum Enhancement / |
| Statement of responsibility, etc. |
Domingo, Marites T. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Philippines : |
| Name of producer, publisher, distributor, manufacturer |
Bataan Peninsula State University, |
| Date of production, publication, distribution, manufacture, or copyright notice |
c2015 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
211p. ; |
| Dimensions |
27 cm. |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Source |
rdacarrier |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
This descriptive study aimed to develop and accept the proposed module in Science 8 at Limay National High School during the school year 2014-2015. The study involved 100 students from grade 8 and 50 Science teachers from different secondary schools in Bataan. The descriptive method of research was employed with the use of a questionnaire method that was designed to evaluate the proposed instructional materials. This study employed the weighted mean of the evaluative response of the teachers and students on proposed Science 8 Module in terms of Objectives, Format, Content, Organization, Language and Usability. Comparing the perceptions of the faculty members and students, Mann Whitney U test was used instead of its parametric counterpart which is the Independent Sample T-test. T-test was not employed because its assumption of normality and homogeneity of variance were not met. Findings revealed that the faculty respondents were very satisfied with Science 8 Instructional Materials. This is far exceeded by the level of satisfaction of students, which indicates that the students are more satisfied with the instructional materials than the teachers. As a whole, the respondents were highly satisfied. It can be surmised that they provided the highest mean rating on Language and Usability and the lowest mean on Objectives. Specifically, the teachers were most satisfied with Language, then on Format, and on Usability. On the other hand, they are least satisfied, though still satisfactory, on Objectives. For the students, the highest mean is on Usability, followed by Organization and Language, both with the same mean. Their lowest mean, though still highly satisfactory is on Format. The students' overall mean was significantly higher compared to that of the teachers' with overall mean rank. Mann-Whitney U statistic of 1514.000 is significant at 0.01 level. Hence, the null hypothesis of no significant difference between faculty and students on the overall evaluation of the instructional materials was rejected. The data provided sufficient evidence to show that students provided higher regard or satisfaction with the instructional materials compared to the teachers. The study recommends that the school principal including the department heads should encourage science teachers to produce more instructional modules in other areas of the subject. It may be further developed to update on the changing trends of studying science and is highly recommended in teaching science 8. The school should support the production of more modules and set schedules for the implementation of adding this independent learning unit into student curriculum. The module should be used as a supplementary aid to the traditional lecture-discussion method of teaching science. It may be utilized for remedial classes, home study programs or distance education programs to acquire the necessary concept and skill in science 8. Modular instruction may be used to solve the existing problem in public school such as lack of classroom and instructional materials. Revision of this module is encouraged in order to stay abreast with the available innovations and updates in science. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Curriculum-Science |
| General subdivision |
2015 |
| -- |
Philippines |
| -- |
hardbound. |
| Source of heading or term |
sears |
