Modular approach in teaching selected topics in Social Science among Grade XI students at Bataan National High School [manuscript] / Reson A. Gregorio.

Thesis (MAED - Social Studies).

The study entitled "Modular Approach in Teaching Selected Topics in Social Science Among Grade XI Students at Bataan National High School", aimed to test the effectiveness of modular instruction in teaching. This study employed the quasi - experimental research design using two groups of students labeled as control group and experimental group. The former was taught using the traditional lecture - discussion method, while the latter was exposed to the use of modules in teaching. The research utilized the input - process - output scheme using the three (3) experiment phases: pre - experiment, experiment and post - experiment phase. Part of the pre - experiment phase was the profiling of the student - respondents which included the age, sex and first quarter grade in Social Science. The pre-tests and post-tests were subjected to content validity, distracter analysis, discrimination and difficulty indexes and item analysis. Likewise, part of the same phase was the development of the modules. In the conduct of the experiment phase, the developed and validated modules were used by the experimental group. Assessment of the groups were made using the pre-test and post-test design and mean gain scores. Descriptive and inferential statistics such as frequency count, percentage, mean, standard deviation and independent t - test were used for the statistical analysis of data. viii The effectiveness of modularization in teaching was evident in the improved level of proficiency and academic performance of the experimental group. Similarly, it was clearly seen in the significant increase in the mean gain scores of the respondents who were exposed to modularization. Though the level of proficiency and mean gain scores of the control group also increased, still the level of proficiency (x = 4.52) and mean gain scores (x = 9.20) of the experimental group were higher than the control group. Based on the findings, it was apparent that there was a significant difference in the academic performance in Social Science between the experimental and control group after the intervention of the former group. Similarly, there was a significant increase in the mean gain scores of the students who were exposed to modular approach in teaching. Therefore, the null hypothesis was rejected. The teaching - learning process does not only revolve on the traditional blackboard - chalk system and manila paper - marker methods. It is imperative that greater attention should be given to the needs of the individual learners - thus the demand for individual instruction. Modular approach in teaching caters to the specialized needs of the students for individualization and holistic learning and development. The teachers as front - runners in learning and the school's administration as the main vehicle in the formulation and implementation of the academic policy, must see the value of modularization in educational reforms to increase the relevance and effectiveness of the educational system for school development in general.