A probe on the use of modules in the delivery of science lessons in the new normal condition: thriving limitations and transcribing lamentations/ Maurice B. Santos, Crispin G. Vasquez, & Phong Tran Thi

By: Contributor(s): Material type: TextPublication details: Parañaque City: Olivarez College, 2021.Subject(s): DDC classification:
  • T 370 2021 0076
Dissertation note: Undergraduate thesis. Summary: A modular approach in the new normal condition has been popular in today{92}s educational system as physical closure shifts to distance learning. Science is recognizable for economic advancement and the utilization of modules on Science learning- teaching are worth examining to inform the Department of Education. This study aimed to determine the experiences of using a modular approach in delivering Science Lessons. One hundred ninety-five respondents were sorted into three groups: 96 pupils, 96 Parents and 3 teachers. Data were collected through a validated research- made survey questionnaire containing 30 items and were analyzed using weighted mean and one-way analysis of variance. Pupils, parents, and teachers were interviewed via self- made guide questions. There were no significant differences in the use of modules in delivering Science lessons in the new normal among the respondents and weakness and problems in using a modular approach between pupils and parents as well as between teachers and parents. Pupils, parents and teachers described having difficulties with accessibility balancing responsibilities, learner{92}s motivation and teacher{92}s obligation/opportunities. The results of the study suggest some important implications and recommendations for the Department of Education.
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Undergraduate thesis.

A modular approach in the new normal condition has been popular in today{92}s educational system as physical closure shifts to distance learning. Science is recognizable for economic advancement and the utilization of modules on Science learning- teaching are worth examining to inform the Department of Education. This study aimed to determine the experiences of using a modular approach in delivering Science Lessons. One hundred ninety-five respondents were sorted into three groups: 96 pupils, 96 Parents and 3 teachers. Data were collected through a validated research- made survey questionnaire containing 30 items and were analyzed using weighted mean and one-way analysis of variance. Pupils, parents, and teachers were interviewed via self- made guide questions. There were no significant differences in the use of modules in delivering Science lessons in the new normal among the respondents and weakness and problems in using a modular approach between pupils and parents as well as between teachers and parents. Pupils, parents and teachers described having difficulties with accessibility balancing responsibilities, learner{92}s motivation and teacher{92}s obligation/opportunities. The results of the study suggest some important implications and recommendations for the Department of Education.

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