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General ChemisDocumentstry Study

Chemistry is often perceived as a complex subject, with students in the Philippines performing poorly in science assessments like PISA 2018. To address this issue, educators suggest enhancing students' metacognition and employing interactive, student-centered teaching strategies to improve understanding and engagement. The development of modules as effective learning materials is proposed to facilitate independent learning and better mastery of chemistry concepts.

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King Joshwin E. Apolonio
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17 views2 pages

General ChemisDocumentstry Study

Chemistry is often perceived as a complex subject, with students in the Philippines performing poorly in science assessments like PISA 2018. To address this issue, educators suggest enhancing students' metacognition and employing interactive, student-centered teaching strategies to improve understanding and engagement. The development of modules as effective learning materials is proposed to facilitate independent learning and better mastery of chemistry concepts.

Uploaded by

King Joshwin E. Apolonio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Chemistry is a branch of science that students and teachers usually find a complex

subject to
understand. In fact, there had been various studies conducted to investigate such a trend.
The Programme for International Student Assessment (PISA) 2018 and National Achievement
Test
are test in which students consistently score poorly in Science. PISA is a student assessment of
15-year-
old learners across 79 countries done by the Organization for Economic Co-operation and
Development
(OECD). In the 2018 PISA, the Philippines ranked 70th in reading, with an average of 340 against
the
OECD average of 487. With 353 points and 357 points for both math and science, Filipino
students also
ranked low against the 489 OECD average for both categories.
With the aforementioned issue, the teacher cannot anticipate much in terms of idea mastery
and
application from the students. Evidently, the students are underperforming in science. Some
educators
contend that teachers should develop the students' metacognition to enable them to
understand the
content and monitor their learning. The contention is that if students are trained to use
comprehensive
strategies and monitor their application, the practice will lead to more effective learning and,
in turn,
facilitate the acquisition of knowledge.
Every student learning Chemistry should have a firm grasp of reduction and oxidation
reactions
fundamentals. Students’ diverse opinions are frequently caused by prior knowledge, cultural
orientation,
ecological background, motivation, and instructor input. If this is the case, teachers must assist
pupils in
overcoming their misunderstandings.
Numerous studies and innovations are going on at the core of science education. Researches
on
teaching have shown that effective instruction is facilitated by the appropriate content and the
selection
and utilization of strategies, procedures, and materials within the context and objectives of
teaching.
Furthermore, traditional approaches are becoming obsolete; thus, more interactive
approaches are
deemed suitable. Studies demonstrate that when students are actively engaged in studying,
they learn
more effectively.
One cannot eradicate the conventional way of teaching, but it can be modified if the teacher
adds and
implement student-centered teaching strategies [3]. Teaching strategies and instructional
materials, like
modules, must incorporate a more active and student-centered approach. Suiting modules to
the students'
learning needs and abilities will teach them to be independent learners and responsible for
their learning.
Students will learn best if given adequate time and study at their capacity and pace.
A thorough examination of psychological theories of learning, such as Burger's (1986)
Theory of
Concept Formation and Skinner's (1968) Theory of Reinforcement, led to the concept of
module
development, which follows the same framework as programmed learning. If the learner is
provided
feedback on his performance and can read the material again for a better understanding of the
idea under
consideration, he will be more motivated to continue his studies with programmed learning [3].
A module is a free-standing unit of learning that may be linked to other modules to form a
coherent
learning program. The title, goals and objectives, knowledge, ideas, skills and attitudes,
teaching and
learning styles, and evaluation methods are all included in a module. If the modules only use
lecture-style
teaching, students may not be actively engaged in learning [4]. As a result, when creating
modules, one
must think about the methods that will actively engage students in learning.
The researcher's strong belief in the promise of modules as effective non-traditional learning
materials
prompted him to venture into the development of modules to enhance the learning of the
Senior High
School student in Chemistry.

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