Home⇛International Social Science Review⇛vol. 12 no. 1 (2025)

Learners’ Science Performance and Experiences as Bases for Science Learning Module Enhancement

Nice Consuelo C. Alojamiento | Soceline N. Batisla-ong

Discipline: Education

 

Abstract:

Science education is critical in preparing students for the challenges of an increasingly complex and technologically driven world. To ensure effective science instruction, it is imperative to understand the learners' science performance and their learning experiences. This study investigated this connection and explored how the findings can enhance science learning modules. Employing the ASSURE model as an instructional design framework, the objective is to determine the competency with the lowest level of mastery within the Grade 7 science curriculum during the second quarter. Thematic analysis from comments about the old module found three key points for improvement: Topics not discussed, not engaging, and excessive assessment. Improvement in the module for the least learned competency was based on these areas. Additionally, a lesson plan integrating the module was developed, employing the educational approach of the 7Es. The enhanced module was given to one group of Grade 7 science learners, and responses toward the module were noted. Thematic analysis used for the comments and the success of the enhanced module was summarized by three key points from the evaluators, validators, teachers, and students: Comprehension, Engagement, and Success. The students' learning performance also showed an "Excellent/Outstanding" result. The module's content was evaluated and showed that the module is "acceptable." These results underscore the significance of continuously enhancing learning materials and integrating new methods to improve learners' experiences and performance. The findings also highlight the need for learner-centered approaches in designing science learning modules, ensuring that instructional materials align with students' needs and foster meaningful learning experiences. These research outcomes provide a foundation for future module development, teacher training, and the continuous improvement of science education practices.



References:

  1. Al Kindy, S., Al Kindy, F., & AL Kindy, A. (2018). The advantages and disadvantages of self-directed learning: A survey study of Saudi medical students [version 1]. MedEdPublish, 7:58. doi: https://doi.org/10.15694/mep.2018.0000058.1
  2. Alexander, P. A., Graham, S., & Harris, K. R. (2018). A perspective on the strategy research: Progress and prospects. Educ. Psychol, 129-154.
  3. Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj, S. M. (2021). Impact of time-management on the student’s academic performance: A cross-sectional study. Creative Education, 12(3).
  4. Arikpo, O. U. (2020). Pupils learning preferences and interest development in learning. Journal of Education and Practice, 6(21).
  5. Badge, J. (2020). A study on time management and behavior of youngsters. European Journal of Molecular & Clinical Medicine, 7(7).
  6. Dai, H. M., Teo, T., Rappa, N. A., & Huang, F. (2020). Explaining Chinese University student's continuance learning intention in the MOOC setting: An enhanced expectation confirmation model perspective. Computer Education.
  7. Donnelly, R., Patrinos, H. A., & Gresham, J. (2021). The impact of COVID-19 on education – Recommendations and Opportunities for Ukraine. worldbank.org: https://www.worldbank.org/en/news/opinion/2021/04/02/the-impact-of-covid-19-on-education-recommendations-andopportunities-for-Ukraine
  8. Dziuban, C., Graham, C., & Moskal, P. e. (2018). Blended learning: The new normal and emerging technologies. Int J Educ Technol High Educ, 15(3). doi: https://doi.org/10.1186/s41239-017-0087-5
  9. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
  10. Hawkins, M.W.(2018). Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications. Studies in Second Language Learning and Teaching. 448(2) doi: 10.14746/ssllt.2018.8.2.12
  11. Hodges, C., Moore, S., & Lockee, B. (2020). The difference between emergency remote teaching and online. Educ. Rev, 1-12.
  12. Khalid, M., Bashir, S., & Amin, H. (2020). Relationship between self-directed learning (SDL) and academic achievement of university students: A Case of online distance learning and traditional universities. Bulletin of Education and Research, 42(2), 131-148.
  13. Kintu, M., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features, and outcomes. Int J Educ Technol High Educ, 14(7). doi: https://doi.org/10.1186/s41239-017-0043-4
  14. Klein, A. (2021, February 18). The pandemic is shaking up the world of work: Schools need to help students prepare. Education Week: https://www.edweek.org/technology/the-pandemic-is-shaking-up-the-world-of-work-schools-need-to-help-students-prepare/2021/02
  15. McCarthy, J. (2018, August). Learner interest matters: Strategies for empowering student choice.Edutopia. https://www.edutopia.org/blog/differentiated-instruction-learnerinterest-matters-john-mccarthy
  16. NU. CEPAL-UNESCO. (2020). Education in the time of COVID-19. Santiago: United Nations.
  17. PANAY NEWS. (2020). Bacolod eyes P125-M fund for ‘blended learning’. BACOLOD CITY: PANAY NEWS.https://www.panaynews.net/bacolod-eyes-p125-m-fund-for blended-learning/
  18. Pokhrel, S., & Chhetri, R. (2021, January 19). A literature review on the impact of the COVID-19 pandemic on teaching and learning. Sage Journal, 8(1). doi:https://doi.org/10.1177/2347631120983481
  19. Porkhel, S., & Chhetri, R. (2021). A literature review on the impact of the COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1) ,133–141. doi: https://doi.org/10.1177/2347631120983481
  20. Promethean. (2017). Classroom differentiation: ability, readiness, and interest. https://resourced.prometheanworld.com/differentiation-ability-readiness-interest/
  21. Rinkema, E., & Williams, S. (2021, February 26). Remote learning makes time management even harder. EducationWeek: https://www.edweek.org/teaching-learning/opinion-remote-learning-makes-time-management-even-harder/2021/02
  22. Smith, J. A. (2020). Science education and student diversity: Synthesis and research agenda. New York, NY: Cambridge University Press.
  23. Subedi, S, Nayaju, S., Subedi, S, Shah, S. K., & Shah, J. M. (2020). Impact of e learning during COVID-19 pandemic among nursing students and teachers of Nepal. International Journal of Science and Healthcare Research, 5(3), 9.
  24. Tahm, S. (2022, January 7). 10 Biggest disadvantages of e-learning. E-student: https://e-student.org/disadvantages-of-e-learning/
  25. Thompson, J. (2016, February 12). 6 Blended learning models: when blended learning is what’s up for successful students. eLearning Industry: https://elearningindustry.com/6-blended-learning-models-blended-learning-successful-students
  26. UNESCO. (2022, June 15). UNESCO. unesco.org:  https://www.unesco.org/en/covid-19/educationresponse/initiatives
  27. UNICEF Philippines. (2021, August 25). Filipino children continue missing education opportunities in another year of school closure. unicef.org/philippines:  https://www.unicef.org/philippines/press-releases/Filipino-children-continue-missing-education-opportunities-another-year-school
  28. Viner, R. M., Russell, S. J., Crocker, H., Packer, J., Ward, J., & Stansfeild, C. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet. doi: https://doi.org/10.1016/S2352-4642(20)30095-X
  29. Weitzel, A. (2021, January 11). 8 Advantages of blended learning programs. CourseKey: https://coursekey.com/blog/7-advantages-of-blended-learning-program

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic