HomeADDU-SAS Graduate School Research Journalvol. 5 no. 1 (2009)

Three teaching methodologies and academic performance of integrated Science 1 students

Chuchie M. Ferrando

Discipline: Education, General Science

 

Abstract:

The study compares the effect of three teaching methodologies on the academic performance of the first year students in Integrated Science I of Mabini National High School at Mabini, Compostela Valley Province. It specifically determines: (1) if there is a significant difference in the mean gain scores of the experimental and control groups and (2) which of the three methodologies is most effective in teaching Integrated Science I.

Results show that there is a significant difference in the mean gain scores of experimental group I – using the Instructional Learning Module, experimental group 2 – using cooperative Learning Method and control group – using the Lecture-Discussion Method. This leads to the conclusion that there is a significant difference among the mean gain scores of the experimental groups and the control groups. Among the three teaching strategies, the cooperative learning method is the most effective.

The results pose a challenge to school administrators and teachers. It is useful in designing better strategies in teaching Integrated Science I and other subjects. It also recommends that other teaching strategies be tested in future researches.