Discipline: Education Administration
This study examines the significant difference between the gain scores of the control group exposed to traditional “chalk talk” lecture method of teaching and experimental group exposed to Chemistry Starter Experimental Method (CSEM), a module similar to discovery and inquiry-based approach. The Randomized Pretest-Posttest Control Group Design is used to randomly selected two sections. The t-test of the individual samples shows that the difference between the gain scores of the control and experimental group is not significant. The study further show that CSEM is not effective and cannot be used as an alternative to the lecture method. It is highly recommended that a similar study be conducted in other public and private high schools to validate the findings using a bigger number of respondents. The length of the study should be extended while the index of discrimination should also be tested one content area at a time. The pretest, posttest and analysis of gain scores should be done by topic.
ISSN 2094-1722 (Print)
Philippine E-Journals
