ABSTRACT
This study focused on probing the usefulness of an interactive multimedia module in Physical Science and explores meaningful learning experiences of Humanities and Social Sciences learners in enhancing their conceptual and procedural understanding. Using the mixed method of research through true experimental pretest-posttest controlled design and focus group discussion, the study was conducted in Lutucan Integrated National High School and Tayabas City Division Stand Alone Senior High School among 142 HUMSS learners as respondents. It was concluded that students need to improve their conceptual and procedural understanding. The interactive multimedia module in Physical Science is ready for further evaluation and validation. Likewise, students in the experimental and control groups have relatively similar background knowledge and aptitude. However, students exposed to module performed better in Physical Science than those who were taught through conventional strategy as students experienced independent, self-paced and technology-based innovative learning upon utilization of interactive multimedia module with distinctive features that enhanced their conceptual and procedural understanding. Students may be evidently taught with offline technology-based strategies to enhance their scientific understanding and enable them to experience diverse opportunities in classroom, school and beyond. Adoption of the module is highly recommended for classroom instructions. Similar and comparable study may be done using other areas of Science such as Biology, Physics and Earth Science and even across other areas of discipline as basis for development or improvement of interactive multimedia module.
Keywords: conceptual understanding, HUMSS learners, interactive multimedia module, Physical Science, procedural understanding
see PDF attachment for more information