ABSTRACT
The study aimed to find out the effects of visual cues and module-based learning on learners’ performance in science. The subjects in this study were the 60 grade 9 learners from the two classes of San Luis National High School for the school year 2022-2023 who were purposively selected. Results revealed that the learners’ pretest performance in science was “Fairly Satisfactory” and posttest performance was “Satisfactory” using visual cues strategy. There was a significant difference in the pretest and posttest results of learners’ performance in science using visual cues strategy. Learners’ pretest performance in science was “Fairly Satisfactory” and posttest performance was “Satisfactory” using module-based learning. Significant differences existed in the pretest and posttest results of learners’ performance in science using module-based learning. There was no significant difference in the pretest results of learners’ performance in science using visual cues strategy and module-based learning. There was a significant difference in the posttest results of learners’ performance in science using visual cues strategy and module-based learning.
Keywords: visual cues, module-based learning, academic performance in science
INTRODUCTION
Education is a valuable instrument that may provide everyone with access to any amount of knowledge. It is essential for ensuring that people acquire the knowledge and skills necessary to boost their productivity, enhance their quality of life, and take an active part in society's change and nation-building (Saxton et al as cited by Barrientos, 2015).
Due to its application of problem-solving and critical thinking abilities and its connection to the lives of the students, science education is a crucial subject in schools. It enables students to come up with ideas, make intelligent decisions, and engage in various research that will improve their understanding of the world. One of humanity's greatest resources, scientific knowledge may offer a way to improve people's quality of life. However, the current issues with the Philippines' science educational system, such as teacher shortage, rising number of youth who are not in school, and inadequate and subpar facilities, made it difficult for students to reach their full potential and jeopardized scientific literacy (Ali, 2012).
Teaching science is a difficult task for teachers because they must not only provide students with the chance to develop a grasp of science but also engage and inspire them to value science, its topic, and its methods. The initial interest in science seems to be a necessity for understanding and long-term learning. The desire to learn on the part of students does not ensure that they will comprehend science, particularly science material. When teaching science, it's important to exercise critical thinking, good communication, teamwork, and creativity (Hadzigeorgiou, 2015).
It is challenging for teachers worldwide to support the development of students' academic achievement. They make an effort to inspire and include students in the learning process. Students have a strong sense of their own ability or incapacity when they enter school as a result of messages they have received from home. Learners' perceptions of their capacities will influence their degree of motivation and engagement, depending on whether they have been urged to persevere in the face of difficulties or discouraged from taking risks to overcome hurdles (Horvath, 2011).
Teachers have a huge and diverse chance to motivate young people to study, develop, and become deserving members of society by acting as learning facilitators. They can make learners' lives miserable or joyful, inspire or torture, humiliate or induce amusement, harm or heal, all while fostering an environment that is favorable to learning. It is essential to love teaching because, despite the fact that it may not be monetarily gratifying, the commitment to shaping the next generation and serving the country is priceless (Barrientos, 2015).
With these, the researcher decided to push through with this research on the effects of visual cues and module-based learning on learners’ performance in science.
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