Masters Thesis | Science and Technology | Philippines | Volume 11 Issue 8, August 2022
Instructional Engagement and Cognitive Understanding in Mapping Self-Paced Directed Modules in Chemistry
Josephine V. Lopez | Elisa N. Chua 
Abstract: The self-learning module is a set of instructions with content that facilitates mastery of a body of knowledge designed where the students learn at their own pace and monitor their own learning. This study aimed to assess the effectiveness of the designed self-paced directed module in Chemistry that integrated instructional engagement and cognitive understanding of the students. This study utilized a quantitative descriptive developmental method where the researcher tried out and tested the designed self-paced module using an experimental research design. Teacher-made pre-test and post-test instruments were administered to assess the student?s cognitive understanding before and after the treatment. This study involved ninety (90) Grade 8 students of Bignay National High School taking up Chemistry during the Third Quarter of the school year 2021-2022. Results revealed that the respondents manifested behavioral engagement, emotional engagement, and cognitive engagement. In the post-performance, the respondents? level was below average in knowledge retrieval, comprehension, and analysis while they were low in knowledge utilization. The content of the designed self-paced directed module as to learning resources, learning activities, objectives and assessment were perceived as effective. Based on the findings, it was concluded that there is no significant relationship between instructional management and cognitive performance of the students; and no significant relationship exists between assessment of the module and cognitive performance except in knowledge retrieval, objectives and directions. Moreover. It was concluded that there is a significant difference on the pre- and post-performance of the respondents. It is then recommended that designed self-paced directed module must include the four levels of understanding in formative assessment and evaluate the result to determine the appropriate remediation and intervention need for student improvement.
Keywords: self-paced directed module; instructional engagement; cognitive understanding
Edition: Volume 11 Issue 8, August 2022,
Pages: 17 - 30
How to Cite this Article?
Josephine V. Lopez, Elisa N. Chua, "Instructional Engagement and Cognitive Understanding in Mapping Self-Paced Directed Modules in Chemistry", International Journal of Science and Research (IJSR), Volume 11 Issue 8, August 2022, pp. 17-30, https://www.ijsr.net/get_abstract.php?paper_id=SR22726064508
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