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The study was conducted to investigate the effectiveness of Grade 9 Science Learner’s Material on self-regulation and achievement of students in Chemistry. Specifically, it sought to find out if: (1) students exposed to Grade 9 Science Learner’s Material (Grade 9 LM) have higher self-regulation in chemistry compared to those who were exposed to the Traditional Learning Material (Traditional LM); (2) students expose to Grade 9 LM have higher achievement in chemistry than those who were exposed to Traditional LM; and (3) which domains of self-regulated learning (SRL) were evident among Grade 9 LM and Traditional LM.
The study employed pretest-posttest quasi experimental research design. The sample of the study consisted of two (2) intact heterogeneous sections of Grade 9 students in a public school in City of San Fernando, Pampanga who are enrolled during the School Year 2014-2015.
Thirty five (35) students are in the Grade 9 LM class while Thirty five (35) students are in the Traditional LM class. Instruments used in the study were: (1) Self-Regulation Questionnaire (SRQ) to assess students’ self-regulation and (2) Chemistry Achievement Test (CAT) to measure achievement in Chemistry. The instruments were all content validated by panel of experts and were pilot tested.
The following are the findings and conclusions in the study: (1) The mean posttest in the Self-Regulated Learning was significantly higher for students exposed to Grade 9 Science Learner’s Material Group than for students exposed to Traditional Material Group; (2) The mean posttest in Chemical Bonding and Mole Concept were significantly higher for student s exposed to Grade 9 Science Learner’s Material Group than for students exposed to Traditional Material Group; and (3) There was no significant difference in the mean posttest scores in the Carbon Compounds and Chemistry Achievement Test (CAT) of students from both groups.
The Grade 9 Science Learner’s Material enhanced students’ self-regulatory process. In the SRL, the triggering, formulating and searching domains were evident in the Grade 9 LM while the implementing, evaluating and receiving domains were marked in the Traditional LM.
© 2020 Electronic Journal for Research in Science & Mathematics Education (EJRSME)