03807nam a22001577a 4500003000400000005001700004008004100021040000900062100002700071245014900098260005500247300005300302500316600355500007203521504005603593OSt20250321095509.0250321b        |||||||| |||| 00| 0 eng d  cNVSU  aSagun, Jessie John B.   aAcceptability of module, scientific literacy, and performance in chemistry of grade 9 students in the Division of Quirino/cJessie John B. Sagun  aBayombong:bNueva Vizcaya State University,c2021.  axi, 99 leaves :bcolored illustrations ;c28 cm.  aThe COVID-19 pandemic had hit science education hard. Because of its rippling effect, schools in the country shifted to distance learning a combination of online classes and printed learning module pursuant to the Inter-Agency Task Force's (IATF) recommendation to suspend face-to-face classes until vaccines are available to the public. Hence, the challenge and responsibility not only lie on the shoulders of the teachers but also on the students and their parents/guardians.
As such, this study was conceptualized with a focus on the acceptability of the Chemistry module as perceived by the students as well as the scientific literacy and performance of Grade 9 learners in the Schools Division of Quirino. Specifically, the level of acceptability of the module as evaluated by the students, the level of scientific literacy, and science performance of the students including the interrelationships among the variables. This study was carried out using a survey-questionnaire with three parts, one targeting the determination of the level of acceptability of modules in terms of the learning competency, content, language, social content, assessment, format and technical specifications and intellectual property rights; the level of scientific literacy of the students adopted from McKweon (2017) with the following parts: Value of Science, What I Can Do in Science, and What I Believed about Science, and the level of science performance of the students. These questionnaires were distributed to 84 respondents identified using Simple Random Sampling wherein 50 respondents were chosen from 7 national high schools and 34 from 24 selected integrated schools. In analyzing data, descriptive-correlational method was applied.

Results revealed that the seven components of modules, are all observed to be acceptable by the respondents. The module is foremost acceptable in terms of its social content, followed by the intellectual property rights, assessment, format and technical specifications, language, learning competency and least acceptable on content. Moreover, the overall level of scientific literacy of the respondents is satisfactory. They agree in most of the statements regarding the value of science followed by what they can do and lastly on what they believe about science. Meanwhile, on the level of science performance of the respondents, it is very satisfactory.

Furthermore, the overall level of acceptability of the Chemistry module as perceived by the students and their level of scientific literacy are highly significantly correlated. Moreover, all of the components of the module and scientific literacy are positively correlated. However, the component of module pertaining to format and technical specification is not significantly correlated with what the students believe about science. On the other hand, no significant relationship existed between the overall level of acceptability of the modules as perceived by the respondents as well as their scientific literacy, and their level of science performance at 0.05 level of significance.

Keywords: Acceptability, Chemistry module, Scientific literacy, science performance

  aThesis (Master of Education in Science Education - General Science)  aIncludes appendices and bibliographical references.