Abstract
This study determined the effect of the developed multisensory supplementary instructional material in enhancing scientific knowledge of grade 9 learners. Moreover, the study assessed significant difference between the pre-and post-assessment scores of the learners who used the instructional material and the significant relationship between the perceived acceptability of the multisensory supplementary instructional material and the students’ level of scientific knowledge. Using descriptive-developmental research, it involved 30 grade 9 students during the school year 2022-2023. A cognitive diagnostic test in terms of remembering, understanding, applying, analyzing, evaluating, and creating was used to identify the least-mastered competency among the topics. Pre-and post-assessment, which measured the scientific knowledge of the students, went through internal and external validation of the panel of examiners and group of teachers. Results revealed a significant difference between the pre-and post-assessment scores of the students as to content and epistemic knowledge whereas there is no significant difference found in the procedural knowledge. It can be inferred that the students enhanced their scientific knowledge after the utilization of the multisensory supplementary instructional material. However, there is no significant relationship obtained between the students’ perception on the acceptability of the material to their level of scientific knowledge.
Keywords: multisensory supplementary instructional material, least-mastered competency, scientific knowledge, learning preferences
References
Aguirre-Lachica, A.A. & Pineda, J.E. (2023). Printed distance learning modality and teaching strategies in English in the new normal. International Journal of Social Science and Human Research, 6(3), 1647-1652, https://doi.org/10.47191/ijsshr/v6-i3-41
Ajayl, M. (2018). The importance of scientific education. Journal of Science Education, 5(2), 112-119.
Aksan, J. A. (2021). Effect of modular distance learning approach to academic performance in mathematics of students in Mindanao State University-Sulu Senior High School amidst COVID-19 pandemic. Open Access Indonesia Journal of Social Sciences, 4(4), 445-467. https://doi.org/10.37275/oaijss.v4i2.64
Alhourani, A.Q. (2021). Investigating the match and mismatch between students’ learning styles and teachers’ teaching styles in a Saudi school: A case study. Journal of World Englishes and Educational Practices, 3(2), 10-20. https://doi.org/10.32996/jweep.2021.3.2.2
Ambrose, V.K., Amelia, D.C. & Ziegler, M.F. (2013). a framework of contextualized teaching and learning: Assisting developmental education instructors. Adult Education Research Conference.
Ameer, M.S. & Parveen, S. (2019). Kinesthetic learners during the COVID-19 pandemic in school going students: A perspective on e-learning. Indian Journal of Physiotherapy & Occupational Therapy – An International Journal, 17(1), 43-49. https://doi.org/10.37506/ijpot.v17i1.18970
Astrero, R.S., Madriaga, A.A., Bulatao, M.G. & Arcilla, M.S. (2020). School heads’ perspectives on modular distance learning in Philippine public and private basic education schools. The ASTR Research Journal, 4, 44-59
Aviles, G., Maloloy-on, M., Olano, A. J., Arnibal, J., & Arnado, A. (2021). Teachers’ critical challenges and opportunities in modular distance delivery. International Journal for Innovation Education and Research, 9(9), 274-287. https://doi.org/10.31686/ijier.vol9.iss9.3338
Bang, M. (2015). Culture, learning, and development and the natural world: The influences of situative perspectives. Educational Psychologist, 50(3), 220-233. https://doi.org/10.1080/00461520.2015.1075402
Basit, T. (2017). Learning styles of students. Journal of Education and Educational Development, 4(1), 108-120.
Boholano, H.B., Jamon, B.E.V. & Cabanes-Jamon, M.G.M. (2022). modular-distance learning experiences of public school teachers in the Philippines: A phenomenology. London Journal of Research in Humanities and Social Sciences, 22(13), 15-24.
Brackx, F., De Smedt, B. & Molenberghs, G. (2023). A dashboard for the evaluation of the effect of school closures on wellbeing of children and parents. Arch Public Health, 81, 178. https://doi.org/10.1186/s13690-023-01114-2
Briggs, K. & Myers, I. B. (1975). The Myers-Briggs type indicator. Palo Alto, CA: Consulting Psychologist Press.
Brown, D., Sivabalan, J., & McKenzie, P. (2001). Student learning approache, conception and contextual factors: Some evidence and ımplications for teaching cost accounting. Working Paper Series, 49, 1–39.
Bukoye, R.O. (2018). Utilization of instruction materials as tools for effective academic performance of students: Implications for counselling. Proceedings, 2(21), 1395. https://doi.org/10.3390/proceedings2211395
Bustillo, E. & Aguilos, M. (2022). The challenges of modular learning in the wake of COVID-19: A digital divide in the Philippine countryside revealed. Education Sciences, 12(7), 449. https://doi.org/10.3390/educsci12070449
Cabual, R.A. (2021). Learning styles and preferred learning modalities in the new normal. Open Access Library Journal, 8, 1-14. https://doi.org/10.4236/oalib.1107305
Cajurao, E. C., Mortel, J. C. V., Maglente, M. S. C., Dumaguin, J. R., Paloma, V. V., Rios, C. R., & Rivas, M. A. D. (2023). Modular distance learning: Perceived challenges and strategies of secondary science teachers in Mandaon District, Masbate, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(6), 2023-2037. https://doi.org/10.11594/ijmaber.04.06.27
Capinding, A. T. (2022). Impact of modular distance learning on high school students’ mathematics motivation, interest/attitude, anxiety and achievement during the covid-19 pandemic. European Journal of Educational Research, 11(2), 917-934. https://doi.org/10.12973/eu-jer.11.2.917
Cardino Jr., J. M., & Ortega-Dela Cruz, R. A. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 19–43. https://doi.org/10.31129/LUMAT.8.1.1348
Cavite, J. A. & Gonzaga, M. V. (2023). Pupils’ learning styles and academic performance in modular learning. International Journal of Multidisciplinary Educational Research and Innovation, 1(3), 72-88. https://doi.org/10.5281/zenodo.8325677.
Chawla, L. (2023). Childhood experiences associated with care for the natural world: A theoretical framework for empirical results. Children, Youth and Environments, 17, 144-170.
Chinyere, I.C., Constance, N. & Amba, N.H. (2020). Secondary school teachers’ efficacy in teaching and students’ understanding of biology concepts. European Journal of Scientific Research, 155(3), 301 – 309.
Cho, Y., Kataoka, S. & Piza, S. (2021). Strengthening effective learning during the Covid-19 pandemic and beyond. World Bank. https://doi.org/10.1596/35649
Creighton, L. (2012). Stakeholder engagement for successful breakfast in the classroom implementation. Journal of School Health, 82(11), 496-498.
Dangle, Y.P. & Sumaoang, J.D. (2020). The implementation of modular distance learning in the Philippine secondary public schools. 3rd international conference on advanced research in teaching and education, 100-108.
Dargo, J. & Dimas, M. (2021). Modular distance learning: Its effect in the academic performance of learners in the new normal. Journal of Education, Teaching and Learning, 6(2), 204-208. https://dx.doi.org/10.26737/jetl.v6i2.2672
Davidson, M.M. & Ellis, W.S. (2017). A discrepancy in comprehension and production in early language development in ASD: Is it clinically relevant? Journal of Autism and Developmental Disorders, 47, 2163–2175.
de Ocampo, N. D. (2023). Perceptions, challenges and effectiveness of modular distance learning approach to the academic performance of humanities and social sciences students of Botolan National High School. International Journal of Multidisciplinary: Applied Business and Education Research, 4(6), 1833-1848. https://doi.org/10.11594/ijmaber.04.06.09
Dieterle, E. (2009). Neomillennial Learning Styles and River City. Children, Youth and Environments, 19(1), 245-278. https://doi.org/10.1353/cye.2009.0018
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. https://doi.org/10.1177/1529100612453266
Engzell, P., Frey, A., & Verhagen, M. (2020). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences of the United States of America, 118(17).
Fernandez, R.D. (2021). Effectiveness of the modular learning approach to the performance of grade nine students in the quarterly assessments of araling panlipunan. International Journal of Advanced Multidisciplinary Studies, 1, 114-122.
Fleming, N., & Baume, D. (2006). Learning styles again: VARKing up the right tree! SEDA Ltd, Issue 7.4, Nov. 2006, p4-7.
Frimpong, A.O. (2021). The role of teaching and learning materials and interaction as a tool to quality early childhood education in Agona East District of the Central Region of Ghana. African Educational Research Journal, 9(1), 168-178. https://doi.org/10.30918/AERJ.91.20.112
Garcia, C.D., Gayhe, A.N., Gerongco, A.O. & Flores, G.T. (2022). Pedagogical practices in modular distance learning among secondary school teachers. International Journal of Academic Multidisciplinary Research, 6(10), 186-192.
Hairol, M. I., Ahmad, M., Muhammad Zihni, M. A., Saidon, N. F. S., Nordin, N., & Kadar, M. (2023). The impact of school closures during COVID-19 lockdown on visual-motor integration and block design performance: A comparison of two cohorts of preschool children. Children, 10(6), 930. https://doi.org/10.3390/children10060930
Hofstein A. & Naaman R.M. (2021) Models of professional development for high-school chemistry teachers in Israel. In: Long-term Research and Development in Science Education, 264–289. Brill. https://doi.org/10.1163/9789004503625_012
Humana, P., & Rahmat, R. (2022). Contextual teaching learning in the development of a student’s environmental care attitude during the Covid-19 pandemic. In Annual Civic Education Conference (ACEC 2021). https://www.atlantis-press.com/proceedings/acec-22.
İlçin, N., Tomruk, M. & Yeşilyaprak, S.S. (2018) The relationship between learning styles and academic performance in Turkish physiotherapy students. BMC Med Educ, 18, 291. https://doi.org/10.1186/s12909-018-1400-2
Johar, R., Agussalim, Ikhsan, M. & Zaura, B. (2018). The development of learning materials using contextual teaching learning (CTL) approach oriented on the character education. Journal of Physics: Conference Series, 1088, https://doi.org/10.1088/1742-6596/1088/1/012039
Jou, Y. T., Mariñas, K. A., & Saflor, C. S. (2022). Assessing cognitive factors of modular distance learning of K-12 students amidst the COVID-19 pandemic towards academic achievements and satisfaction. Behavioral sciences, 12(7), 200. https://doi.org/10.3390/bs12070200
Kaminski, J.A. & Sloutsky, V.M. (2020). The use and effectiveness of colorful, contextualized, student-made material for elementary mathematics instruction. IJ STEM Ed, 7, 6. https://doi.org/10.1186/s40594-019-0199-7
Kariippanon, K. E., Cliff, D. P., Lancaster, S. J., Okely, A. D., & Parrish, A. M. (2019). Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school. PloS one, 14(10), e0223607. https://doi.org/10.1371/journal.pone.0223607
Kharb, P., Samanta, P. P., Jindal, M., & Singh, V. (2013). The learning styles and the preferred teaching-learning strategies of first year medical students. Journal of clinical and diagnostic research: JCDR, 7(6), 1089–1092. https://doi.org/10.7860/JCDR/2013/5809.3090
Kim, J. (2020). Teaching and learning after COVID-19. Inside Higher Ed, 1. https://www.insidehighered.com/digital-learning/blogs/learning-innovation/teaching-and-learning-after-covid-19
Li, H. Y., & Li, W. H. (2020). Effectiveness of multisensory instructional materials in enhancing learning and engagement in space science education: A comparative study. International Journal of Science Education, 42(3), 324-341.
Manches, A. (2011). Digital manipulatives: tools to transform early learning experiences. International Journal of Technology Enhanced Learning (IJTEL), 3(6). https://doi.org/10.1504/IJTEL.2011.045451
Manjares, V.D. & Pasia, A.E. (2023). Contextualized mathematics instruction based on learning styles in improving critical thinking skills of grade 7 students. Industry and Academic Research Review, 4 (1), 443-449.
Manlunas, Q. M. (2022). Contextualized instructional materials as supplement to the kindergarten teacher’s guide. JPAIR Institutional Research, 20(1), 1–17. https://doi.org/10.7719/irj.v20i1.847
Mayer, R.E. (2014). Multimedia learning: 20 years of research. In: The Cambridge Handbook of Multimedia Learning. Cambridge University Press.
Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus., 112(2), 29–48.
Müller, C. & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
Müller, C., Mildenberger, T. & Steingruber, D. (2023). Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others? Int J Educ Technol High Educ, 20, 10. https://doi.org/10.1186/s41239-022-00379-x
Munna, A.S. & Kalam, M.A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation, 4(1), 1-4.
Mustafa, A. (2021). The personalization of e-learning systems with the contrast of strategic knowledge and learner’s learning preferences: an investigatory analysis. Applied Computing and Informatics, 17(1), 153-167. https://doi.org/10.1016/j.aci.2018.08.001
Nilson, L. (2015). Teaching at its best: a research based resource for college instructors (3rd ed.). San Francisco, CA: Jossy-Bass.
Obaid, M.A. (2013). The impact of using multi-sensory approach for teaching students with learning disabilities. Journal of International Education Research, 9(1)
OECD. (2019, April 26). PISA 2018 assessment and analytical framework. https://doi.org/10.1787/b25efab8-en
OECD. (2021). The state of school education: One year into the COVID pandemic. OECD Publishing. https://doi.org/10.1787/201dde84-en
Palines, K. M. E., & Ortega-Dela Cruz, R. A. (2021). Facilitating factors of scientific literacy skills development among junior high school students. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 546–569. https://doi.org/10.31129/LUMAT.9.1.1520
Paloma Humana, P. & Rahmat, R. (2022). Contextual teaching learning in the development of a student’s environmental care attitude during the Covid-19 pandemic. Advances in Social Science, Education and Humanities Research, 636.
Per Engzell, P., Frey, A. & Verhagen, M.D. (2021). Learning loss due to school closures during the COVID-19 pandemic. PNAS, 118 (17) e2022376118. https://doi.org/10.1073/pnas.2022376118
Prajapati, B., Dunne, M., Bartlett, H. & Cubbidge, R. (2011). The influence of learning styles, enrollment status and gender on academic performance of optometry undergraduates. Ophthalmic Physiol Opt., 31(1), 69-78. https://doi.org/10.1111/j.1475-1313.2010.00798.x
Radder, H. (2017). Which scientific knowledge is a common good? Social Epistemology, 31(5), 431-450. https://doi.org/10.1080/02691728.2017.1353656
Rayner, S.G. (2001). Cognitive styles and learning styles. International Encyclopedia of the Social & Behavioral Sciences, 2171-2175. https://doi.org/10.1016/B0-08-043076-7/02349-4
Renzulli, J.S., & Sullivan, E.E. (2009). Learning styles applied: Harnessing students’ instructional style preferences. In L. Zhang & R. J. Sternberg (Eds.), Perspectives on the nature of intellectual styles (pp. 209–232). New York: Springer Publishing.
Rezaeinejad, M., Azizifar, A. & Gowhary, H. (2015). The study of learning styles and its relationship with educational achievement among Iranian high school students. Procedia—Social and Behavioral Sciences, 199, 218-224.
https://doi.org/10.1016/j.sbspro.2015.07.509
Richey, R.C. & Nelson, W.A. (2001). Developmental research. The Handbook for Educational Communications and Technology. The Association for Educational Communications and Technology
Ridwan, H., Sutresna, I. & Haryeti, P. (2019). Teaching styles of the teachers and learning styles of the students. J. Phys.: Conf. Ser. 1318 012028. https://doi.org/10.1088/1742-6596/1318/1/012028
Romanelli, F., Bird, E., & Ryan, M. (2009). Learning styles: a review of theory, application, and best practices. American journal of pharmaceutical education, 73(1), 9. https://doi.org/10.5688/aj730109
Roque, J.P. (2022). Modular distance learning in the area of education during the new normal: A systematic review. AIDE Interdisciplinary Research Journal, 1, 66-82
Serrano, R.E. & Farin, E.N. (2022). Effectiveness of modular learning approach among secondary school students during pandemic in Zambales, Philippines. Asian Journal of Education and Social Studies, 33(2), 4. https://doi.org/10.9734/ajess/2022/v33i230789
Shams, L., & Seitz, A. R. (2013). Benefits of multisensory learning. Trends in Cognitive Sciences, 17(2), 57-63.
Singh, R., Gupta, N. & Singh, G. (2016). Learning style and teaching methodology preferences of dental students. Journal of the Anatomical Society of India, 65(2), 152-155. https://doi.org/10.1016/j.jasi.2017.02.009
Sotero, M.C., Alves, Â.G.C., Arandas, J.K.G. & Medeiros, M.F.T. (2020). Local and scientific knowledge in the school context: Characterization and content of published works. J Ethnobiology Ethnomedicine, 16, 23. https://doi.org/10.1186/s13002-020-00373-5
Suryawati, E. & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61-76. https://doi.org/10.12973/ejmste/79329
Talimodao, A. J. S., & Madrigal, D. V. (2021). Printed modular distance learning in Philippine public elementary schools in time of COVID-19 pandemic: Quality, implementation, and challenges. Philippine Social Science Journal, 4(3), 19-29. https://doi.org/10.52006/main.v4i3.391
Tanucan, J.C.M., Blanca Alforque Alejandro, B.A. & Corcino, R.B. (2023). Towards an enhanced implementation of printed modular distance learning in the Philippines: A meta-synthesis. International Journal of Learning, Teaching and Educational Research, 22(3), 341-358. https://doi.org/10.26803/ijlter.22.3.21
Umali, K.P., Chua, E.N. (2020). Active learning approaches in teaching physical science: Direction toward enhanced thinking skills of grade 12 senior high school students. IOER International Multidisciplinary Research Journal, 2(3), 99-108.
University of California, Merced. (n.d.). Learning Style Questionnaire. https://learning.ucmerced.edu/sites/learning.ucmerced.edu/files/page/documents/learningstylequestionnaire.pdf
Villanueva, H. D. & Campos, C. V. (2022). Learners’ home-based learning activities and academic achievement in modular learning. EduLine: Journal of Education and Learning Innovation, 2(4), 447-455. https://doi.org/10.35877/454RI.eduline1339
Yates, J. F., & de Oliveira, S. (2016). Culture and decision making. Organizational behavior and human decision processes, 136, 106–118. https://doi.org/10.1016/j.obhdp.2016.05.003
