Experiential Learning Module and the Science Process Skills of Grade 8 Students

Princess Yam V. Garcia¹, Julie Fe D. Panoy, PhD.^2
1 https://orcid.org/0000-0001-8740-2747, ²https://orcid.org/0000-0003-4886-3414
princessyam.garcia@deped.gov.ph, ²juliefe.panoy@lspu.edu.ph
¹Lutucan Integrated National High School, Sariaya, Quezon, Philippines
²Laguna State Polytechnic University, San Pablo City Laguna, Philippines

DOI:https://doi.org/10.54476/apjaet/11871

Abstract

This study introduced the experiential learning cycle incorporated into a learning module to improve students’ science process skills. The developmental research design was used to attain the study’s objectives- to create a learning module that would develop students’ science process skills; to determine the student’s level of acceptability of the effectiveness of the learning module and the science process skills which includes basic, experimental and causal; to determine the relationship between the student’s level of acceptability of the learning module and the science process skills of 79 grade 8 students enrolled in Lutucan Integrated National High School and to determine if there is a significant difference in students’ pretest and posttest scores after the utilization of the learning module. The respondents were selected in a cluster-random technique. The researcher developed a learning module based on the experiential learning cycle which was validated and evaluated by 10 expert respondents using the Department of Education (DepEd) issued DepEd Order No. 001, s. 2021 entitled “Guidelines on the Evaluation of Self-Learning Modules (SLMs) for Quarter 3 and 4 for School Year (SY) 2020-2021”. The researcher administered a survey questionnaire that adopted the ACAS Model. Based on the results from the researcher-made survey questionnaire, the level of acceptability of the students to the learning module in terms of acceptability, comprehensibility, attractiveness, and self-involvement are significantly related to their science process skills. Hence the students’ science process skills mastery may lead to better performance in science when applied to the learning module. Moreover, there is a significant difference between the pretest and posttest scores of the students after utilizing the learning module. These results suggest that incorporating an experiential learning cycle into a learning material improved their science process skills. Therefore, incorporating the experiential learning cycle in the learning material develops and increases the students’ mastery of science process skills.

Keywords: experiential learning cycle, learning module, science process skills

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