Strategic Intervention Material-Based Instruction, Learning Approach and Students‘ Performance in Chemistry

Abstract

This study explored the learning approach adopted and
attempted to investigate the effect of Strategic Intervention Material-Based                                                                                                                     Instruction (SIM-BI) on the performance of students in high
school Chemistry. It utilized the pretest-posttest pre-experimental
design. The SIM-BI used as a treatment of the study covered one of the
least mastered skills in the subject area which is chemical bonding. Two
classes of 80 students enrolled in Chemistry during the fourth quarter of
the school year 2012-2013 were used as respondents. They were
classified according to their learning approaches which were on their
mean scores in the Chemistry Learning Approach Inventory (CLAI). The
score in the Chemistry Achievement Test (CAT) administered as pretest
and posttest measured students‘ performance in Chemistry. Dependent
t-test was employed to determine the significant difference between the
mean responses in the pretest and posttest. Results of the study showed
that the use of SIM-BI is effective in terms of improving students‘
performance and learning approach. The surface learners performed
equally well as the deep learners when SIM-BI was used. The positive
result of the survey suggested that the SIM was appreciated and
appealed to both types of learners.