Physics, the most basic of sciences, is the study of matter and energy, and the interactions

between them. It is the foundation upon which other sciences, such as chemistry, astronomy, and
geology are based (Santisteban, 2009). Many other fields of science make use of concepts from physics
and it has contributed a lot to our present understanding of the universe (Asuncion, et al, 2012).

A study conducted by Cadorna, et al (2013) showed that the students had a low level of
performance in physics. Among the physics concepts considered, the students performed at an average
level in forces and work, energy and power, but they performed low in vectors and scalars. The students
got an average performance in knowledge, but low in comprehension and application skill levels. Alegre
(2012) found out that physics was a real big frustration to students who confirmed that their
achievement in physics was very much affected by their attitudes and anxiety. Students often contend
with many difficulties during problem-solving in physics so it is important to determine the causes of
these difficulties (Snetinova, 2012).

Journal of Social Sciences (COES&RJ-JSS) ISSN (E): 2305-9249 ISSN (P): 2305-9494 Publisher:
Centre of Excellence for Scientific & Research Journalism, COES&RJ LLC Online Publication Date: 1st
April 2017 Online Issue: Volume 6, Number 2, April 2017 http://centreofexcellence.net/J/JSS/JSS
%20Mainpage.htm This work is licensed under a Creative Commons Attribution 4.0 International
License. Difficulties encountered, learning strategies and academic performance in physics of
Psychology students Araceli C. Corpuz

The state of science education today is influenced by several problems specifically the issue of
inadequate instructional materials and teaching tools aligned to the learning outcomes prescribed by
the department of education (DepEd). Teachers find it difficult to teach some science concepts and
principles due to the scarcity of relevant, responsive, and researchbased learning materials. According to
Jalmasco (2014), the lack of science education facilities is reflected in the poor quality of basic science
and math education seen by the low achievement scores of Filipino students in various tests. In addition,
instructional materials that are aligned to the target competencies are lacking.

One of the learning strategies that develop curiosity and scientific thinking of students is inquiry
learning. Inquiry learning is a method that refers to the students’ activities that develop knowledge. This
learning method can help students develop critical thinking skills and construct knowledge as if they are
real scientists (Corlu & Corlu, 2012)

It is a fact that most high school students find physics difficult to understand. This may
be accounted to the use of mathematics as its language which requires skills in computation.
Misunderstandings and misconceptions among students arises when physics concepts are not
properly explained. An instructional material will help learners to understand the lesson better,
especially when a classroom has a great number of students, learning is difficult to achieve and
individual differences are hardly monitored (“What Makes Physics Difficult?” 2008).

In learning specific skill or acquire knowledge, teacher can help student’s individualized
instruction through the use of modules. Modular learning is becoming popular because of the
concrete application of principle of individual differences in which student can proceed at a pace
suited to his abilities.An educational authority stated that development of production of
textbooks and other instructional materials are necessary in order to achieve the objectives of
education. It is evident that instructional materials have been effective instruments for answering
quality education (Dizon, 1998).Modules can enable students in learning by thinking and finding
out knowledge .

The inquiry based module has learning steps that define the problem, verify by
formulating hypotheses, conductexperiments and collect data, formulate explanations and
analysis of inquiry processes . Such activities also encourage students to use their science
process skills in each of the five essential features of a investigation, so that students' science-
process skills can be improved . Inquiry-based learning can stimulate student motivation,
application of student research skills, construct meaning, and acquire scientific knowledg .
Arantika et al 2019

To achieve this realization on the use of Inquiry-based modules in all schools under the
Department of Education, there is a need to develop a validated module in science with the
utilize of the prescribed content and learning competencies specifically in grade 8 Physics to
enhance learning satisfaction, needs, and mastery of learners. The purpose of this study is to
formulate an inquiry-based module in grade 8-phyics as a supplementary material for teachers in
the teaching process. This study is not meant to arbitrate the teachers’ skills in teaching science
hence; this could be a gateway to strengthen learners’ weaknesses and to make the learning
process easier.

References

Development and Validation of Tenth Grade Physics Modules Based on Selected Least Mastered
Competencies

https://iopscience.iop.org/article/10.1088/1742-6596/1157/4/042019/pdf

In the study conducted by Gagarin (2003) she found that her developed modules in physics
proved to be effective tool in teaching physics to the students of Samson College of Science and
Technology. The modules found to be valid and acceptable as assessed by the Science instructors and
sophomore college students in her school. Moreover, the findings of her study reveal that her
developed modules in physics really enhance the learning experiences of the students. For this reason,
she recommends the adoption of her modules for classroom instruction and be a pattern for developing
instructional materials in other Science subjects in the different year levels.

Bayle (2004) specified the low performance of the fourth year students in Science and
Technology IV (Physics) in the Division of Taguig and Pateros for the school year 2003-2004. There were
reviews and revisions made in the Science curriculum yet students get low scores. She perceived the
need of teaching-learning materials so that students can learn to manipulate and do hands-on activities.
For this reason, she conducted her study on how the activity manual she developed affects the student’s
performance. She then concluded that the manual effectively increased the performance level of the
students and was highly acceptable instructional materials as regard to its usability, adequacy, clarity,
and relevance.